资源简介

单元分课时教学设计
年级科目 2025新版八上英语科 目英语
授课名称 Unit 3　Same or Different
授课课时 第六课时Reading plus
授课类型 拓展阅读课
授课文本
一、教材分析 Analysis of teaching material
What:1. 故事文本：呈现了《Four Brothers》（四兄弟）的童话故事，基于格林童话改编，讲述国王的女儿被龙掳走，四个兄弟凭借各自独特能力（大兄弟视力好、二兄弟行动敏捷、三兄弟射箭厉害、四兄弟擅长缝纫 ），协作救回公主，后因争论谁功劳大，国王给出智慧裁决的情节。2. 练习任务- 表格填写：要求读取故事后，梳理四个兄弟的“Ability（能力）”和“Action to save the princess（救公主的行动）”，是提取关键信息的训练。- 问题讨论：围绕救公主过程、国王解决争论的方式、故事启示等3个问题，开展阅读理解深度探讨，涉及内容理解、观点表达和寓意提炼 。Why:1. 语言学习角度：通过童话文本，让学习者接触丰富的英语表达（如描述能力的语句 “I can see farther than anyone” 、动作描写 “He climbed up, took the eggs quietly” 等 ），提升词汇、语法及语篇理解能力，同时借助表格填写和问题讨论，训练信息提取、逻辑梳理与口语表达。2. 思维培养角度：表格填写培养细节捕捉和归纳思维；问题讨论中，分析谁贡献最大、国王解决方案合理性等，锻炼批判性思维与辩证思考，挖掘故事寓意则培养价值观提炼与迁移思维。3. 文化认知角度：借助格林童话改编故事，让学习者了解西方童话文化中常见的“英雄拯救”“协作主题”等元素，感受文化内涵，同时国王的裁决方式也体现西方文化里对“团队、分享”的重视 。
How:1. 表格填写环节：学习者先自主阅读故事，标记每个兄弟的能力和救公主相关行动，再整理填入表格。教师可引导关注故事中 “I can...” 句型识别能力，以及救公主段落里的动作描述，比如找 “saw”“moved”“shot”“sewed” 等动词对应的行为，帮助准确提取信息 。2. 问题讨论环节：- 可先个人思考，再小组交流。对于 “Who did the most... ” ，引导从每个兄弟不可替代的作用分析（如大兄弟定位公主、二兄弟解救、三兄弟攻击龙、四兄弟修船 ），理解 “协作缺一不可”；分析国王解决方案时，探讨 “share（分享）” 相较于 “竞争” 的优势；提炼故事启示则联系生活，思考团队合作在学习、生活场景的体现 。- 教师可适时追问，如针对第一个问题，追问 “If one brother didn't do his part, what would happen ” 强化对协作重要性的理解；对国王解决方案，追问 “What other solutions could there be Why is the king's way better ” 拓展思维深度 。
二、教学内容 Teaching content
1. 教学围绕《Four Brothers》童话展开，含四兄弟救公主情节与两人练习任务。2. 任务一是读故事，梳理四兄弟能力和救公主行动并填表格。3. 任务二是讨论3个问题，涉及救公主贡献、国王解决方案及故事启示。4. 整体通过故事阅读与任务，训练英语信息提取、理解讨论及思维文化素养 。
三、教学目标Teaching objectives
Language Abilities (语言能力)Learn to master the new words, phrases and sentences.Learn about the story plot of Four Brothers.Learning Abilities (学习能力)Learn to get the main idea and some details by fast reading and careful reading.Thinking Qualities (思维品质)Learn to divide the paragraphs and master the structure by analyzing the text.Cultural Awareness (文化意识)Learn to explore the meaning of cooperation.
四、教学重难点Teaching important and difficult points
Teaching important points: Learn to get the main idea and some details by fast reading and careful reading.Teaching difficult points: Learn to get the main idea and some details by fast reading and careful reading.
五、教学步骤Teaching procedures
Step1. Warm upStep2. Lead inStep3. Pre-readingStep4. While-readingStep5. Post-readingStep6. Language points
六、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. Warm up Free talkHave you heard these fairy tales Where are they from 【设计目的】导入格林童话故事，引发学生兴趣，活跃课堂气氛。 观察学生是否知道这些童话故事和他们的出处，是否进入课堂状态。
Step2. Lead in Watch the video and learn【设计目的】拓展课外知识，了解格林童话，积累文化素养。Look at the picture and answer:Do you know this story It’s also from Grimm’s fairy tales, guess what 【设计目的】导入今天要学习的童话故事。 观察学生是否在认真观看和学习。观察学生是否知道四兄弟童话故事。
Step3.Pre-reading 1.How do you know about the story Watch and learn【设计目的】为了更好地理解阅读内容，激活背景知识，使得阅读材料具象化，用AI视频进行兴趣引导，为后面的阅读任务奠定基础。 观察学生是否在认真观看视频。
Step4. While-reading Fast-reading1.Read fast and circle the characters (who), place(where), time(when).【设计目的】提升学生通过快读阅读获取人物，时间和地点等关键信息的能力。2.Watch a video and find out:What will happen next 【设计目的】 观察学生是否能快速找到相应的关键信息。
2.Match each part with the main idea.【设计目的】划分段落，匹配主旨大意，了解文章的脉络和主要内容。Careful-readingPart1 What abilities do four brothers have？ Part2 What actions did the four brothers take to save the princess？ 观察学生是否能根据关键词进行段落主旨搭配。学生是否会细读定位，找到问题的答案。学生是否会细读定位，找到问题的答案。
Step5.Post-readingStep6.Language points Part3Who did the most in saving the princess Could any of them save her alone How did the king settle their argument What do you think of his solution 【设计目的】在阅读中，提升学生通过细读定位获取问题答案的能力。同时借助表格填写和问题讨论，训练信息提取、逻辑梳理与口语表达能力。Free talkWhat did you learn from the story In our modern life, is the story still meaningful what does it tell us 【设计目的】挖掘故事寓意，培养价值观提炼与迁移思维。Retell the story【设计目的】检测学生对课文内容的掌握。3.Role play【设计目的】迁移创新，应用实践，引导学生分角色扮演故事内容，加深记忆，充满趣味。4.Watch the video and think:What should we know to achieve success 【设计目的】情感引导，团队合作的重要性。as...as...take away 3.be+过去分词4.marry5.reward回报 6.argue 争吵 7.It was much better to share than to fight.8.【设计目的】检查学生对本节课重点单词和用法的掌握。 学生是否会跟据定位内容完成表格。学生是否会细读定位，找到问题的答案。观察学生是否能积极思考，回答问题，内容是否正确。观察学生是否能根据故事内容进行正确的填空。学生是否在积极参与。观察学生是否在认真观看视频，是否有所认识和体会。观察学生是否掌握本节课的重点单词及其用法。
七、教学评价Teaching evaluation
Before the class, I will tell students how to participate in the class and evaluate themselves according to the following evaluation form.During the class, I will use my body language like smile and encouragement language to assess the students properly and give feedback in time. After class, I will ask the students to evaluate themselves in the following evaluation form.The purpose is to check the students' grasp of the key and difficult points of the class. And I can also make teaching improvements.YesNo1.I can read and write key words and sentences correctly.2.I can finish the reading tasks by fast reading and careful reading.3.I learn about the story plot of Four Brothers.4.I can realize the importance and meaning of cooperation.
八、板书设计Blackboard design
Unit 3 Same or Different Reading plus Four Brothers
九、家庭作业Homework
必做Must-do 选做Choose-to-do
Recite the language points.Finish your exercise. Retell the story and read more Grimm’s fairy tales.
十、教学反思Teaching reflection
In this class, I guided students to learn how to answer questions and get details through careful reading.Ninety percent of students can finish the reading tasks and catch up with the class. In addition, we learned about the story plot of Four Brothers. At last, we explored the importance and meaning of cooperation.To my surprise and joy, each student thinks it important to cooperate with each other.

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