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第五課時　Section B(2a—Reflecting)
Activity 1 Warming up and revision(感知與注意)
T：Good morning，everyone！Today we are going to work on 2a.Before we start，can you tell me some Chinese fairy tales or western stories
S1：The Monkey King，the Lion and the Mouse.
S2：The Ugly Duckling，The Emperor's New Clothes.
T：Great！Now，let's move on to 2a.
設計意圖：通過激活學生已有的中西方故事詞匯和相關知識儲備，為新課的學習做好鋪墊。
Activity 2 Presentation(獲取與梳理)
T：Now，let's work on 2a.You'll need to read the beginning of the story first，and then write an ending for it with the help of the questions in 2a.You can exchange the answers with your deskmates to get the answers right.
T：Now，please tell me the answers to these questions.
…
T：What ending did you come up with
S：I thought the fisherman could trick the genie by asking him to show his power first.Then，while the genie was distracted，the fisherman could escape.
T：That's an interesting idea.How did you develop it
S：I considered the fisherman's cleverness and the genie's pride from the story.
T：Good reasoning.Let's hear other endings.
…
設計意圖：通過閱讀和讀后續寫練習，幫助學生加深對文本的挖掘能力。引導學生積極主動地思考，培養學生的邏輯思維能力，提升學生的英語學科的核心素養。
Activity 3 Practice(概括與整合)
T：Now，let's move on to 2b.After writing the ending of the story with your thinking and imagination，please exchange your drafts and share your opinions with your group members.When someone is sharing，others listen carefully and find out the advantages and disadvantages to make their draft better.
S1：I liked your ending，but I think you could add more description of the fisherman's feelings when he was facing the genie.
S2：That's a good point.I'll work on that.What do you think of my dialogue between the fisherman and the genie
S3：It's engaging，but maybe you could make the genie's language more menacing.
T：Great feedback，everyone.Keep working together to improve your stories.
(Students exchange in groups and share ideas and opinions to find out the mistakes and correct them.The teacher supervises and provides guidance，encouraging students to be creative.)
設計意圖：通過寫作與語言交流練習，提高學生的寫作能力和語言組織能力。加深學生對故事的挖掘，培養他們的表述能力和思維的邏輯推理能力。
Activity 4 Project(內化與運用)
T：For Project in 3a，in groups，select a story from this unit to adapt into a short play.Discuss the story's key elements，assign roles，and plan your performance.
(During the group discussion)
T：Which story did your group choose and why
S1(Group 1)：We chose The Emperor's New Clothes because it has vivid characters and a clear plot.We can have fun with the roles.
T：Good choice.How are you planning to stage it
S2：We'll create simple costumes and use props like a fake throne.We'll also practise different voices for the characters.
T：Excellent planning.Keep working on it.
設計意圖：將故事文本轉化為戲劇表演，提升學生創意策劃、團隊協作、角色塑造與舞臺呈現能力。借故事選擇與策劃討論來深化學生對故事的理解、強化知識的整合運用，培養學生藝術審美與跨學科實踐素養，激發學生創新實踐熱情與表演藝術潛能。
Activity 5 Write a short play(描述與闡釋)
T：Let's work on 3b.Now，it's time for you to work together as a group and write a short play.Remember to use the questions and the example provided to guide your writing.Consider the plot development，character actions and dialogues，setting，and the overall flow of the story.Make sure each character has a distinct personality and that the play is engaging and easy to understand.
(During group creation)
T：Who's the main character of your play
S1(Group 1)：A little fox.She was unhappy because no one wants to make friends with her.
T：That sounds interesting.Now，start writing the play.
(After students creating for a period of time)
T：How is the writing going？Can you read out some of the passage
S2(Group 1)：One day，the little fox met a little rabbit in the forest.The little fox said to the little rabbit，“Little rabbit，let's be friends！” However，the little rabbit said，“No，I can't be friends with you.Everyone says that foxes are cunning and will lie to us.”
T：Good start.But you can add more expressions to show their feelings.
S3(Group 1)：Okay，we'll work on that.
設計意圖：角色扮演活動能極大地促進學生英語學習的興趣，提升學生英語的表達能力和表現力。通過準備英語小短劇表演，充分激發學生學習英語的熱情，提高文學創作技巧與藝術表現力，為后續的表演活動提供高質量的劇本。
Activity 6 Perform your play(內化與運用)
T：In 3c，it's time to bring your play to life on stage.Perform with confidence，express the characters' emotions vividly，and engage the audience.After all the performances，we'll vote for the best one.
(After the performance ended)
T：What did you like about each performance？What could be improved
S1：I liked the energy of the actors in the play The Lion and the Mouse.Maybe they could work on their stage positions a bit more.
S2：The costumes in the play The Ugly Duckling were great.However，the actors could project their voices better.
T：Thank you for your feedback.This will help everyone grow as performers.
設計意圖：為學生提供表演實踐平臺，實現知識技能從創作到演繹的轉化，提升學生口語表達、肢體語言運用與舞臺自信。通過投票評選激發學生的競爭意識與追求卓越的精神，借觀眾反饋促進學生反思改進、提升表演藝術的綜合素養，培養學生藝術鑒賞與評價能力，強化故事傳播感染力與影響力。
Activity 7 Reflecting(分析與評價)
After group work，encourage the students to evaluate their performances in the group.They can describe how well they did just now according the evaluation scale.For example，I can use the simple past tense to tell my favourite stories to others very well.I can express my ideas and feelings about a story.In this way，I can write an ending for a story.I can't understand the meanings behind stories from different cultures.I think I need to ask my teacher and classmates for help.
設計意圖：通過量表，學生可以清楚地知道自己在哪些方面做得好，哪些方面存在不足。這樣能幫助學生養成反思的習慣，提升思維品質，有利于學習能力和策略的培養。
Activity 8 Homework(分層作業)
必做題：Complete the textbook exercises to consolidate the grammar and vocabulary knowledge of this unit.
選做題：Create an English story collection based on unit stories(no less than 3 stories).
第五課時　Section B(2a—Reflecting) New words： fisherman，fishing，genie，die，set，rich，powerful Phrases： come out，make a promise，set…free，instead of，succeed in doing sth，in the end Discuss： Which story do you think is the most interesting Which story would make an exciting play Questions： What happens in the scenes Where do they take place How many characters are there in each scene Who will be the narrator and who will play each character What will the characters say？How will they say it？
The students actively participated in the discussion in class and showed a strong interest in the topic of stories.Through the activity of creating and performing a short play，the students not only consolidated the vocabulary and sentence patterns learned in class but also exercised their creativity.In the next term，we will adopt new and creative methods，encouraging them to learn from each other.We will continue to explore more topics and activities related to daily lives to stimulate students' interest in learning and creativity.Unit 8　Once upon a Time
The theme of this unit is “Why do we tell stories？” It involves multi dimensional learning centred around stories，encompassing storytelling，exploration of moral lessons，cultural analysis，and creative expansion.Through revisiting and creating classic stories，students gain insight into the value of stories，such as inheriting culture，enlightening wisdom，cultivating sentiment，and experiencing the charm of conveying universal human emotions and ideas across time and space.It stimulates imagination and creativity，enhances comprehensive language literacy and cultural foundation，fosters cross cultural communication acumen and cultural confidence，and lays the foundation for lifelong learning.
Unit Content Analysis(單元內容分析）
◆ Vocabulary and Sentence Patterns
Vocabulary：It involves the words of characters in the stories(such as hunter，neighbour，emperor，official，duckling，king，genie，etc.)，as well as phrases about stories telling(such as once upon a time，bite through，tell the truth，make money，get out，make a promise，etc.).
Sentence Patterns：Use “Did you read Little Women for English class？” or “Do you know the story of The Emperor's New Clothes？” to ask others about the stories；use questions like “How did the mouse help the lion？” to make the stories continue and use “What would happen in the end？” to ask students to make up an ending for a story.
◆ Listening and Speaking
Listening activities include listening to 2 dialogues about 2 different stories to put the sentences in order，completing the sentences by choosing the correct words，answering questions and retelling the stories to your partners，listening to The Emperor's New Clothes to complete the flow，etc.，aiming to improve students' listening comprehension and information extraction abilities.
Speaking activities include talking about one's favourite stories，describing the whole procedures and the reasons why you like them and role playing，etc.，aiming to cultivate students' speaking expression ability and language organization ability.
◆ Reading and Writing
Reading materials include 2 stories about The Emperor's New Clothes and The Ugly Duckling，aiming to improve students' reading comprehension and information acquisition abilities.
Writing activities include completing the short story with the correct forms of the verbs and writing an ending of a story，etc.，aiming to cultivate students' writing ability and creativity.
◆ Grammar and Pronunciation
Grammar focus includes using the simple past tense to tell the stories and simple present tense to ask someone's opinion about the stories(like “Do you know the story of The Emperor's New Clothes？”).
Pronunciation exercises include the pronunciation about the letter combinations，such as “ch”“ph”“sh”“th”“wh”，as well as the word assimilation in the sentences.
Key Points 1.Master the phrases about the story telling and the tenses involved in this unit. 2．Be able to talk about one's favourite story in English，and share it with partners. 3．Cultivate students' speaking expression ability and language organization ability.
Key Difficulties 1.Accurately speak out the stories，and share them in English. 2．Cultivate students' writing ability and creativity by writing an ending for a story in English and writing your favourite story.
Proficiently use dual tenses and switch expressions according to context；accumulate a rich vocabulary and sentence patterns to build a material bank；express insights into stories clearly，accurately，fluently and creatively in various language practices，showcasing the charm of language.
Immerse deeply in the classics of multicultural stories，gain insight into the cultural origins，values，social customs，and national spirit behind the stories；compare and analyze the similarities and differences of cross cultural stories，cultivate keen cultural perception and profound understanding；in the sharing of story dissemination，promote the treasures of local culture，accept the essence of foreign cultures，use stories as a bridge to promote cultural exchange and mutual learning，share beauty together，and cultivate a global perspective and cultural confidence.
Learn to discuss and communicate with others about the fairy tales and express their own views and opinions，make reasonable speculations，and express personal views logically，dialectically and innovatively.Realize the transfer of knowledge and thinking ability.
Independently construct a story learning strategy system，flexibly select pre study inquiry，note taking organization，summary and reflection methods according to story themes，stylistic features，and language difficulty；efficiently use dictionaries，online resources，and expanded knowledge to enhance autonomous learning efficiency.Deeply strengthen cooperative learning and collaborative abilities，actively take on roles in story performance creation and discussion and evaluation，listen to and accept opinions，gather collective wisdom and innovative vitality，share knowledge and experiences in interactive communication，improve comprehensive quality，and build a learning community together.
Learning Situation Analysis(學情分析）
1．Students may have certain understanding and interest in Chinese and western stories，but their ability to tell stories in English is limited.
2．Students may have difficulties in some phrases and grammar，requiring targeted guidance and training from teachers.
3．Students may lack writing experience，requiring guidance on writing techniques and methods from teachers.
1．Utilize multimedia resources(such as pictures，videos，etc.) to assist teaching，stimulating students' interest in learning.
2．Adopt heuristics teaching method and task driven method，allowing students to learn and apply English in real contexts.
3．Focus on pronunciation and grammar training，improving students' language accuracy through storytelling practice and correction.
4．Encourage students to write more and practise more，provide writing templates and model essays，guiding students to imitate writing and create.
5．Pay attention to individual differences among students，adopting a combination of tiered teaching and individual tutoring to meet different students' learning needs.
第一課時　Section A【(1a—1e)& Pronunciation 1—2】
第二課時　Section A(2a—2e)
第三課時　Section A(Grammar Focus 3a—3d)
第四課時　Section B(1a—1d)
第五課時　Section B(2a—Reflecting)第四課時　Section B(1a—1d)
Activity 1 Warming up and revision(感知與注意)
T：Good morning，class！Today we are diving into Section B.Before we begin，let's share your favourite stories and the reason why you like them.
S：My favourite story is…Once upon a time…
T：Excellent！Your oral English is very good.How about you
…
T：Well done！Now，let's see Section B：What can stories teach us
…
設計意圖：這項活動旨在激活學生已有的知識，并讓他們用英語講故事。同時，它也是引入新課程《丑小鴨》的平滑過渡。
Activity 2 Presentation(獲取與梳理)
T：Now，let's work on 1a.I want you to look at the pictures，and guess what story it is.Then guess what happens in the story，and number the picture 1—4.You can discuss with your partners.
(Students engage in discussion.)
T：Alright，let's hear some of your ideas.Who can tell me your opinions about the pictures
S：Perhaps it's The Ugly Duckling.It is about four parts of the story.
T：That's right！Let's see how the story processes.
(After students complete the numbering，they exchange and discuss with their deskmates.The teacher patrols，listens，and timely guides students to improve the plot conception from the details.)
設計意圖：本活動旨在激發學生合作并分享他們的知識，同時自然引入丑小鴨的故事，為下面的教學活動做好鋪墊。
Activity 3 Practice(概括與整合)
T：Now，it's time to work on 1b.I want you to read the story carefully and discuss the question with your partners.The question is：Is the ugly duckling a real duck？Remember to underline key information that supports your answers.
T：Alright，who can tell me whether the ugly duckling is a real duck and why
S：No，because he saw that he was a beautiful white swan.
T：Very good！The ugly duckling is a beautiful white swan.
設計意圖：以問題引導閱讀，聚焦故事核心爭議點，驅動學生深度閱讀、批判性思考與合作交流。培養學生文本分析、觀點提煉與論證的能力，在討論中拓展思維視野、深化對故事角色本質及主題內涵的多元理解，提升文學鑒賞與批判性思維素養。
Activity 4 Practice(概括與整合)
T：Now，let's move on to 1c.There are 4 questions in 1c，and I want you to read the story again and underline the information that supports your opinions.
(Let students share their answers with their partners to get the right answers，and move around to give proper help.)
T：For the question “How the ugly duckling was different from the other ducklings in size and colour？”，what did you find
S1：It was big and gray，while the others were small and yellow.
T：Right.And for the second question
S2：It searched for a new home because the other ducklings bullied it and it felt sad.
T：Good.Keep answering the questions accurately.
…
設計意圖：引導學生精讀文本、提取關鍵信息、精準解答問題，強化閱讀理解能力與信息篩選、整合技巧。借問題探究深化學生對故事人物、情節、主題全方位理解，培養學生依據文本內容嚴謹作答、深度剖析文本的學習習慣，提升學生文學閱讀素養與知識遷移運用能力。
Activity 5 Practice(概括與整合)
T：Now，it's time to work on 1d.I want you to find out the characters in the story，and match the characters with their opinions.What advice can you give to these characters？You can share your ideas with your group.
(After students complete the matching)
T：How did you match the characters and opinions？Please tell me.
S1：I matched “The ugly duckling” with “I'm not happy here.Is there a right place for me out there？”．
T：Good.What advice would you give to the ugly duckling
S1：Don't worry.Be confident and then you can find your home in the end.
T：Great.What did you match “The five ducklings” with
S2：I matched “The five ducklings” with “You're big and grey…”．
T：You're right.Well done！What advice would you give to the five ducklings
S2：They should be more kind and accepting of differences.
T：Excellent.Let's hear more ideas.
…
(Get students to work in groups to match the characters with their opinions.Ask them to think deeply to give advice to the characters.Move around to encourage the students to think logically and critically to make them get further thinking and understanding of the story.)
設計意圖：本活動旨在激發學生合作并分享他們的知識，同時也引入學生對故事進行邏輯、辯證的思考，充分發掘文本，培養學生的邏輯思維能力和辯證能力。
Activity 6 Homework(分層作業)
必做題：Recite the full text of The Ugly plete the exercises related to the period.
選做題：Create an English picture book based on The Ugly Duckling(not less than 8 pages).
第四課時　Section B(1a—1d) New words：ugly，duckling，real，search，hen，hopefully，purr，lay，swan，feather Phrases：laugh at，go away，search for，to one's surprise The Ugly Duckling The ugly duckling，The five ducklings，The other birds，The cat and the hen
In this lesson，I aimed to engage students in a meaningful story learning and telling.Through a variety of activities，including partner discussion，reading comprehension，and giving advice，students were able to deepen their understanding of the story and their cultural significance.Overall，the lesson was well received and students were actively engaged.However，in future lessons，I could incorporate more diverse perspectives on stories to broaden students' horizons.第三課時　Section A(Grammar Focus 3a—3d)
Activity 1 Warming up and revision(感知與注意)
T：Good morning，class.Before we start today's lesson，let's review what we learned yesterday.Can anyone retell the story in 2a
(The teacher guides students to recall and retell the story.)
設計意圖：通過復習舊知識，為新課內容做鋪墊，激發學生的興趣。
Activity 2 Presentation(獲取與梳理)
T：Let's work on 3a.Read these sentences carefully and observe the tenses used.Then，think about when we typically use each tense.Discuss with your partner and be ready to share your thoughts.
T：What tense is used in the sentence “Did you read Little Women for English class？”
S1：It's the simple past tense.We use it to talk about actions that happened in the past.
T：Right.And for the sentence “Do you know the story of The Emperor's New Clothes？”
S2：That's the simple present tense.We use it for general facts or things that are true now.
T：Excellent.Now，let's summarize the usage rules of these tenses.
(The teacher guides students to underline the verbs and find out the tense each sentence used，and then explains how to use the simple past tense(to tell the story details) and the simple present tense.The students talk about the usages of the tenses and finally read the grammar focus.)
設計意圖：幫助學生在具體語句中精準識別一般過去時與一般現在時，深入理解兩種時態的語義內涵與使用情境的差異，通過小組討論與分享來強化對時態規則的認知，提升語法分析與歸納總結能力。
Activity 3 Practice(概括與整合)
T：Now，let's work on 3b.First think about the tense of each sentence，and then choose the correct forms of the verbs.
(After students finish the exercises)
T：In the first sentence，why did you choose “was”？
S1：Because it's talking about a past state when the speaker was a child.
T：Good reasoning.Now，continue with the other sentences.
(Guide students to find out the tense of each sentence and then choose the right forms of the verbs，emphasizing the forms of verbs' past tense.Ask students to check their answers in pairs，find out the mistakes they make，and correct the mistakes to master the tenses.Finally，let students read them and pay attention to the tenses they choose.)
設計意圖：讓學生在實踐中運用時態知識來選擇正確的動詞形式，強化對時態規則的實際運用能力，提升語法運用的準確性與靈活性。通過語境分析培養學生依據上下文判斷時態的思維能力，使學生能在復雜的語言情境中準確匹配動詞時態與表達意圖。
Activity 4 Practice(概括與整合)
T：For 3c，read the story to be familiar with its plot.Then use the correct forms of the verbs to complete the story.
(After students finish the exercises)
T：In the first sentence，why did you use “asked” instead of “asks”？
S：Because it says “Once upon a time…”．The action happened in the past.
T：Right.Now，fill in the rest of the blanks and check if the story makes sense with the chosen verb tenses.
(Guide students to read the story first and then choose the right tenses.Lastly，let students read the story together.)
設計意圖：使學生在語篇情境中綜合運用時態知識準確填寫動詞形式，培養語篇層面的時態運用能力與閱讀理解中的語法分析能力，實現語法知識從句子到語篇的有效遷移。
Activity 5 Group work(概括與整合)
T：In 3d，share your favourite story with the class.Use the tenses we learned correctly to describe the events，characters，and your feelings about the story.Be engaging and vivid in your narration.
S：My favourite story is Cinderella.Once upon a time，there was a kind girl named Cinderella.She lived with her stepmother and stepsisters.They treated her badly…
T：Great story！You used the tenses well.Now，let's hear from other students.
…
設計意圖：為學生創設真實語言運用情境，促使學生在故事分享中靈活運用所學的時態知識，實現語法知識與口語表達的深度融合，拓展學生故事素材儲備與敘事技巧。
Activity 6 Homework(分層作業)
必做題：Organize class notes，create a tense mind map，sort out the construction rules，usage points，time markers and typical example sentences of two tenses.
選做題：Based on the knowledge of tenses you have learned，create an English story(no less than 100 words).
第三課時　Section A(Grammar Focus 3a—3d) 1．yesterday/last week/ago　usually/always/often 2．walk—walked/play—played/go—went/have—had/lie—lied 3．I played football yesterday.　I didn't play football yesterday. —Did you play football yesterday？　—Yes，I did./No，I didn't. —Who did you play football with？　—I played football with my friends. —How did the mouse help the lion？　—It bit the net，and the lion got out.
During this lesson，students actively participated in various activities but still had difficulties using the verb tenses in real situations.In future teaching，the teacher should increase more practical dialogues or situation practice to help students better master and apply the verb tenses.Also，the teacher should pay attention to individual differences among students and provide more personalized guidance.第一課時　Section A【(1a—1e)& Pronunciation 1—2】
Activity 1 Warming up and revision(感知與注意)
T：Today we are going to learn Unit 8.First，let's look at the title and the picture.What are we going to learn in this unit
Ss：We are going to learn something about stories.
T：Yes，you're right.We are going to learn about Chinese and Western stories.Look at the picture and share the three questions with me：
T：What are the students in the photo doing
S1：They seem to be listening carefully to a story.
T：Good observation.How do you think they feel about it
S2：They might be excited by the story.
T：That's a possibility.And what do you think the teacher is helping them with
S3：Perhaps the teacher is helping them understand the story better.
T：Excellent insights.This will lead us smoothly into our exploration of stories in this unit.
設計意圖：通過觀察標題與圖片并探討相關問題，激發學生對故事主題的興趣與好奇心，喚醒其背景知識與生活經驗，為新知識的學習營造積極的思維氛圍、鋪設認知導入路徑，使學生迅速融入單元情境。
Activity 2 Presentation(獲取與梳理)
T：Let's work on 1a.Look closely at the pictures and determine if you can recognize the stories.
T：What story does the second picture remind you of
S1：It looks like the story of The Fisherman and the Genie.
T：Why do you think so
S2：I recognize the fisherman and the shiny thing in the picture.
T：Great.Let's continue with the other pictures.
(The teacher guides students to analyze the stories corresponding to the pictures one by one，helping students establish the connection between the pictures and the names of the stories，and enriching their vocabulary reserve of stories.)
設計意圖：通過圖片識別，幫助學生記起一些經典故事。交流互動活動能為學生提供目標語言輸出的機會，有利于鞏固所學故事的單詞，了解故事情節，能培養學生的口語表達能力，發展他們的思維。
Activity 3 Listening(獲取與梳理)
T：Let's work on 1b.Listen to the first conversation，be familiar with the story and learn the details of the story.Finally put the sentences in order according to the listening.
(After listening)
T：What do you think is the first sentence
S：I think “The lion caught the mouse.” should be the first one.
T：Why
S：Because it sets the background of the story.
T：Good reasoning.Now，let's continue with the rest of the sentences.
(After students complete the sorting，the teacher checks the answers with the students and guides them to understand the logic of the story development and the key plots.)
設計意圖：訓練學生在聽力中捕捉事件先后順序及梳理故事脈絡的能力，強化對聽力文本細節理解與信息整合的技巧，深化對故事結構的認知，提升聽力理解精準度與邏輯思維能力。
Activity 4 Listening(獲取與梳理)
T：Let's work on 1c.Now，let's listen to the second conversation and choose the correct words to complete the sentences.
(The teacher plays the listening recording.Students are familiar with the story，learn the details，and complete the sentences.After students complete the fill in the blank exercises，the teacher discusses the answers with the students，analyzes the basis for vocabulary selection and the contextual meaning，thereby deepening the students' understanding of vocabulary usage.)
設計意圖：提升學生在聽力語境中辨析與運用詞匯的能力，培養依據上下文推斷詞義、選擇恰當詞匯的技巧，增強學生對故事細節信息的捕捉與處理能力，拓展詞匯理解的深度與廣度。
Activity 5 Practice(概括與整合)
T：Let's work on 1d.Listen to the two conversations again and answer the questions.This time，it requires you to be more familiar with two stories and make proper answers with your own opinions and imagination.You can share these views with your partners.
(Students answer the questions，and then share with other classmates.)
T：Why do you think the lion laughed when the mouse promised to help him
S：I think the lion laughed because he didn't believe the tiny mouse could actually help him.
T：That's a good point.Now，answer the other questions.
設計意圖：通過聽力訓練，幫助學生在了解故事情節的基礎上，對故事、故事情節以及人物等做出合理的判斷并表達出來，提高學生的推理判斷、邏輯思維以及口語表達能力。
Activity 6 Practice(內化與運用)
T：In 1e，select the story you prefer and retell it vividly to your partner.Incorporate as many details as possible and use your own words to make the story come alive.
S1：I want to retell the story of The Lion and the Mouse.Long ago，a mouse accidentally got caught by the lion.The mouse pleaded with the lion to let it go and promised to return the favor…
T：Your retelling is good.You added some vivid details.Now，let's hear from other students.
(After some students retell the story，the teacher organizes peer evaluation.)
設計意圖：為學生提供語言輸出的實踐契機，鍛煉口語表達的流暢性、準確性與生動性，培養學生敘事架構搭建、情節渲染與情感傳遞的能力，增強表達自信與創作熱情，實現知識向能力的有效轉化。
Activity 7 Pronunciation(歸納與應用)
T：Let's work on 1.We are going to explore consonant sounds.Listen closely and repeat each word after me.Then，add one more word that shares the same consonant sound to each group.
T：Listen to the /t / sound in “chair”．Now，repeat.And add another word with the /t / sound.
S：“Chinese”．
T：Great.Let's proceed with the other consonant sounds.
設計意圖：強化學生對輔音發音規律的感知與記憶，通過添加單詞來拓展詞匯量、提升發音準確性與辨別能力，為口語表達清晰、準確奠定語音基礎。
Activity 8 Practice(歸納與應用)
T：Let's work on 2.In pairs，read the conversation aloud slowly and deliberately at first.Then，listen and read it again at a normal speed.Pay close attention to how the letters in bold change sounds.
(After students read the dialogue in groups)
T：What did you notice about the pronunciation of “did you” when you read it at a normal speed
S1：They sounded like “d d u”．
T：Good observation.How about “would you”？
S2：It sounded like “w d u”．
T：Exactly.Now，practise reading the conversation again with the correct pronunciation of these words.
設計意圖：引導學生關注連讀現象，掌握特定詞組連讀規則，提升口語連讀技巧與語音自然度。幫助學生在口語交流中更流暢、地道地表達，使語言輸出更貼近英語母語者，增強語言表現力與聽力理解能力，促進語言綜合素養提升。
Activity 9 Homework(分層作業)
必做題：Recite the story names and core vocabulary in 1a.Write them down from memory and spell them correctly.
選做題：Based on picture 1a or your own creativity，create a story illustration and provide an English introduction(50～100 words).
第一課時　Section A【(1a—1e)& Pronunciation 1—2】 Key words： Nouns：lion，mouse，farmer，horse，fisherman，genie，story，lesson Verbs：laugh，promise，help，catch，free，wish Adjectives：strong，weak，kind，grateful，wise Phrases：laugh at，promise to do sth，be grateful for，set sb free，make a wish，learn a lesson Sounds：/t /(e.g.chair)，/f/(e.g.physics)，/ /(e.g.ship)，/θ/(e.g.throw)，/ /(e.g.then)，/w/(e.g.why)，/h/(e.g.who)
Through the study of this lesson，students are able to master the names of some famous fairy tales，use some phrases and words to tell the stories，and introduce their favourite stories.However，it is necessary to observe students' reactions and participation degree，and adjust teaching strategies and methods in time.At the same time，it is also important to cultivate students' cultural awareness and confidence.第二課時　Section A(2a—2e)
Activity 1 Warming up and revision(感知與注意)
(The teacher plays the pronunciation of consonant combination and the word assimilation audio from the previous lesson，and students repeat after it.)
T：Good morning，everyone！Let's review the pronunciation of the consonant combination and the word assimilation we learned last class.Can you remember them？For example，“ship”．
S1：The emphasized consonant sound is / /.
T：Well done！Now，let's move on to today's story.What do you expect to learn from a new story
S2：I hope to learn more new words and interesting plots.
T：Great！Let's see what this story has in store for us.
…
設計意圖：通過輔音字母組合以及音的同化的發音，激活學生的語音記憶，為接下來的聽力訓練做好準備。
Activity 2 Listening(獲取與梳理)
T：For 2a，listen carefully as Emma shares a story with her class.When you hear the coloured words，circle them promptly.Pay close attention to the pronunciation and context to ensure accurate identification.
(After the teacher plays the story)
T：What coloured words did you circle
S1：I circled “liked”“clever”“street” and “shouted”．
T：Good.Why did you choose these words
S1：Because they were clearly pronounced and were important elements in the story.
T：Right.Let's listen again and check if there are any other coloured words.
(The teacher checks the answers and guides students to analyse the story.Ask questions like：Who's the main character in the story？What did he like？…)
設計意圖：通過聽力訓練，培養學生的聽力理解能力。對故事的討論幫助學生初步了解故事內容，提高學生獲取關鍵信息的能力。
Activity 3 Reading(獲取與梳理)
T：In 2b，read the story thoroughly and complete the flow chart.Look for details about the sequence of events，the actions of the characters，and the development of the plot.
(When students are reading and filling in the map)
T：How did you fill in the first part of the flow chart
S1：I wrote that an emperor wanted to buy new clothes，so two brothers came and lied to him.
T：Excellent.What happened next
S2：They pretended to make beautiful clothes.
T：Good.Keep going and make sure the flow chart accurately reflects the story.
(Students complete the answers about the activities that each character did based on their notes.)
設計意圖：幫助學生梳理故事文本的邏輯結構與情節脈絡，提升閱讀理解與信息整合能力。通過分析故事發展流程，引導學生把握故事主線，明晰事件因果關系與人物行為邏輯，培養系統性閱讀思維，為深入理解故事內涵與主題奠定基礎。
Activity 4 Language practice(概括與整合)
T：Let's work on 2c.Read the story again and answer the questions.This time，it requires you to use your brain to think logically and critically.
T：What's your answer to the first question about what the two brothers said about their clothes
S1：They said they could make wonderful clothes that only clever people could see.
T：Good.Why do you think the emperor and his officials praised the clothes
S2：I think they wanted to seem clever.
T：Great analysis.Keep answering the other questions.
(The teacher guides students to use their own languages to get the proper answers.At the same time，the teacher should encourage them to think bravely，deeply and critically.If possible，let students work with their partners to modify the answers.)
設計意圖：通過閱讀和思考，提高學生的閱讀能力，同時，能夠根據文本信息，作出合理的推斷和假設，提升學生對文本的挖掘。
Activity 5 Practice(概括與整合)
T：Let's work on 2d.After reading the story in 2a，how many characters were mentioned in the story？What are they
T：Who do you think said the sentence “We can make a lot of money by lying to the emperor.”？
S1：One of the two brothers.
…
T：Right.Let's look at the sentences “I can't see the emperor's clothes.But everyone in the street is praising the clothes！…” Who said them
S2：One of the people in the street.
T：Good.Keep matching the sentences with the characters.
(The teacher guides students to think deeply to get the right answers and encourages them to cooperate together to get the right answers.Students can imitate the characters to speak out the sentences to make it colourful.)
設計意圖：通過人物設定的活動，幫助學生運用思維，積極主動思考，在提升學生語用能力的同時，提升學生的思維能力。
Activity 6 Practice(內化與運用)
T：Let's work on 2e.Listen to the story again to get more familiar with the story.Then retell the story according to the flow chart in 2b and other exercises.
S1：I'll start retelling.Once upon a time，there was an emperor who loved clothes.Two brothers came and tricked him…
T：Good start.Remember to add more details about the emperor's reaction and the people's behaviour.
S1：Okay.When the emperor paraded in the street，everyone pretended to see the clothes until a boy shouted the truth.
T：Excellent.Now，it's your partner's turn.
(Students retell the story to their partners or deskmates.The teacher encourages them to present it to the whole class and give them positive assessments after retelling.)
設計意圖：通過用英文復述故事，引導學生根據流程圖，運用所學詞匯和句式來復述故事，提升學生綜合運用語言的能力。
Activity 7 Homework(分層作業)
必做題：Recite the full text of the story in 2a，and master the language style and vocabulary usage.
選做題：Rewrite the story ending and create a new conclusion for the story(not less than 80 words).
第二課時　Section A(2a—2e) New words：emperor，lie，pretend，official，silly，decide，praise，afraid，truth，hate Phrases：pretend to，at first，make money，tell the truth The Emperor's New Clothes Characters：two brothers，officials，the emperor，a boy，people in the street
Through role playing and group discussions，students' oral expression and language application skills were effectively enhanced.During the process of answering the questions in 2c and 2d，students' creativity and imagination were exercised，and their cultural awareness was cultivated.In future teaching，further diversity and fun can be added to interactive activities to better stimulate students' interest and enthusiasm.Attention should also be paid to individual differences among students，providing them with more guidance and help.

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