Unit 8 Section B (1a-1d)-【绿卡初中创新题】2025-2026学年七年级下册英语同步教案(人教版·新教材) 安徽专版

该教案聚焦《丑小鸭》故事阅读，涵盖核心词汇（如ugly、search for）、句型（如Once upon a time...）及跳读、精读技巧。课堂导入通过Free talk讨论外在与内在重要性，结合图片排序铺垫故事发展，经快速阅读把握文体特征、精读提炼细节，最终用思维导图复述，构建从感知到应用的学习支架。 此资料亮点在于融合语言能力与思维品质培养，通过思维导图梳理叙事结构提升语篇分析能力，角色匹配与建议活动引导学生结合自身经历思考价值观。小组合作改编剧本（Period 5）促进语言表达与跨文化理解，对学生提升综合语言运用和批判性思维，对教师提供清晰任务链，助力高效教学实施。

Period 4 Section B（1a—1d） 教材分析 What: 本课时的阅读文本改编自安徒生童话中的短篇故事《丑小鸭》，它按照叙事线索讲述了丑小鸭的主要经历。故事文本遵循经典的叙事结构，有明确的开始、发展、高潮和结局，语言简洁明了但寓意深刻，易于理解和讨论。文本中关键人物的对白虽然不多，但也展现了故事中不同角色的性格特点。 Why: 这个故事旨在通过丑小鸭的成长经历，传达出自我认知的重要性，以及不应以外在评价来定义个人价值的深刻寓意。同时，故事也展示了在逆境中坚持自我、勇于探索未知的精神力量，鼓励学生在面对困难与挑战时保持坚韧，从而走上实现自我价值的探寻之路。 How: 在表达方式上，故事采用了第三人称的叙述视角，通过生动的情节构建与细腻的心理描写，使学生能够深切地感受到丑小鸭的成长历程与内心变化。此外，故事还通过丑小鸭最终成为天鹅的华丽转身展现了坚持自我与勇于探索的美好结局，增强了故事的感染力与启发性。 教学内容 1. 学习与故事主要情节和角色特征有关的核心语言。 2. 跳读与精读等阅读技巧。 教学目标 【知识与技能】 1. 掌握以下重点单词及短语： ugly、real、search、hen、hopefully、lay、size、laugh at、go away、search for、to sbs surprise、only if 2. 掌握下列句型： ①Once upon a time, there was a mother duck. ②What an ugly duckling! ③May I stay with you？ ④They did not like him because he could not purr or lay eggs! ⑤I wish I looked like you! ⑥You are welcome here only if you can purr or lay eggs. 3. 学生能够围绕相关主题、运用所学语言，用正确的语音、语调和情绪讲故事，提高语言的综合运用能力。 【情感、态度与价值观】 1. 能通过讲中外故事，感知与体验文化多样性，尊重和理解不同文化，促进跨文化交流。 2. 能读懂小故事中蕴含的大道理，形成正确的价值观和积极向上的情感态度。 教学重难点 重点：1. 能够掌握故事中的核心词汇，并理解这些词汇在句子中的含义。 2. 能够分析故事的语言特征，包括其句子结构以及一般过去时。 3. 能够从故事的描写中准确提炼丑小鸭的性格特点，并总结出故事的核心价值观。 4. 能够将故事中的价值观与自身实际生活结合，分享自己面对类似困境时的感受与想法。 难点：1. 在复述故事时，能够准确还原故事细节，并保证叙述的连贯性。 2. 在分析人物时，能够摆脱单一性格特质的局限，结合多种相互交织的性格特点进行分析。 教学准备 PPT、多媒体等。 学科网（北京）股份有限公司 教学过程 Lead-in（Free talk）Step 1 Have students answer some questions and share their opinions with the class. T: Class, which one do you think is more important, how a person or an animal looks on the outside, or what kind of person or animal they are on the inside？ S1: I think inner qualities are more important. S2: ... T: Today we are going to read a story that can give us some ideas about this question. Its called The Ugly Duckling. In this story, there is a little duckling that doesnt look good in others eyes. But lets see whats really special about him as we read the story. 【设计意图】通过自由讨论，帮助学生了解本课所学故事的主题，为阅读活动做铺垫。 Pre-reading（1a）Step 2 Ask students to look at the pictures in 1a and number them. Check the answers: I think the story is about a swan that believed it was a duck. It grew up with ducks and didnt realize it was a beautiful white swan itself. 3, 2, 4, 1 【设计意图】通过图片了解故事的发展走向，为后续学习文章做铺垫。 While-reading（1b—1c）Step 3 1. Take a guess. T: Look at the picture in 1b and answer the question: How many ducklings were there in the story？ Ss: Six ducklings. 2. Fast reading. Ask students to read the story quickly and answer the following questions: （1） What style is the story？ （2） When we tell a fairy tale, what do we usually say at the beginning of the story？ （3） What tense do we usually use in a fairy tale？ （4） Who is the main character in the story？ （5） Is the ugly duckling a real duck？ 3. Careful reading. Ask students to read again and answer the questions in 1c. （Students must share with complete sentences. The teacher writes the key sentence patterns on the blackboard.） Check the answers: 1. The ugly duckling was big and grey. The other ducklings were small and yellow. However, he could swim like the other ducklings. 2. The ugly duckling searched for a new home, because the other ducklings werent nice to him and told him to go away. 3. The swans had long necks and white feathers, and they were friendly to the ugly duckling. 4. I think the story teaches us to accept people and not judge them by their looks. 【设计意图】通过完成阅读任务，学生能够对文本有充分的理解并提高抓取关键信息的能力。 Post-reading（1d）Step 4 1. Ask students to match the characters with their opinions and give them advice. 学科网（北京）股份有限公司 T: There are four opinions. Please match the characters with these statements. Do you agree with them？ What advice can you give them？ 2. Ask students to work in groups and share their advice together. 3. Invite four students to come to the blackboard to give their advice. Check the answers: 1. D 2. B 3. C 4. A 【设计意图】通过将角色与对应观点匹配，激发学生思考及探究的兴趣。 RetellingStep 5 Guide students to make a mind map and then retell the story according to it. Example:The beginning of the story The Ugly Duckling The development of the story In the end... 【设计意图】引导学生根据语篇内容绘制思维导图，提升学生对语篇的分析概括能力。 HomeworkStep 6 1. Finish the exercises in students workbooks. 2. Write down what you have learned from the story The Ugly Duckling. 板书设计 Unit 8 Once upon a Time Section B（1a—1d） The beginning The Ugly Duckling The development The ending 教学反思 Period 5 Section B（2a—3c） 教材分析 What: 活动2a 与活动2b 是本单元的写作任务链。写作任务是为故事写一个结尾。活动2a 要求学生阅读故事《渔夫和妖怪》的开篇，并根据问题提示为故事创作一个结局。活动2b 让学生交换初稿，与同伴分享对彼此作品的想法，进一步完善写作内容。 Project 内容要求学生以小组合作的形式创作并表演一个短剧。活动3a 鼓励学生分组讨论，选出本单元中大家认为有趣且适合改编成戏剧的一个故事。活动3b 提供了一组问题，帮助学生思考剧本涵盖的要素，要求学生参照剧本范例共同创作剧本。活动3c 则是要求学生在课堂上表演他们的剧本，并评选出最佳表演。 $