Unit4OnceuponaTimeOvertoyouThisunit,"OnceuponaTime,"focusesonfairytalesandstories.Inthe"OvertoYou"part,studentsareencouragedtofurtherexploretheworldofstories.Theywillencountervariousactivitiesrelatedtostorytelling,suchascreatingtheirownstories,analyzingstoryelements,andusingthelanguagelearnedintheunittoexpressideasaboutstories.Thecontentaimstoenhancestudents'creativityinstorymaking,theirunderstandingofstorystructures,andtheirlanguageproficiencyinnarrativeexpressions.教學(xué)目標(biāo)A.KnowledgeObjectivesStudentswillbeabletomasterandusekeyvocabularyrelatedtostorytelling,suchas"character,""plot,""setting,""beginning,""middle,""end,""magic,""adventure,"etc.Theycanunderstandandcorrectlyusethesimplepasttenseandpastcontinuoustenseinthecontextofstorytelling,whicharefrequentlyusedinnarrativetexts.was/were...was...ingdifferenttypesofsentencepatternsfordescribingcharacters,events,andsettingsinstories,like"Therewas/were...,""Themaincharacterwas...ingwhen...,"etc.B.AbilityObjectivesBecapableofcreatingtheirownshortstories,organizingthecontentwithaclearbeginning,middle,andend,andusingappropriatevocabularyandtenses.Analyzetheelementsofgivenstories,includingcharacters,plotdevelopment,andsettings,andexpresstheirunderstandinginEnglish.Improvestudents'readingprehensionskillsbyreadingdifferentstoriesandansweringrelatedquestions.Enhancestudents'oralmunicationskillsthroughsharingtheirownstoriesanddiscussingstorieswithclassmates.C.EmotionalObjectivesFosterstudents'interestinEnglishreadingandwritingbyengagingthemintheprocessofstorymaking.Cultivatestudents'creativityandimaginationinthecontextofEnglishlearning.Developstudents'cooperationspiritthroughgroupworkactivitiesrelatedtostoryanalysisandstorysharing.教學(xué)重難點(diǎn)A.KeyPointsTheunderstandingandapplicationofkeyvocabularyandsentencepatternsforstorytelling.Thecorrectuseofthesimplepasttenseandpastcontinuoustenseinnarrativewritingandspeaking.Helpingstudentstostructuretheirownstorieswithalogicalflow.B.DifficultPointsDistinguishingbetweenthesimplepasttenseandpastcontinuoustenseandusingthemaccuratelyindifferentnarrativesituations.Encouragingstudentstocreateoriginalandinterestingstorieswithrichdetailsandproperlanguageuse.Guidingstudentstoanalyzestoriesfromadeeperperspective,suchasunderstandingthethemeandmoralofastory.A.VocabularyStoryelements:Character:apersonorananimalinastory(e.g.,Themaincharacterofthestoryisabravelittlegirl.)Plot:theseriesofeventsinastory(e.g.,Theplotofthisfairytaleisfullofsurprises.)Setting:thetimeandplacewhereastoryhappens(e.g.,Thesettingofthestoryisamagicalforestintheolddays.)Beginning:thestartofastory(e.g.,Thebeginningofthestorytellsushowthemaincharactergotintotrouble.)Middle:thepartinthemiddleofastorywherethemaineventshappen(e.g.,Inthemiddleofthestory,thecharactermetahelpfuloldman.)End:theconclusionofastory(e.g.,Attheendofthestory,theprinceandtheprincesslivedhappilyeverafter.)Descriptivewords:Magic:havingspecialpowers(e.g.,Themagicwandcanmakewishesetrue.)Adventure:anexcitingandoftendangerousjourneyorexperience(e.g.,Thechildrenwentonanadventureinthemountains.)Brave:notafraidindifficultordangeroussituations(e.g.,Thebraveknightsavedtheprincessfromthedragon.)Clever:quickatlearningandunderstandingthings(e.g.,Thecleverfoxoutsmartedthehunters.)Beautiful:havingqualitiesthatgivepleasuretothesenses,especiallysight(e.g.,Thebeautifulprincesshadlonggoldenhair.)B.GrammarSimplePastTense:Usedtodescribeactionsthathappenedinthepastandwerepleted.Structure:Subject+verb(pastform)+object.Forexample,"Shewenttotheparkyesterday."Regularverbsformthepasttensebyadding"ed"(e.g.,playplayed,walkwalked),whileirregularverbshavetheirownuniquepastforms(e.g.,gowent,eatate).PastContinuousTense:Usedtodescribeanactionthatwasinprogressataspecifictimeinthepast.Structure:Subject+was/were+verb(ingform)+object.Forexample,"Hewasreadingabookat8o'clocklastnight."C.SentencePatterns"Therewas/were...":Usedtodescribetheexistenceofsomethinginthepast."Therewasabigcastleintheforest."(singular)"Thereweremanyflowersinthegarden."(plural)"Themaincharacterwas...ingwhen...":Usedtoshowtwoactionshappeningatthesametimeinthepast,withoneactioninprogress(pastcontinuous)andtheotherinterruptingit(simplepast)."Themaincharacterwaswalkingintheforestwhenshemetastrangeoldwoman."教學(xué)過程A.Leadin(5minutes)Showstudentssomepicturesoffamousfairytalescenes,suchasCinderellaattheball,SnowWhitewiththesevendwarfs,etc.Askstudents:"Doyouknowthesestories?Canyoubrieflytellmewhathappenedinthesestories?"EncourageseveralstudentstosharetheirknowledgeofthesewellknownfairytalesinEnglish.Thenintroducethetopicofthisclass:"Today,wearegoingtoexploremoreaboutstoriesandevencreateourownstories.Let'sfirstreviewsomeimportantelementsofastory."B.KnowledgeReview(8minutes)VocabularyreviewWritethekeyvocabularywordsontheblackboard,suchas"character,""plot,""setting,"etc.Invitestudentstoetotheblackboardanddrawasimplepictureorwriteanexamplesentencenexttoeachwordtoexplainitsmeaning.Forexample,for"character,"astudentmightdrawastickfigureandwrite"Thisisacharacterinastory."GrammarreviewPresenttwosetsofsentencesonthePPT:Set1(simplepasttense):"Iplayedfootballyesterday.""Shevisitedhergrandparentslastweek."Set2(pastcontinuoustense):"Iwasplayingfootballat3o'clockyesterdayafternoon.""Shewasvisitinghergrandparentswhenitstartedtorain."Askstudentstoobservethedifferencesbetweenthetwosetsofsentencesandtrytosummarizetheusagerulesofthesimplepasttenseandpastcontinuoustense.Then,theteachergivesamoredetailedandaccurateexplanationtoconfirmorcorrectstudents'understanding.C.StoryAnalysis(10minutes)Providestudentswithashortandsimplestory,like"TheLittleRedRidingHood."Distributethestoryhandoutstoeachstudent.Askstudentstoreadthestorysilentlyforthefirsttime,andthenanswersomebasicquestions:"Whoarethemaincharactersinthestory?""Wheredoesthestoryhappen?""Whatisthemainplotofthestory?"Afterstudentsanswerthesequestions,askthemtoreadthestoryagaincarefully.Thistime,askthemtofindexamplesofthesimplepasttenseandpastcontinuoustenseinthestoryandmarkthem.Inviteseveralstudentstosharethesentencestheymarkedandexplainwhytheauthorusedthatparticulartenseinthosesentences.Guidestudentstothinkaboutthethemeormoralofthestory.Ask:"Whatcanwelearnfromthisstory?"EncouragestudentstoexpresstheiropinionsinEnglish.D.GroupWork:StoryCreation(15minutes)Dividestudentsintogroupsof45.Giveeachgroupasetofpicturecards.Thepicturecardsmayshowdifferentcharacters(aknight,awitch,adragon,etc.),settings(acastle,aforest,acave,etc.),andsomerandomevents(findingamagickey,gettinglost,etc.).Intheirgroups,studentsarerequiredtousethesepicturecardstocreateastory.Theyneedtodecideonthemaincharacters,thesetting,thebeginning,middle,andendofthestory,andhowtheplotwilldevelop.Whilecreatingthestory,theyshouldusethevocabulary,grammar,andsentencepatternstheyhavelearned.Eachgroupelectsarepresentativetowritedownthestoryonapieceofpaper.Theteacherwalksaroundtheclassroom,offeringguidanceandhelpwhennecessary,suchascorrectinggrammarmistakes,suggestingbetterwordchoices,orhelpingwiththestorystructure.E.StorySharingandEvaluation(5minutes)Inviteeachgrouptosharetheirstorywiththewholeclass.Therepresentativeofeachgroupreadsoutthestorytheycreated.Aftereachgroupfinishessharing,theotherstudentscanaskquestionsorgivements.Theteacheralsogivespositivefeedbackandsuggestionsforimprovement.Forexample,praisethecreativityofthestory,thecorrectuseoflanguage,andthenpointoutsomeareasthatcanbefurtherpolished,likeunclearplotpointsorincorrectgrammar.Asaclass,voteforthemostinterestingstory,thestorywiththebeststructuredplot,andthestorywiththemostaccuratelanguageuse.Givesmallrewards(suchasstickersorsmallEnglishlearningcards)tothewinninggroups.F.SummaryandHomework(2minutes)SummaryBrieflyreviewthekeypointsofthisclass,includingthevocabulary,grammar,andtheprocessofstorymaking.Emphasizetheimportanceofusingcorrectlanguageandhavingaclearstructurewhencreatingstories.HomeworkAskstudentstorewritethestorytheycreatedinclassathome.Theyshouldaddmoredetails,suchasmorevividdescriptionsofcharactersandsettings,andmakesurethelanguageismoreaccurateandfluent.EncouragestudentstoreadanEnglishstorybookoftheirchoiceandwriteashortbookreport,includingthemaincharacters,plot,andtheirpersonalopinionsaboutthestory.教學(xué)反思PositiveaspectsTheleadinpartwithpicturesoffamousfairytalessuccessfullyarousedstudents'interestandquicklyengagedthemintheclass.Itprovidedasmoothtransitiontothefollowingknowledgereviewandstoryrelatedactivities.Thegroupworkofstorycreationallowedstudentstoactivelyparticipateinthelearningprocess.Theywereabletobinetheircreativitywiththelanguageknowledgetheyhadlearned,andtheinteractionwithinthegroupspromotedmunicationandcooperationamongstudents.Thestorysharingandev