Unit 8Section B 1a-1d Period 4 教案2024-2025学年人教版英语七年级下册

Period 4 Section B(1a——1d) 1． Teaching aims 通过本课时学习，学生能够： 1.通过观看绘本故事的视频完成初步理解，观看图片并排序，感知故事的顺序叙述法。 2.通过说、读、写等活动，获取故事的主旨大意，梳理出故事结构图的主要内容，理清故事的起因、经过和结果。 3.依据主要角色的语言和行为，分析其内在品质，树立良好的思想价值观，总结出自尊自爱、正确认识自我、坚守自我、不惧外界偏见，在困境中怀抱希望、追求梦想的良好品质。 4.依据故事结构图，概括故事的主要内容，使用恰当的目标语言复述故事。 2． Teaching important and difficult points 1.扫清词汇障碍，听懂、读懂故事内容，识别重要信息，完成故事结构图。 2使用恰当的目标语言，根据相应的故事结构图复述故事。 三.Teaching preparation 多媒体设备、课件、学习清单等。 4． Teaching process Activity 1: Lead in The teacher plays a short video about a picture book called The Ugly Duckling and asks students to watch it.T: Look, here are some ducklings, but only one is special. Right, It's the ugly duckling. Do you want to know the story about him? Let's enjoy a video. Activity 2: Watch and number The teacher shows 4 pictures of la about the story The Ugly Duckling and asks students to number the pictures according to the time order based on their own understanding to the story. T: Let's look at the 4 pictures on our textbook. Please number them, and then tell us what happens in each picture. (设计意图：本阶段的学习活动借助图片、影像等视觉信息让学生收听、观看和理解内容，根据标题或图片预测书目语篇的大概内容、故事的情节发展或结局，提升学生的理解性技能与表达性技能，使得课堂更加活跃、师生互物质量提高、内容深度挖掘更易实现、高阶教学法如探究式学习或项目式学习应用机会增加。) Activity 3: Read and answer The teacher asks students to do the skimming and answer the question in 1b. T: Now, let's read the story adapted from The Ugly Duckling by Hans Christian Andersen and answer the question: Is the ugly duckling a real duck? Activity 4: Read and match The teacher asks students to read the story fast and match the main ideas on the learning sheet. T: How many paragraphs are there in this story? T: Yes, there are 4 paragraphs. Please look at the 4 main ideas before reading the story silently in a short time.And then, match the main ideas. Activity 5: Read and complete The teacher asks students to read the story in different roles and complete the information diagram on the learning sheet. T: Let's read the story aloud with feelings in different roles. Please pay attention to your pronunciation and intonation. T: Now, Let's focus on the story's contents. please find out the information in the story and complete the information diagram. From the“Body” part, we can see“Problem”. It means the conflict(冲突,矛盾). The problem helps promoting the development of the plots. Activity 6: Read and answer The teacher asks students to read the story again and answer the questions of 1c. T: When we read a story, we should analyse its characters,plots and theme. Now, let's answer these four questions about these aspects and have a deeper understanding of The ugly duckling. （设计意图：本阶段的学习活动旨在让学生阅读故事，整体理解文章主要内容，判断故事类语篇的开头、中间和结尾，辨识时间、地点、人物，以及事件的发生、发展和结局，对所读内容进行简要的概括，同时提取、梳理、分析和整合书面语篇的主要或关键信息，提高学生的阅读能力。） Activity 7: Match and discuss The teacher asks students to match the characters with their opinions and give their advice to the characters in1d, then share their ideas. T: Boys and girls, we know each character from this story has its personality and position. So maybe they have their own opinions on the same thing. Let's take a look at these opinions and match them with the characters. After that, please give them your advice and share with your classmates. T: Students, from the interaction between the ugly duckling and other animals, we can realize the importance of self-esteem, self-love and correct self-awareness. We should stick to ourselves, not fear external prejudice, embrace hope in difficult situations and pursue our dreams. （设计意图：本阶段的学习活动旨在通过识别语篇情境，判定说话者的身份，识别口语语篇中说话者的语调变化，判断情感的变化，锻炼学生的语义理解与情感感知能力。活动将情境和语言关联，强化学生的语境分析能力。提升语音语调敏感度。学生通过判断语篇中角色的身份，增进逻辑推理能力。） Activity 8: Retell the story The teacher asks students to retell the story The Ugly Duckling according to the information diagram on the learning sheet. T: Now it's time to retell the story. Here are some points you should pay attention to. First, try to use your own words as much as possible. Second, include the main elements like character, problem, and result. Third,make sure your grammar and pronunciation are correct during the retelling. Let's start. （设计意图：本阶段的学习活动旨在利用所给提示(故事结构图)，简单复述故事大意，锻炼学生词汇运用、语法巩固和句型转换的语言输出能力，同时提升兼有逻辑连贯和内容取舍的语言组织能力。此外，还可加强学生的深度理解故事和理解隐含意义的思维能力。） 5． Homework 1. Memorize the new words and phrases. (Required) 2. Write your favourite short story in English.(Required) 3. Role-play the story.(Optional) 六．Board Design Unit 8 Once upon a Time Section B(1a—1d) 6． Teaching reflection 本课时为本单元学习的第4课时，主要活动是以读促说、以读促写，培养学生的说、读、写能力。本课运用绘本故事的视频切入，激活学生的背景知识。教学活动引导学生完成故事结构图，在故事开端、发展、结尾的流程下梳理并概括故事的主要内容，形成和主题相关的结构支架，易于学生内化语言，促进写作输出。学生通过分析角色的语言行为，总结丑小鸭这一经典形象的精神内核，树立正确的思想价值观，收获宝贵的人生启示。 学科网（北京）股份有限公司 $$