人教版（2024）七年级下册英语Unit 8 Once upon a Time 教案

第第页人教版（2024）七年级下册英语Unit8OnceuponaTime教案单元主题框架单元主题分析本单元围绕“讲故事”这一主题展开,该主题与课标要求的“人与社会”主题范畴中的“中外文学史上有代表性的作家和作品”这一子话题密切相关。本单元旨在让学生了解不同文化背景下的故事类型和内容,激发学生对故事的兴趣,培养学生的语言综合运用能力,同时让学生从故事中领悟人生道理,提升文化素养和思维能力。本单元SectionA和SectionB分别通过“Whatareyourfavouritestories？”和“Whatcanstoriesteachus？”两个引导性问题架构板块内容,引导学生层层深入地理解故事背后隐含的意义,积极探究本单元大问题“Whydowetellstories？”SectionA的听力对话分别展示了Peter和TengFei最喜爱的故事,引导学生谈论自己最喜爱的故事并陈述理由。SectionB的阅读语篇是安徒生的《丑小鸭》的故事,该故事语言朴素,富有感染力,情节设计巧妙,角色鲜明,主题意义深刻。总而言之,本单元旨在于让学生学会思考故事背后的深层含义,培养批判性思维,理解故事在传递价值观、道德观念和人生智慧等方面的重要作用,能对单元大问题“Whydowetellstories？”有更深刻的理解,同时也希望学生通过本单元的学习,正确理解价值引领句“Shortstoriescanholdbigideas.”。单元教学目标通过本单元学习,学生能够：1.用一般过去时和一般现在时复述故事。2.谈论自己最喜爱的故事并说明原因。3.辨别字母组合ch,ph,sh,th,wh在单词中的不同发音。4.掌握一般过去时和一般现在时的用法及区别。5.给故事编一个合理的结尾。6.探索不同文化的故事所蕴含的道理。单元教学重难点重点：1.用一般过去时和一般现在时复述故事；2.谈论自己最喜爱的故事并说明原因；3.探索不同文化的故事所蕴含的道理。难点：1.谈论自己最喜爱的故事并说明原因；2.辨别字母组合ch,ph,sh,th,wh在单词中的不同发音。第一课时SectionA(1a－1e)&Pronunciation学习目标Inthislesson,studentswill：1.getthemainideafromthelisteningmaterial；2.retellthestory；3.pronouncelettercombinationsch,ph,sh,th,whcorrectly.教学建议Step1Lead­in1.ShowthetitleandphotoonPage57andaskstudentstothinkaboutthequestion：◆Lookatthetitleandthephoto.Whatdoyouthinkthisunitisabout?2.Askstudentstolookatthephotomorecarefullyandanswerthequestions：◆Whatarethestudentsinthephotodoing?◆Howdoyouthinktheyfeelaboutit?◆Whatdoyouthinktheteacherishelpingthemwith?3.AskstudentstoreadtheBigQuestionandtheleadingquestionsinSectionAandSectionB.Makesurestudentsknowthemaincontentsofthisunit.呈现单元标题和单元主题图,鼓励学生大胆预测本单元可能谈论的话题,并保证学生了解本单元的学习内容。Step2Listening&Speaking(1a—1e)Pre­listening1.Showphotosofsomecommonstoriestostudents.2.Askstudentstoguesswhatstoriestheyareaboutandthensharetheirfavouritestory.3.Invitethreeorfourstudentstotalkwiththeclass.回顾和复习常见的寓言故事,让学生谈论自己喜欢的故事,引起学生对话题的兴趣。Page58,1a1.Askstudentstolookatthepicturesin1aandthenanswerthequestion.Doyouknowwhatstoriestheyareabout?2.Checktheanswerswiththeclass.While­listeningPage58,1b1.Showthesentencesin1btostudentsandshowsomevideosorpicturestohelpthemunderstandeachsentence.2.Askstudentstolistentothefirstconversation.Thenputthesentencesinorder.3.Letsomestudentssharetheiranswerswiththeclass.4.Checktheanswerswiththeclass.Andtellthestoryinorder.Page58,1c1.Showthequestionsin1ctostudentsandthenletthemguesswhichanswersmaybechosen.2.Askstudentstolistentothesecondconversation.Thenchoosethecorrectwordstocompletethesentences.3.Checktheanswerswiththeclass.Page58,1d1.Askstudentstolistentothetwoconversationsagainandanswerthequestions.①Whydoyouthinkthelionlaughedwhenthemousepromisedtohelphim?②Doyoulikethestoryaboutthelionandthemouse？Whyorwhynot?③Didthefarmerfeelverysadwhenbadthingshappened?④Wasthefarmerwise？Whyorwhynot?2.Letstudentssharetheiropinionswiththeclassandtheteachercanmakesupplementsifnecessary.Post­listeningPage58,Furtherthinking1.Howdoyouunderstandthefollowingsentences?◆Kindnessisneverwasted.◆Unluckythingsmayturnoutwell.Andgoodthingscouldgowrongtoo.2.Canyoulistsomeexamples？Sharethemwithyourclass.Page58,1e1.Askstudentstoworkinpairsandtaketurnstoanswerthequestion：Whichstorydoyoulikemore?2.Thenaskstudentstoretellittoapartner.分组操练本节课的目标语言。Step3Pronunciation(1—2)Page59,11.Askstudentstolistentotherecordingandrepeatthepronunciation.2.Askstudentstopayattentiontothedifferentpronunciationoflettercombinations.3.Letstudentsaddmorewordstoeachgroup.通过边听边跟读练习发音,并通过观察总结发音规则。Page59,21.Askstudentstoworkinpairsandthenreadtheconversationaloudslowly.2.Askstudentstolistentotheconversationandreaditagainatanormalspeed.Thennoticehowthelettersinboldchangesounds.先通过自主朗读练习让学生感受发音差异,再通过跟读练习强化学生对句子节奏的把握。Step4Homework1.CollectthestoryofLordYe'sLoveofDragonsafterclassandretellitwithyourclassmatesnextclass.2.Finishtheexercises教学反思第二课时SectionA(2a－2e)学习目标Inthislesson,studentswill：1.retellTheEmperor'sNewClothes；2.analysethecharactersinthestory；3.learnthehonestandbravequalitiesofthelittleboy.教学建议Step1Lead­inShowsomepicturesaboutTheEmperor'sNewClothestostudents.Thenaskstudentstoanswerthequestions：◆Doyouknowwhatstorythesepicturesshow?◆Haveyoueverreadthestory?利用图片唤起学生的先前知识,引出故事《皇帝的新装》。Step2Listening&Speaking(2a—2e)Pre­listeningShowthestorytostudents,andaskthemtoreaditwiththecolouredwords.Theninferwhatwordsmaybechosen.引导学生通过自己通读故事,了解故事内容,猜测画线单词,做听力前的准备。While­listeningPage59,2a1.Askstudentstolistentothestoryandthenletthemcirclethecolouredwordstheyhear.2.Checktheanswerswithstudents.Page60,2b1.Askstudentstoreadthestoryandcompletetheflowchart.2.Checktheanswerswithstudents.Page60,2c1.Askstudentstoreadthestoryagainandanswerthequestions.①Whatdidthetwobrotherssayabouttheirclothes?②Whydidtheemperorandhisofficialspraisetheclothes?③Whydidthepeopleinthestreetpraisetheclothesatfirst?④Whydoyouthinktheboytoldthetruth?⑤Whydoyouthinkeveryonestartedlaughingattheend?2.Letstudentssharetheiropinionsinclassandtheteacherhelpstocorrectifnecessary.Page60,2d1.Showthesentencesin2dtostudents.Askstudentstoanswerthequestion：Whichcharactersfromthestorydoyouthinksaidthesentences?2.Letstudentssharetheiranswersinclassandtheteacherhelpstocorrectifnecessary.3.Analyseeachperson'spersonalities.理解故事内容,获取细节信息,并分析故事中每个人的性格特征。FurtherthinkingWhatcanyoulearnfromthestory?◆Honestyisimportant.◆Don'ttrustothersblindly.◆Courageisprecious.◆Don'tfollowthecrowdblindly.◆Appearanceisnotalwaysthemostimportant.Post­listeningPage60,2e1.Askstudentstolistentothestoryagain.Thenretellittoapartner.2.Letsomestudentssharetheirstorytellinginclass.复述故事,对目标语言进行迁移运用。SummaryAskstudentstosummarisethekeywordsthatcanbeusedtoretellthestory.◆Onceuponatime...◆Anemperor...◆Twobrothers...◆Theemperor'sofficials...◆Peopleinthestreet...◆Aboy...总结复述故事的内容。Step3Homework1.RetellTheEmperor'sNewClothestoyourparents.2.Finishtheexercises教学反思第三课时GrammarFocus(3a－3d)学习目标Inthislesson,studentswill：1.mastertheusageanddifferencesofthesimplepasttenseandthesimplepresenttense；2.completetheexercisesrelatedtothesimplepasttenseandthesimplepresenttense；3.sharetheirfavouritestoryandwhytheylikeit.教学建议Step1Lead­inAskstudentstofindapartnerandmakeaconversationtotalkabouttheirfavouritestories.复习听说课中最喜爱的故事,自然过渡到语法课内容。Step2GrammarTeaching(3a－3d)Page61,3a1.Askstudentstoreadthesentencesin3a.Thenanswerthefollowingquestions.◆Whattensedotheyuse?◆Whendoyouuseeachtense?2.Tellthedifferencesofthesimplepasttenseandthesimplepresenttense.(1)一般现在时的用法①表示现在的习惯或经常反复发生的动作或存在的状态,常与usually,always,seldom,sometimes,often,frequently,everyday,everyweek(year,morning...),onSundays等时间状语连用。Heoftendoeshishomeworkinhisstudy.②表示主语现在的特征、性格和状态。Theboyisalwaysreadytohelpothers.③表示客观规律、事实或科学真理、格言以及其他不受时间限制的客观存在。Themoongoesaroundtheearth.(2)一般过去时的用法①表示过去某个时间发生的动作或存在的状态,也表示过去经常或反复发生的动作。常与表示过去的时间状语连用。②时间状语：yesterday,lastweek/night/year,threeyearsago,in2018,thedaybeforeyesterday.e.g.Shewasathomelastnight.Hewenttoworkbybuslastyear.Hesuddenlyfellilllastnight.Page61,3b1.Showthesentencestostudentsandthenaskthemtochoosethecorrectformsoftheverbs.2.Checktheanswerswiththeclass.Page61,3c1.Askstudentstocompletetheshortstorywiththecorrectformsoftheverbsinbrackets.2.Checktheanswerswiththeclass.Page61,3d1.Askstudentstosharetheirfavouritestory.2.Invitethreeorfourpairstorole­playtheconversation.结合本单元主题,综合运用语法知识。Step3Homework1.Rememberthewordsandphrasesinthislesson.2.Finishtheexercises教学反思第四课时SectionB(1a－2b)学习目标Inthislesson,studentswill：1.understandthestoryTheUglyDucklingandanswerrelatedparetheviewsofdifferentcharactersontheuglyduckling.3.makeanendingforthestoryofthefishermanandthegenie.教学建议Step1Lead­in1.Askstudentstoanswerthequestion.◆WhatAndersen'sfairytaleshaveyouread?2.Listsomefamoustalestostudents,suchasTheUglyDuckling,TheLittleMermaid,TheEmperor'sNewClothesandThumbelina.通过询问学生读过的安徒生童话,引出话题。Step2ReadingComprehension(1a－1d)Pre­readingPage62,1a1.Showstudentsthefourpicturesonpage62andthenaskthemtoanswerthefollowingquestions.◆Whatdoyouthinkhappensinthisstory？Numberthepictures.◆Doyouknowwhatstorytheyareabout?2.Checktheanswerswiththeclass.让学生根据图片猜测故事内容,为后面引出故事《丑小鸭》作铺垫。While­readingPage62,1b1.AskstudentstoreadthestoryadaptedfromTheUglyDucklingbyHansChristianAndersen.Thendiscussthequestionwithapartner.◆Istheuglyducklingarealduck?e.g.No,itisn'taduck.Theuglyducklingisnotreallyugly.Atfirst,itmayseemdifferentfromtheotherducklingsbecauseofitssizeandcolour.Butintheend,itturnsintoabeautifulwhiteswan.2.Checktheanswerswiththeclass.Page63,1c1.Askstudentstoreadagainandanswerthequestions.①Howwastheuglyducklingdifferentfromtheotherducklingsinsizeandcolour？Howwashesimilartothem?②Whatdidtheuglyducklingsearchfor？Why?③Whatdidtheswanslooklike？Weretheyfriendlytotheuglyduckling?④Whatdoyouthinkthestoryteachesus?2.Talkabouttheanswerswiththeclass.Page63,1d1.Askstudentstomatchthecharacterswiththeiropinions.2.Checktheanswerswiththeclass.3.Thenaskthemtoanswerthequestion：Canyougivethesecharactersanyadvice?4.Asksomestudentstosharetheiranswerswiththeclassandthentheteachermakessomesupplementsifnecessary.通过完成阅读任务,学生能够对文本有充分地理解并提高抓取关键信息的能力。Furtherthinking◆Whatcanwelearnfromtheuglyduckling?e.g.Firstly,weshouldnotjudgeothersbytheirappearance.Secondly,weshouldnotletothers'opinionsdefineus.Finally,weshouldbelieveinourselves.Post­reading(2a—2b)Writing(以读促写)Page63,2a1.Askstudentstoreadthebeginningofthestory,andthenanswerthefollowingquestions.①Whatwouldthefishermansaytothegenie?②Wouldthegeniekillthefisherman？Ifso,how?③Wouldthefishermansucceedinsavinghimself？Ifso,how?④Whatwouldhappenintheend?2.Showsomepossibleanswerstostudents.①“Genie,Iunderstandyouranger,butkillingmewon'tsolveanything.MaybeIcandosomethingforyouinreturnformylife.”②Yes,thegeniemightkillthefishermanbymakingapowerfulstormtodrownhimatsea./No,thegeniemightchangehismindandsethimfree.③Thefishermancouldremindthegenieofhisownpastkindnesses.Forexample,hecouldtalkaboutthetimeswhenhehelpedotherfishermenorshowedkindnesstoanimals.④Ifthefishermansuccessfullysaveshimself,thegeniemightgivehimasmallprize,likealuckyfishingnetthatalwaysbringsinagoodcatch,andthendisappears.3.Thenaskstudentstowriteanendingforit.4.Showanexampletostudents.Thefishermanwasveryscared.Hequicklysaidtothegenie,“Iknowyou'reangry.ButI'mpoorandhaveafamily.Pleasedon'tkillme.Ifyou