Unit8OnceuponaTime全單元5課時公開課一等獎創(chuàng)新教學(xué)設(shè)計（6份打包）人教版（2024）七年級下冊第五課時SectionB(2a—Reflecting)

Activity1Warmingupandrevision(感知與注意)

T：Goodmorning，everyone！Todaywearegoingtoworkon2a.Beforewestart，canyoutellmesomeChinesefairytalesorwesternstories

S1：TheMonkeyKing，theLionandtheMouse.

S2：TheUglyDuckling，TheEmperor'sNewClothes.

T：Great！Now，let'smoveonto2a.

設(shè)計意圖：通過激活學(xué)生已有的中西方故事詞匯和相關(guān)知識儲備，為新課的學(xué)習(xí)做好鋪墊。

Activity2Presentation(獲取與梳理)

T：Now，let'sworkon2a.You'llneedtoreadthebeginningofthestoryfirst，andthenwriteanendingforitwiththehelpofthequestionsin2a.Youcanexchangetheanswerswithyourdeskmatestogettheanswersright.

T：Now，pleasetellmetheanswerstothesequestions.

…

T：Whatendingdidyoucomeupwith

S：Ithoughtthefishermancouldtrickthegeniebyaskinghimtoshowhispowerfirst.Then，whilethegeniewasdistracted，thefishermancouldescape.

T：That'saninterestingidea.Howdidyoudevelopit

S：Iconsideredthefisherman'sclevernessandthegenie'spridefromthestory.

T：Goodreasoning.Let'shearotherendings.

…

設(shè)計意圖：通過閱讀和讀后續(xù)寫練習(xí)，幫助學(xué)生加深對文本的挖掘能力。引導(dǎo)學(xué)生積極主動地思考，培養(yǎng)學(xué)生的邏輯思維能力，提升學(xué)生的英語學(xué)科的核心素養(yǎng)。

Activity3Practice(概括與整合)

T：Now，let'smoveonto2b.Afterwritingtheendingofthestorywithyourthinkingandimagination，pleaseexchangeyourdraftsandshareyouropinionswithyourgroupmembers.Whensomeoneissharing，otherslistencarefullyandfindouttheadvantagesanddisadvantagestomaketheirdraftbetter.

S1：Ilikedyourending，butIthinkyoucouldaddmoredescriptionofthefisherman'sfeelingswhenhewasfacingthegenie.

S2：That'sagoodpoint.I'llworkonthat.Whatdoyouthinkofmydialoguebetweenthefishermanandthegenie

S3：It'sengaging，butmaybeyoucouldmakethegenie'slanguagemoremenacing.

T：Greatfeedback，everyone.Keepworkingtogethertoimproveyourstories.

(Studentsexchangeingroupsandshareideasandopinionstofindoutthemistakesandcorrectthem.Theteachersupervisesandprovidesguidance，encouragingstudentstobecreative.)

設(shè)計意圖：通過寫作與語言交流練習(xí)，提高學(xué)生的寫作能力和語言組織能力。加深學(xué)生對故事的挖掘，培養(yǎng)他們的表述能力和思維的邏輯推理能力。

Activity4Project(內(nèi)化與運(yùn)用)

T：ForProjectin3a，ingroups，selectastoryfromthisunittoadaptintoashortplay.Discussthestory'skeyelements，assignroles，andplanyourperformance.

(Duringthegroupdiscussion)

T：Whichstorydidyourgroupchooseandwhy

S1(Group1)：WechoseTheEmperor'sNewClothesbecauseithasvividcharactersandaclearplot.Wecanhavefunwiththeroles.

T：Goodchoice.Howareyouplanningtostageit

S2：We'llcreatesimplecostumesandusepropslikeafakethrone.We'llalsopractisedifferentvoicesforthecharacters.

T：Excellentplanning.Keepworkingonit.

設(shè)計意圖：將故事文本轉(zhuǎn)化為戲劇表演，提升學(xué)生創(chuàng)意策劃、團(tuán)隊協(xié)作、角色塑造與舞臺呈現(xiàn)能力。借故事選擇與策劃討論來深化學(xué)生對故事的理解、強(qiáng)化知識的整合運(yùn)用，培養(yǎng)學(xué)生藝術(shù)審美與跨學(xué)科實踐素養(yǎng)，激發(fā)學(xué)生創(chuàng)新實踐熱情與表演藝術(shù)潛能。

Activity5Writeashortplay(描述與闡釋)

T：Let'sworkon3b.Now，it'stimeforyoutoworktogetherasagroupandwriteashortplay.Remembertousethequestionsandtheexampleprovidedtoguideyourwriting.Considertheplotdevelopment，characteractionsanddialogues，setting，andtheoverallflowofthestory.Makesureeachcharacterhasadistinctpersonalityandthattheplayisengagingandeasytounderstand.

(Duringgroupcreation)

T：Who'sthemaincharacterofyourplay

S1(Group1)：Alittlefox.Shewasunhappybecausenoonewantstomakefriendswithher.

T：Thatsoundsinteresting.Now，startwritingtheplay.

(Afterstudentscreatingforaperiodoftime)

T：Howisthewritinggoing？Canyoureadoutsomeofthepassage

S2(Group1)：Oneday，thelittlefoxmetalittlerabbitintheforest.Thelittlefoxsaidtothelittlerabbit，“Littlerabbit，let'sbefriends！"However，thelittlerabbitsaid，“No，Ican'tbefriendswithyou.Everyonesaysthatfoxesarecunningandwilllietous.”

T：Goodstart.Butyoucanaddmoreexpressionstoshowtheirfeelings.

S3(Group1)：Okay，we'llworkonthat.

設(shè)計意圖：角色扮演活動能極大地促進(jìn)學(xué)生英語學(xué)習(xí)的興趣，提升學(xué)生英語的表達(dá)能力和表現(xiàn)力。通過準(zhǔn)備英語小短劇表演，充分激發(fā)學(xué)生學(xué)習(xí)英語的熱情，提高文學(xué)創(chuàng)作技巧與藝術(shù)表現(xiàn)力，為后續(xù)的表演活動提供高質(zhì)量的劇本。

Activity6Performyourplay(內(nèi)化與運(yùn)用)

T：In3c，it'stimetobringyourplaytolifeonstage.Performwithconfidence，expressthecharacters'emotionsvividly，andengagetheaudience.Afteralltheperformances，we'llvoteforthebestone.

(Aftertheperformanceended)

T：Whatdidyoulikeabouteachperformance？Whatcouldbeimproved

S1：IlikedtheenergyoftheactorsintheplayTheLionandtheMouse.Maybetheycouldworkontheirstagepositionsabitmore.

S2：ThecostumesintheplayTheUglyDucklingweregreat.However，theactorscouldprojecttheirvoicesbetter.

T：Thankyouforyourfeedback.Thiswillhelpeveryonegrowasperformers.

設(shè)計意圖：為學(xué)生提供表演實踐平臺，實現(xiàn)知識技能從創(chuàng)作到演繹的轉(zhuǎn)化，提升學(xué)生口語表達(dá)、肢體語言運(yùn)用與舞臺自信。通過投票評選激發(fā)學(xué)生的競爭意識與追求卓越的精神，借觀眾反饋促進(jìn)學(xué)生反思改進(jìn)、提升表演藝術(shù)的綜合素養(yǎng)，培養(yǎng)學(xué)生藝術(shù)鑒賞與評價能力，強(qiáng)化故事傳播感染力與影響力。

Activity7Reflecting(分析與評價)

Aftergroupwork，encouragethestudentstoevaluatetheirperformancesinthegroup.Theycandescribehowwelltheydidjustnowaccordingtheevaluationscale.Forexample，Icanusethesimplepasttensetotellmyfavouritestoriestoothersverywell.Icanexpressmyideasandfeelingsaboutastory.Inthisway，Icanwriteanendingforastory.Ican'tunderstandthemeaningsbehindstoriesfromdifferentcultures.IthinkIneedtoaskmyteacherandclassmatesforhelp.

設(shè)計意圖：通過量表，學(xué)生可以清楚地知道自己在哪些方面做得好，哪些方面存在不足。這樣能幫助學(xué)生養(yǎng)成反思的習(xí)慣，提升思維品質(zhì)，有利于學(xué)習(xí)能力和策略的培養(yǎng)。

Activity8Homework(分層作業(yè))

必做題：Completethetextbookexercisestoconsolidatethegrammarandvocabularyknowledgeofthisunit.

選做題：CreateanEnglishstorycollectionbasedonunitstories(nolessthan3stories).

第五課時SectionB(2a—Reflecting)Newwords：fisherman，fishing，genie，die，set，rich，powerfulPhrases：comeout，makeapromise，set…free，insteadof，succeedindoingsth，intheendDiscuss：WhichstorydoyouthinkisthemostinterestingWhichstorywouldmakeanexcitingplayQuestions：WhathappensinthescenesWheredotheytakeplaceHowmanycharactersarethereineachsceneWhowillbethenarratorandwhowillplayeachcharacterWhatwillthecharacterssay？Howwilltheysayit？

Thestudentsactivelyparticipatedinthediscussioninclassandshowedastronginterestinthetopicofstories.Throughtheactivityofcreatingandperformingashortplay，thestudentsnotonlyconsolidatedthevocabularyandsentencepatternslearnedinclassbutalsoexercisedtheircreativity.Inthenextterm，wewilladoptnewandcreativemethods，encouragingthemtolearnfromeachother.Wewillcontinuetoexploremoretopicsandactivitiesrelatedtodailylivestostimulatestudents'interestinlearningandcreativity.Unit8OnceuponaTime

Thethemeofthisunitis“Whydowetellstories？"Itinvolvesmultidimensionallearningcentredaroundstories，encompassingstorytelling，explorationofmorallessons，culturalanalysis，andcreativeexpansion.Throughrevisitingandcreatingclassicstories，studentsgaininsightintothevalueofstories，suchasinheritingculture，enlighteningwisdom，cultivatingsentiment，andexperiencingthecharmofconveyinguniversalhumanemotionsandideasacrosstimeandspace.Itstimulatesimaginationandcreativity，enhancescomprehensivelanguageliteracyandculturalfoundation，fosterscrossculturalcommunicationacumenandculturalconfidence，andlaysthefoundationforlifelonglearning.

UnitContentAnalysis(單元內(nèi)容分析）

◆VocabularyandSentencePatterns

Vocabulary：Itinvolvesthewordsofcharactersinthestories(suchashunter，neighbour，emperor，official，duckling，king，genie，etc.)，aswellasphrasesaboutstoriestelling(suchasonceuponatime，bitethrough，tellthetruth，makemoney，getout，makeapromise，etc.).

SentencePatterns：Use“DidyoureadLittleWomenforEnglishclass？”or“DoyouknowthestoryofTheEmperor'sNewClothes？"toaskothersaboutthestories；usequestionslike“Howdidthemousehelpthelion？”tomakethestoriescontinueanduse“Whatwouldhappenintheend？"toaskstudentstomakeupanendingforastory.

◆ListeningandSpeaking

Listeningactivitiesincludelisteningto2dialoguesabout2differentstoriestoputthesentencesinorder，completingthesentencesbychoosingthecorrectwords，answeringquestionsandretellingthestoriestoyourpartners，listeningtoTheEmperor'sNewClothestocompletetheflow，etc.，aimingtoimprovestudents'listeningcomprehensionandinformationextractionabilities.

Speakingactivitiesincludetalkingaboutone'sfavouritestories，describingthewholeproceduresandthereasonswhyyoulikethemandroleplaying，etc.，aimingtocultivatestudents'speakingexpressionabilityandlanguageorganizationability.

◆ReadingandWriting

Readingmaterialsinclude2storiesaboutTheEmperor'sNewClothesandTheUglyDuckling，aimingtoimprovestudents'readingcomprehensionandinformationacquisitionabilities.

Writingactivitiesincludecompletingtheshortstorywiththecorrectformsoftheverbsandwritinganendingofastory，etc.，aimingtocultivatestudents'writingabilityandcreativity.

◆GrammarandPronunciation

Grammarfocusincludesusingthesimplepasttensetotellthestoriesandsimplepresenttensetoasksomeone'sopinionaboutthestories(like“DoyouknowthestoryofTheEmperor'sNewClothes？”).

Pronunciationexercisesincludethepronunciationaboutthelettercombinations，suchas“ch"ph”“sh"th”“wh”，aswellasthewordassimilationinthesentences.

KeyPoints1.Masterthephrasesaboutthestorytellingandthetensesinvolvedinthisunit.2．Beabletotalkaboutone'sfavouritestoryinEnglish，andshareitwithpartners.3．Cultivatestudents'speakingexpressionabilityandlanguageorganizationability.

KeyDifficulties1.Accuratelyspeakoutthestories，andsharetheminEnglish.2．Cultivatestudents'writingabilityandcreativitybywritinganendingforastoryinEnglishandwritingyourfavouritestory.

Proficientlyusedualtensesandswitchexpressionsaccordingtocontext；accumulatearichvocabularyandsentencepatternstobuildamaterialbank；expressinsightsintostoriesclearly，accurately，fluentlyandcreativelyinvariouslanguagepractices，showcasingthecharmoflanguage.

Immersedeeplyintheclassicsofmulticulturalstories，gaininsightintotheculturalorigins，values，socialcustoms，andnationalspiritbehindthestories；compareandanalyzethesimilaritiesanddifferencesofcrossculturalstories，cultivatekeenculturalperceptionandprofoundunderstanding；inthesharingofstorydissemination，promotethetreasuresoflocalculture，accepttheessenceofforeigncultures，usestoriesasabridgetopromoteculturalexchangeandmutuallearning，sharebeautytogether，andcultivateaglobalperspectiveandculturalconfidence.

Learntodiscussandcommunicatewithothersaboutthefairytalesandexpresstheirownviewsandopinions，makereasonablespeculations，andexpresspersonalviewslogically，dialecticallyandinnovatively.Realizethetransferofknowledgeandthinkingability.

Independentlyconstructastorylearningstrategysystem，flexiblyselectprestudyinquiry，notetakingorganization，summaryandreflectionmethodsaccordingtostorythemes，stylisticfeatures，andlanguagedifficulty；efficientlyusedictionaries，onlineresources，andexpandedknowledgetoenhanceautonomouslearningefficiency.Deeplystrengthencooperativelearningandcollaborativeabilities，activelytakeonrolesinstoryperformancecreationanddiscussionandevaluation，listentoandacceptopinions，gathercollectivewisdomandinnovativevitality，shareknowledgeandexperiencesininteractivecommunication，improvecomprehensivequality，andbuildalearningcommunitytogether.

LearningSituationAnalysis(學(xué)情分析）

1．StudentsmayhavecertainunderstandingandinterestinChineseandwesternstories，buttheirabilitytotellstoriesinEnglishislimited.

2．Studentsmayhavedifficultiesinsomephrasesandgrammar，requiringtargetedguidanceandtrainingfromteachers.

3．Studentsmaylackwritingexperience，requiringguidanceonwritingtechniquesandmethodsfromteachers.

1．Utilizemultimediaresources(suchaspictures，videos，etc.)toassistteaching，stimulatingstudents'interestinlearning.

2．Adoptheuristicsteachingmethodandtaskdrivenmethod，allowingstudentstolearnandapplyEnglishinrealcontexts.

3．Focusonpronunciationandgrammartraining，improvingstudents'languageaccuracythroughstorytellingpracticeandcorrection.

4．Encouragestudentstowritemoreandpractisemore，providewritingtemplatesandmodelessays，guidingstudentstoimitatewritingandcreate.

5．Payattentiontoindividualdifferencesamongstudents，adoptingacombinationoftieredteachingandindividualtutoringtomeetdifferentstudents'learningneeds.

第一課時SectionA【(1a—1e)&Pronunciation1—2】

第二課時SectionA(2a—2e)

第三課時SectionA(GrammarFocus3a—3d)

第四課時SectionB(1a—1d)

第五課時SectionB(2a—Reflecting)第四課時SectionB(1a—1d)

Activity1Warmingupandrevision(感知與注意)

T：Goodmorning，class！TodaywearedivingintoSectionB.Beforewebegin，let'sshareyourfavouritestoriesandthereasonwhyyoulikethem.

S：Myfavouritestoryis…Onceuponatime…

T：Excellent！YouroralEnglishisverygood.Howaboutyou

…

T：Welldone！Now，let'sseeSectionB：Whatcanstoriesteachus

…

設(shè)計意圖：這項活動旨在激活學(xué)生已有的知識，并讓他們用英語講故事。同時，它也是引入新課程《丑小鴨》的平滑過渡。

Activity2Presentation(獲取與梳理)

T：Now，let'sworkon1a.Iwantyoutolookatthepictures，andguesswhatstoryitis.Thenguesswhathappensinthestory，andnumberthepicture1—4.Youcandiscusswithyourpartners.

(Studentsengageindiscussion.)

T：Alright，let'shearsomeofyourideas.Whocantellmeyouropinionsaboutthepictures

S：Perhapsit'sTheUglyDuckling.Itisaboutfourpartsofthestory.

T：That'sright！Let'sseehowthestoryprocesses.

(Afterstudentscompletethenumbering，theyexchangeanddiscusswiththeirdeskmates.Theteacherpatrols，listens，andtimelyguidesstudentstoimprovetheplotconceptionfromthedetails.)

設(shè)計意圖：本活動旨在激發(fā)學(xué)生合作并分享他們的知識，同時自然引入丑小鴨的故事，為下面的教學(xué)活動做好鋪墊。

Activity3Practice(概括與整合)

T：Now，it'stimetoworkon1b.Iwantyoutoreadthestorycarefullyanddiscussthequestionwithyourpartners.Thequestionis：Istheuglyducklingarealduck？Remembertounderlinekeyinformationthatsupportsyouranswers.

T：Alright，whocantellmewhethertheuglyducklingisarealduckandwhy

S：No，becausehesawthathewasabeautifulwhiteswan.

T：Verygood！Theuglyducklingisabeautifulwhiteswan.

設(shè)計意圖：以問題引導(dǎo)閱讀，聚焦故事核心爭議點(diǎn)，驅(qū)動學(xué)生深度閱讀、批判性思考與合作交流。培養(yǎng)學(xué)生文本分析、觀點(diǎn)提煉與論證的能力，在討論中拓展思維視野、深化對故事角色本質(zhì)及主題內(nèi)涵的多元理解，提升文學(xué)鑒賞與批判性思維素養(yǎng)。

Activity4Practice(概括與整合)

T：Now，let'smoveonto1c.Thereare4questionsin1c，andIwantyoutoreadthestoryagainandunderlinetheinformationthatsupportsyouropinions.

(Letstudentssharetheiranswerswiththeirpartnerstogettherightanswers，andmovearoundtogiveproperhelp.)

T：Forthequestion“Howtheuglyducklingwasdifferentfromtheotherducklingsinsizeandcolour？”，whatdidyoufind

S1：Itwasbigandgray，whiletheothersweresmallandyellow.

T：Right.Andforthesecondquestion

S2：Itsearchedforanewhomebecausetheotherducklingsbullieditanditfeltsad.

T：Good.Keepansweringthequestionsaccurately.

…

設(shè)計意圖：引導(dǎo)學(xué)生精讀文本、提取關(guān)鍵信息、精準(zhǔn)解答問題，強(qiáng)化閱讀理解能力與信息篩選、整合技巧。借問題探究深化學(xué)生對故事人物、情節(jié)、主題全方位理解，培養(yǎng)學(xué)生依據(jù)文本內(nèi)容嚴(yán)謹(jǐn)作答、深度剖析文本的學(xué)習(xí)習(xí)慣，提升學(xué)生文學(xué)閱讀素養(yǎng)與知識遷移運(yùn)用能力。

Activity5Practice(概括與整合)

T：Now，it'stimetoworkon1d.Iwantyoutofindoutthecharactersinthestory，andmatchthecharacterswiththeiropinions.Whatadvicecanyougivetothesecharacters？Youcanshareyourideaswithyourgroup.

(Afterstudentscompletethematching)

T：Howdidyoumatchthecharactersandopinions？Pleasetellme.

S1：Imatched“Theuglyduckling"with“I'mnothappyhere.Istherearightplaceformeoutthere？”．

T：Good.Whatadvicewouldyougivetotheuglyduckling

S1：Don'tworry.Beconfidentandthenyoucanfindyourhomeintheend.

T：Great.Whatdidyoumatch“Thefiveducklings"with

S2：Imatched“Thefiveducklings”with“You'rebigandgrey…"．

T：You'reright.Welldone！Whatadvicewouldyougivetothefiveducklings

S2：Theyshouldbemorekindandacceptingofdifferences.

T：Excellent.Let'shearmoreideas.

…

(Getstudentstoworkingroupstomatchthecharacterswiththeiropinions.Askthemtothinkdeeplytogiveadvicetothecharacters.Movearoundtoencouragethestudentstothinklogicallyandcriticallytomakethemgetfurtherthinkingandunderstandingofthestory.)

設(shè)計意圖：本活動旨在激發(fā)學(xué)生合作并分享他們的知識，同時也引入學(xué)生對故事進(jìn)行邏輯、辯證的思考，充分發(fā)掘文本，培養(yǎng)學(xué)生的邏輯思維能力和辯證能力。

Activity6Homework(分層作業(yè))

必做題：RecitethefulltextofTheUglypletetheexercisesrelatedtotheperiod.

選做題：CreateanEnglishpicturebookbasedonTheUglyDuckling(notlessthan8pages).

第四課時SectionB(1a—1d)Newwords：ugly，duckling，real，search，hen，hopefully，purr，lay，swan，featherPhrases：laughat，goaway，searchfor，toone'ssurpriseTheUglyDucklingTheuglyduckling，Thefiveducklings，Theotherbirds，Thecatandthehen

Inthislesson，Iaimedtoengagestudentsinameaningfulstorylearningandtelling.Throughavarietyofactivities，includingpartnerdiscussion，readingcomprehension，andgivingadvice，studentswereabletodeepentheirunderstandingofthestoryandtheirculturalsignificance.Overall，thelessonwaswellreceivedandstudentswereactivelyengaged.However，infuturelessons，Icouldincorporatemorediverseperspectivesonstoriestobroadenstudents'horizons.第三課時SectionA(GrammarFocus3a—3d)

Activity1Warmingupandrevision(感知與注意)

T：Goodmorning，class.Beforewestarttoday'slesson，let'sreviewwhatwelearnedyesterday.Cananyoneretellthestoryin2a

(Theteacherguidesstudentstorecallandretellthestory.)

設(shè)計意圖：通過復(fù)習(xí)舊知識，為新課內(nèi)容做鋪墊，激發(fā)學(xué)生的興趣。

Activity2Presentation(獲取與梳理)

T：Let'sworkon3a.Readthesesentencescarefullyandobservethetensesused.Then，thinkaboutwhenwetypicallyuseeachtense.Discusswithyourpartnerandbereadytoshareyourthoughts.

T：Whattenseisusedinthesentence“DidyoureadLittleWomenforEnglishclass？”

S1：It'sthesimplepasttense.Weuseittotalkaboutactionsthathappenedinthepast.

T：Right.Andforthesentence“DoyouknowthestoryofTheEmperor'sNewClothes？"

S2：That'sthesimplepresenttense.Weuseitforgeneralfactsorthingsthataretruenow.

T：Excellent.Now，let'ssummarizetheusagerulesofthesetenses.

(Theteacherguidesstudentstounderlinetheverbsandfindoutthetenseeachsentenceused，andthenexplainshowtousethesimplepasttense(totellthestorydetails)andthesimplepresenttense.Thestudentstalkabouttheusagesofthetensesandfinallyreadthegrammarfocus.)

設(shè)計意圖：幫助學(xué)生在具體語句中精準(zhǔn)識別一般過去時與一般現(xiàn)在時，深入理解兩種時態(tài)的語義內(nèi)涵與使用情境的差異，通過小組討論與分享來強(qiáng)化對時態(tài)規(guī)則的認(rèn)知，提升語法分析與歸納總結(jié)能力。

Activity3Practice(概括與整合)

T：Now，let'sworkon3b.Firstthinkaboutthetenseofeachsentence，andthenchoosethecorrectformsoftheverbs.

(Afterstudentsfinishtheexercises)

T：Inthefirstsentence，whydidyouchoose“was”？

S1：Becauseit'stalkingaboutapaststatewhenthespeakerwasachild.

T：Goodreasoning.Now，continuewiththeothersentences.

(Guidestudentstofindoutthetenseofeachsentenceandthenchoosetherightformsoftheverbs，emphasizingtheformsofverbs'pasttense.Askstudentstochecktheiranswersinpairs，findoutthemistakestheymake，andcorrectthemistakestomasterthetenses.Finally，letstudentsreadthemandpayattentiontothetensestheychoose.)

設(shè)計意圖：讓學(xué)生在實踐中運(yùn)用時態(tài)知識來選擇正確的動詞形式，強(qiáng)化對時態(tài)規(guī)則的實際運(yùn)用能力，提升語法運(yùn)用的準(zhǔn)確性與靈活性。通過語境分析培養(yǎng)學(xué)生依據(jù)上下文判斷時態(tài)的思維能力，使學(xué)生能在復(fù)雜的語言情境中準(zhǔn)確匹配動詞時態(tài)與表達(dá)意圖。

Activity4Practice(概括與整合)

T：For3c，readthestorytobefamiliarwithitsplot.Thenusethecorrectformsoftheverbstocompletethestory.

(Afterstudentsfinishtheexercises)

T：Inthefirstsentence，whydidyouuse“asked"insteadof“asks”？

S：Becauseitsays“Onceuponatime…"．Theactionhappenedinthepast.

T：Right.Now，fillintherestoftheblanksandcheckifthestorymakessensewiththechosenverbtenses.

(Guidestudentstoreadthestoryfirstandthenchoosetherighttenses.Lastly，letstudentsreadthestorytogether.)

設(shè)計意圖：使學(xué)生在語篇情境中綜合運(yùn)用時態(tài)知識準(zhǔn)確填寫動詞形式，培養(yǎng)語篇層面的時態(tài)運(yùn)用能力與閱讀理解中的語法分析能力，實現(xiàn)語法知識從句子到語篇的有效遷移。

Activity5Groupwork(概括與整合)

T：In3d，shareyourfavouritestorywiththeclass.Usethetenseswelearnedcorrectlytodescribetheevents，characters，andyourfeelingsaboutthestory.Beengagingandvividinyournarration.

S：MyfavouritestoryisCinderella.Onceuponatime，therewasakindgirlnamedCinderella.Shelivedwithherstepmotherandstepsisters.Theytreatedherbadly…

T：Greatstory！Youusedthetenseswell.Now，let'shearfromotherstudents.

…

設(shè)計意圖：為學(xué)生創(chuàng)設(shè)真實語言運(yùn)用情境，促使學(xué)生在故事分享中靈活運(yùn)用所學(xué)的時態(tài)知識，實現(xiàn)語法知識與口語表達(dá)的深度融合，拓展學(xué)生故事素材儲備與敘事技巧。

Activity6Homework(分層作業(yè))

必做題：Organizeclassnotes，createatensemindmap，sortouttheconstructionrules，usagepoints，timemarkersandtypicalexamplesentencesoftwotenses.

選做題：Basedontheknowledgeoftensesyouhavelearned，createanEnglishstory(nolessthan100words).

第三課時SectionA(GrammarFocus3a—3d)1．yesterday/lastweek/agousually/always/often2．walk—walked/play—played/go—went/have—had/lie—lied3．Iplayedfootballyesterday.Ididn'tplayfootballyesterday.—Didyouplayfootballyesterday？—Yes，Idid./No，Ididn't.—Whodidyouplayfootballwith？—Iplayedfootballwithmyfriends.—Howdidthemousehelpthelion？—Itbitthenet，andtheliongotout.

Duringthislesson，studentsactivelyparticipatedinvariousactivitiesbutstillhaddifficultiesusingtheverbtensesinrealsituations.Infutureteaching，theteachershouldincreasemorepracticaldialoguesorsituationpracticetohelpstudentsbettermasterandapplytheverbtenses.Also，theteachershouldpayattentiontoindividualdifferencesamongstudentsandprovidemorepersonalizedguidance.第一課時SectionA【(1a—1e)&Pronunciation1—2】

Activity1Warmingupandrevision(感知與注意)

T：TodaywearegoingtolearnUnit8.First，let'slookatthetitleandthepicture.Whatarewegoingtolearninthisunit

Ss：Wearegoingtolearnsomethingaboutstories.

T：Yes，you'reright.WearegoingtolearnaboutChineseandWesternstories.Lookatthepictureandsharethethreequestionswithme：

T：Whatarethestudentsinthephotodoing

S1：Theyseemtobelisteningcarefullytoastory.

T：Goodobservation.Howdoyouthinktheyfeelaboutit

S2：Theymightbeexcitedbythestory.

T：That'sapossibility.Andwhatdoyouthinktheteacherishelpingthemwith

S3：Perhapstheteacherishelpingthemunderstandthestorybetter.

T：Excellentinsights.Thiswillleadussmoothlyintoourexplorationofstoriesinthisunit.

設(shè)計意圖：通過觀察標(biāo)題與圖片并探討相關(guān)問題，激發(fā)學(xué)生對故事主題的興趣與好奇心，喚醒其背景知識與生活經(jīng)驗，為新知識的學(xué)習(xí)營造積極的思維氛圍、鋪設(shè)認(rèn)知導(dǎo)入路徑，使學(xué)生迅速融入單元情境。

Activity2Presentation(獲取與梳理)

T：Let'sworkon1a.Lookcloselyatthepicturesanddetermineifyoucanrecognizethestories.

T：Whatstorydoesthesecondpictureremindyouof

S1：ItlookslikethestoryofTheFishermanandtheGenie.

T：Whydoyouthinkso

S2：Irecognizethefishermanandtheshinythinginthepicture.

T：Great.Let'scontinuewiththeotherpictures.

(Theteacherguidesstudentstoanalyzethestoriescorrespondingtothepicturesonebyone，helpingstudentsestablishtheconnectionbetweenthepicturesandthenamesofthestories，andenrichingtheirvocabularyreserveofstories.)

設(shè)計意圖：通過圖片識別，幫助學(xué)生記起一些經(jīng)典故事。交流互動活動能為學(xué)生提供目標(biāo)語言輸出的機(jī)會，有利于鞏固所學(xué)故事的單詞，了解故事情節(jié)，能培養(yǎng)學(xué)生的口語表達(dá)能力，發(fā)展他們的思維。

Activity3Listening(獲取與梳理)

T：Let'sworkon1b.Listentothefirstconversation，befamiliarwiththestoryandlearnthedetailsofthestory.Finallyputthesentencesinorderaccordingtothelistening.

(Afterlistening)

T：Whatdoyouthinkisthefirstsentence

S：Ithink“Thelioncaughtthemouse.”shouldbethefirstone.

T：Why

S：Becauseitsetsthebackgroundofthestory.

T：Goodreasoning.Now，let'scontinuewiththerestofthesentences.

(Afterstudentscompletethesorting，theteachercheckstheanswerswiththestudentsandguidesthemtounderstandthelogicofthestorydevelopmentandthekeyplots.)

設(shè)計意圖：訓(xùn)練學(xué)生在聽力中捕捉事件先后順序及梳理故事脈絡(luò)的能力，強(qiáng)化對聽力文本細(xì)節(jié)理解與信息整合的技巧，深化對故事結(jié)構(gòu)的認(rèn)知，提升聽力理解精準(zhǔn)度與邏輯思維能力。

Activity4Listening(獲取與梳理)

T：Let'sworkon1c.Now，let'slistentothesecondconversationandchoosethecorrectwordstocompletethesentences.

(Theteacherplaysthelisteningrecording.Studentsarefamiliarwiththestory，learnthedetails，andcompletethesentences.Afterstudentscompletethefillintheblankexercises，theteacherdiscussestheanswerswiththestudents，analyzesthebasisforvocabularyselectionandthecontextualmeaning，therebydeepeningthestudents'understandingofvocabularyusage.)

設(shè)計意圖：提升學(xué)生在聽力語境中辨析與運(yùn)用詞匯的能力，培養(yǎng)依據(jù)上下文推斷詞義、選擇恰當(dāng)詞匯的技巧，增強(qiáng)學(xué)生對故事細(xì)節(jié)信息的捕捉與處理能力，拓展詞匯理解的深度與廣度。

Activity5Practice(概括與整合)

T：Let'sworkon1d.Listentothetwoconversationsagainandanswerthequestions.Thistime，itrequiresyoutobemorefamiliarwithtwostoriesandmakeproperanswerswithyourownopinionsandimagination.Youcansharetheseviewswithyourpartners.

(Studentsanswerthequestions，andthensharewithotherclassmates.)

T：Whydoyouthinkthelionlaughedwhenthemousepromisedtohelphim

S：Ithinkthelionlaughedbecausehedidn'tbelievethetinymousecouldactuallyhelphim.

T：That'sagoodpoint.Now，answertheotherquestions.

設(shè)計意圖：通過聽力訓(xùn)練，幫助學(xué)生在了解故事情節(jié)的基礎(chǔ)上，對故事、故事情節(jié)以及人物等做出合理的判斷并表達(dá)出來，提高學(xué)生的推理判斷、邏輯思維以及口語表達(dá)能力。

Activity6Practice(內(nèi)化與運(yùn)用)

T：In1e，selectthestoryyoupreferandretellitvividlytoyourpartner.Incorporateasmanydetailsaspossibleanduseyourownwordstomakethestorycomealive.

S1：IwanttoretellthestoryofTheLionandtheMouse.Longago，amouseaccidentallygotcaughtbythelion.Themousepleadedwiththeliontoletitgoandp