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课题名称 Unit 8 Once upon a Time Section B What can stories teach us (1a-2b)
教学目标 1.学生能通过观察图片理解并推测故事情节。 2.学生能准确理解《丑小鸭》的故事内容,并讨论故事寓意。 3.学生能通过阅读故事,回答问题,提升阅读理解能力。 4.学生能基于故事内容,为角色提供建议,培养批判性思维和同理心。 5.学生能创造性地编写故事结尾,提升写作能力。
教学重难点 重点:理解故事内容,把握故事寓意。 难点:为角色提供合理的建议,创造性地编写故事结尾。
教学过程 教学活动 设计意图
Step1 Lead in 1. 问候全班。 2. 问学生：“你读过《丑小鸭》的故事吗？这个故事的作者是谁？你能给我们讲讲这个故事吗？” Close the distance through greetings, activate students' existing knowledge and reading experience with the classic story The Ugly Duckling as the topic; Ask about the author and story content to lay a foundation of background knowledge for subsequent in-depth learning and stimulate the interest in exploration.
Step2 Work on 1a 1. 展示 1a 中的图片，让学生预测故事中发生的事情。让他们按自己认为的事件发生顺序给图片编号。 2. 核对答案。答案为：3，2，4，1。 Cultivate students' observation skills, logical reasoning ability and ability to predict plot development through picture prediction and sequencing; Stimulate curiosity about the story development and lay the groundwork for verifying guesses in subsequent reading.
Step3 Work on 1b 1. 分发《丑小鸭》的文本，让学生默读。 2. 阅读后，让学生结对讨论问题：“丑小鸭是真正的鸭子吗？” 鼓励他们引用文本内容支持自己的答案。 3. 讲解以下语言点：look like（看起来像）；What an ugly duckling!（多丑的小鸭子啊！）；laugh at（嘲笑）；tell sb to do sth（告诉某人做某事）；go away（走开）；make sb sad（让某人难过）；search for（寻找）；all of them（他们所有人）；live with（和…… 一起生活）；stay with（和…… 待在一起）；say no（拒绝）；lay eggs（下蛋）；come to a lake（来到湖边）；I wish I looked like you!（我希望我长得像你！）；one of（…… 之一）；look down（低头看）；to sb's surprise（令某人惊讶的是）。 Silent reading cultivates independent reading ability; Pair discussion with citation of textual evidence strengthens the reading habit of "text-based analysis" and deepens understanding of the core plot of the story (the true identity of the ugly duckling); Explaining language points in context helps students master key expressions in the story, laying a linguistic foundation for subsequent question-answering and creation.
Step 4 Work on 1c 1. 再次阅读故事，让学生独立回答 1c 中的问题。 2. 课堂上核对答案。答案为： （1）这只小鸭子又大又灰。他和其他小鸭子一样游得很好。 （2）他寻找一个新家。因为其他小鸭子嘲笑他，还让他走开。 （3）它们看起来很漂亮，有长长的脖子和白色的羽毛。是的，它们是（友好的）。 （4）开放性问题，无标准答案，价值观正确即可。 Training students' ability to extract detailed information (such as appearance, behavior, reasons) from the text through independent question-answering; Open-ended questions encourage personalized expression, guide students to think about the story's moral, and achieve the key goal of "grasping the story's moral".
Step 5 Work on 1d 1. 让学生将故事中的角色与他们的观点匹配。 2. 让学生思考他们会给每个角色什么建议，并向全班分享想法。 3. 核对答案。答案为：（1）D（2）B（3）C（4）A。 The role and opinion matching task helps students understand the attitudes and motivations of different characters; The advice-giving session cultivates students' empathy and critical thinking, guiding them to express reasonably based on the story content and overcoming the difficulty of "providing advice to characters".
Step 6 Work on 2a 1. 阅读 2a 中的故事开头，解释任务：用问题作为提示为故事写一个结尾。 2. 给学生时间写结尾。 Creating an ending based on the story beginning stimulates students' imagination and creativity; Prompt questions guide students to sort out the logic of plot development, ensuring the ending is reasonable and coherent, and providing scaffolding for "creative writing".
Step 7 Work on 2b 1. 让学生与同伴交换草稿。 2. 请几组学生向全班分享他们的结尾，鼓励反馈和讨论。 Peer exchange and classroom sharing promote mutual learning, optimizing writing content through feedback; The discussion session stimulates intellectual collision, enhances the richness and rationality of story endings, and strengthens the ability of "creatively writing endings".
Step 8 Summary 回顾本节课的重点内容，强调故事理解、同理心和创造性写作的重要性。 Sort out core points such as story comprehension, moral exploration and creative expression, help students build a knowledge framework, and clarify the significance of learning objectives (e.g., cultivating empathy and creativity through stories).
Step 9 Homework 让学生阅读另一个童话故事，并写下从中学到的感悟。 Extend classroom learning through reading reflection tasks, cultivate independent reading habits and critical thinking ability, and deepen the understanding and transfer of "story morals".
板书设计 Unit 8 Once upon a Time Section B What can stories teach us (1a-2b) Words and expressions : ugly, duckling, real, laugh at, go away, search, search for, hen , hopefully , lay, lay eggs, swan , feather, to sb's surprise, size, believe, only if, fisherman , fishing, come out ,genie , die , make a promise, someone, set, set...free , rich, powerful , anyone , instead of.succeed in doing sth , himself, in the end Sentences : Five of the ducklings were small and yellow, but the last duckling was big and grey. What an ugly duckling! But the other ducklings still laughed at him and told him to go away. It made the poor duckling very sad , so he decided to search for a new home. They did not want him to live with them. There , he saw three beautiful swans with long necks and white feathers. I wish I looked like you !
教学反思 In this teaching practice, through the classic story The Ugly Duckling, students' reading comprehension skills were not only improved, but they were also guided to think about the moral behind the story, such as being kind to others and not judging others by their appearance. In the session of providing advice to characters, students demonstrated strong empathy and critical thinking skills. In the creative writing section, students actively participated and created various imaginative story endings, which embodies the concept emphasized in the English New Curriculum Standards of "cultivating students' innovative spirit and practical abilities". However, some students failed to fully connect their suggestions with the story content when providing advice to characters. In future teaching, guidance in this aspect can be strengthened. In addition, encouraging students to continue reading and reflecting through homework helps deepen learning outcomes, cultivate their reading habits and critical thinking skills.

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