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课题名称 Unit 8 Once upon a Time Section A What are your favourite stories (2a-2e)
教学目标 1.学生能够听懂并识别故事中的关键词汇和句子。 2.学生能够通过阅读完成流程图,理解故事的主要情节。 3.学生能够回答与故事相关的问题,深人理解故事内涵。 4.学生能够判断故事中角色的台词,并复述故事。 5.培养学生的阅读兴趣,提高学生的阅读理解和口语表达能力。
教学重难点 重点:理解故事内容,完成流程图,回答相关问题。 难点:复述故事,并准确表达故事中角色的台词和情感。
教学过程 教学活动 设计意图
Step1 Lead in 问候学生，询问他们是否知道一些童话故事。在黑板上写下《皇帝的新装》，并介绍作者汉斯 克里斯蒂安 安徒生。 Close the distance through greetings, activate students' existing knowledge with the topic of "fairy tales"; Clarify the learning text and its author to lay background knowledge for story learning and stimulate the interest in exploring classic fairy tales.
Step2 Work on 2a 1. 告诉全班：“艾玛正在和她的班级分享一个故事。听录音，圈出你听到的彩色单词。” 2. 播放 2a 的音频，让学生圈出听到的彩色单词。鼓励他们仔细听。 3. 听完后，讨论圈出的单词及其在故事语境中的含义。彩色单词为：liked（喜欢）；clever（聪明的）；street（街道）；shouted（大喊）；started（开始）。 4. 讲解以下语言点：once upon a time（从前）；lie to sb（对某人撒谎）；pretend to do sth（假装做某事）；What lovely clothes!（多漂亮的衣服啊！）；no one（没有人）；look silly（看起来傻）；decide to do sth（决定做某事）；show sb sth（给某人看某物）；praise（赞美）；be afraid to（害怕）；shout（大喊）；start laughing（开始大笑）。 The listening and word-circling task focuses on core vocabulary of the story, training the ability to capture listening details; Explaining language points in context helps students understand fixed expressions and sentence patterns in the story, laying a linguistic foundation for subsequent reading and retelling.
Step3 Work on 2b 1. 让学生仔细阅读故事，然后根据故事内容完成 2b 中的流程图。提供一些填写流程图的示例，在教室巡视，根据需要协助学生。 2. 课堂上核对答案。答案为：brothers（兄弟俩）；pretended（假装）；see（看见）；showed（展示）；praised（赞美）；started laughing（开始大笑）。 Sort out the main plot of the story through the flow chart to help students clarify the "sequence of event development" and strengthen the overall grasp of the story context; Teacher demonstrations reduce task difficulty, and circulating guidance ensures students accurately extract plot information, achieving the key goal of "understanding the story content".
Step 4 Work on 2c 1. 再次阅读故事，让学生回答 2c 中的问题。鼓励他们从文中寻找依据。 2. 全班讨论答案，确保所有学生理解每个答案背后的推理过程。 3. 课堂上核对答案。答案为： （1）他们说只有聪明的人才能看到漂亮的衣服。 （2）因为他们不想看起来傻。 （3）因为他们害怕看起来傻。 （4）因为皇帝没穿衣服。 （5）开放性问题，答案合理即可。 Guide students to deeply analyze story details (such as character motivations, plot reasons) through answering questions, cultivating text interpretation ability; Encouraging finding evidence from the original text strengthens the reading habit of "being evidence-based" and deepens understanding of the story's connotations (e.g., honesty, vanity).
Step 5 Work on 2d 1. 让学生结对或小组合作，判断故事中哪些角色可能说了所给的句子。给他们一份句子清单，让他们与角色匹配。 2. 允许学生分享答案并解释推理过程。答案为：（1）兄弟俩中的一个（2）皇帝的一个大臣（3）皇帝（4）街上的一个人（5）一个男孩。 The task of matching characters with lines helps students understand the language characteristics and emotional attitudes of different characters; Sharing the reasoning process exercises logical expression ability, strengthens the cognition of character images, and lays the groundwork for emotional expression in subsequent retelling.
Step 6 Work on 2e 1. 再次播放故事音频，让学生仔细听。然后让他们用自己的话向同伴复述故事。 2. 请一些学生在课堂上复述故事。鼓励学生用自己的表达，并添加细节让故事更有趣。 Review the story by listening to the audio to provide language input for retelling; Pair retelling and classroom presentation exercise language organization and coherent expression abilities, and encouraging adding details cultivates creative thinking, breaking through the difficulty of "retelling the story and expressing emotions".
Step 7 Summary 回顾本节课的重点内容，强调阅读和理解故事的重要性。 Sort out the core knowledge of this lesson (story plot, character analysis, language points), strengthen the cognition that "reading stories promotes understanding and expression", help students build a knowledge framework, and clarify the significance of learning objectives.
Step 8 Homework 让学生阅读另一个童话故事，准备第二天向全班分享。 Extend classroom learning through extracurricular reading tasks and cultivate independent reading habits; The sharing preparation session strengthens retelling and expression abilities, realizing the knowledge transfer of "input-output".
板书设计 Unit 8 Once upon a Time Section A What are your favourite stories (2a-2e) Words and expressions :emperor, lie , pretend, official, silly, decide ,praise , afraid, suddenly, at first , truth ,tell the truth , make money, true , hate Sentences : He wanted to buy some new clothes. Two brothers came and lied to him. They pretended to make the clothes. What lovely clothes ! No one wanted to look silly. The emperor decided to show everyone his new clothes. They were afraid to look silly too ! Everyone looked at one another. They started laughing.
教学反思 In this lesson, various teaching activities such as listening, reading, discussion, and retelling effectively stimulated students' learning interest and improved their reading comprehension and oral expression abilities. In particular, through activities like completing flow charts and answering questions, students developed a deeper understanding of the story's main plot and characters. However, in the story retelling section, some students still struggled to express themselves completely in their own words, so it is necessary to strengthen training in students' oral expression abilities in future teaching. Moreover, although the blackboard design is concise and clear, more visual elements such as pictures or charts could be added to further attract students' attention. In future teaching, I will continue to explore more diverse teaching methods to better reflect the concepts of the English New Curriculum Standards and cultivate students' comprehensive language application abilities.

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