課題名稱Unit8OnceuponaTimeSectionAWhatareyourfavouritestories?(2a2e)教學(xué)目標(biāo)1.學(xué)生能夠聽懂并識別故事中的關(guān)鍵詞匯和句子。2.學(xué)生能夠通過閱讀完成流程圖,理解故事的主要情節(jié)。3.學(xué)生能夠回答與故事相關(guān)的問題,深人理解故事內(nèi)涵。4.學(xué)生能夠判斷故事中角色的臺詞,并復(fù)述故事。5.培養(yǎng)學(xué)生的閱讀興趣,提高學(xué)生的閱讀理解和口語表達(dá)能力。教學(xué)重難點(diǎn)重點(diǎn):理解故事內(nèi)容,完成流程圖,回答相關(guān)問題。難點(diǎn):復(fù)述故事,并準(zhǔn)確表達(dá)故事中角色的臺詞和情感。教學(xué)過程教學(xué)活動(dòng)設(shè)計(jì)意圖Step1Leadin問候?qū)W生，詢問他們是否知道一些童話故事。在黑板上寫下《皇帝的新裝》，并介紹作者漢斯?克里斯蒂安?安徒生。Closethedistancethroughgreetings,activatestudents'existingknowledgewiththetopicof"fairytales";Clarifythelearningtextanditsauthortolaybackgroundknowledgeforstorylearningandstimulatetheinterestinexploringclassicfairytales.Step2Workon2a1.告訴全班：“艾瑪正在和她的班級分享一個(gè)故事。聽錄音，圈出你聽到的彩色單詞?！?.播放2a的音頻，讓學(xué)生圈出聽到的彩色單詞。鼓勵(lì)他們仔細(xì)聽。3.聽完后，討論圈出的單詞及其在故事語境中的含義。彩色單詞為：liked（喜歡）；clever（聰明的）；street（街道）；shouted（大喊）；started（開始）。4.講解以下語言點(diǎn)：onceuponatime（從前）；lietosb（對某人撒謊）；pretendtodosth（假裝做某事）；Whatlovelyclothes!（多漂亮的衣服?。。?；noone（沒有人）；looksilly（看起來傻）；decidetodosth（決定做某事）；showsbsth（給某人看某物）；praise（贊美）；beafraidto（害怕）；shout（大喊）；startlaughing（開始大笑）。Thelisteningandwordcirclingtaskfocusesoncorevocabularyofthestory,trainingtheabilitytocapturelisteningdetails;Explaininglanguagepointsincontexthelpsstudentsunderstandfixedexpressionsandsentencepatternsinthestory,layingalinguisticfoundationforsubsequentreadingandretelling.Step3Workon2b1.讓學(xué)生仔細(xì)閱讀故事，然后根據(jù)故事內(nèi)容完成2b中的流程圖。提供一些填寫流程圖的示例，在教室巡視，根據(jù)需要協(xié)助學(xué)生。2.課堂上核對答案。答案為：brothers（兄弟倆）；pretended（假裝）；see（看見）；showed（展示）；praised（贊美）；startedlaughing（開始大笑）。Sortoutthemainplotofthestorythroughtheflowcharttohelpstudentsclarifythe"sequenceofeventdevelopment"andstrengthentheoverallgraspofthestorycontext;Teacherdemonstrationsreducetaskdifficulty,andcirculatingguidanceensuresstudentsaccuratelyextractplotinformation,achievingthekeygoalof"understandingthestorycontent".Step4Workon2c1.再次閱讀故事，讓學(xué)生回答2c中的問題。鼓勵(lì)他們從文中尋找依據(jù)。2.全班討論答案，確保所有學(xué)生理解每個(gè)答案背后的推理過程。3.課堂上核對答案。答案為：（1）他們說只有聰明的人才能看到漂亮的衣服。（2）因?yàn)樗麄儾幌肟雌饋砩?。?）因?yàn)樗麄兒ε驴雌饋砩怠＃?）因?yàn)榛实蹧]穿衣服。（5）開放性問題，答案合理即可。e.g.estudentstodeeplyanalyzestorydetails(suchascharactermotivations,plotreasons)throughansweringquestions,cultivatingtextinterpretationability;Encouragingfindingevidencefromtheoriginaltextstrengthensthereadinghabitof"beingevidencebased"anddeepensunderstandingofthestory'sconnotations(e.g.,honesty,vanity).Step5Workon2d1.讓學(xué)生結(jié)對或小組合作，判斷故事中哪些角色可能說了所給的句子。給他們一份句子清單，讓他們與角色匹配。2.允許學(xué)生分享答案并解釋推理過程。答案為：（1）兄弟倆中的一個(gè)（2）皇帝的一個(gè)大臣（3）皇帝（4）街上的一個(gè)人（5）一個(gè)男孩。Thetaskofmatchingcharacterswithlineshelpsstudentsunderstandthelanguagecharacteristicsandemotionalattitudesofdifferentcharacters;Sharingthereasoningprocessexerciseslogicalexpressionability,strengthensthecognitionofcharacterimages,andlaysthegroundworkforemotionalexpressioninsubsequentretelling.Step6Workon2e1.再次播放故事音頻，讓學(xué)生仔細(xì)聽。然后讓他們用自己的話向同伴復(fù)述故事。2.請一些學(xué)生在課堂上復(fù)述故事。鼓勵(lì)學(xué)生用自己的表達(dá)，并添加細(xì)節(jié)讓故事更有趣。Reviewthestorybylisteningtotheaudiotoprovidelanguageinputforretelling;Pairretellingandclassroompresentationexerciselanguageorganizationandcoherentexpressionabilities,andencouragingaddingdetailscultivatescreativethinking,breakingthroughthedifficultyof"retellingthestoryandexpressingemotions".Step7Summary 回顧本節(jié)課的重點(diǎn)內(nèi)容，強(qiáng)調(diào)閱讀和理解故事的重要性。Sortoutthecoreknowledgeofthislesson(storyplot,characteranalysis,languagepoints),strengthenthecognitionthat"readingstoriespromotesunderstandingandexpression",helpstudentsbuildaknowledgeframework,andclarifythesignificanceoflearningobjectives.Step8Homework讓學(xué)生閱讀另一個(gè)童話故事，準(zhǔn)備第二天向全班分享。Extendclassroomlearningthroughextracurricularreadingtasksandcultivateindependentreadinghabits;Thesharingpreparationsessionstrengthensretellingandexpressionabilities,realizingtheknowledgetransferof"inputoutput".板書設(shè)計(jì)Unit8OnceuponaTimeSectionAWhatareyourfavouritestories?(2a2e)Wordsandexpressions:emperor,lie,pretend,official,silly,decide,praise,afraid,suddenly,atfirst,truth,tellthetruth,makemoney,true,hateSentences:Hewantedtobuysomenewclothes.Twobrotherscameandliedtohim.Theypretendedtomaketheclothes.Whatlovelyclothes!Noonewantedtolooksilly.Theemperordecidedtoshoweveryonehisnewclothes.Theywereafraidtolooksillytoo!Everyonelookedatoneanother.Theystartedlaughing.教學(xué)反思Inthislesson,variousteachingactivitiessuchaslistening,reading,discussion,andretellingeffectivelystimulatedstudents'learninginterestandimprovedtheirreadingprehensionandoralexpressionabilities.Inparticular,throughactivitieslikepletingflowchartsandansweringquestions,studentsdevelopedadeeperunderstandingofthestory'smainplotandcharacters.However,inthestoryretellingsection,somestudentsstillstruggledtoexpressthemselvespletelyintheirownwords,soitisnecessarytostrengthentraininginstudents'oralexpressionabilitiesinfutureteaching.Moreover,althoughtheblackboarddesignisconciseandclear,morevisualelementssuchaspicturesorcharts