第第頁人教版（2024）七年級下冊英語Unit8OnceuponaTime教案單元主題框架單元主題分析本單元圍繞“講故事”這一主題展開,該主題與課標要求的“人與社會”主題范疇中的“中外文學史上有代表性的作家和作品”這一子話題密切相關。本單元旨在讓學生了解不同文化背景下的故事類型和內容,激發(fā)學生對故事的興趣,培養(yǎng)學生的語言綜合運用能力,同時讓學生從故事中領悟人生道理,提升文化素養(yǎng)和思維能力。本單元SectionA和SectionB分別通過“Whatareyourfavouritestories？”和“Whatcanstoriesteachus？”兩個引導性問題架構板塊內容,引導學生層層深入地理解故事背后隱含的意義,積極探究本單元大問題“Whydowetellstories？”SectionA的聽力對話分別展示了Peter和TengFei最喜愛的故事,引導學生談論自己最喜愛的故事并陳述理由。SectionB的閱讀語篇是安徒生的《丑小鴨》的故事,該故事語言樸素,富有感染力,情節(jié)設計巧妙,角色鮮明,主題意義深刻。總而言之,本單元旨在于讓學生學會思考故事背后的深層含義,培養(yǎng)批判性思維,理解故事在傳遞價值觀、道德觀念和人生智慧等方面的重要作用,能對單元大問題“Whydowetellstories？”有更深刻的理解,同時也希望學生通過本單元的學習,正確理解價值引領句“Shortstoriescanholdbigideas.”。單元教學目標通過本單元學習,學生能夠：1.用一般過去時和一般現(xiàn)在時復述故事。2.談論自己最喜愛的故事并說明原因。3.辨別字母組合ch,ph,sh,th,wh在單詞中的不同發(fā)音。4.掌握一般過去時和一般現(xiàn)在時的用法及區(qū)別。5.給故事編一個合理的結尾。6.探索不同文化的故事所蘊含的道理。單元教學重難點重點：1.用一般過去時和一般現(xiàn)在時復述故事；2.談論自己最喜愛的故事并說明原因；3.探索不同文化的故事所蘊含的道理。難點：1.談論自己最喜愛的故事并說明原因；2.辨別字母組合ch,ph,sh,th,wh在單詞中的不同發(fā)音。第一課時SectionA(1a－1e)&Pronunciation學習目標Inthislesson,studentswill：1.getthemainideafromthelisteningmaterial；2.retellthestory；3.pronouncelettercombinationsch,ph,sh,th,whcorrectly.教學建議Step1Lead-in1.ShowthetitleandphotoonPage57andaskstudentstothinkaboutthequestion：◆Lookatthetitleandthephoto.Whatdoyouthinkthisunitisabout?2.Askstudentstolookatthephotomorecarefullyandanswerthequestions：◆Whatarethestudentsinthephotodoing?◆Howdoyouthinktheyfeelaboutit?◆Whatdoyouthinktheteacherishelpingthemwith?3.AskstudentstoreadtheBigQuestionandtheleadingquestionsinSectionAandSectionB.Makesurestudentsknowthemaincontentsofthisunit.呈現(xiàn)單元標題和單元主題圖,鼓勵學生大膽預測本單元可能談論的話題,并保證學生了解本單元的學習內容。Step2Listening&Speaking(1a—1e)Pre-listening1.Showphotosofsomecommonstoriestostudents.2.Askstudentstoguesswhatstoriestheyareaboutandthensharetheirfavouritestory.3.Invitethreeorfourstudentstotalkwiththeclass.回顧和復習常見的寓言故事,讓學生談論自己喜歡的故事,引起學生對話題的興趣。Page58,1a1.Askstudentstolookatthepicturesin1aandthenanswerthequestion.Doyouknowwhatstoriestheyareabout?2.Checktheanswerswiththeclass.While-listeningPage58,1b1.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.Post-listeningPage58,Furtherthinking1.Howdoyouunderstandthefollowingsentences?◆Kindnessisneverwasted.◆Unluckythingsmayturnoutwell.Andgoodthingscouldgowrongtoo.2.Canyoulistsomeexamples？Sharethemwithyourclass.Page58,1e1.Askstudentstoworkinpairsandtaketurnstoanswerthequestion：Whichstorydoyoulikemore?2.Thenaskstudentstoretellittoapartner.分組操練本節(jié)課的目標語言。Step3Pronunciation(1—2)Page59,11.Askstudentstolistentotherecordingandrepeatthepronunciation.2.Askstudentstopayattentiontothedifferentpronunciationoflettercombinations.3.Letstudentsaddmorewordstoeachgroup.通過邊聽邊跟讀練習發(fā)音,并通過觀察總結發(fā)音規(guī)則。Page59,21.Askstudentstoworkinpairsandthenreadtheconversationaloudslowly.2.Askstudentstolistentotheconversationandreaditagainatanormalspeed.Thennoticehowthelettersinboldchangesounds.先通過自主朗讀練習讓學生感受發(fā)音差異,再通過跟讀練習強化學生對句子節(jié)奏的把握。Step4Homework1.CollectthestoryofLordYe'sLoveofDragonsafterclassandretellitwithyourclassmatesnextclass.2.Finishtheexercises教學反思第二課時SectionA(2a－2e)學習目標Inthislesson,studentswill：1.retellTheEmperor'sNewClothes；2.analysethecharactersinthestory；3.learnthehonestandbravequalitiesofthelittleboy.教學建議Step1Lead-inShowsomepicturesaboutTheEmperor'sNewClothestostudents.Thenaskstudentstoanswerthequestions：◆Doyouknowwhatstorythesepicturesshow?◆Haveyoueverreadthestory?利用圖片喚起學生的先前知識,引出故事《皇帝的新裝》。Step2Listening&Speaking(2a—2e)Pre-listeningShowthestorytostudents,andaskthemtoreaditwiththecolouredwords.Theninferwhatwordsmaybechosen.引導學生通過自己通讀故事,了解故事內容,猜測畫線單詞,做聽力前的準備。While-listeningPage59,2a1.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.理解故事內容,獲取細節(jié)信息,并分析故事中每個人的性格特征。FurtherthinkingWhatcanyoulearnfromthestory?◆Honestyisimportant.◆Don'ttrustothersblindly.◆Courageisprecious.◆Don'tfollowthecrowdblindly.◆Appearanceisnotalwaysthemostimportant.Post-listeningPage60,2e1.Askstudentstolistentothestoryagain.Thenretellittoapartner.2.Letsomestudentssharetheirstorytellinginclass.復述故事,對目標語言進行遷移運用。SummaryAskstudentstosummarisethekeywordsthatcanbeusedtoretellthestory.◆Onceuponatime...◆Anemperor...◆Twobrothers...◆Theemperor'sofficials...◆Peopleinthestreet...◆Aboy...總結復述故事的內容。Step3Homework1.RetellTheEmperor'sNewClothestoyourparents.2.Finishtheexercises教學反思第三課時GrammarFocus(3a－3d)學習目標Inthislesson,studentswill：1.mastertheusageanddifferencesofthesimplepasttenseandthesimplepresenttense；2.completetheexercisesrelatedtothesimplepasttenseandthesimplepresenttense；3.sharetheirfavouritestoryandwhytheylikeit.教學建議Step1Lead-inAskstudentstofindapartnerandmakeaconversationtotalkabouttheirfavouritestories.復習聽說課中最喜愛的故事,自然過渡到語法課內容。Step2GrammarTeaching(3a－3d)Page61,3a1.Askstudentstoreadthesentencesin3a.Thenanswerthefollowingquestions.◆Whattensedotheyuse?◆Whendoyouuseeachtense?2.Tellthedifferencesofthesimplepasttenseandthesimplepresenttense.(1)一般現(xiàn)在時的用法①表示現(xiàn)在的習慣或經(jīng)常反復發(fā)生的動作或存在的狀態(tài),常與usually,always,seldom,sometimes,often,frequently,everyday,everyweek(year,morning...),onSundays等時間狀語連用。Heoftendoeshishomeworkinhisstudy.②表示主語現(xiàn)在的特征、性格和狀態(tài)。Theboyisalwaysreadytohelpothers.③表示客觀規(guī)律、事實或科學真理、格言以及其他不受時間限制的客觀存在。Themoongoesaroundtheearth.(2)一般過去時的用法①表示過去某個時間發(fā)生的動作或存在的狀態(tài),也表示過去經(jīng)?；蚍磸桶l(fā)生的動作。常與表示過去的時間狀語連用。②時間狀語：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.Invitethreeorfourpairstorole-playtheconversation.結合本單元主題,綜合運用語法知識。Step3Homework1.Rememberthewordsandphrasesinthislesson.2.Finishtheexercises教學反思第四課時SectionB(1a－2b)學習目標Inthislesson,studentswill：1.understandthestoryTheUglyDucklingandanswerrelatedparetheviewsofdifferentcharactersontheuglyduckling.3.makeanendingforthestoryofthefishermanandthegenie.教學建議Step1Lead-in1.Askstudentstoanswerthequestion.◆WhatAndersen'sfairytaleshaveyouread?2.Listsomefamoustalestostudents,suchasTheUglyDuckling,TheLittleMermaid,TheEmperor'sNewClothesandThumbelina.通過詢問學生讀過的安徒生童話,引出話題。Step2ReadingComprehension(1a－1d)Pre-readingPage62,1a1.Showstudentsthefourpicturesonpage62andthenaskthemtoanswerthefollowingquestions.◆Whatdoyouthinkhappensinthisstory？Numberthepictures.◆Doyouknowwhatstorytheyareabout?2.Checktheanswerswiththeclass.讓學生根據(jù)圖片猜測故事內容,為后面引出故事《丑小鴨》作鋪墊。While-readingPage62,1b1.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.通過完成閱讀任務,學生能夠對文本有充分地理解并提高抓取關鍵信息的能力。Furtherthinking◆Whatcanwelearnfromtheuglyduckling?e.g.Firstly,weshouldnotjudgeothersbytheirappearance.Secondly,weshouldnotletothers'opinionsdefineus.Finally,weshouldbelieveinourselves.Post-reading(2a—2b)Writing(以讀促寫)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