【新教材】人教版（2024）七年级下册英语Unit 8 Once upon a Time 单元教学设计

第第页【新教材】人教版（2024）七年级下册英语Unit8OnceuponaTime单元教学设计一、单元整体分析主题:StoriesandTheirMeanings语法重点:Simplepasttense(2)–irregularverbs&storytelling核心词汇:onceuponatime,lion,mouse,hunter,net,promise,farmer,wise,emperor,clothes,uglyduckling,swan...核心技能:Tellingandretellingstories;Readingandunderstandingsimplefables;Writinganendingforastory;Performingashortplay.二、单元教学目标Bytheendofthisunit,studentswillbeableto:1.Understandandretellsimpleclassicstories.2.Usearangeofcommonirregularpasttenseverbsincontext.3.ReadastorylikeTheUglyDucklinganddiscussitsmeaning.4.Writeacreativeendingforastory.5.Collaboratetoperformashortplaybasedonastory.分课时教学设计Period1:SectionAListening&Speaking(TellingStories)教学内容分析:本课时为单元导入课，引领学生进入“故事与童话”的世界。核心目标是学习经典故事中的常见角色与情节词汇（如king,queen,prince,forest,castle），并通过听力材料（如寓言故事《龟兔赛跑》的片段）初步感知用一般过去时讲述故事的语境。重点句型为“Onceuponatime,therewas...”，旨在激发学生对叙事性英语的兴趣，并复习已学的规则动词过去式。教学重难点:重点:Understandingstorylanguage(`Onceuponatime`,`Longago`);Followingthesequenceofsimplefables.难点:Processingaseriesofpasteventsinlistening.Keyirregularverbs(`caught`,`let`,`bit`,`lost`,`broke`).教学方法与教学准备:方法：故事导入法、视听法、图片联想法。准备：经典童话角色图片/卡片、寓言故事《TheTortoiseandtheHare》的简化版音频或动画片段、故事场景图。教学流程:1.Warm-up&Lead-in(5mins)Showpicturesfromwell-knownstories(e.g.,Cinderella,MonkeyKing).Ask:“Doyouknowthisstory?CanyoutellitinChinese?”Transition:“Storiesarewonderful!Todaywe‘lllearnhowtotellsimplestoriesinEnglish.Theyoftenstartwith...‘Onceuponatime’.”2.Vocabulary&Listening(15mins)Pre-teachkeystorynouns:`lion`,`mouse`,`hunter`,`net`,`farmer`,`horse`.Usepictures.Listento1b(TheLionandtheMouse).Putthestoryeventsinorder.Listento1c(TheChineseFarmerStory).Choosethecorrectwordstocompletesentences.Transition:“Weheardtwostorieswithlessons.Whatdoyouthinkthelessonsare?”(Kindnessisrewarded;Good/badluckcanchange).3.ControlledPractice(15mins)Drillstorysentencesfromthelistening:“Thelioncaughtthemouse.”“Themousepromisedtohelp.”Inpairs,studentschooseonestoryandtrytoretellitin3-4simplesentencesusingpictureprompts.Transition:“Greatstorytelling!Totellstorieswell,weneedtoknowmanypasttenseverbs,especiallythetrickyirregularones.”4.Wrap-up&Assignment(5mins)Reviewthetwostorylessons.Assignhomework:Drawyourfavoritescenefromoneofthestoriesandwriteonesentenceinpasttenseaboutit.Transition:“Storiesteachusaboutlife.Tomorrow,we‘llhearafamousstoryaboutanemperorandsomespecialclothes.”Homework:必做：1.抄写并记忆本课学习的与故事相关的词汇（至少8个）。2.听录音，完成课本上的排序或填空练习，理解故事大意。选做：1.为你最喜欢的一个童话角色画一幅简笔画，并在下面用英语写上他的名字/身份，如：“Heisabraveprince.”2.用中文或简单的英语，向家人复述一遍今天课上听到的故事大意。Blackboarddesign:```Unit8OnceuponaTime(Period1)StoryCharacters&Places:king,queen,prince,princesswitch,wolf,forest,castle,villageKeySentence:Onceuponatime,therewasa.../therewere...Story:TheTortoiseandtheHare```教学反思关注点:Couldstudentsfollowtheeventsequencesintheaudio?Werethemorallessonsofthestoriesunderstood?Howsuccessfullydidtheyusepasttenseintheirshortretells?Period2:SectionAPronunciation&Dialogue(2a)教学内容分析:本课时整合语音训练与故事复述练习。重点学习常见辅音连缀组合的发音：ch/tʃ/,sh/ʃ/,th/θ//ð/,wh/w//h/。通过2a对话（其中一人复述一个简单故事，如《金发姑娘和三只熊》），学生在实践中巩固发音，并学习如何用过去时态、按顺序（First...Next...Then...）简洁地复述一个故事的核心情节。教学重难点:重点:Pronouncingconsonantcombinations`ch`,`sh`,`th`,`wh`;ListeningtoandretellingTheEmperor‘sNewClothes.难点:Assimilationinnaturalspeech(e.g.,“Didyou”soundinglike“Didju”).Understandingthesatireandhumorofthestory.教学方法与教学准备:方法：对比模仿法、故事复述框架法、同伴合作练习。准备：辅音组合发音卡片及例词、故事图片序列卡（用于复述）、对话录音、复述句型提示条。教学流程:1.PronunciationFocus(15mins)Model:`/tʃ/`(chair),`/ʃ/`(ship),`/θ/`(think),`/ð/`(then),`/w/`(why),`/h/`(who).Listenandrepeat.Practicetheslowvs.normalspeedconversationtohearassimilation.Transition:“Now,listentoEmmatelloneofthemostfamousstoriesintheworld.”2.DialogueLearning(20mins)Listento2a(TheEmperor‘sNewClothes).Firstlistening:Whatwastheemperor’sproblem?(Helovedclothes).Secondlistening:Completetheflowchartofthestory(Emperorwantedclothes->Brotherslied->Officialspretended->Emperorpretended->Boytoldtruth->Everyonelaughed).Practicereadingthestorysummarytogether.Transition:“Thisstoryisfunnybutalsoserious.Whydideveryonelie?Whowasbrave?Now,withyourpartner,trytoretellthestorysimply.”3.Retelling&Discussion(10mins)Pairsusetheflowcharttoretellthestorytoeachother.Brieflydiscuss:Whyisitimportanttotellthetruth?Transition:“Storieslikethisusethepasttensetotalkaboutthingsthatneverreallyhappened.Thisisaspecialuseofthepasttenseweseeinstories.”Homework:必做：1.跟读录音，练习ch，sh，th，wh的发音及例词。2.根据2a对话或图片提示，写出故事《Goldilocks》的三个主要步骤（用First，Then，Finally连接）。选做：选择你熟悉的一个非常简短的故事（如《乌鸦喝水》），尝试用3-4句英语，使用“First,Then,Atlast”讲给同伴听。Blackboarddesign:```Unit8(Period2)Sounds:ch/tʃ/chair,witchsh/ʃ/she,dishth/θ/thin,/ð/thiswh/w/what,/h/whoRetellingaStory(2a):--What’sthestoryabout?--It‘saboutagirl.First,she...Next,she...Then,she...教学反思关注点:Didstudentsnoticetheexamplesofassimilation?Couldtheygraspthesatiricalpointofthestory?Wastheflowchartaneffectivetoolforretelling?Period3:SectionBReading(TheUglyDuckling)教学内容分析:本课时为阅读课，学习经典童话《丑小鸭》（TheUglyDuckling）的改编版。目标是训练学生阅读较长叙事文本的能力，通过梳理故事的开端、发展、转折和结局，理解人物情感变化和故事寓意。学生将完成情节排序、人物性格分析或寓意匹配等任务，深化对一般过去时在叙事中作用的理解。教学重难点:重点:Readingasimplifiedclassicstory;Understandingcharacterdevelopmentandthethemeoftransformation.难点:Emotionalvocabulary(`sad`,`hopefully`,`surprise`).Themetaphoricalmeaningofthestory(findingwhereyoubelong).教学方法与教学准备:方法：故事地图法、角色分析、小组讨论寓意。准备：《丑小鸭》故事文本、故事地图模板（Beginning，Middle，End）、角色情感变化图、相关插图。教学流程:1.Pre-reading(5mins)Showpicturesofanuglyducklingandabeautifulswan.Ask:“Aretheythesame?Howdidthishappen?”AcceptguessesinChinese.Transition:“Let‘sreadthestoryandfindout.Thisisastorymanypeoplearoundtheworldknow.”2.While-reading(20mins)ReadTheUglyDuckling.Firstreading:Whywashecalled“ugly”?(Big,grey,different).Secondreading:Whathappenedtohim?(Heleft,wasrejectedbyothers,foundswans,sawhisreflection).Answercomprehensionquestionsabouttheplot.Transition:“Howdidhefeelduringthestory?Andattheend?Whatdoyouthinkthestoryistryingtotellus?”(Don‘tjudgebylooks;Everyonehastheirownplace).3.Post-reading(10mins)Matchcharacterstotheiropinions(e.g.,Theuglyduckling:“IwishIlookedlikeyou.”).Transition:“Thestorydoesn‘tgivetheducklinganame.Whatifwehadtowritewhathappenednextinanotherstory?Let’slearnthegrammarweneedfirst.”Homework:必做：1.完成课本上的阅读理解练习。2.绘制一个简单的故事发展图，标出故事的主要阶段（如：Uglyducklingisborn->Otherslaughathim->Heleaves->Hegrowsup->Hebecomesaswan）。选做：1.以丑小鸭的口吻，写一句他在故事中最难过和最开心时刻的心里话。例如：“‘Iamsolonely,’hethought.”“‘Iambeautiful!’hecried.”2.你认为这个故事告诉我们什么道理？用中文写下一两句话。Blackboarddesign:```Unit8(Period3)Reading:TheUglyDucklingStoryMap:Beginning:Anuglyducklingwasborn.(sad,laughedat)Middle:Helefthomeandhadahardwinter.(lonely,cold)End:Hegrewupandbecameaswan.(happy,surprised)Moral:Don‘tjudgebylooks./Beyourself.教学反思关注点:Werestudentsabletofollowtheemotionaljourneyofthemaincharacter?Couldtheydiscussthestory‘sthemeinsimpleterms?Didthematchingactivityhelpclarifydifferentperspectivesinthestory?Period4:GrammarFocus(SimplePastTense:IrregularVerbs&Storytelling)教学内容分析:本课时是本单元，也是本册书语法学习的重中之重：系统学习一般过去时中的不规则动词。学生将集中记忆一批最常见的不规则动词过去式（如go-went，see-saw，have-had，do-did，eat-ate，get-got等）。通过歌曲、游戏和大量情境造句，帮助学生克服记忆难点，并能在叙事中准确替换规则动词，使表达更丰富、地道。教学重难点:重点:Usingcommonirregularpastverbsinaffirmativesentences;Choosingcorrecttense(pastvs.present)instorytellingcontext.难点:Memorizinghigh-frequencyirregularforms(`told`,`said`,`came`,`thought`,`knew`,`gave`,`saw`,`began`).Usingpasttenseforstorytellingevenwhenthestoryis“timeless”.教学方法与教学准备:方法：分类记忆法（如A-A-A型，A-B-B型，A-B-C型）、韵律口诀、记忆游戏（如“过去式闪电战”）。准备：不规则动词变化表（分类呈现）、记忆闪卡、填空练习卷、故事句子改编任务。教学流程:1.GrammarPresentation(10mins)Presentalistof10-12essentialirregularverbsfromtheunitstories(`be->was/were`,`catch->caught`,`tell->told`,`say->said`,`see->saw`,`come->came`,`think->thought`,`know->knew`,`begin->began`).Usetheminstorysentences.Explainthatinstories,eveniftheystart“Onceuponatime,”weusethepasttenseforallactions.Transition:“Theseverbsarethetoolsforstorytelling.Let‘spracticeusingthem.”2.ControlledPractice(15mins)Exercise1:Fillintheblanksinashortstorywiththecorrectpastformofirregularverbsfromagivenlist.Exercise2:Choosethecorrecttense(pastorpresent)insentencesaboutstories(e.g.,“WhenIam/wasachild,myfavouritebookis/was...”).Transition:“Good.Now,let‘sbestorytellersourselves.”3.GuidedPractice(10mins)Activity:“StoryCircle”.Ingroupsof4.Teachergivesastorystarterinthepasttense:“Oneday,alittlerabbitfoundamagicbox.”Eachstudentaddsonesentence,usingaverbfromtheirregularlist.Thelaststudentendsit.Transition:“Wonderfulcollectivestories!Withthispractice,youarereadytowriteyourownstoryending.”Homework:必做：1.背诵并默写本课列出的10个核心不规则动词的过去式。2.完成语法专项练习卷，重点练习在句子中正确使用不规则动词过去式。选做：1.“故事改错员”：老师或自己编写一段含有3处动词错误（误用规则变化代替不规则变化）的小故事，找出并改正错误。2.用3个不规则动词的过去式（如went，saw，ate）造一个连贯的句子，描述你过去的某次经历。Blackboarddesign:```Unit8(Period4)Grammar:IrregularVerbs(PastTense)CommonIrregularVerbs:go->wentsee->sawhave->haddo->dideat->ateget->gotsay->saidtake->tookcome->camebecome->becameRemember:No“-ed”fortheseverbs!YesterdayIwenttotheparkandsawabird.```教学反思关注点:Whichirregularverbsweremostdifficultforstudentstorecall?Didtheyunderstandtheconventionofusingpasttenseforfictionalnarratives?Wasthe“StoryCircle”funanddiditpromotecreativeuseofthetargetverbs?Period5:SectionBWriting(WriteanEndingforaStory)教学内容分析:本课时是写作课，主题为“续写故事结尾”。学生将阅读一个没有结尾或留有悬念的简短故事开头，然后发挥想象力，运用所学的一般过去时（尤其是适当使用不规则动词），为故事创作一个合理且有创意的结局。重点在于保证时态的一致性、情节的逻辑性，并尝试使用一些描述性语言。教学重难点:重点:Writingalogicalandcreativeendingtoagivenstorystarter;Maintainingpasttenseconsistency.难点:Usingimaginationwithinagivencontext.Usingdialogueverbs(`shouted`,`asked`,`said`)inpasttense.教学方法与教学准备:方法：头脑风暴（多种结局可能）、范文赏析、创造性写作、同伴分享。准备：未完成的故事文本（2-3个不同主题供选择）、优秀续写范例、写作检查清单（时态、逻辑、创意）。教学流程:1.Model&Structure(10mins)Readthestorystarteraboutthefishermanandtheangrygenie.Discuss:Whatistheproblem?Whatcouldhappen?Brainstormpossibleendings:Doesthefishermantalk?Doeshetrickthegenie?Doesthegeniechangehismind?Transition:“Now,chooseyouridea.Let‘splanyourending.”2.Planning&Drafting(15mins)Studentsanswerplanningquestions:1)Whatwillthefishermansay/do?2)Willthegeniekillhim?Ifno,howdoeshesavehimself?3)Whatisthefinalresult?Usingtheirplan,studentswritetheending(3-5sentences).Transition:“Useyourplantowrite.Makesureyourverbsareinthepasttense,likethestorystarter.”3.Writing&Peer-check(10mins)Studentswritedrafts.Then,swapwithapartnertoread.Partneranswers:1)Istheendingclear?2)Isitallinthepasttense?3)Doyoulikethisending?Transition:“Hearingfeedbackhelpsyouseeifyourstoryworks.Reviseittomakeitthebestitcanbe.”Homework:必做：从提供的2个故事开头中选择一个，为其续写一个结尾（至少5句话），注意全部使用一般过去时。选做：1.为你续写的故事画一幅插图。2.与选择同一故事开头的同学交换作品，阅读彼此的结尾，并用一颗星和一个建议给予反馈。Blackboarddesign:```Unit8(Period5)Writing:AnEndingfortheStoryStoryPrompt:Longago,alittlerobotfoundamapinanoldbox...YourEnding:Whatdidtherobotdecidetodo?Whathappenednext?(Use:First,...Then,...)Didhefindanything?Howdidhefeel?Finally,...Remember:Usethepasttense!(went,found,felt...)教学反思关注点:Didstudentsstrugglewithcreativeideas,orweretheyengaged?Waspasttensemaintainedthroughouttheirendings?Didthepeerreviewfocusonbothcontentandform?Period6:Project–CreateandPerformaShortPlay教学内容分析:本课时是单元的高潮项目，旨在综合运用整个单元乃至本册书所学的语言知识和技能。学生小组合作，选择一个熟悉的童话或寓言进行改编，或自主创作一个简短剧本，分配角色，制作简单道具，并进行排练和课堂表演。此项目极具挑战性和趣味性，全面锻炼学生的合作、创作、口语表达与综合语言运用能力。教学重难点:重点:Collaborativelyadaptingastoryintoasimpleplayscript;Performingwithconfidence.难点:Dividingastoryintoscenesanddialogue.Speakinglinesfluidlyinfrontofothers.教学方法与教学准备:方法：项目式学习、合作创作、戏剧表演法。准备：简单剧本框架范例、道具制作材料（彩纸、卡纸等）、表演评价表（内容、语言、合作、表现力）。教学流程:1.ProjectLaunch(5mins)WatchaveryshortclipofasimpleplayorreadtheexampleforTheFishermanandtheGenie.Pointout:`Scene`,`Characters`,`Narrator`,`Dialogue`.Transition:“Ingroups,youwillturnoneofourunitstoriesintoashortplay.Chooseyourstorynow.”2.GroupWork(20mins)Groupschooseastory(Lion&Mouse,Emperor‘sNewClothes,etc.).Theydecideonscenes,characters,andanarrator.Theywritesimpledialogueonascript.Theypracticeactingitout.Transition:“Placeseveryone!It‘sshowtime!”3.Performance&Sharing(15mins)Eachgroupperformstheirplay.Encouragesimplecostumesorprops(e.g.,apapercrownfortheemperor).Applaudeachperformance.Discusswhichplaywasclearestormostfun.Transition:“Bravo!Youareallplaywrightsandactors.You‘vebroughtthesestoriestolifewithyourEnglish.”Homework:必做：积极参与小组的剧本讨论、角色分配和排练，记住自己的台词。选做：1.为小组的表演设计一张宣传海报，写上剧名和主要演员。2.担任小组的“导演”或“旁白”，负责协调排练或讲述背景故事。Blackboarddesign:```Unit8(Period6)Project:OurShortPlayPlayTitle:_________________Characters:_________________Scene1:(Where?Whoisthere?Whataretheydoing/saying?)Scene2:...Ending:...Greatplaysneed:Clearvoices,Goodactions,Teamwork!```教学反思关注点:Didgroupsworktogethereffectivelytoassignrolesandwritelines?Didtheperformanceloweranxietyandbuildconfidence?Wasthetargetlanguage(pasttensenarrative,dialogue)usedduringtheperformance?Period7:Review&ExtendedReading教学内容分析:本课时是Unit8的复习课，也是对本册书重点语法（一般过去时）的终极巩固。通过“不规则动词宾果”、“故事接龙”等游戏，高强度复习不规则动词和叙事句型。拓展阅读部分提供一篇简短的戏剧脚本片段，让学生接触不同的文体，了解对话、舞台说明等格式，并完成角色分析和台词朗读任务，为项目表演做最后的铺垫。教学重难点:重点:Reviewingstoryvocabularyandirregularpastverbs;Readingaplayscriptformat.难点:Understandingtheformatofaplayscript(dialogue,stagedirections).Followingalongerstoryinplayform.教学方法与教学准备:方法：游戏竞赛法、剧本朗读法、总结归纳法。准备：不规则动词宾果卡、故事接龙开头句纸条、戏剧脚本片段、角色台词卡片、学期末复习提纲。教学流程:1.ReviewGame(15mins)Game:“StoryVerbChallenge”.Writeirregularverbsfromtheunitontheboard.Astudentcomesup,picksone,andmustuseitinasentenceaboutoneoftheunit‘sstorie