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课时教学设计首页
授课时间：2025年 月 日
课题 U8 Reading Plus 课型 新授课（阅读） 课时 6 主备人
审核人
语篇研读 【What】本课阅读文本是改编自亚历山大 普希金《渔夫与金鱼》的戏剧文本。讲述渔夫捕到会说话的小金鱼，金鱼承诺满足其愿望，渔夫因怜悯放生。妻子得知后生气，先后让渔夫向金鱼索要新锅、新房子、财富等，金鱼起初都满足了要求。文本通过场景切换和人物对话推进情节，展现了渔夫妻子不断膨胀的欲望。【Why】语篇通过生动有趣的戏剧形式，吸引读者阅读，培养阅读兴趣，帮助读者学习和理解英语语言知识，同时，传达关于贪婪的警示，让读者明白过度贪婪可能带来负面结果，引导树立正确价值观，珍惜已拥有的，不过分追求物质。还可启发对人性欲望的思考，以及在面对诱惑时应有的态度。【How】本语篇采用多幕剧形式，分多个场景（Scene One - Scene Five），每个场景设定特定地点（如渔夫小屋、海边），通过场景转换逐步展开情节，条理清晰；以旁白（Narrator）串联，补充背景和情节发展信息，使故事完整连贯；以渔夫和妻子、渔夫和金鱼的对话推动情节，展现人物性格和矛盾冲突。语言简洁易懂，用词贴近日常生活，符合基础英语学习阶段水平。对话自然，符合人物身份和情境，便于读者理解和模仿，有助于提升英语口语表达和语言运用能力。
学情分析 K (Know) — 已知 W (Wonder) — 想知 L (Learn) — 能知
已掌握一定基础英语词汇和简单句式，能理解日常交流中的基础表达；对于一般过去时等基础时态有一定认知，能识别常见的人称代词、名词等词性；部分学生或许听过《渔夫与金鱼》的故事梗概，对故事所传达的关于贪婪的主题有初步感知，具备一定的故事理解和分析能力基础。 想要了解文本中出现的新词汇、短语的准确含义和用法；对于如何在语境中准确运用一般过去时来描述过去发生的事件存在疑惑；渴望掌握戏剧这种体裁中人物对话的地道表达方式；想深入理解故事中人物的性格特点，特别是渔夫妻子贪婪心理的逐步演变；对故事后续可能的发展和结局充满好奇，思考贪婪会带来怎样不同的结果。 掌握新词汇、短语的意义与用法，提升在语境中运用一般过去时的熟练度；学会戏剧对话中生动、自然的英语表达，增强口语表达能力；尝试分析故事中人物的性格和行为动机，领会故事所蕴含的关于贪婪的警示意义，提升文学作品鉴赏和批判性思维能力。
学习重点难点 重点：掌握重点单词、短语搭配的含义及用法；巩固一般过去时在故事叙述中的正确使用；理解戏剧的情节发展，梳理渔夫和妻子与金鱼之间的互动过程；分析人物性格特点；了解戏剧中的元素及其作用，体会通过对话推动情节发展的方式；
难点：在口语表达和写作中准确、自然地运用新学词汇和一般过去时；把握戏剧对话中符合人物身份和情境的语气、语调，进行生动的角色扮演；深入领会故事所传达的关于贪婪的寓意，思考贪婪对个人及生活的影响，并能联系实际生活进行反思；对故事的发展和结局进行合理的推测与分析。
学习目标 能够准确认读、理解文本中的重点词汇及短语，如“promise”“smile upon”等；清晰梳理文本中以一般过去时叙述的故事情节，包括渔夫与金鱼相遇及妻子的一系列要求；理解戏剧中旁白、场景、对话等元素在故事呈现中的作用；(学习理解)能够在新的语境中正确运用本节课所学的重点词汇和一般过去时进行简单的句子表达；分角色准确、流畅地朗读戏剧文本，体现出不同人物的语气和情感；(应用实践)能够对故事中人物（如渔夫妻子）的行为和性格进行批判性分析，提出自己的观点；基于故事基础，进行合理的故事续写或情节改编。(迁移创新)
当堂评价 能够正确读出重点词汇，并通过造句、释义等方式准确说出其含义，正确率达到 80% 以上；用自己的语言连贯、准确地复述故事主要情节，关键情节遗漏不超过2处；准确指出文本中旁白、场景转换、人物对话的部分，并简要说明其作用；（检测学习目标1）能够在特定语境中运用所学词汇和一般过去时进行造句，句子语法错误率低于20%；分角色朗读时，语音、语调准确，能较好地体现人物情绪，卡顿、错读等失误不超过3处；（检测学习目标2）能够有条理地阐述对故事中人物行为和性格的看法，观点明确，理由充分，逻辑连贯；续写或改编的故事内容合理，情节与原文有连贯性，语言表达基本准确、流畅。（检测学习目标3）
教学活动设计
学习活动 教师导学 学习评价
Step 1. Lead-in. Enjoy the song and try to guess the name of the fairy taleaccording to some pictures.Sa: Cinderella.Sb: Little Red Riding Hood. Play an English song.T: Fairy tales are old and traditional stories. Show some pictures and let Ss guess the names of the stories. 师评。观察学生能否带着浓厚的兴趣聆听英文歌曲，并根据教师所提示图片，大声说出故事名称，就所了解的故事内容与老师、同学做积极的交流分享。
【设计意图】利用音乐、图片等多媒体资源导入本课《渔夫与金鱼》故事话题，活跃课堂气氛，激发学生的学习兴趣，激活学生与本课时教学内容之间的知识经验的关联。
Step 2. Reading.Prediction. Look at the picture and guess some basic information about the story.Fast reading. Look through the title and the text, tell the type of the passage and find out the structure and the main idea.Sa: A play.Finish activity 2. Match the words with their meanings. Match the main idea with each paragraph. They can read quickly and pay attention to the key words and read word groups instead of word by word.With T’s help, divide the play into four parts --- the beginning, the development, the climax and the ending. Read the play again and finish the mind map.Careful reading.Read Scene1 and answer the question.Sa: He caught it when he went fishing.Sb: Because she thought the fisherman made a wish for a better life.Read Scene 2-5 and answer the questions.Sc: From nothing to a new pot, a new house and money.Sd: He probably felt surprised and happy. Because it was a new gift.Se: Because she wanted more (like a house or money) and was never satisfied. Have a discussion about the question and share their ideas. Present the picture of the story and guide Ss to make predictions.T: What fairy tale is it T: What happens in the story T: Where does the story happen Let Ss observe the title and the text. And ask some questions.T: What’s the type of the passage Let Ss guess what the words refer to according to the play. Check the answers. Provide some main ideas for Ss to match with paragraphs. Guide Ss to analyze the structure of the play.T: How many parts can we divide this play into Offer a mind map for Ss to fill in the blanks. Let Ss read the first scene and ask some questions.T: How did the fisherman meet the golden fish T: Why do you think the fisherman’s wife said “At last, fortune smiles upon us” Let Ss read the rest part and ask some questions.T: What did the fisherman ask the golden fish for T: How did you think the fisherman felt when he saw the pot T: Why wasn’t the fisherman’s wife happy with the gifts T: Do you agree with what the fisherman and his wife did Why or why not Encourage Ss to work in groups and discuss the question. 师评。观察学生能否就文章插图进行故事内容预测，包括人物、事件、地点等。师评。观察学生能否根据文章标题和整体，正确识别体裁，厘清结构，准确识别和理解剧本各要素名称，并概括各场景主要内容，对文本进行初步的整体感知。师评。观察学生能否正确理解老师的问题，在问题的引导下，进行分部分精读，联系文本上下文，准确理解生词和长难句，通过回答问题、填空等方式获取更多文章中所蕴含的有效细节信息。师评。观察学生能否依据教师的提示，准确分析文本内容，针对渔夫和妻子的行为进行合理评判，积极发表看法。
【设计意图】通过逐层不同的阅读任务设计，引导学生从整体感知到细节理解，利用故事山等可视化思维工具将文本关键信息进行结构化梳理，利用问题引导学生详细、深度研读语篇，充分理解文本内容和深层含义，帮助学生循序渐进地内化语言知识和文化知识，注意阅读策略的及时渗透。
Step 3. Post-reading.Think about T’s questions and try to analyse the character using the STEAL reading strategy.Sa: The golden fish is grateful and magical.Sb: The wife is mean, greedy, ungrateful and ambitious.Watch the video and enjoy the whole story.Work in groups and have a discussion about the ending. After discussing, share their opinions in class. Then act out the play on the stage. Other Ss give comments according to the evaluation standards. Lead Ss to think deeper.T: What are the characters in the play T: What do you think of the fisherman Explain the STEAL reading strategy to Ss by analyzing the fisherman.T: What do you think of the golden fish and the wife Play a video about the story.T: Can you come up with an ending for this play Encourage Ss to work with partners, think of an ending and act out the story. Provide the sentence structures and the evaluation criteria. 自评、师评。观察学生能否在教师的问题引导下，深入分析文本内容，尝试利用STEAL阅读策略，针对故事中不同的人物特征进行合理分析，积极发表看法。自评、互评、师评。观察学生能否在限定时间内续写故事结局，并在班级内与小组同伴将故事演绎出来，做到内容完整、表达准确、感情真挚，具有合理性和创造性。
【设计意图】基于故事内容，引导学生学会人物特征分析策略，做到“学中用、用中学”；通过鼓励学生积极续写故事结局，培养其逻辑性、发散性思维，促进其知识和能力的提升，引导其树立正确价值观，珍惜已拥有的，不过分追求物质。
Step 4. Conclusion. Chant with T. With T’s help, try to sum up what they have learned this lesson. Ask Ss to sing a chant together. Guide Ss to have a conclusion. 自评、师评。观察学生能否准确地小结本课所学内容，并增强感恩意识，树立正确价值观。
【设计意图】引导学生进行课堂内容小结以及学法反思，以便学习策略的形成和经验的积累。同时，渗透情感教育，启发学生对人性欲望的思考，以及在面对诱惑时应有的态度。
课 时 达 标 检 测
阅读理解。One day, Tom hung his clothes out to dry. Suddenly, a gust(一阵强风) of wind blew his shirt into the sky. Tom followed his “flying” shirt to a house. The wind turned into a girl. She took the shirt and went into the house.After Tom knocked at the door, a woman showed up. “I am wind's mother," she said.“I'm sorry that my naughty daughter took your thing.” She then led Tom to a room full of boxes." You can find your missing thing in one of these boxes," the woman said.Tom opened the boxes one by one — many had gold inside them. Finally, he found the box with his shirt in it. He took that box, thanked the woman and left the house.When Tom returned home, he opened the box. His shirt, some gold and a note were lying inside it! The note read, "The gold is a gift to you for your honesty and courtesy(礼貌).”Tom's friend Jack heard the story. Jack deliberately(故意) threw one of his shirts into the wind and followed it. He walked into the house and took a box of gold with him. When he opened the box at home, however, the gold inside it quickly disappeared(消失) in a gust of wind.( )1.What caused Tom's shirt to fly away A.A gust of wind. B.The girl in the palace.C.The woman at the door. D.Tom's carelessness.( )2.Who is the woman in the story A.Wind. B.Wind's mother.C.Tom's mother. D.Jack's mother.( )3.Why did the woman lead Tom to a room full of boxes A.Because she wanted to give him a gift.B.Because her daughter took his box away.C.Because Tom's shirt was in one of the boxes.D.Because her daughter was in the room.( )4.What did Tom find in the box at home A.Just the gold. B.Only his missing shirt.C.His shirt and some food. D.His shirt,some gold and a note.( )5.What can we learn from the story A.We should tell the truth. B.We should thank others.C.We should be hopeful. D.We should be naughty.
课时教学设计尾页
板书设计
作业设计 必做 Continue to write the play for an ending of the story.
选做 Create a handwritten newspaper about the story, including a summary of the story, an introduction to the characters, and your own opinions.
教学反思 【优点】文本呈现生动：采用戏剧形式，情节有趣、角色鲜明；通过分场景展示，配合旁白与对话，能有效吸引学生注意力，激发学习兴趣，让学生在相对轻松愉悦氛围中接触英语语言知识。知识覆盖面广：涵盖词汇、语法（一般过去时）、文学体裁（戏剧）等多方面知识，在教学过程中，可从不同维度训练学生语言能力，帮助学生构建较为系统的英语知识体系。【不足】文化背景挖掘浅：《渔夫与金鱼》源自普希金作品，具有深厚文化底蕴。教学中可能未充分拓展其文化背景知识，学生难以深入理解作品在文学史上的价值以及所反映的社会文化现象，限制了对文本内涵的深度把握。口语训练形式单一：虽然有分角色朗读环节训练口语，但形式较局限，仅靠朗读，学生缺乏在真实交流场景中运用所学语言的机会，难以全面提升口语交际能力，如根据情境灵活应变、自然表达观点等。【改进】深化文化教学：在教学前介绍普希金及其文学地位，讲解作品创作时代背景。引导学生对比不同文化中类似主题故事，如中国“渔夫与魔鬼”故事，加深对文化差异和共通性的理解，提升文化素养。丰富口语训练：增设角色扮演、小组讨论、故事新编后的口头汇报等活动。如让学生分组模拟渔夫一家日常对话，或就故事结局展开辩论，为学生创造更多真实、多样的口语交流场景，提高口语运用和应变能力。

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