Unit 8 Once upon a Time-Section B 1a-1d 教学设计 2024-2025学年人教版英语七年级下册

Unit 8 Once upon a Time-Section B 1a-1d This section focuses on the story "The Ugly Duckling" adapted from Hans Christian Andersen's classic. The story tells of a duckling that looks different from its siblings. It is big and grey, while the others are small and yellow. Rejected by the other ducklings, it starts a journey to search for a new home. Along the way, it meets various animals like other birds, a cat, and a hen, all of which dislike it because of its appearance. However, in the end, it discovers that it is actually a beautiful white swan. This story not only enriches students' vocabulary related to animals and emotions but also helps them understand the importance of self - acceptance and not judging others by appearance. 教学目标 1. Language Knowledge Students will be able to master new words and phrases such as "ugly", "search for", "instead of", "in the end", etc. They can correctly use the simple past tense to describe the events in the story. 2. Language Skills Improve students' reading ability, especially the ability to skim and scan for key information. Develop students' speaking skills by discussing the story and expressing their opinions. 3. Emotional Attitudes Cultivate students' empathy for the characters in the story and help them understand the value of kindness and acceptance. Encourage students to be confident and not be afraid of differences. 4. Learning Strategies Guide students to use context clues to guess the meaning of new words. Teach students how to summarize a story by finding key sentences and events. 教学重难点 1. Key Points Understanding the plot and main idea of the story "The Ugly Duckling". Mastering the new vocabulary and phrases related to the story. Using the simple past tense accurately to retell the story. 2. Difficult Points Analyzing the characters in the story and understanding the moral of the story. Expressing personal opinions about the story in English fluently. 1. New Words ugly /ˈʌɡli/adj. 丑陋的；难看的 search /sɜːtʃ/v. 寻找；搜寻 hen /hen/n. 母鸡 believe /bɪˈliːv/v. 相信；认为 fisherman /ˈfɪʃəmən/n. 渔夫 die /daɪ/v. 死亡；消失 2. Phrases search for 寻找 laugh at 嘲笑 instead of 而不是；代替 in the end 最后；终究 3. Key Sentences Once upon a time, there was a mother duck. She had six little ducklings. He doesn't look like us! It made the poor duckling very sad, so he decided to search for a new home. To his surprise, he saw that he was a beautiful white swan too! 教学过程 1. Warming - up (5 minutes) Greet the students as usual. Show some pictures of famous fairy - tale characters, such as Cinderella, Snow White, and ask students to name them in English. Then lead in the topic of today's class - "The Ugly Duckling". 2. Pre - reading (10 minutes) Let students look at the pictures in 1a. Ask them to number the pictures according to their prediction of the story order. Then discuss with a partner about what they think is happening in each picture. Present some new words and phrases related to the story, such as "ugly", "search for", "hen", etc. Explain their meanings and pronunciations. Use pictures or simple sentences to help students understand. For example, show a picture of an ugly duckling and say "Look, this duckling is ugly. It looks different from others." 3. While - reading (15 minutes) Fast - reading Ask students to read the story quickly and check if their predictions in 1a are correct. Then answer the question: "Is the ugly duckling a real duck?" Check the answers together and briefly introduce the main idea of the story. Careful - reading Let students read the story again carefully and complete the mind - map in 1b. They need to find out what happened to the ugly duckling at different stages, such as how the other ducklings treated him, what he did after being rejected, and what he finally discovered. After students finish, ask some of them to share their answers. Then show the correct mind - map on the screen and explain. Ask students to read the story for the third time and answer the questions in 1c. These questions are designed to help students understand the differences and similarities between the ugly duckling and other ducklings, as well as the reasons for his actions. Discuss the answers in class. Encourage students to find evidence from the text to support their answers. 4. Post - reading (10 minutes) Group work Divide students into groups of 4 - 5. Ask each group to discuss the question in 1d: "Can you give these characters any advice?" The characters include the ugly duckling, the other ducklings, the birds, the cat, and the hen. Each group chooses a representative to report their discussion results to the class. The teacher gives comments and guidance, emphasizing the importance of kindness, acceptance, and not judging by appearance. Retelling the story Invite some students to retell the story of "The Ugly Duckling" according to the mind - map and key sentences. Encourage them to use their own words as much as possible. 5. Summary and Homework (5 minutes) Summary Summarize the key points of this class, including new words, phrases, the plot of the story, and the moral we learned. Ask students to share what they have learned in this class. Homework Ask students to write a short passage about their favorite part of the story "The Ugly Duckling" and why they like it. Encourage students to read more fairy tales in English and share them with their classmates next class. 教学反思 In this class, through various activities such as pre - reading prediction, while - reading comprehension tasks, and post - reading discussion and retelling, students were actively involved in learning. The use of pictures and group work effectively stimulated students' interest. However, there were also some areas for improvement. For example, in the group discussion, some students were a bit shy to express their opinions. In the future, more encouragement and guidance should be given to these students. Also, when teaching new words, more interactive ways could be used to make the learning process more vivid. Overall, this class achieved most of the teaching objectives, but continuous improvement is needed to better meet the needs of students. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$