2024人教版七年级英语下册Unit 8 Once upon a Time 教案

人教版（2024）七年级下册英语Unit8OnceuponaTime教案

单元主题框架

Shortstoriescanholdhigideas.）

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Section

A和SectionB分别通过aWhatareyourfavouritestories?”和uWhat

canstoriesteachus?”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“Whydowe

tellstories?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

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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"Shortstories

canholdbigideas.”。

单元教学目标

通过本单元学习，学生能够：

L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

重占.

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(la-le)&Pronunciation

学习目标

Inthislesson,studentswill：

l.gctthemainideafromthelisteningmaterial；

第2页共15页

2.retellthestory；

3.pronouncelettercombinationsch,ph,sh,th,whcorrectly.

教学建议

Step1Lead-in

1.ShowthetitleandphotoonPage57andaskstudentstothinkabout

thequestion：

♦Lookatthetitleandthephoto.Whatdoyouthinkthisunitis

about?

2.Askstudentstolookatthephotomorecarefullyandanswerthe

questions：

♦Whatarethestudentsinthephotodoing?

♦Howdoyouthinktheyfeelaboutit?

♦Whatdoyouthinktheteacherishelpingthemwith?

3.AskstudentstoreadtheBigQuestionandtheleadingquestionsin

SectionAandSectionB.Makesurestudentsknowthemaincontentsof

thisunit.

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（la一le）

Pre-listening

1.Showphotosofsomecommonstoriestostudents.

2.Askstudentstoguesswhatstoriestheyareaboutandthenshare

theirfavouritestory.

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。

第3页共15页

Page58,1a

l.Askstudentstolookatthepicturesinlaandthenanswerthe

question.Doyouknowwhatstoriestheyareabout?

2.Checktheanswerswiththeclass.

While-listening

Page58,1b

l.Showthesentencesinlbtostudentsandshowsomevideosor

picturestohelpthemunderstandeachsentence.

2.Askstudentstolistentothefirstconversation.Thenputthe

sentencesinorder.

3.Letsomestudentssharetheiranswerswiththeclass.

4.Checktheanswerswiththeclass.Andtellthestoryinorder.

Page58,1c

l.Showthequestionsin1ctostudentsandthenletthemguesswhich

answersmaybechosen.

2.Askstudentstolistentothesecondconversation.Thenchoosethe

correctwordstocompletethesentences.

3.Checktheanswerswiththeclass.

Page58,Id

l.Askstudentstolistentothetwoconversationsagainandanswerthe

questions.

①Whydoyouthinkthelionlaughedwhenthemousepromisedto

helphim?

②Doyoulikethestoryaboutthelionandthemouse?Whyorwhy

not?

③Didthefarmerfeelverysadwhenbadthingshappened?

④Wasthefarmerwise?Whyorwhynot?

2.Letstudentssharetheiropinionswiththeclassandtheteachercan

第4页共15页

makesupplementsifnecessary.

Post-listening

Page58,Furtherthinking

l.Howdoyouunderstandthefollowingsentences?

♦Kindnessisneverwasted.

♦Unluckythingsmayturnoutwell.Andgoodthingscouldgowrong

too.

2.Canyoulistsomeexamples?Sharethemwithyourclass.

Page58,le

l.Askstudentstoworkinpairsandtaketurnstoanswerthequestion：

Whichstorydoyoulikemore?

2.Thenaskstudentstoretellittoapartner.

分组操练本节课的目标语言。

Step3Pronunciation(l—2)

Page59,1

l.Askstudentstolistentotherecordingandrepeatthepronunciation.

2.Askstudentstopayattentiontothedifferentpronunciationofletter

combinations.

3.Letstudentsaddmorewordstoeachgroup.

通过边听边跟读练习发音，并通过观察总结发音规则。

Page59,2

1.Askstudentstoworkinpairsandthenreadtheconversationaloud

slowly.

2.Askstudentstolistentotheconversationandreaditagainata

normalspeed.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。

Step4Homework

第5页共15页

1.CollectthestoryofLordYe'sLoveofDragonsafterclassandretell

itwithyourclassmatesnextclass.

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

Step1Lead-in

ShowsomepicturesaboutTheEmperor'sNewClothesto

students.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)

Pre-listening

Showthestorytostudents,andaskthemtoreaditwiththecoloured

words.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C

第6页共15页

While-listening

Page59,2a

l.Askstudentstolistentothestoryandthenletthemcirclethe

colouredwordstheyhear.

2.Checktheanswerswithstudents.

Page60,2b

l.Askstudentstoreadthestoryandcompletetheflowchart.

2.Checktheanswerswithstudents.

Page60,2c

l.Askstudentstoreadthestoryagainandanswerthequestions.

①Whatdidthetwobrotherssayabouttheirclothes?

②Whydidtheemperorandhisofficialspraisetheclothes?

③Whydidthepeopleinthestreetpraisetheclothesatfirst?

④Whydoyouthinktheboytoldthetruth?

⑤Whydoyouthinkeveryonestartedlaughingattheend?

2.Letstudentssharetheiropinionsinclassandtheteacherhelpsto

correctifnecessary.

Page60,2d

l.Showthesentencesin2dtostudents.Askstudentstoanswerthe

question：Whichcharactersfromthestorydoyouthinksaidthesentences?

2.Letstudentssharetheiranswersinclassandtheteacherhelpsto

correctifnecessary.

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。

Furtherthinking

Whatcanyoulearnfromthestory?

♦Honestyisimportant.

♦Don'ttrustothersblindly.

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♦Courageisprecious.

♦Don'tfollowthecrowdblindly.

♦Appearanceisnotalwaysthemostimportant.

Post-listening

Page60,2e

l.Askstudentstolistentothestoryagain.Thenretellittoapartner.

2.Letsomestudentssharetheirstorytellinginclass.

复述故事，对目标语言进行迁移运用。

Summary

Askstudentstosummarisethekeywordsthatcanbeusedtoretell

thestory.

♦Onceuponatime...

♦Anemperor...

♦Twobrothers...

♦Theemperofsofficials...

♦Peopleinthestreet...

♦Aboy...

总结复述故事的内容。

Step3Homework

1.RetellTheEmperorsNewClothestoyourparents.

2.Finishtheexercises

教学反思

第8页共15页

第三课时GrammarFocus(3a—3d)

学习目标

Inthislesson,studentswill：

1.mastertheusageanddifferencesofthesimplepasttenseandthe

simplepresenttense；

2.completetheexercisesrelatedtothesimplepasttenseandthe

simplepresenttense；

3.sharetheirfavouritestoryandwhytheylikeit.

教学建议

Step1Lead-in

Askstudentstofindapartnerandmakeaconversationtotalkabout

theirfavouritestories.

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)

Page61,3a

l.Askstudentstoreadthesentencesin3a.Thenanswerthefollowing

questions.

♦Whattensedotheyuse?

♦Whendoyouuseeachtense?

2.Tellthedifferencesofthesimplepasttenseandthesimplepresent

tense.

(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,every

week(year,morning...),onSundays等时间状语连用。

Heoftendoeshishomeworkinhisstudy.

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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,in

2018,thedaybeforeyesterday.

e.g.Shewasathomelastnight.

Hewenttoworkbybuslastyear.

Hesuddenlyfellilllastnight.

Page61,3b

l.Showthesentencestostudentsandthenaskthemtochoosethe

correctformsoftheverbs.

2.Checktheanswerswiththeclass.

Page61,3c

l.Askstudentstocompletetheshortstorywiththecorrectformsof

theverbsinbrackets.

2.Checktheanswerswiththeclass.

Page61,3d

l.Askstudentstosharetheirfavouritestory.

2.Invitethreeorfourpairstorole-playtheconversation.

结合本单元主题,综合运用语法知识。

Step3Homework

1.Rememberthewordsandphrasesinthislesson.

2.Finishtheexercises

第10页共15页

教学反思

第四课时SectionB(la-2b)

学习目标

Inthislesson,studentswill：

1.understandthestoryTheUglyDucklingandanswerrelated

questions.

2.comparetheviewsofdifferentcharactersontheuglyduckling.

3.makeanendingforthestoryofthefishermanandthegenie.

教学建议

Step1Lead-in

l.Askstudentstoanswerthequestion.

♦WhatAndersen'sfairytaleshaveyouread?

2.Listsomefamoustalestostudents,suchasTheUglyDuckling,The

LittleMermaid,TheEmperor'sNewClothesandThumbelina.

通过询问学生读过的安徒生童话，引出话题。

Step2ReadingComprehension(la-Id)

Pre-reading

Page62,1a

l.Showstudentsthefourpicturesonpage62andthenaskthemto

answerthefollowingquestions.

♦Whatdoyouthinkhappensinthisstory?Numberthepictures.

♦Doyouknowwhatstorytheyareabout?

2.Checktheanswerswiththeclass.

第11页共15页

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。

While-reading

Page62,1b

l.AskstudentstoreadthestoryadaptedfromTheUglyDucklingby

IkinsChristianAndersen.Thendiscussthequestionwithapartner.

♦Istheuglyducklingarealduck?

e.g.Nojtisn'taduck.Theuglyducklingisnotreallyugly.Atfirst,it

mayseemdifferentfromtheotherducklingsbecauseofitssizeand

colour.Butintheend.itturnsintoabeautifulwhiteswan.

2.Checktheanswerswiththeclass.

Page63,1c

l.Askstudentstoreadagainandanswerthequestions.

CDHowwastheuglyducklingdifferentfromtheotherducklingsin

sizeandcolour?Howwashesimilartothem?

②Whatdidtheuglyducklingsearchfor?Why?

③Whatdidtheswanslooklike?Weretheyfriendlytotheugly

duckling?

@Whatdoyouthinkthestoryteachesus?

2.Talkabouttheanswerswiththeclass.

Page63,1d

l.Askstudentstomatchthecharacterswiththeiropinions.

2.Checktheanswerswiththeclass.

3.Thenaskthemtoanswerthequestion：Canyougivethese

charactersanyadvice?

4.Asksomestudentstosharetheiranswerswiththeclassandthen

theteachermakessomesupplementsifnecessary.

第12页共15页

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,weshouldnotjudgeothersbytheir

appearance.Second!y,weshouldnotletothers'opinionsdefine

us.Finally,weshouldbelieveinourselves.

Post-reading(2a—2b)

Writing似读促写)

Page63,2a

l.Askstudentstoreadthebeginningofthestory,andthenanswerthe

followingquestions.

©Whatwouldthefishermansaytothegenie?

②Wouldthegeniekillthefisherman?Ifso,how?

③Wouldthefishermansucceedinsavinghimself?Ifso,how?

@Whatwouldhappenintheend?

2.Showsomepossibleanswerstostudents.

①uGenie,Iunderstandyouranger,butkillingmewon'tsolve

anything.MaybeIcandosomethingforyouinreturnformylife.”

②Yes,thegeniemightkillthefishermanbymakingapowerfulstorm

todrownhimatsea./

No,thegeniemightchangehismindandsethimfree.

(3)Thefishermancouldremindthegenieofhisownpast

kindnesses.Forexample,hecouldtalkaboutthetimeswhenhehelped

otherfishermenorshowedkindnesstoanimals.

@Ifthefishermansuccessfullysaveshimself,thegeniemightgive

himasmallprize,likealuckyfishingnetthatalwaysbringsinagood

第13页共15页

catch,andthendisappears.

3.Thenaskstudentstowriteanendingforit.

4.Showanexampletostudents.

Thefishermanwasveryscared.Hequicklysaidtothegenie,“Iknow

you'reangry.ButI'mpoorandhaveafamily.Pleasedon'tkillme.Ifyou

spareme,I'lltelleveryoneaboutyourpower.Thenpeoplewillrespectyou

more.”

Thegeniethoughtforawhileandthensaid,"OK.Butifyoubreak

yourpromise,I'llpunishyou.”

Thefishermannoddedhardandra