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Unit 8 Once upon a time Section B 1a -1d What can stories teach us教学设计
课题 Section B 1a -1d 单元 Unit 8 学科 English 年级 7
学习 目标 1. 识别并理解《丑小鸭》故事中的主要情节、角色特征及情感变化，学生将利用时间线或角色关系图等可视化工具，梳理并概括故事的关键事件、角色特点以及丑小鸭从被排斥到自我接纳的情感转变过程，形成对故事深层含义的全面理解。 2. 基于故事中的信息，学生需以生动、富有情感的方式，使用目标语言向他人讲述《丑小鸭》的故事，包括丑小鸭与其他鸭子的相处经历、遭遇的困难与挑战、以及最终发现自己真实身份的过程，理解并传达故事中关于自我认同与成长的主题。 3. 结合丑小鸭故事中的某个特定转折点或情感高潮，学生撰写一段文段，描述丑小鸭在这个关键时刻的心理活动、周围环境的变化，以及这一经历对丑小鸭自我认知的积极影响，展现故事对个人成长启示的深刻理解。
重点 结合丑小鸭故事中的某个特定转折点或情感高潮，学生撰写一段文段，描述丑小鸭在这个关键时刻的心理活动、周围环境的变化，以及这一经历对丑小鸭自我认知的积极影响，展现故事对个人成长启示的深刻理解。 学生能否按照故事发展的逻辑顺序，完整、连贯地讲述整个故事，包括丑小鸭的遭遇、挑战和最终发现真实身份的过程。学生是否能确保故事的讲述既忠实于原文，又具有一定的创造性和个性化解读
难点 学生能否深入分析这一经历对丑小鸭自我认知的积极影响，如增强自信、明确自我身份、学会接纳自己等。学生是否能将这一经历与个人的成长启示相结合，阐述其对个人成长和价值观的启示和影响。
学情分析
语言能力：七年级学生已掌握约较多的基础词汇，能理解简单句型和一般过去时态，学生之前也读过丑小鸭的故事，有一定的背景知识积累，但对长难句（如复合从句、被动
语态）和抽象词汇可能存在理解障碍，需结合肢体语言或图片辅助理解。认知发展阶段：七年级学生大概 13-14 岁，处于青春期，可能对自我认同和社交比较敏感，所以《丑小鸭》的主题对他们来说应该挺有共鸣的，也是本节课要达成的一个重要目标。他们可能之前学过一些简单的童话故事，比如《灰姑娘》或《小红帽》，所以对童话的结构和主题有一定了解。故事中的比喻和象征意义，比如丑小鸭变成天鹅，可能需要引导才能理解背后的成长和自我发现主题。主题理解的深度也是一个挑战，学生可能只看到表面故事，而忽略内在的成长和接纳自我的信息。
教学过程
Teachers’ activities Students’ activities Teaching Purposes
Step 1 Lead in Guide Ss to watch a video about a man and guess who the person is. Students watch a video about Anderson, and guess who the person is according to the video. 1. To arouse Ss’ interest. 2. To lead in fairy tale rewritten by Anderson “The ugly duckling”
Step 2 pre-reading 1. Guide students to observe the pictures and describe them. 2. Ask Ss to predict the right order of the four pictures. 1.observe the pictures and describe them 2.Try to guess the order of the pictures. Develop Ss’ ability to observe pictures and arouse their interests to go on reading the story.
Step 3 while-reading 1. Fast Reading: Read the passage quickly, and check your answer. Find out which one is the ugly duckling 2. Careful Reading Ask Ss to analyze the fairytale with the help of thestory mountain 1. ①How was the ugly duckling different from the other ducklings in size and colour How was he similar to them ②Facing the differences, what was the reaction of the other ducklings What advice do you want to give to the other ducklings ③If you are the ugly duckling, what would you feel after experiencing these ④ What do you think are the characteristics of the ugly duckling What do you want to say to the ugly duckling ⑤ What did the ugly duckling search for Why From this part, analyze the characteristics of the ugly duckling. ⑥Why didn’t the cat and hen like him What do you want to say to the hen and the cat ⑦.What did the swans look like Were they friendly to the ugly duckling What led the “ducking” to be surprised？ What is the ugly duckling like now ⑧ Can you summarize the mood change of the ugly duckling in the whole process 1. Cultivate Ss’ ability of fast reading and the ability of getting the key information. 2. Driven by task-based questions, the aims are to spark students' curiosity and interest in reading. The story mountain guides students in applying reading strategies to extract relevant story information and delve deeper into the text — "read the lines, read between the lines, and read beyond the lines." 3.Cultivates students' ability to read independently and solve problems on their own.
Step 4 post-reading 1. Guide students to work in groups to act out one of the four scenes. 2. Guide students to rewrite the story. 1.Choose one scene and create a script . Pick one role to act out. Who will be the narrator and who will play each character Act out. Evaluate the performance. 1. Enable students to gain an in-depth understanding of the story from different perspectives, enhancing their language communication skills and deeper comprehension of the narrative. 2. Improve their comprehensive language expressions and critical thinking abilities. 3. foster collaborative learning and strengthening team awareness among peers. 4. By rewriting the story, students gain a deeper understanding of the characters and plot development, while cultivating their critical thinking skills.
Step 5 Summary Ask Ss to think deeply Why Anderson wrote The Ugly Duckling, and What can they get from this story. According to the hypothesis(假设) to write your story. What if the animals were kinder to the ugly ducking, what would be the outcome In life, you will surely have your "ugly duckling moments". My sweetie，don't look down upon yourself，Keep your hopes alive you will turn into a swan! Help students appreciate that "stories reflect life, and life itself is a story." This approach guides them to grasp the central theme of the text and relate it to real life — emphasizing that everyone experiences their own "ugly duckling moment" and exploring how to face such challenges with the right mindset. Ultimately, it reinforces the unit's core message: small stories can impart profound life lessons, shaping a positive outlook on life
作业设计： Must do：Think about this question: What would the five ducklings, the other birds, the hen and the cat say when they meet the “ugly duckling” again Write an extra scene. Selective：Have you ever had “ the ugly duckling moment”？ Please write about it and share your feelings and thoughts.
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