Unit 8Wonderland-单元教案 2024-2025学年译林版（2024）七年级英语下册

世界 Unit 8　Wonderland 第1课时　Welcome to the unit Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　 What: The text presents “A world of fantasy stories”. It introduces four main characters from different fantasy stories: Ma Liang, the fisherman, Peter Pan and the Monkey King. Each character is associated with a specific plot point, which students need to match correctly. There is also a conversation between Sandy and Simon, discussing fantasy stories. Why: The text aims to lead students to various fantasy stories while they are practising the use of the simple past tense in English. The activity helps students learn about different fantasy stories and their main characters, and also helps them improve their language skills by getting them engaged in discussions about these stories. The conversation between Sandy and Simon serves as a model for students to follow when they are talking about fantasy stories with their peers, promoting communication and collaboration among them. How: The text is presented in a visually appealing manner, with colourful illustrations of the characters and their respective fantasy stories. The text is written in English, and the conversation between Sandy and Simon is served as a model for students to follow when they are discussing fantasy stories with their classmates. Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　 By the end of this lesson, students will be able to: 1.list some famous fantasy stories in reading and speaking; 2.get the specific information about Simon's opinions of The Classic of Mountains and Seas in listening; 3.talk about their favourite fantasy stories and design a book report in pairs. Teaching Process　　　　　　　　　　　　　　　　　　　 　　　　　　　　　　　　　　　　　　　　　 Learning Objectives Teaching Activities Effectiveness Evaluation 1.To list some famous fantasy stories in reading and speaking. 2.To get the specific information about Simon's opinions of The Classic of Mountains and Seas in listening. Step 1: Lead⁃in 1.Introduce the topic of fantasy stories and their significance in our lives. 2.Ask students to observe the pictures in Part A and answer the following questions. Q1: What can you see from the pictures? Q2: Where can you see them? Q3: What are the fantasy stories? Step 2: Presentation 1.Introduce the story of“Ma Liang and the Magic Paintbrush”. Q: If you have this magic paintbrush, what will you do? 2.Discuss the story of Peter Pan. Q: Do you want to always be a child? Why or why not? 3.Tell the story of“The Fisherman and the Goldfish”. Q: Can you guess what happened in this book? (详见课件资源) 4.Ask students to match each main character with the correct plot. 5.Ask students to listen and answer the following questions. Q1: What's each book about? Q2: Who has read these books? Q3: What can you see from the pictures? 6.Ask students to get to know The Classic of Mountains and Seas. The effectiveness of the lead⁃in will be measured by students' engagement in the discussion of the pictures and their grasp of the definition of fantasy stories. The effectiveness will be evaluated based on students' understanding and discussion of the stories of“Ma Liang and the Magic Paintbrush”, Peter Pan,“The Fisherman and the Goldfish”and 　The Classic of Mountains and Seas. Purpose To let students think about the topic of fantasy stories and their significance in our lives. To encourage students to think about the allure of fantasy stories while laying the groundwork for subsequent pair work activities, promoting sharing of personal favourite fantasy stories and designing a book report. 3.To talk about their favourite fantasy stories and design a book report in pairs. Step 3: Practice Pair Work Ask students to recommend one of their favourite books to the reading club. Level A: Students work in pairs to ask each other about their favourite books, including what they are about and why they like them. Level B: Students recommend one of their favourite books to the reading club. The recommendation should include the book's name, main idea, main characters, and plot, along with the author and reasons for liking it. Step 4: Exercise Ask students to read the following passage about The Classic of Mountains and Seas and judge the following statements. Write a T if a sentence is true or an F if it is false. The Classic of Mountains and Seas is a collection of ancient Chinese fantasy stories. There are some stories about dragons, gods and other magical characters. Sandy only knows some of the stories. Simon has the book and can lend it to Sandy. 1.The Classic of Mountains and Seas is a modern book.(F) 2.There are no stories about magical characters in the book.(F) 3.Sandy knows all the stories in the book.(F) 4.Simon can lend the book to Sandy.(T) The effectiveness will be measured by students' ability to accurately share and recommend their favour⁃ite books, demonstrating their understanding of the characters and plot. The effectiveness will be assessed by the accuracy of students' judgement on the statements, reflecting their understanding of the passage. Purpose To test students' understanding of the classic work The Classic of Mountains and Seas, including its content, structure and cultural significance. Homework Required: Polish your book report. Optional: Find at least two stories from The Classic of Mountains and Seas and share them with your partners. Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　   第2课时　Reading Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　 What: The text presents a reading comprehension based on the book Alice in Wonderland. It includes a brief passage about Alice falling down the rabbit hole, followed by a series of exercises testing students' understanding of the events and their ability to use the simple past tense. Why: The text aims to teach students how to read and understand a story in English, particularly focusing on the usage of the simple past tense. By presenting a well⁃known fantasy story and asking students to complete related exercises, the text aims to improve their language skills, encourage their critical thinking and promote their effective communication. The exercises serve as means of assessing students' understanding of the story and their grasp of the simple past tense. How: The text is written in English, which is suitable for students who want to develop their language skills. It uses the simple past tense to describe the events and engages students in questions and tasks to test their comprehension and grammar knowledge. Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　 By the end of this lesson, students will be able to: 1.understand the main idea of this passage and the elements of a story; 2.develop the ability of reading; 3.know the sequence of development of the story and master the use of relevant vocabulary. Teaching Process　　　　　　　　　　　　　　　　　　　 　　　　　　　　　　　　　　　　　　　　　　　 Learning Objectives Teaching Activities Effectiveness Evaluation Step 1: Lead⁃in Ask students to watch a video to know the theme of the lesson. 1.To understand the main idea of this passage and the elements of a story.　 2.To develop the ability of reading. Step 2: Pre⁃reading Ask students to look at the picture and choose: The story is about 　　　　.(A)  A.a girl who fell down a rabbit hole B.a girl who met a white rabbit in a hole Step 3: While⁃reading 1.Ask students to read the passage and answer the questions designed to the elements of a story: when, who, where and what. 2.Ask students to answer the questions designed to encourage their deeper thinking about the character Alice. Q1: If you were Alice, would you follow the rabbit? Q2: What do you think of Alice? (详见课件资源) The effectiveness will be assessed by students' understanding of the story of Alice. The effectiveness will be measured by the quality of students' answers and their ability to provide evidence from the passage to support their views. Purpose To capture students' attention and stimulate their curiosity and imagination, setting the stage for an engaging lesson. To deepen students' understanding of the story, particularly focusing on character analysis and critical thinking. 3.To know the sequence of devel⁃opment of the story and master the use of relevant vocabulary. Step 4: Post⁃reading 1.Ask students to put the sentences in the correct order. 2.Ask students to write a T if a sentence is true or an F if it is false according to the story. 3.Ask students to complete the conversation between Simon and Sandy with the correct forms of the words and phrases in the box below. 4.Ask students to share their answers with their classmates. Step 5: Language points Students learn about specific language points from the reading material to enlarge vocabulary and enhance grammar understanding. Step 6: Exercise Ask students to complete the exercise. The effectiveness will be measured by how well students can recall the events of the story and their par⁃ticipation in the discus⁃sion about friendship. The effectiveness will be assessed by stu⁃dents' ability to use new words and gram⁃matical structures correctly. Purpose To connect the themes of the story to students' personal values. (续表) Homework Required: Retell the story to others and draw a mind map. Optional: 1.Search for more information about Alice in Wonderland on the Internet or read the book. 2.Continue to write about what happened next. Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　   第3课时　Grammar&Pronunciation Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　 What: The text focuses on the simple past tense. It presents a conversation between Simon and Sandy, along with relevant grammar explanations, to help students understand and master the use of the simple past tense. The text focuses on the concept of sense groups in English pronunciation and how to pause appropriately when reading sentences, enhancing the flow and clarity of spoken language. Why: The text aims to teach students how to correctly use the simple past tense. Through concrete examples and dialogues, students can grasp its basic usage, structure and the formation of affirmative, negative and interrogative sentences in the simple past tense. Pronunciation aims to help students understand and apply correct pauses in their speech, making it more natural and comprehensible. How: The text provides a conversation between Simon and Sandy to show how the simple past tense is used. Grammar rules for verb forms are clearly explained, along with how to ask and answer questions with the use of the simple past tense. There are some exercises to help students practise and master the simple past tense. The text guides students on pauses and stress, improving their oral skills.Through explanations, marking exercises and reading aloud with proper pauses, students can master the use of sense groups. Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　 By the end of this lesson, students will be able to: 1.grasp the basic usage, structure and formation of affirmative, negative and interrogative sentences in the simple past tense; 2.understand and correctly use the simple past tense in sentences; 3.learn what a sense group is and how to pause appropriately when reading sentences. Teaching Process　　　　　　　　　　　　　　　　　　　 　　　　　　　　　　　　　　　　　　　　　　　 Learning Objectives Teaching Activities Effectiveness Evaluation 1.To grasp the basic usage, structure and formation of affirmative, nega⁃tive and interroga⁃tive sentences in the simple past tense. Step 1: Lead⁃in Read a story“All in a month”to introduce the topic of the simple past tense and its importance in describing past events. Step 2: Presentation 1.The teacher explains that the simple past tense is used to describe actions that happened at a specific time in the past or that occurred repeatedly in the past. Visual aids such as timelines can be used to illustrate the concept. 2.Ask students to identify the past tense verbs and the time markers(e.g. yesterday, last night). The effectiveness will be evaluated by students' ability to recall and explain the definition and the usage of the simple past tense. The effectiveness will be assessed by the accuracy of students' answers and their understanding of the verb forms in the simple past tense. Purpose To reinforce the definition and help students recognize the simple past tense in context, setting the stage for more complex tasks. 2.To understand and correctly use the simple past tense in sentences. Step 3: Application Task 1: The teacher provides a dialogue between Mr Wu and Simon about Roald Dahl, with blanks for students to fill in. Students must use the correct forms of the verbs to complete the conversation. Task 2: Students complete the conversation with the correct forms of the verbs in brackets. Task 3: Students talk with partners about the life of Roald Dahl using the simple past tense. Task 4: Students read and fill in the blanks. e.g. My family 　　　　(plan) a camping trip with my aunt's family last week.(planned)  The effectiveness will be assessed by the accuracy of students' completed dialogues and their ability to use the simple past tense in context. Purpose To integrate reading and grammar practice, helping students use their knowledge of the simple past tense in a meaningful context. 3.To learn what a sense group is and how to pause appropriately when reading sen⁃tences. Step 4: Pronunciation 1.The teacher presents a challenging sentence. Students practise reading the sentence without pausing, focusing on breath control and fluency, and then get to know the sense groups. 2.The teacher shows what a sense group is and how to separate different sense groups in a sentence. 3.The teacher provides sentences and asks students to mark pauses. Students then read the sentences aloud, paying attention to the marked pauses. The effectiveness will be measured by students' ability to read the sentences smoothly and accurately with appropriate pauses and natural rhythm. Purpose To improve students' pronunciation and reading skills. To help students develop better oral fluency and understand the rhythm and flow of spoken English, enhancing their oral communication skills. Step 5: Exercise Ask students to complete the exercise. e.g. 1.I 　　　　 to the park yesterday.(B)  A.go　　　B.went　　　C.goes 2.I was in the park last Sunday.(改为一般疑问句)　   (Were you in the park last Sunday?) The effectiveness will be assessed by the accuracy of students' answers and their ability to use the simple past tense correctly. Purpose To help students practise constructing sentences in the simple past tense, enhancing their grammatical flexibility and ensuring they can use the simple past tense in different contexts. Homework Required: 1.Read the sentence structures on Page 97. 2.Write a short text about the life of your favourite writer. Optional: 1.Make a poster about the life of your favourite writer. 2.Try to make a video about your poster. Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　   第4课时　Integration (A—C) Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　 What: The text includes a reading task and a listening task about fantasy stories. The text introduces what fantasy stories are and why they are so popular. The listening part is a recommendation of Five Children and It. Why: The text aims to help students understand and appreciate the characteristics and popularity of fantasy stories through reading and listening exercises. Additionally, by completing notes and discussing their favourite fantasy stories, students improve their language application skills and critical thinking abilities. How: The text adopts a simple and understandable structure, making it suitable for students at different levels. The role⁃play element adds diversity and increases the engagement of the activity, allowing students to use their knowledge in a more interactive environment. Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　 By the end of this lesson, students will be able to: 1.learn about the feature of fantasy stories; 2.know about the story plot of Five Children and It; 3.talk about their favourite fantasy stories. Teaching Process　　　　　　　　　　　　　　　　　　　 　　　　　　　　　　　　　　　　　　　　　 Learning Objectives Teaching Activities Effectiveness Evaluation 1.To learn about the feature of fantasy stories. Step 1: Lead⁃in Ask students to engage in a free talk about some fantasy stories. Q: Do you remember these fantasy stories? Step 2: Pre⁃reading Ask students to engage in a brief discussion about what they know about fantasy stories. Q: What do you know about fantasy stories? Step 3: While⁃reading Ask students to read a passage introducing fantasy stories. Q1: What is fantasy? Ask students to complete the fill⁃in⁃the⁃blank exercises based on the passage. Q2: What are the features of fantasy stories? Ask students to read a passage introducing the reason why fantasy stories are so popular. Q3: Why is fantasy so popular? The effectiveness will be assessed by students' contribution to the discussion, which shows their interests in the topic. The effectiveness will be assessed by students' ability to answer questions accurately based on the article. Purpose To arouse students' interest in the upcoming lesson. To deepen their understanding of the genre and its defining characteristics. To reinforce key information and ensure students' comprehension. 2.To know about the story plot of Five Children and It.　 Step 4: Post⁃reading 1.Ask students to discuss fantasy stories they have read. Q: What fantasy stories have you read?Did you enjoy them? Why or why not? 2.Ask students to enjoy the fantasy story Five Children and It by watching a video. 3.Ask students to listen to a recommendation of Five Children and It and complete Sandy's notes. The effectiveness will be assessed by students' ability to correctly understand the fantasy stories they have read, fluently express their opinions and accurately complete Sandy's notes by watching the video. Purpose To improve students' listening ability and introduce a recommendation of Five Children and It. 3.To talk about their favourite fantasy stories. Step 5: Consolidation 1.Let students understand the elements and structure of the conversation between Sandy and Simon. 2.Ask students to work in pairs and talk about their favourite fantasy stories with the help of the model. And then write a report. A: Which fantasy story do you like best? B: I really like… A: I like that one as well. B:…(plot) A:…(plot) B: I think so. What's your favourite story? A: I like… The effectiveness will be assessed by whether students can correctly understand the fantasy story they like and fluently express their own ideas. Purpose To improve students' critical thinking and the application of the fantasy story's themes in real⁃life situations. To improve students' language application abilities. Homework Required: 1.Design a poster for your favourite fantasy story. 2.Write the simple plot for your poster. Optional: Find another English fantasy book to read and share your opinion about it with your classmates. Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　   第5课时　Integration (D) Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　 What: The text shows teaching materials through three parts: D1, D2 and D3. D1 asks students questions about what Alice saw, where she wanted to go, the problem she faced and so on. D2 describes what happened to Alice next. D3 encourages students to continue the story using useful expressions. Why: This text is used to get students engaged in thinking and help them improve their language skills by creating stories. It aims to improve their reading comprehension, imagination and creativity. How: The text starts with a Q & A session(D1) to get students to think. Then, an example text(D2) helps students learn writing techniques. Finally, students write their own stories based on their answers(D3) and share them in class. Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　 By the end of this lesson, students will be able to: 1.review part of Alice in Wonderland; 2.learn about fantasy stories; 3.describe their favourite fantasy books and continue the story of Alice. Teaching Process　　　　　　　　　　　　　　　　　　　 　　　　　　　　　　　　　　　　　　　　　　　 Learning Objectives Teaching Activities Effectiveness Evaluation Step 1: Lead⁃in Ask students to imagine and write about what might happen to Alice next. Q: What do you think might happen to Alice next? 1.To review part of Alice in Wonder⁃land. 2.To learn about fantasy stories. Step 2: Pre⁃writing 1.Ask students to answer a series of questions in Part D1 with their own ideas. Q1: What did Alice see? Q2: Where did she want to go? Q3: What was the problem? Q4: How could she solve the problem? Q5: How did she feel? Q6: Did she see the white rabbit again? 2.Ask students to read the story to know what happened to Alice next. 3.The teacher helps students analyze the main events and the problem Alice faced after drinking the potion to know the writing structure. 4.Encourage students to summarize details about what Alice saw, heard, felt and tasted, and to describe the problem she needed to solve. The effectiveness will be assessed by students' ability to generate creative and coherent ideas. The effectiveness will be assessed by students' ability to provide detailed and imaginative answers. Purpose To improve students' creativity and set the stage for the lesson.To help students better understand the story and prepare for writing a coherent story. 3.To describe their favourite fantasy books and continue the story of Alice. Step 3: While⁃writing 1.Ask students to write a passage about what happened to Alice next using the information from the previous activities. 2.Ask students to write the next part of the story based on their answers to the questions in Part D1 and then show it. Useful expressions: Alice realized… Alice could see/hear/smell… Alice felt… Suddenly/Soon/Then/Next/Sadly,… Alice wanted to… Alice decided to… She tried to…, but… Step 4: Post⁃writing 1.Ask students to evaluate their ability.(详见课件资源) 2.Let students watch the film about the story and find out what they can learn from it. The effectiveness will be assessed by students' ability to correctly understand the stories they have read and fluently express their opinions. The effectiveness will be measured by whether students can correctly understand the story they like and fluently express their own ideas. Purpose To help students apply language skills in a creative writing task and write the next part of the story. To encourage students to evaluate themselves and keep continuous improvement. To foster students' self⁃awareness and peer feedback. Step 5: Language points Students learn about specific language points from the reading material to enlarge their vocabulary and enhance their grammar understanding. Step 6: Exercise Ask students to complete the exercise. The effectiveness will be assessed by stu⁃dents' ability to use new vocabulary and grammatical structures correctly in context. Purpose To improve students' language skills by focusing on key linguistic elements from the text. Homework Required: Complete a continuation of Alice's story based on your own ideas. Optional: Read the relevant chapters of Alice in Wonderland and compare your continuation with the original text to identify the differences. Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　   学科网（北京）股份有限公司 $$