资源简介

第五课时　Section B(2a—Reflecting)
Activity 1 Warming up and revision(感知与注意)
T：Good morning，everyone！Today we are going to work on 2a.Before we start，can you tell me some Chinese fairy tales or western stories
S1：The Monkey King，the Lion and the Mouse.
S2：The Ugly Duckling，The Emperor's New Clothes.
T：Great！Now，let's move on to 2a.
设计意图：通过激活学生已有的中西方故事词汇和相关知识储备，为新课的学习做好铺垫。
Activity 2 Presentation(获取与梳理)
T：Now，let's work on 2a.You'll need to read the beginning of the story first，and then write an ending for it with the help of the questions in 2a.You can exchange the answers with your deskmates to get the answers right.
T：Now，please tell me the answers to these questions.
…
T：What ending did you come up with
S：I thought the fisherman could trick the genie by asking him to show his power first.Then，while the genie was distracted，the fisherman could escape.
T：That's an interesting idea.How did you develop it
S：I considered the fisherman's cleverness and the genie's pride from the story.
T：Good reasoning.Let's hear other endings.
…
设计意图：通过阅读和读后续写练习，帮助学生加深对文本的挖掘能力。引导学生积极主动地思考，培养学生的逻辑思维能力，提升学生的英语学科的核心素养。
Activity 3 Practice(概括与整合)
T：Now，let's move on to 2b.After writing the ending of the story with your thinking and imagination，please exchange your drafts and share your opinions with your group members.When someone is sharing，others listen carefully and find out the advantages and disadvantages to make their draft better.
S1：I liked your ending，but I think you could add more description of the fisherman's feelings when he was facing the genie.
S2：That's a good point.I'll work on that.What do you think of my dialogue between the fisherman and the genie
S3：It's engaging，but maybe you could make the genie's language more menacing.
T：Great feedback，everyone.Keep working together to improve your stories.
(Students exchange in groups and share ideas and opinions to find out the mistakes and correct them.The teacher supervises and provides guidance，encouraging students to be creative.)
设计意图：通过写作与语言交流练习，提高学生的写作能力和语言组织能力。加深学生对故事的挖掘，培养他们的表述能力和思维的逻辑推理能力。
Activity 4 Project(内化与运用)
T：For Project in 3a，in groups，select a story from this unit to adapt into a short play.Discuss the story's key elements，assign roles，and plan your performance.
(During the group discussion)
T：Which story did your group choose and why
S1(Group 1)：We chose The Emperor's New Clothes because it has vivid characters and a clear plot.We can have fun with the roles.
T：Good choice.How are you planning to stage it
S2：We'll create simple costumes and use props like a fake throne.We'll also practise different voices for the characters.
T：Excellent planning.Keep working on it.
设计意图：将故事文本转化为戏剧表演，提升学生创意策划、团队协作、角色塑造与舞台呈现能力。借故事选择与策划讨论来深化学生对故事的理解、强化知识的整合运用，培养学生艺术审美与跨学科实践素养，激发学生创新实践热情与表演艺术潜能。
Activity 5 Write a short play(描述与阐释)
T：Let's work on 3b.Now，it's time for you to work together as a group and write a short play.Remember to use the questions and the example provided to guide your writing.Consider the plot development，character actions and dialogues，setting，and the overall flow of the story.Make sure each character has a distinct personality and that the play is engaging and easy to understand.
(During group creation)
T：Who's the main character of your play
S1(Group 1)：A little fox.She was unhappy because no one wants to make friends with her.
T：That sounds interesting.Now，start writing the play.
(After students creating for a period of time)
T：How is the writing going？Can you read out some of the passage
S2(Group 1)：One day，the little fox met a little rabbit in the forest.The little fox said to the little rabbit，“Little rabbit，let's be friends！” However，the little rabbit said，“No，I can't be friends with you.Everyone says that foxes are cunning and will lie to us.”
T：Good start.But you can add more expressions to show their feelings.
S3(Group 1)：Okay，we'll work on that.
设计意图：角色扮演活动能极大地促进学生英语学习的兴趣，提升学生英语的表达能力和表现力。通过准备英语小短剧表演，充分激发学生学习英语的热情，提高文学创作技巧与艺术表现力，为后续的表演活动提供高质量的剧本。
Activity 6 Perform your play(内化与运用)
T：In 3c，it's time to bring your play to life on stage.Perform with confidence，express the characters' emotions vividly，and engage the audience.After all the performances，we'll vote for the best one.
(After the performance ended)
T：What did you like about each performance？What could be improved
S1：I liked the energy of the actors in the play The Lion and the Mouse.Maybe they could work on their stage positions a bit more.
S2：The costumes in the play The Ugly Duckling were great.However，the actors could project their voices better.
T：Thank you for your feedback.This will help everyone grow as performers.
设计意图：为学生提供表演实践平台，实现知识技能从创作到演绎的转化，提升学生口语表达、肢体语言运用与舞台自信。通过投票评选激发学生的竞争意识与追求卓越的精神，借观众反馈促进学生反思改进、提升表演艺术的综合素养，培养学生艺术鉴赏与评价能力，强化故事传播感染力与影响力。
Activity 7 Reflecting(分析与评价)
After group work，encourage the students to evaluate their performances in the group.They can describe how well they did just now according the evaluation scale.For example，I can use the simple past tense to tell my favourite stories to others very well.I can express my ideas and feelings about a story.In this way，I can write an ending for a story.I can't understand the meanings behind stories from different cultures.I think I need to ask my teacher and classmates for help.
设计意图：通过量表，学生可以清楚地知道自己在哪些方面做得好，哪些方面存在不足。这样能帮助学生养成反思的习惯，提升思维品质，有利于学习能力和策略的培养。
Activity 8 Homework(分层作业)
必做题：Complete the textbook exercises to consolidate the grammar and vocabulary knowledge of this unit.
选做题：Create an English story collection based on unit stories(no less than 3 stories).
第五课时　Section B(2a—Reflecting) New words： fisherman，fishing，genie，die，set，rich，powerful Phrases： come out，make a promise，set…free，instead of，succeed in doing sth，in the end Discuss： Which story do you think is the most interesting Which story would make an exciting play Questions： What happens in the scenes Where do they take place How many characters are there in each scene Who will be the narrator and who will play each character What will the characters say？How will they say it？
The students actively participated in the discussion in class and showed a strong interest in the topic of stories.Through the activity of creating and performing a short play，the students not only consolidated the vocabulary and sentence patterns learned in class but also exercised their creativity.In the next term，we will adopt new and creative methods，encouraging them to learn from each other.We will continue to explore more topics and activities related to daily lives to stimulate students' interest in learning and creativity.Unit 8　Once upon a Time
The theme of this unit is “Why do we tell stories？” It involves multi dimensional learning centred around stories，encompassing storytelling，exploration of moral lessons，cultural analysis，and creative expansion.Through revisiting and creating classic stories，students gain insight into the value of stories，such as inheriting culture，enlightening wisdom，cultivating sentiment，and experiencing the charm of conveying universal human emotions and ideas across time and space.It stimulates imagination and creativity，enhances comprehensive language literacy and cultural foundation，fosters cross cultural communication acumen and cultural confidence，and lays the foundation for lifelong learning.
Unit Content Analysis(单元内容分析）
◆ Vocabulary and Sentence Patterns
Vocabulary：It involves the words of characters in the stories(such as hunter，neighbour，emperor，official，duckling，king，genie，etc.)，as well as phrases about stories telling(such as once upon a time，bite through，tell the truth，make money，get out，make a promise，etc.).
Sentence Patterns：Use “Did you read Little Women for English class？” or “Do you know the story of The Emperor's New Clothes？” to ask others about the stories；use questions like “How did the mouse help the lion？” to make the stories continue and use “What would happen in the end？” to ask students to make up an ending for a story.
◆ Listening and Speaking
Listening activities include listening to 2 dialogues about 2 different stories to put the sentences in order，completing the sentences by choosing the correct words，answering questions and retelling the stories to your partners，listening to The Emperor's New Clothes to complete the flow，etc.，aiming to improve students' listening comprehension and information extraction abilities.
Speaking activities include talking about one's favourite stories，describing the whole procedures and the reasons why you like them and role playing，etc.，aiming to cultivate students' speaking expression ability and language organization ability.
◆ Reading and Writing
Reading materials include 2 stories about The Emperor's New Clothes and The Ugly Duckling，aiming to improve students' reading comprehension and information acquisition abilities.
Writing activities include completing the short story with the correct forms of the verbs and writing an ending of a story，etc.，aiming to cultivate students' writing ability and creativity.
◆ Grammar and Pronunciation
Grammar focus includes using the simple past tense to tell the stories and simple present tense to ask someone's opinion about the stories(like “Do you know the story of The Emperor's New Clothes？”).
Pronunciation exercises include the pronunciation about the letter combinations，such as “ch”“ph”“sh”“th”“wh”，as well as the word assimilation in the sentences.
Key Points 1.Master the phrases about the story telling and the tenses involved in this unit. 2．Be able to talk about one's favourite story in English，and share it with partners. 3．Cultivate students' speaking expression ability and language organization ability.
Key Difficulties 1.Accurately speak out the stories，and share them in English. 2．Cultivate students' writing ability and creativity by writing an ending for a story in English and writing your favourite story.
Proficiently use dual tenses and switch expressions according to context；accumulate a rich vocabulary and sentence patterns to build a material bank；express insights into stories clearly，accurately，fluently and creatively in various language practices，showcasing the charm of language.
Immerse deeply in the classics of multicultural stories，gain insight into the cultural origins，values，social customs，and national spirit behind the stories；compare and analyze the similarities and differences of cross cultural stories，cultivate keen cultural perception and profound understanding；in the sharing of story dissemination，promote the treasures of local culture，accept the essence of foreign cultures，use stories as a bridge to promote cultural exchange and mutual learning，share beauty together，and cultivate a global perspective and cultural confidence.
Learn to discuss and communicate with others about the fairy tales and express their own views and opinions，make reasonable speculations，and express personal views logically，dialectically and innovatively.Realize the transfer of knowledge and thinking ability.
Independently construct a story learning strategy system，flexibly select pre study inquiry，note taking organization，summary and reflection methods according to story themes，stylistic features，and language difficulty；efficiently use dictionaries，online resources，and expanded knowledge to enhance autonomous learning efficiency.Deeply strengthen cooperative learning and collaborative abilities，actively take on roles in story performance creation and discussion and evaluation，listen to and accept opinions，gather collective wisdom and innovative vitality，share knowledge and experiences in interactive communication，improve comprehensive quality，and build a learning community together.
Learning Situation Analysis(学情分析）
1．Students may have certain understanding and interest in Chinese and western stories，but their ability to tell stories in English is limited.
2．Students may have difficulties in some phrases and grammar，requiring targeted guidance and training from teachers.
3．Students may lack writing experience，requiring guidance on writing techniques and methods from teachers.
1．Utilize multimedia resources(such as pictures，videos，etc.) to assist teaching，stimulating students' interest in learning.
2．Adopt heuristics teaching method and task driven method，allowing students to learn and apply English in real contexts.
3．Focus on pronunciation and grammar training，improving students' language accuracy through storytelling practice and correction.
4．Encourage students to write more and practise more，provide writing templates and model essays，guiding students to imitate writing and create.
5．Pay attention to individual differences among students，adopting a combination of tiered teaching and individual tutoring to meet different students' learning needs.
第一课时　Section A【(1a—1e)& Pronunciation 1—2】
第二课时　Section A(2a—2e)
第三课时　Section A(Grammar Focus 3a—3d)
第四课时　Section B(1a—1d)
第五课时　Section B(2a—Reflecting)第四课时　Section B(1a—1d)
Activity 1 Warming up and revision(感知与注意)
T：Good morning，class！Today we are diving into Section B.Before we begin，let's share your favourite stories and the reason why you like them.
S：My favourite story is…Once upon a time…
T：Excellent！Your oral English is very good.How about you
…
T：Well done！Now，let's see Section B：What can stories teach us
…
设计意图：这项活动旨在激活学生已有的知识，并让他们用英语讲故事。同时，它也是引入新课程《丑小鸭》的平滑过渡。
Activity 2 Presentation(获取与梳理)
T：Now，let's work on 1a.I want you to look at the pictures，and guess what story it is.Then guess what happens in the story，and number the picture 1—4.You can discuss with your partners.
(Students engage in discussion.)
T：Alright，let's hear some of your ideas.Who can tell me your opinions about the pictures
S：Perhaps it's The Ugly Duckling.It is about four parts of the story.
T：That's right！Let's see how the story processes.
(After students complete the numbering，they exchange and discuss with their deskmates.The teacher patrols，listens，and timely guides students to improve the plot conception from the details.)
设计意图：本活动旨在激发学生合作并分享他们的知识，同时自然引入丑小鸭的故事，为下面的教学活动做好铺垫。
Activity 3 Practice(概括与整合)
T：Now，it's time to work on 1b.I want you to read the story carefully and discuss the question with your partners.The question is：Is the ugly duckling a real duck？Remember to underline key information that supports your answers.
T：Alright，who can tell me whether the ugly duckling is a real duck and why
S：No，because he saw that he was a beautiful white swan.
T：Very good！The ugly duckling is a beautiful white swan.
设计意图：以问题引导阅读，聚焦故事核心争议点，驱动学生深度阅读、批判性思考与合作交流。培养学生文本分析、观点提炼与论证的能力，在讨论中拓展思维视野、深化对故事角色本质及主题内涵的多元理解，提升文学鉴赏与批判性思维素养。
Activity 4 Practice(概括与整合)
T：Now，let's move on to 1c.There are 4 questions in 1c，and I want you to read the story again and underline the information that supports your opinions.
(Let students share their answers with their partners to get the right answers，and move around to give proper help.)
T：For the question “How the ugly duckling was different from the other ducklings in size and colour？”，what did you find
S1：It was big and gray，while the others were small and yellow.
T：Right.And for the second question
S2：It searched for a new home because the other ducklings bullied it and it felt sad.
T：Good.Keep answering the questions accurately.
…
设计意图：引导学生精读文本、提取关键信息、精准解答问题，强化阅读理解能力与信息筛选、整合技巧。借问题探究深化学生对故事人物、情节、主题全方位理解，培养学生依据文本内容严谨作答、深度剖析文本的学习习惯，提升学生文学阅读素养与知识迁移运用能力。
Activity 5 Practice(概括与整合)
T：Now，it's time to work on 1d.I want you to find out the characters in the story，and match the characters with their opinions.What advice can you give to these characters？You can share your ideas with your group.
(After students complete the matching)
T：How did you match the characters and opinions？Please tell me.
S1：I matched “The ugly duckling” with “I'm not happy here.Is there a right place for me out there？”．
T：Good.What advice would you give to the ugly duckling
S1：Don't worry.Be confident and then you can find your home in the end.
T：Great.What did you match “The five ducklings” with
S2：I matched “The five ducklings” with “You're big and grey…”．
T：You're right.Well done！What advice would you give to the five ducklings
S2：They should be more kind and accepting of differences.
T：Excellent.Let's hear more ideas.
…
(Get students to work in groups to match the characters with their opinions.Ask them to think deeply to give advice to the characters.Move around to encourage the students to think logically and critically to make them get further thinking and understanding of the story.)
设计意图：本活动旨在激发学生合作并分享他们的知识，同时也引入学生对故事进行逻辑、辩证的思考，充分发掘文本，培养学生的逻辑思维能力和辩证能力。
Activity 6 Homework(分层作业)
必做题：Recite the full text of The Ugly plete the exercises related to the period.
选做题：Create an English picture book based on The Ugly Duckling(not less than 8 pages).
第四课时　Section B(1a—1d) New words：ugly，duckling，real，search，hen，hopefully，purr，lay，swan，feather Phrases：laugh at，go away，search for，to one's surprise The Ugly Duckling The ugly duckling，The five ducklings，The other birds，The cat and the hen
In this lesson，I aimed to engage students in a meaningful story learning and telling.Through a variety of activities，including partner discussion，reading comprehension，and giving advice，students were able to deepen their understanding of the story and their cultural significance.Overall，the lesson was well received and students were actively engaged.However，in future lessons，I could incorporate more diverse perspectives on stories to broaden students' horizons.第三课时　Section A(Grammar Focus 3a—3d)
Activity 1 Warming up and revision(感知与注意)
T：Good morning，class.Before we start today's lesson，let's review what we learned yesterday.Can anyone retell the story in 2a
(The teacher guides students to recall and retell the story.)
设计意图：通过复习旧知识，为新课内容做铺垫，激发学生的兴趣。
Activity 2 Presentation(获取与梳理)
T：Let's work on 3a.Read these sentences carefully and observe the tenses used.Then，think about when we typically use each tense.Discuss with your partner and be ready to share your thoughts.
T：What tense is used in the sentence “Did you read Little Women for English class？”
S1：It's the simple past tense.We use it to talk about actions that happened in the past.
T：Right.And for the sentence “Do you know the story of The Emperor's New Clothes？”
S2：That's the simple present tense.We use it for general facts or things that are true now.
T：Excellent.Now，let's summarize the usage rules of these tenses.
(The teacher guides students to underline the verbs and find out the tense each sentence used，and then explains how to use the simple past tense(to tell the story details) and the simple present tense.The students talk about the usages of the tenses and finally read the grammar focus.)
设计意图：帮助学生在具体语句中精准识别一般过去时与一般现在时，深入理解两种时态的语义内涵与使用情境的差异，通过小组讨论与分享来强化对时态规则的认知，提升语法分析与归纳总结能力。
Activity 3 Practice(概括与整合)
T：Now，let's work on 3b.First think about the tense of each sentence，and then choose the correct forms of the verbs.
(After students finish the exercises)
T：In the first sentence，why did you choose “was”？
S1：Because it's talking about a past state when the speaker was a child.
T：Good reasoning.Now，continue with the other sentences.
(Guide students to find out the tense of each sentence and then choose the right forms of the verbs，emphasizing the forms of verbs' past tense.Ask students to check their answers in pairs，find out the mistakes they make，and correct the mistakes to master the tenses.Finally，let students read them and pay attention to the tenses they choose.)
设计意图：让学生在实践中运用时态知识来选择正确的动词形式，强化对时态规则的实际运用能力，提升语法运用的准确性与灵活性。通过语境分析培养学生依据上下文判断时态的思维能力，使学生能在复杂的语言情境中准确匹配动词时态与表达意图。
Activity 4 Practice(概括与整合)
T：For 3c，read the story to be familiar with its plot.Then use the correct forms of the verbs to complete the story.
(After students finish the exercises)
T：In the first sentence，why did you use “asked” instead of “asks”？
S：Because it says “Once upon a time…”．The action happened in the past.
T：Right.Now，fill in the rest of the blanks and check if the story makes sense with the chosen verb tenses.
(Guide students to read the story first and then choose the right tenses.Lastly，let students read the story together.)
设计意图：使学生在语篇情境中综合运用时态知识准确填写动词形式，培养语篇层面的时态运用能力与阅读理解中的语法分析能力，实现语法知识从句子到语篇的有效迁移。
Activity 5 Group work(概括与整合)
T：In 3d，share your favourite story with the class.Use the tenses we learned correctly to describe the events，characters，and your feelings about the story.Be engaging and vivid in your narration.
S：My favourite story is Cinderella.Once upon a time，there was a kind girl named Cinderella.She lived with her stepmother and stepsisters.They treated her badly…
T：Great story！You used the tenses well.Now，let's hear from other students.
…
设计意图：为学生创设真实语言运用情境，促使学生在故事分享中灵活运用所学的时态知识，实现语法知识与口语表达的深度融合，拓展学生故事素材储备与叙事技巧。
Activity 6 Homework(分层作业)
必做题：Organize class notes，create a tense mind map，sort out the construction rules，usage points，time markers and typical example sentences of two tenses.
选做题：Based on the knowledge of tenses you have learned，create an English story(no less than 100 words).
第三课时　Section A(Grammar Focus 3a—3d) 1．yesterday/last week/ago　usually/always/often 2．walk—walked/play—played/go—went/have—had/lie—lied 3．I played football yesterday.　I didn't play football yesterday. —Did you play football yesterday？　—Yes，I did./No，I didn't. —Who did you play football with？　—I played football with my friends. —How did the mouse help the lion？　—It bit the net，and the lion got out.
During this lesson，students actively participated in various activities but still had difficulties using the verb tenses in real situations.In future teaching，the teacher should increase more practical dialogues or situation practice to help students better master and apply the verb tenses.Also，the teacher should pay attention to individual differences among students and provide more personalized guidance.第一课时　Section A【(1a—1e)& Pronunciation 1—2】
Activity 1 Warming up and revision(感知与注意)
T：Today we are going to learn Unit 8.First，let's look at the title and the picture.What are we going to learn in this unit
Ss：We are going to learn something about stories.
T：Yes，you're right.We are going to learn about Chinese and Western stories.Look at the picture and share the three questions with me：
T：What are the students in the photo doing
S1：They seem to be listening carefully to a story.
T：Good observation.How do you think they feel about it
S2：They might be excited by the story.
T：That's a possibility.And what do you think the teacher is helping them with
S3：Perhaps the teacher is helping them understand the story better.
T：Excellent insights.This will lead us smoothly into our exploration of stories in this unit.
设计意图：通过观察标题与图片并探讨相关问题，激发学生对故事主题的兴趣与好奇心，唤醒其背景知识与生活经验，为新知识的学习营造积极的思维氛围、铺设认知导入路径，使学生迅速融入单元情境。
Activity 2 Presentation(获取与梳理)
T：Let's work on 1a.Look closely at the pictures and determine if you can recognize the stories.
T：What story does the second picture remind you of
S1：It looks like the story of The Fisherman and the Genie.
T：Why do you think so
S2：I recognize the fisherman and the shiny thing in the picture.
T：Great.Let's continue with the other pictures.
(The teacher guides students to analyze the stories corresponding to the pictures one by one，helping students establish the connection between the pictures and the names of the stories，and enriching their vocabulary reserve of stories.)
设计意图：通过图片识别，帮助学生记起一些经典故事。交流互动活动能为学生提供目标语言输出的机会，有利于巩固所学故事的单词，了解故事情节，能培养学生的口语表达能力，发展他们的思维。
Activity 3 Listening(获取与梳理)
T：Let's work on 1b.Listen to the first conversation，be familiar with the story and learn the details of the story.Finally put the sentences in order according to the listening.
(After listening)
T：What do you think is the first sentence
S：I think “The lion caught the mouse.” should be the first one.
T：Why
S：Because it sets the background of the story.
T：Good reasoning.Now，let's continue with the rest of the sentences.
(After students complete the sorting，the teacher checks the answers with the students and guides them to understand the logic of the story development and the key plots.)
设计意图：训练学生在听力中捕捉事件先后顺序及梳理故事脉络的能力，强化对听力文本细节理解与信息整合的技巧，深化对故事结构的认知，提升听力理解精准度与逻辑思维能力。
Activity 4 Listening(获取与梳理)
T：Let's work on 1c.Now，let's listen to the second conversation and choose the correct words to complete the sentences.
(The teacher plays the listening recording.Students are familiar with the story，learn the details，and complete the sentences.After students complete the fill in the blank exercises，the teacher discusses the answers with the students，analyzes the basis for vocabulary selection and the contextual meaning，thereby deepening the students' understanding of vocabulary usage.)
设计意图：提升学生在听力语境中辨析与运用词汇的能力，培养依据上下文推断词义、选择恰当词汇的技巧，增强学生对故事细节信息的捕捉与处理能力，拓展词汇理解的深度与广度。
Activity 5 Practice(概括与整合)
T：Let's work on 1d.Listen to the two conversations again and answer the questions.This time，it requires you to be more familiar with two stories and make proper answers with your own opinions and imagination.You can share these views with your partners.
(Students answer the questions，and then share with other classmates.)
T：Why do you think the lion laughed when the mouse promised to help him
S：I think the lion laughed because he didn't believe the tiny mouse could actually help him.
T：That's a good point.Now，answer the other questions.
设计意图：通过听力训练，帮助学生在了解故事情节的基础上，对故事、故事情节以及人物等做出合理的判断并表达出来，提高学生的推理判断、逻辑思维以及口语表达能力。
Activity 6 Practice(内化与运用)
T：In 1e，select the story you prefer and retell it vividly to your partner.Incorporate as many details as possible and use your own words to make the story come alive.
S1：I want to retell the story of The Lion and the Mouse.Long ago，a mouse accidentally got caught by the lion.The mouse pleaded with the lion to let it go and promised to return the favor…
T：Your retelling is good.You added some vivid details.Now，let's hear from other students.
(After some students retell the story，the teacher organizes peer evaluation.)
设计意图：为学生提供语言输出的实践契机，锻炼口语表达的流畅性、准确性与生动性，培养学生叙事架构搭建、情节渲染与情感传递的能力，增强表达自信与创作热情，实现知识向能力的有效转化。
Activity 7 Pronunciation(归纳与应用)
T：Let's work on 1.We are going to explore consonant sounds.Listen closely and repeat each word after me.Then，add one more word that shares the same consonant sound to each group.
T：Listen to the /t / sound in “chair”．Now，repeat.And add another word with the /t / sound.
S：“Chinese”．
T：Great.Let's proceed with the other consonant sounds.
设计意图：强化学生对辅音发音规律的感知与记忆，通过添加单词来拓展词汇量、提升发音准确性与辨别能力，为口语表达清晰、准确奠定语音基础。
Activity 8 Practice(归纳与应用)
T：Let's work on 2.In pairs，read the conversation aloud slowly and deliberately at first.Then，listen and read it again at a normal speed.Pay close attention to how the letters in bold change sounds.
(After students read the dialogue in groups)
T：What did you notice about the pronunciation of “did you” when you read it at a normal speed
S1：They sounded like “d d u”．
T：Good observation.How about “would you”？
S2：It sounded like “w d u”．
T：Exactly.Now，practise reading the conversation again with the correct pronunciation of these words.
设计意图：引导学生关注连读现象，掌握特定词组连读规则，提升口语连读技巧与语音自然度。帮助学生在口语交流中更流畅、地道地表达，使语言输出更贴近英语母语者，增强语言表现力与听力理解能力，促进语言综合素养提升。
Activity 9 Homework(分层作业)
必做题：Recite the story names and core vocabulary in 1a.Write them down from memory and spell them correctly.
选做题：Based on picture 1a or your own creativity，create a story illustration and provide an English introduction(50～100 words).
第一课时　Section A【(1a—1e)& Pronunciation 1—2】 Key words： Nouns：lion，mouse，farmer，horse，fisherman，genie，story，lesson Verbs：laugh，promise，help，catch，free，wish Adjectives：strong，weak，kind，grateful，wise Phrases：laugh at，promise to do sth，be grateful for，set sb free，make a wish，learn a lesson Sounds：/t /(e.g.chair)，/f/(e.g.physics)，/ /(e.g.ship)，/θ/(e.g.throw)，/ /(e.g.then)，/w/(e.g.why)，/h/(e.g.who)
Through the study of this lesson，students are able to master the names of some famous fairy tales，use some phrases and words to tell the stories，and introduce their favourite stories.However，it is necessary to observe students' reactions and participation degree，and adjust teaching strategies and methods in time.At the same time，it is also important to cultivate students' cultural awareness and confidence.第二课时　Section A(2a—2e)
Activity 1 Warming up and revision(感知与注意)
(The teacher plays the pronunciation of consonant combination and the word assimilation audio from the previous lesson，and students repeat after it.)
T：Good morning，everyone！Let's review the pronunciation of the consonant combination and the word assimilation we learned last class.Can you remember them？For example，“ship”．
S1：The emphasized consonant sound is / /.
T：Well done！Now，let's move on to today's story.What do you expect to learn from a new story
S2：I hope to learn more new words and interesting plots.
T：Great！Let's see what this story has in store for us.
…
设计意图：通过辅音字母组合以及音的同化的发音，激活学生的语音记忆，为接下来的听力训练做好准备。
Activity 2 Listening(获取与梳理)
T：For 2a，listen carefully as Emma shares a story with her class.When you hear the coloured words，circle them promptly.Pay close attention to the pronunciation and context to ensure accurate identification.
(After the teacher plays the story)
T：What coloured words did you circle
S1：I circled “liked”“clever”“street” and “shouted”．
T：Good.Why did you choose these words
S1：Because they were clearly pronounced and were important elements in the story.
T：Right.Let's listen again and check if there are any other coloured words.
(The teacher checks the answers and guides students to analyse the story.Ask questions like：Who's the main character in the story？What did he like？…)
设计意图：通过听力训练，培养学生的听力理解能力。对故事的讨论帮助学生初步了解故事内容，提高学生获取关键信息的能力。
Activity 3 Reading(获取与梳理)
T：In 2b，read the story thoroughly and complete the flow chart.Look for details about the sequence of events，the actions of the characters，and the development of the plot.
(When students are reading and filling in the map)
T：How did you fill in the first part of the flow chart
S1：I wrote that an emperor wanted to buy new clothes，so two brothers came and lied to him.
T：Excellent.What happened next
S2：They pretended to make beautiful clothes.
T：Good.Keep going and make sure the flow chart accurately reflects the story.
(Students complete the answers about the activities that each character did based on their notes.)
设计意图：帮助学生梳理故事文本的逻辑结构与情节脉络，提升阅读理解与信息整合能力。通过分析故事发展流程，引导学生把握故事主线，明晰事件因果关系与人物行为逻辑，培养系统性阅读思维，为深入理解故事内涵与主题奠定基础。
Activity 4 Language practice(概括与整合)
T：Let's work on 2c.Read the story again and answer the questions.This time，it requires you to use your brain to think logically and critically.
T：What's your answer to the first question about what the two brothers said about their clothes
S1：They said they could make wonderful clothes that only clever people could see.
T：Good.Why do you think the emperor and his officials praised the clothes
S2：I think they wanted to seem clever.
T：Great analysis.Keep answering the other questions.
(The teacher guides students to use their own languages to get the proper answers.At the same time，the teacher should encourage them to think bravely，deeply and critically.If possible，let students work with their partners to modify the answers.)
设计意图：通过阅读和思考，提高学生的阅读能力，同时，能够根据文本信息，作出合理的推断和假设，提升学生对文本的挖掘。
Activity 5 Practice(概括与整合)
T：Let's work on 2d.After reading the story in 2a，how many characters were mentioned in the story？What are they
T：Who do you think said the sentence “We can make a lot of money by lying to the emperor.”？
S1：One of the two brothers.
…
T：Right.Let's look at the sentences “I can't see the emperor's clothes.But everyone in the street is praising the clothes！…” Who said them
S2：One of the people in the street.
T：Good.Keep matching the sentences with the characters.
(The teacher guides students to think deeply to get the right answers and encourages them to cooperate together to get the right answers.Students can imitate the characters to speak out the sentences to make it colourful.)
设计意图：通过人物设定的活动，帮助学生运用思维，积极主动思考，在提升学生语用能力的同时，提升学生的思维能力。
Activity 6 Practice(内化与运用)
T：Let's work on 2e.Listen to the story again to get more familiar with the story.Then retell the story according to the flow chart in 2b and other exercises.
S1：I'll start retelling.Once upon a time，there was an emperor who loved clothes.Two brothers came and tricked him…
T：Good start.Remember to add more details about the emperor's reaction and the people's behaviour.
S1：Okay.When the emperor paraded in the street，everyone pretended to see the clothes until a boy shouted the truth.
T：Excellent.Now，it's your partner's turn.
(Students retell the story to their partners or deskmates.The teacher encourages them to present it to the whole class and give them positive assessments after retelling.)
设计意图：通过用英文复述故事，引导学生根据流程图，运用所学词汇和句式来复述故事，提升学生综合运用语言的能力。
Activity 7 Homework(分层作业)
必做题：Recite the full text of the story in 2a，and master the language style and vocabulary usage.
选做题：Rewrite the story ending and create a new conclusion for the story(not less than 80 words).
第二课时　Section A(2a—2e) New words：emperor，lie，pretend，official，silly，decide，praise，afraid，truth，hate Phrases：pretend to，at first，make money，tell the truth The Emperor's New Clothes Characters：two brothers，officials，the emperor，a boy，people in the street
Through role playing and group discussions，students' oral expression and language application skills were effectively enhanced.During the process of answering the questions in 2c and 2d，students' creativity and imagination were exercised，and their cultural awareness was cultivated.In future teaching，further diversity and fun can be added to interactive activities to better stimulate students' interest and enthusiasm.Attention should also be paid to individual differences among students，providing them with more guidance and help.

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