Unit 8 Section B(1a－2b)（word教案）-【优翼·学练优】2025-2026学年七年级英语下册同步备课（人教版）

该初中英语教案聚焦《丑小鸭》故事学习与《渔夫和精灵》故事续写，通过图片对比小天鹅与小鸭子引导猜测，结合天鹅成长过程图片讨论搭建观察到预测的学习支架，衔接读前图片排序活动，梳理故事脉络。 资料特色在于多环节融合核心素养，读中用流程图梳理情节提升语言理解能力，Think and Share讨论故事寓意培养思维品质，写作环节同伴互评清单发展学习能力，如角色建议提供句式支架、续写用问题引导与评价标准，助力学生语言运用与思维发展，为教师提供结构化教学路径。

第四课时Section B(1a－2b) 1、 Teaching Objectives In this class, students will: 1. learn about the story The Ugly Duckling. 2.analyze the characters in the story and talk about what they can learn from the story. 3. write an ending for the story The Fisherman and the Genie. 2、 Teaching Advice Lead-in Look and Guess 1. Present two photos. One is about a baby swan and the other is about a baby duck. 2. Have students guess what animals they are. 3. Invite some students to share their answers and reasons. 4.Ask students whether the two animals look similar or not. Free Talk 1. Show how a swan egg turns into an adult swan using several pictures. And ask students to talk about the following questions. · Does the baby swan look the same as the adult swan? · Does the adult swan look the same as the adult duck? 2. Invite some students to share their answers. 3. Tell students they will learn about a story about a baby swan. Pre-reading 1a 1. Present the pictures in la and ask students to guess what story it is. 2. Have students work in pairs to describe each picture in one sentence and invite some pairs to share their sentences. 3. Ask students to number the pictures based on the descriptions and check answers in pairs, While-reading Skim Reading 1b 1. Ask students to read the story quickly and check the answers in la. 2. Have students answer the question in lb and check the answer with the whole class. Careful Reading 1c 1. Have students read the questions in lc to clarify the key information. 2. Ask students to read the story carefully and find the answers. 3. Have students check answers in pairs. 4. Invite some pairs to share their answers in class and then present the correct answers. Explain the tricky parts. For the last question, the teacher can leave it to the post-reading part. More Questions for Details · Who are the main characters in the story? · Why did the five ducklings not like the last duckling? · Why did the ugly duckling decide to leave? · Why did the birds,cat,and hen not like the ugly duckling? · How did the ugly duckling feel then? Flow Chart for the Story 1. Present the flow chart with several blanks on the blackboard. 2. Have students read the story again and complete the chart in groups. 3.Check the answers with the whole class. 4. Explain the language points in the story if needed. Post-reading 1d 1. Have students read the instruction to clarify the requirement. 2. Guide students to read the opinions in the boxes and identify which characters have these opinions. Check the answers with the whole class. 3. Ask students to work in groups to give these characters advice. The teacher can give the following sentence frames as support. · He/They should/could . · If I were him/them,I would ... · I would... · I think he/they need to... · My advice is to… 4. Invite some groups to share their advice and give feedback. Think and Share 1. Have students talk about the following questions in pairs. · What do you think the story teaches us? ◆Do you think everyone has the chance to become a “swan”? Share your reasons. 2. Invite some pairs to share their answers and opinions. 3. Collect more different opinions from students and guide students to develop the ability of critical thinking. Writing 2a 1. Have students look at the picture and talk about the following questions in pairs. · Do you know what story it is? · What's happening in the picture? · Who are the two characters? · What would happen next? 2. Ask students to read the passage to check their answers. 3. Let students discuss the questions in 2a and the teacher can add one more question. How would the fisherman feel when he heard the genie's words? 4. Invite some students to share their answers and the teacher can list different answers on the blackboard. 5. Guide students to write an ending for the story using the questions they discussed before. Suggest students following the flow chart. 2b 1. Have students work in groups to share their drafts and ideas. 2. Have students check their group members'drafts by using the following checklist. Does the writing : go smoothly with the beginning? answer all the guiding questions effectively? use a consistent and appropriate narrative tone? use the tenses properly? create a logical and believable (within the story's context) resolution? 3. According to the feedback from their group members, students revise their writings and then submit the final version of their writings for evaluation. Summary Ask students to summarize what they have learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the language points and useful expressions on the blackboard. Teaching Reflection This lesson effectively engaged students with the classic tale of The Ugly Duckling. The reading activities, from prediction to detailed comprehension, helped them analyse the plot and explore the themes. Students participated actively in group discussions and shared thoughtful advice for the characters. The writing task allowed them to creatively apply narrative skills, though some struggled with maintaining consistent tense. Moreover, peer feedback using the checklist was useful. Next time, I will provide more model sentences to support weaker writers during the extended writing task. 学科网（北京）股份有限公司 $