資源簡介

世界
Section A　What are your favourite stories
第一課時(shí) [(1a-1e)& Pronunciation]
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 1a introduces four Chinese and foreign stories through pictures. 1b-1d create the context through listening exercises and introduce the topic of this unit. In the first dialogue, a student tells a story of a lion and a mouse and another student expresses her ideas. In the second dialogue, a student tells the story A blessing in disguise and the two students express their ideas. The pronunciation section requires students to understand the pronunciation of the letter combinations ch, ph, sh, th, wh and try the assimilation of the letters d/t and y.
Why: Both listening materials introduce stories from different cultures, requiring students to put sentences in order. The first conversation is about a Western story. The second conversation is about an ancient Chinese story. Both stories illustrate the philosophy of life, and students can know the importance of helping each other and calmly facing the good and bad things in life. Students can review the usage of the simple past tense.
How: Two conversations help develop students' cultural awareness. Each conversation tells a story in the third person.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.identify the right order of stories and retell stories;
2.pronounce ch, ph, sh, th, wh properly and understand the assimilation of the letters d/t and y;
3.talk about what they learned from the stories.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To identify the right order of stories and retell stories. Step 1 Lead-in 1.Greetings. 2.Free talk: Do you like reading stories Why What are your favourite stories Step 2 Work on 1a Look at the pictures. Do you know what stories they are about Step 3 Listening 1.Work on 1b: Listen to the first conversation. Put the sentences in order. ◎Key: 5 4 3 1 2 Judge students' under-standing of traditional Chinese culture and foreign culture according to their answers.
Tip: Pay attention to the key words. Find out who were they and what they did. 2.Work on 1c: Listen to the second conversation. Choose the correct words to complete the sentences. ◎Key: 1—A; 2—C; 3—C; 4—B 3.Work on 1d: Listen to the two conversations again and answer the questions.(詳見課件資源)　 1.Why do you think the lion laughed when the mouse promised to help him 2.Do you like the story about the lion and the mouse Why or why not 3.Did the farmer feel very sad when bad things happened 4.Was the farmer wise Why or why not Step 4 Retell Work on 1e: Which story do you like more Retell it to a partner. Useful expressions: When: once upon a time/long ago… Who: the lion/the mouse/the hunter… the farmer/the farmer's son… What: First,…Then,…In the end,… Observe whether students can grasp key words and put sen-tences in order correctly during the listening process. Judge students' under-standing of the main idea of the listening material and the com-prehensiveness and accuracy of the infor-mation they obtain. Observe students' retelling performance to see if they can find relevant sentence pat-terns and summarize more relevant expres-sions from the listen-ing material. Help students correct their grammar mistakes.
Purpose To introduce themes, stimulate students' existing knowledge through pictures, and let them briefly know how to tell a story. Help students understand the content of the conversation as a whole, and develop students' ability to accurately obtain, sort out and record key information. Guide students to learn and internalize key sentence patterns and expressions.
2.To pronounce ch, ph, sh, th, wh properly and understand the assimilation of the letters d/t and y. Step 5 Pronunciation Work on 1: Listen and repeat. Add one more word to each group. Work on 2: In pairs, read the conversation aloud slowly. Then listen and read it again at a normal speed. Notice how the letters in bold change sounds. Observe whether stu-dents can recognize the letter combinations they learn today and pronounce them correctly. Observe students' handling of assimi-lation and help them improve fluency in speaking.
Purpose To guide students to pay attention to the learning of phonetic knowledge and help them master the correct pronunciation of letter combinations and assimilation.
3.To talk about what they learned from the stories. Step 6 Summary Let students think of more stories and write them on the blackboard. Ask students to discuss what they learned from the stories. Invite some students to share in class. Improve students' thinking ability, help students think deeply according to their answers and guide them to feel the philosophy of life.
Purpose To broaden students' horizons, enhance their understanding of Chinese and foreign cultures, improve their cultural awareness, and help them feel the philosophy of life.
Homework Required: Read the words in Pronunciation 1 and the conversation of 2 loudly and correctly. Retell the two stories to your friends. Optional: Read the story The Fisherman and the Golden Fish.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第二課時(shí) (2a-2e)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 2a is about the story The Emperor's New Clothes written by Hans Christian Andersen. 2a asks students to listen to the recording and circle the correct words. 2b is a 2a-based reading exercise that asks students to sort out the storyline in chronological order and fill in the flow chart. 2c asks students to read the story again and answer relevant questions. 2d requires students to think about which characters from the story said the corresponding sentences. 2e asks students to listen to the recording again and retell the story.
Why: The listening practice, the reading exercise, and logical questions in 2a-2d are all based on the text in 2a. Through the exercises, students can improve their ability to sort out information and tell stories logically. 2d and 2e allow students to think deeply about the details and become more familiar with the story so as to retell it.
How: The text is about a student sharing Hans Christian Andersen's story The Emperor's New Clothes in class. The content is relatively simple and colloquial. Students should pay attention to the use of the simple past tense.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.read the story The Emperor's New Clothes;
2.master the plot and essence of a story;
3.understand and learn to use the simple past tense;
4.know the importance of honesty and courage, as well as the meaning of stories to our lives.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To read the story The Emperor's New Clothes.　 Step 1 Lead-in 1.Greetings. 2.Free talk: What stories do you read or hear The Ugly Duckling, The Daughter of the Sea, Little Red Riding Hood… Step 2 Listening Work on 2a: Listen to the story and circle the coloured words you hear. ◎Key: liked; clever; street; shouted; started Observe how well students do listening practice and under-stand their mastery of key expressions.
Purpose To introduce the theme and activate students' existing knowledge about stories by letting students know about The Emperor's New Clothes through listening.
2.To master the plot and essence of a story. Step 3 Reading Work on 2b: Read the story. Complete the flow chart. ◎Key: brothers; pretended; see; showed; praised; laughed Work on 2c: Read the story again and answer the questions.(詳見課件資源) Work on 2d: Which characters from the story do you think said the sentences ◎Key: the emperor's officials; the emperor; people in the street; a boy Observe whether stu-dents can finish the reading exercises correctly and judge the comprehensiveness and accuracy of the information they have obtained.
Purpose To develop students' ability to accurately obtain, sort out and record key information.
3.To understand and learn to use the simple past tense. Step 4 Retelling Work on 2e: Listen to the story again and retell it to your partner by using the flow chart in 2b. Judge students' mas-tery of the target language based on their fluency and accuracy in retelling. Give appropriate hints during the retelling.
Purpose To guide students to internalize what they have learned. To integrate the use of relevant language expressions, correct errors and supplement information in time.
4.To know the importance of honesty and courage, as well as the meaning of stories to our lives. Step 5 Summary Summary: What can you learn from the story Honesty is important!… Language points: (1)pretend to do sth假裝做某事 (2)start doing sth=begin doing sth開始做某事 (3)laugh大笑　smile微笑　giggle 咯咯地笑 (4)decide to do sth決定做某事 (5)show sb sth=show sth to sb給某人展示某物(sth是代詞時(shí),只能用show sth to sb結(jié)構(gòu)) show sth off=show off sth炫耀某物(名詞放在off前后均可,代詞只能放在show和off中間) Help students learn relevant language points.
Purpose To expand relevant knowledge, summarize today's lesson and help students understand the importance of honesty.
Homework Required: 1.Read the story The Emperor's New Clothes in 2a. 2.Use the flow chart in 2b to retell the story. Optional: Write three to five sentences to add an ending to this story.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第三課時(shí) (Grammar Focus)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 3a shows a quiz about reading stories, focusing on the use of the simple present tense and the simple past tense. 3b is a choice of verb forms, distinguishing between the simple present tense and the simple past tense. 3c asks students to fill in the blanks in a short story with the correct forms of the verbs. 3d asks students to use what they have learned to share a favourite story and explain why they like it.
Why: Students can summarize the characteristics and differences between the simple present tense and the simple past tense by reading the sentences in the table, and the writing exercises will help students consolidate the usage of the simple present tense and the simple past tense. Through sharing stories, students will develop the ability to tell stories using the correct tense.
How: A variety of grammar exercises are used, ranging from interactive exercises in the form of quizzes, to targeted exercises on grammar, to open-ended storytelling using the correct tense, to meet the needs of students at different learning levels.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.summarize the features and differences between the simple present tense and the simple past tense;
2.summarize the rules of changing regular verbs into the past tense and remember the past tense of some irregular verbs;
3.master the sentence structures of the simple past tense and the simple present tense;
4.use the simple past tense and the simple present tense to share a story.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To summarize the features and differences be-tween the simple present tense and the simple past tense. Step 1 Lead-in 1.Greetings. 2.Free talk: Can you guess when they happened When I was young, I'd listen to the radio. When they played, I'd sing along. It made me smile. Those were such happy times. How I wondered where they'd gone! Think:—In English, how can we describe something that happened in the past —By using the simple past tense. Step 2 Work on 3a Read the sentences in 3a. What tenses do they use When do you use each tense Summarize with examples. Judge whether students have grasped the target language according to their performance and help them enhance what they have learned.
2.To summarize the rules of changing regular verbs into the past tense and remember the past tense of some irregular verbs. 一般過去時(shí)(謂語動(dòng)詞是實(shí)義動(dòng)詞): 肯定句:主語+動(dòng)詞過去式+其他. 否定句:主語+didn't+動(dòng)詞原形+其他. 一般疑問句:Did+主語+動(dòng)詞原形+其他 特殊疑問句:特殊疑問詞+did+主語+動(dòng)詞原形+其他 動(dòng)詞過去式規(guī)則變化: 過去式要牢記,一般詞尾加ed; 詞尾若有啞音e,直接加d就可以; “一輔重閉”做尾巴,雙寫之后加ed; 若是輔音加上y,變y為i加ed。 一般現(xiàn)在時(shí): (1)表示習(xí)慣性、經(jīng)常性的動(dòng)作或狀態(tài)。 (2)表示客觀真理、科學(xué)事實(shí)、格言等。
Purpose To help students review and consolidate the usage of different tenses (the simple past tense and the simple present tense), and to enable them to better understand and use these two tenses through sentences.
3.To master the sentence struc-tures of the simple past tense and the simple present tense. Step 3 Work on 3b Choose the correct forms of the verbs. ◎Key: was, was, tell, told, asked, promised, lied, bought, feel, lose, lost Step 4 Work on 3c Complete the short story with the correct forms of the verbs in brackets. ◎Key: asked; give; answered; grew; is; painted; like; smiled; took; said Observe whether students can distinguish between the simple past tense and the simple present tense, and guide students to choose the correct tense according to the signal words in the context.
Purpose To let students know the differences between the simple present tense and the simple past tense, and help students use these two tenses correctly to complete grammar exercises.
4.To use the simple past tense and the simple present tense to share a story. Step 5 Speaking practice 1.Work on 3d Share your favourite story. Tell your classmates why you like it. e.g.: My favourite story is… Once upon a time,… The end! I like this story because… 2.Invite some students to show on stage. 3.Summary. Observe students' participation in the speaking practice and instruct students to use the grammar they have learned in class correctly.
Purpose In practical application, students can internalize what they have learned and lay the foundation for real-life communication in the future.
Homework Required: Do some exercises of the simple past tense and the simple present tense. Optional: Tell a story you like in the simple past tense and the simple present tense to your partner.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　


世界
Section B　 What can stories teach us
第一課時(shí) (1a-1d)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 1a asks students to look at the pictures and think about what happens in the story, while numbering the pictures. 1b presents an English story adapted from Hans Christian Andersen's The Ugly Duckling. 1c asks students to read the story again and answer the questions. 1d asks students to match the characters with their opinions, and asks students to give suggestions to those characters and share their ideas.
Why: Read classic Western fairy tales to learn about the values in Western culture, such as self-identity and inner beauty, and to enhance cultural awareness. Cultivate students' observation and imagination through picture observation tasks, so that students can learn to speculate about the storyline based on visual clues. Improve students' reading skills through reading stories and answering questions. Practise students' oral expression and thinking skills through analyzing and discussing characters.
How:This lesson involves a complete story, belonging to the narrative genre, with clear plot parts (the beginning, the development, the climax and the ending).It also adopts step-by-step task design and diversified learning activities, from picture observation, story reading, question answering, character analysis to suggestion sharing, to analyse the story from different perspectives and understand the moral.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.read and understand the story The Ugly Duckling;
2.analyse the characters' personalities;
3.learn not to judge people by their appearance.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To read and understand the story The Ugly Duckling. Step 1 Lead-in 1.Greetings. 2.Free talk: Do you know Hans Christian Andersen Step 2 Work on 1a Look at the pictures. What do you think happens in this story Number the pictures. Step 3 Reading Work on 1b: Read the story adapted from Hans Christian Andersen's The Ugly Duckling. Discuss the question with a partner. Is the ugly duckling a real duck 1.Pre-reading Predict: According to the picture, how many ducklings were there in the story ◎Key: Six ducklings. 2.Fast reading Read the story quickly and answer the questions. (1)What style is the story ◎Key: A fairy tale. (2)When we tell a fairy tale, what do we usually say at the beginning of the story ◎Key: Once/Once upon a time… (3)What tense do we usually use in a fairy tale ◎Key: The simple past tense. (4)Who is the main character in the story ◎Key: The ugly duckling. (5)In the end, what does the ugly duckling become ◎Key: A beautiful swan. 3.Careful reading Read again and answer the questions. (1)How was the ugly duckling different from the other ducklings in size and colour How was he similar to them Observe students' performance and know whether they preview the lesson well. Observe whether students can find details quickly and judge their scanning skills.
(2)What did the ugly duckling search for Why (3)What did the swans look like Were they friendly to the ugly duckling (4)What do you think the story teaches us ◎Key: (1)The other ducklings were small and yellow, but the ugly duckling was big and grey. The ugly duckling swam well, just like the other ducklings. (2)He searched for a new home. Because the other ducklings laughed at him and told him to go away. It made him sad, so he decided to search for a new home. (3)They were beautiful with long necks and white feathers. Yes, they were. (4)Don't judge a person by his appearance. Observe whether students are able to complete the exercises correctly to know their understanding of the reading material and their mastery of the target language. Gradually, the questions transition from simple fact-finding to deeper moralizing.
Purpose The use of picture guides can quickly capture students' attention. Through questions, students are guided to deeply understand the details of the story, the psychology of the characters and the moral of the story.
2.To analyse the characters' personalities. Step 4 Post-reading Work on 1d: Match the characters with their opinions. Can you give these characters any advice Share your ideas. ◎Key: DBCA Step 5 Group work 1.Tell a fairy tale you know. And then choose a story you like most. Student A: tell the beginning Student B: tell the body Student C: tell the ending 2.Invite some students to show on stage. Observe whether stu-dents can engage in role analysis, synthesis, and evaluation. Help them develop critical thinking.
Purpose To deepen students' understanding of the story through character analysis. Students match the characters with their opinions, analyse character traits and give their own opinions through critical thinking.
Homework Required: 1.Role-play the story. 2.Learn another fairy tale and tell it to your classmates. Optional: Are you the ugly duckling in your life You can write your story.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　


第二課時(shí) [(2a-2b) Writing & Project ]
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 2a and 2b require students to write an ending for the story and share it. 3a requires students to work in groups to choose one of the stories in this unit and act it out in class, and two guiding questions are provided. 3b is about writing a short play in groups. A sample play and some questions for reference are given. 3c requires students to perform the short play in class and then vote for the best performance.
Why: Project aims to cultivate students' cooperation ability, creativity, and oral expression ability. By choosing stories, writing scripts, and performing short plays, students can better understand the story and the target language of this unit, and at the same time exercise their ability to use English in practical situations and improve their self-confidence. The voting for the best performance can stimulate students' sense of competition and participation, making them take the performance more seriously.
How: This activity is close to the text in this unit and stimulates students' interest. The text used by students is a play, which has a unique format and language style. In the sample play, the language of the dialogue is simple and in line with the identity of the characters. For example, the fisherman's lines “What's this shiny thing Oh, it's a bottle! I wonder what's inside.” use simple vocabulary and sentence patterns, which are easy for students to understand and imitate. Students present the text in the way of project-based learning.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.learn how to write an ending for a story;
2.understand the key elements of a short play, such as characters, settings, and plots, and learn the steps in writing a short play;
3.improve creativity and collaborative skills by writing and performing short plays;
4.present the short play to the class with confidence, and improve oral presentation and acting skills.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To learn how to write an ending for a story. Step 1 Lead-in 1.Greetings. 2.Work on 2a Read the beginning of the story.Write an ending for it. Use the questions to help you. 3.Work on 2b Exchange your drafts and share your ideas with your group members. Observe students' writing to understand their mastery of the target language.
Purpose To review the unit theme to set the stage for the next activities.
2.To understand the key elements of a short play, such as characters, settings, and plots, and learn the steps in writing a short play. Step 2 Work on 3a In groups, choose one of the stories from this unit to act out in class. ·Which story do you think is the most interesting ·Which story would make an exciting play Group members share their ideas and discuss, choosing a story from this unit to write a short play. Understand students' mastery of the elements of a play and the story of the unit based on their answers and performance.
Purpose To help students recall what they have learned and know if students learn well.
3.To improve crea-tivity and colla-borative skills by writing and performing short plays. Step 3 Work on 3b Work together to write a short play for your group. Use the questions and the example to help you. ·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 Let students perform the example. Know whether students can apply what they have learned in this unit well based on the use of vocabulary and grammar in their writing.
Purpose To let students use what they have learned to do real things and consolidate the key expressions in this unit.
4.To present the short play to the class with confi-dence, and improve oral presentation and acting skills. Step 4 Performance 1.Work on 3c: Perform the play in class. Then vote for the best performance. 2.Summary: Drama is a powerful medium that allows us to step into different worlds. 3.Reflecting Observe students' performance, and give help and encourage-ment.　
Purpose To improve students' expression skills and self-confidence, and stimulate students' love for English plays.
Homework Required: Retell the story The Fisherman and the Genie to your family members. Optional: Write a short play with your friends.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

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