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Unit 8 Once upon a Time Section A (2a-2e)教学设计
课题 Section A (2a-2e) 单元 Unit 8 学科 English 年级 7
教材 分析 What 文本内容：围绕《皇帝的新衣》（The Emperor's New Clothes）这一经典故事展开教学。包含故事原文阅读，学生需完成故事流程图，梳理故事发展脉络；还要回答关于故事细节的问题，如两兄弟对衣服的描述、皇帝和官员夸赞衣服的原因等。 Why - 阅读能力：通过阅读故事、完成流程图和回答问题，培养学生的阅读理解能力，包括对故事细节的把握、情节逻辑的梳理以及对故事主旨的理解。 - 语言技能：语音练习帮助学生提升发音准确性和口语表达能力；对话朗读培养学生的语感和流利度，增强对英语节奏和语调的感知。 - 文学素养：借助经典文学故事，让学生接触优秀文学作品，感受不同文化背景下的文学魅力，提升文学鉴赏能力和人文素养。 How 故事学习：先让学生阅读故事，完成流程图初步理解故事结构；再通过重复阅读，回答问题深入剖析故事内容；最后通过听力和复述，强化对故事的记忆和口语表达。
学习 目标 Language Abilities (语言能力) Learn to know the story of The Emperor’s New Clothes. Learn to retell the story. Learning Abilities ( 学习能力) Learn to master the ability of reading and listening for details. Learn to work in pairs. Learn to get information from reading and analyze the characters. Thinking Qualities (思维品质) Learn to stimulate the interest of English learning. Learn to lead Ss to express their thoughts. Cultural Awareness (文化意识) Learn to learn from the story, The Emperor’s New Clothes.
重点 Learn to know the story of The Emperor’s New Clothes.
难点 Learn to retell the story.
教学内容 Teaching content
1. 阅读《皇帝的新衣》故事，完成流程图梳理情节。
2. 重读故事，回答关于故事细节与深层原因的问题。
4. 朗读对话，听故事圈出指定单词。
教学评一体化教学过程设计 Teaching process
教学步骤 教学活动 效果评价
Step1. Review Retell the story 【设计目的】导入话题，引发学生兴趣 观察学生是否进入课堂状态,是否在认真学习
Step2. Pre- listening 1.Watch and know Andersen 【设计目的】了解安徒生，积累文化素养。 2. Emma is sharing a story with her class. 观察学生是否在认真观看视频学习 观察学生是否能猜测出所讲的童话故事
Step3 While- listening 【设计目的】考查学生的识图能力，通过预测任务引发学生思考，培养学生利用情境线索进行推断预测的能力,根据预测内容为听力任务奠定基础。 1.Listen and number 【设计目的】考察学生的识图能力，提升学生的听力技能。 2.2a. Emma is sharing a story with her class. Listen and circle the coloured words you hear. Here's The Emperor's New Clothes by Hans Christian Andersen. Once upon a time, an emperor loved / liked clothes very much. He wanted to buy some new clothes. Two brothers came and lied to him, "We can make wonderful clothes! But only clever / smart people can see them!" They pretended to make the clothes. The emperor's officials couldn't see the clothes, but they said, "What lovely clothes!" The emperor couldn't see anything either, but he said, "They're beautiful!" No one wanted to look silly. The emperor decided to show everyone his new clothes. People in the street / city praised them. They were afraid to look silly too! Suddenly, a boy cried / shouted, "Look! The emperor has no clothes on!" Everyone looked at one another. They started / began laughing. The end! Did you like the story Please tell me what you think! 【设计目的】锻炼学生在真实语境中捕捉准确词汇信息的能力，提升听力的精确度和对词汇的辨音能力。 1.2b. Read the story. Complete the flow chart. 【设计目的】培养学生通过阅读获取信息、理解细节的能力。 2.Further thinking Why did the two brothers come and lie to him How did people respond to the new clothes at first OfficialsWhat lovely clothes afraid The emperorThey are beautiful afraidPeople in the street They praised the clothes.afraidA boyLook! The emperor has nothing on!honest
【设计目的】引导学生进行深度思考。 3.2c. Read the story again and answer the questions. What did the two brothers say about their clothes Why did the emperor and his officials praise the clothes Why did the people in the street praise the clothes at first Why do you think the boy told the truth Why do you think everyone started laughing at the end 【设计目的】整体感知对话内容，强化学生对文本信息的提取能力。 4.2d. Which characters from the story do you think said the sentences 1. “We can make a lot of money by lying to the emperor.” ____________________ 2.“There are two brothers outside. They say that they can make you fine clothes.”____________________ 3.“Oh! Where are my new clothes I can't see them. Am I silly That can't be true!”____________ 4. “I can't see the emperor's clothes. But everyone in the street is praising the clothes! I hate to be different. I should praise them too.”______________________ 5.“What's everyone talking about The emperor isn't wearing anything! I know he isn't!”_______________ 观察学生是否静心倾听，是否能进行正确的标号。 观察学生能否快速圈出听到的单词。 观察学生能否根据所学内容进行填空 观察学生是否在认真思考，是否能回答上来问题。 观察学生是否能找到问题的答案，理解是否正确
Step4 Post-list ending 1.Storytelling 【设计目的】老师引导学生进行复述，为后面学生的自己复述奠定基础。 2.2e. Listen to the story again. Then retell it to a partner. 【设计目的】培养学生在真实情境中运用语言和文化知识解决实际问题的能力，推动迁移创新。使每位学生都能深入角色，运用语言理解意义，促进语言内化，从学习理解过渡到应用实践。 4.Further thinking 【设计目的】情感引导，升华主题。 观察学生是否能根据所给话语说出相应的人物角色。 观察学生能否根据所给内容进行复述。 观察学生是否能运用准确的语言，得体、流畅地进行讲故事，学生能否运用评价量表规范自己的成果表现。 观察学生是否在认真思考，是否能积极交流自己所想。
Step5. Exercise 1.读并填空 1.The Emperor loved __________ new clothes more than anything else. 2."Foolish people can't ______ this magic cloth," the swindlers said. 3. The Emperor sent his honest old minister to check the cloth. But he _____________ see anything! 4. The officials all ___________ the Emperor that the cloth was beautiful. 5. Only the boy told the ____________that the emperor was naked. Answers : to wear see couldn’t lied to truth 【设计目的】检查学生对重点语言知识的掌握。 学生是否能根据语境做出正确的填空。
Homework Must-do必做 Listen and read the tape scripts. Memorize your words/phrases/notes. Choose-to-do选做 try to write down your the story we learned today Find out more interesting and what they teach us
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