Unit 8 Once upon a Time Section A (1a-1e) & Pronunciation 教案 2024-2025学年人教版英语七年级下册

富县羊泉初级中学课堂教学设计 课型 听说课 课题 Unit 8 Once upon a Time Section A (1a-1e) & Pronunciation 时间 年级 七年级 科目 英语 课时 2 授课人 课标关于 本单元的 教学要求 主题: 本单元围绕 “经典故事” 展开。该主题属于 “人与社会” 范畴中 “跨文化沟通与交流,语言与文化;中外戏剧等艺术形式中的文化价值和作品赏析;中外文学史上有代表性的作家和作品” 子主题。 本单元的通过核心问题 “Why do we tell stories?” 引导学生思考故事的价值和意义,并进行分享。Section A的引导性问题是 “What are your favourite stories?” 鼓励学生分享各自喜爱的故事,互相交流,汲取故事中的养分,涵养品格。Section B的引导性问题是 “What can stories teach us?” 展开,呈现了根据安徒生的经典童话故事《丑小鸭》,引导学生通过分析故事情节、角色行为和心理等探究故事寓意,获得人生感悟。通过本单元的学习,学生能够认识到阅读哲理故事对自身成长的价值,并培养对此类文本的阅读兴趣,发展讲故事的能力,体会人生价值和生命意义。 课标、教参关于本课中的要求及建议 要求: 1.能够正确认读、书写寓言故事中的相关词汇,在语境中理解其意义;能够准确从对话中提取关键信息,包括情节发展、角色性格和寓意;能正确识别并读出字母组合ch、ph、sh、th、wh在单词中的发音,准确读出动词过去式规则变化的发音。 2.复述的故事应包含完整的背景、主要角色和关键事件,情节连贯,细节描绘详细,使听众能够清晰地理解故事情境和角色性格。 3.能够明确阐述故事的主题或寓意,使听众能够从中获得启示或感悟 建议: 听前头脑风暴活动是一种有效的听力准备方法。在上述步骤中,教师通过创设举办故事大赛的情境,引导学生分享自己喜欢的故事,不仅能够激活学生的思维,还为接下来的听力活动作铺垫。 本课 教学 目标 1.学习理解:能够在班级故事会的学习情境中,运用恰当的听力策略,听懂故事的主要情节和细节信息,并能根据这些信息将故事情节排序,梳理出故事的发展逻辑;掌握字母组合ch、ph、sh、th、wh的常见发音规律,并能听辨且准确读出含有这些字母组合的常见单词。 2.应用实践:能够概括故事梗概,并用一般过去时连贯、完整地复述所听到的故事。 3.迁移创新:能够针对故事内容发表自己的看法,对故事中人物的行为进行思考和评价,深入理解故事的寓意。 教学 重难点 重点: 掌握重点词汇和短,理解与故事场景相关词汇;在讲述过去发生的故事时正确运用一般过去时;听懂两则故事的对话内容,准确捕捉关键信息;用英语较为流利地复述故事。 难点: 不规则动词过去式的准确记忆和正确运用;在口语表达中自然且准确地使用一般过去时;克服对话中可能存在连读、弱读等语音现象,准确捕捉信息;复述故事时,逻辑清晰、连贯条理。 教学方法 任务型教学法、情境教学法相结合。 学习方法 课前预习、听说结合和俩俩对话的方法 教学准备 教师:书本、多媒体课件、黑板 学生:课前预习 教学过程 设计意图 Step 1. Lead-in 1.Show the objects of this unit and make sure Ss can understand them. Let ss observe the picture and ask questions. (1) What are the students in the photo doing? (2) How do you think they feel about it? (3) What do you think the teacher is helping them with? 2.The teacher creates a situation of story-telling competition. T: Welcome to the programme Telling Chinese Stories! Today we are going to learn about telling stories and have a competition! So what do you know about Chinese stories? Can you tell me some famous stories? Step 2. Listening 1.Pre-listening Observe the picture and try to guess the names of the stories. Match the names with the pictures. Sa: What is your favorite story? Sb: My favorite story is... What about you? Sa: I like ... best. 2. While-listening (1) Listen to the conversations and choose the stories that are mentioned. (2) Listen to the first conversation. Put the sentences in order. Which story is talked about? _The mouse bit through the net. _The hunter caught the lion. _The lion let the mouse go. _ The lion caught the mouse. _The mouse promised to help the lion. (3) Listen to the second conversation. Choose the correct words to complete the sentences. ①Long ago, a farmer_ his horse. A.lost B. killed C.sold ②The farmer’s horse came back with _ other horses. A.five B.six C.seven ③The farmer’s son broke his _. A.head B.arm C. leg ④The_ didn’t have to join the war. A.farmer B.farmer’s son C.farmer’s neighbour 3. Post-listening (1) Help ss to analyze the content of the conversation and encourage them to retell the story by offering pictures. (2) Discuss these questions: Conversation 1 ①Why do you think the lion laughed when the mouse promised to help him? ②Do you like the story about the lion and the mouse? Why or why not? Conversation 2 ①Did the farmer feel very sad when bad things happened? ②Was the farmer wise? Why or why not? ③What can we learn from this story? (3) Have a discussion about the moral of stories and share their ideas in class, for example, kindness is never wasted. (4) Let Ss work in groups and tell other stories. Provide some useful expressions and the evaluation standards. The teacher walks around the classroom to offer help if necessary. Step 3. Pronunciation 1. Play the recording. Guide ss to pronounce the letters well with the help of the video and imitation. 2. Provide a game for ss to practice the sounds. 3. Listen and repeat. Notice how the unstressed words are pronounced. Step 4. Conclusion With T’s help, have a conclusion about what they’ve learned this lesson. Offer the self-assessment to help Ss have a reflection. Step 5. Homework  (1) Remember the new words and useful expressions; (2) Make up three conversations by using the sentence patterns we have learnt in 1d. (3) Finish the exercise book. 通过单元主题图导入本单元主题,创设 “讲故事大赛”情境,激发学生兴趣。 利用多媒体资源帮助学生增加相关故事的背景知识,引导学生认识故事所涉及的部分词汇;通过观察教材上的故事图案并讲述故事大致内容,旨在培养学生的观察力和理解力 引导其关注故事情节的先后顺序,厘清事件发生的逻辑关系,培养其预测能力和逻辑思维能力;学生通过听取细节信息补全梗概,可以整体把握故事发展的脉络。 通过复述故事给同伴听,促进语言内化,学生不仅能提高听力理解能力,还能增强逻辑思维能力和批判性思维能力。 帮助学生深化对字母组合ch, ph, sh, th, wh发音规律的认识,加深对辅音发音规则的理解,丰富学生的词汇量,培养自主学习能力。 引导学生进行课堂小结和学情反思,从故事中获得启示或感悟。 板书 设计 教后 反思 学科网(北京)股份有限公司 $$