Unit 8 Once upon a Time-Section A 1a-1e 教学设计 2024-2025学年人教版英语七年级下册

该初中英语教学设计聚焦童话故事主题，核心知识点包括童话角色（prince, princess等）、场景（castle, forest）及动作词汇（bite, save），并结合一般过去时在故事叙述中的应用。课堂以知名童话角色图片快速激活兴趣，通过1a词汇匹配搭建听前支架，衔接1b、1c听力活动训练关键信息抓取，再以1d复述和小组讨论提升语言表达，形成连贯学习脉络。 亮点在于以“兴趣-支架-迁移”为主线，语言能力方面，听后复述故事、小组讨论“王子形象”等问题促进语言理解与表达；思维品质方面，听前引导预测故事内容，讨论角色行为培养分析思维；学习能力方面，作业要求用新词汇和一般过去时写故事并自主阅读童话，鼓励主动拓展。为教师提供可操作的“词汇-听力-口语”教学链，助力学生夯实故事主题语言运用与逻辑组织能力。

Unit 8 Once upon a Time-Section A 1a-1e This section of Unit 8 "Once upon a Time" focuses on introducing students to the topic of fairy tales and stories. It begins with a vocabulary activation related to common elements in stories, such as "prince", "princess", "castle", "forest" etc. through the 1a activity. The listening materials in 1b and 1c are designed to help students practice catching key information about story plots. The subsequent speaking activity 1d encourages students to retell the stories they heard, which aims to improve their oral expression and language organization skills. The overall content is centered around building students' basic understanding of story - related vocabulary and their ability to comprehend and communicate simple storylines. 教学目标 Students will be able to understand and use key words and phrases related to stories, such as "once upon a time", "prince", "princess", "castle", "hunter", "bite", "net", "promise" etc. accurately in sentences. They can understand the simple dialogues and monologues about stories, and extract key information like characters, settings, and main events. Students are capable of using the simple past tense correctly to describe the plots in stories, for example, "The prince saved the princess yesterday." "The hunter caught the wolf last week." They can pronounce the words and phrases involved in this lesson clearly and correctly, especially pay attention to the pronunciation of new words with specific phonetic symbols. 教学重难点 Key words and phrases: Make sure students can master and use the new words and phrases related to stories, including their spelling, pronunciation, and meaning in context. Simple past tense: Guide students to understand the formation and usage of the simple past tense, especially how to use it to describe past events in stories. Story comprehension: Train students to understand the main ideas, characters, settings, and plots of stories through listening and reading. A. Key Words Fairy tale characters: prince /prɪns/, princess /ˈprɪnses/, king /kɪŋ/, queen /kwiːn/, hunter /ˈhʌntə(r)/, witch /wɪtʃ/, fairy /ˈfeəri/ Settings: castle /ˈkɑːsl/, forest /ˈfɒrɪst/, palace /ˈpæləs/, village /ˈvɪlɪdʒ/ Actions: bite /baɪt/ (bit /bɪt/), promise /ˈprɒmɪs/, save /seɪv/, rescue /ˈreskjuː/, hunt /hʌnt/, transform /trænsˈfɔːm/ Others: once upon a time /wʌns əˈpɒn ə taɪm/, net /net/, magic /ˈmædʒɪk/ B. Key Phrases once upon a time: used to begin a story, meaning a long time ago. e.g. Once upon a time, there was a beautiful princess. bite through: to make a hole or opening in something by biting. e.g. The mouse bit through the rope. make a promise: to say that you will definitely do something. e.g. He made a promise to help his friend. live happily ever after: a common ending for fairy tales, indicating that the characters have a happy life from then on. e.g. The prince and the princess lived happily ever after. C. Grammar - Simple Past Tense Formation: Regular verbs: add - ed to the base form. For example, play - played, work - worked. Irregular verbs: have special past - tense forms. For example, go - went, eat - ate, see - saw. Usage: To describe an action that happened in the past at a specific time. e.g. She visited her grandparents yesterday. To tell a story about past events. e.g. Once upon a time, a little girl walked into the forest. 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some pictures of well - known fairy - tale characters, such as Snow White, Cinderella, and the Big Bad Wolf on the PPT. Ask students to name these characters in English as quickly as possible. T: "Boys and girls, look at the pictures on the screen. Who can tell me the names of these characters in English? Let's start!" Encourage students to raise their hands and answer. For each correct answer, give praise, like "Great job!" "You are so quick!" B. Pre - listening (10 minutes) Vocabulary presentation Present the new words and phrases related to stories on the PPT one by one. Teach students the pronunciation, spelling, and meaning of each word or phrase. For example, when teaching "prince", say, "Look at this word, 'prince'. It is pronounced as /prɪns/. A prince is the son of a king and queen. Usually, in fairy tales, the prince is brave and handsome. Let's read it together, prince." After presenting all the words, ask students to read them aloud several times in chorus and then individually to ensure correct pronunciation. 1a Have students look at the pictures in 1a. Ask them to match the words with the pictures. T: "Now, please open your books to page [X]. Look at the pictures in 1a. There are some words on the left. Try to match them with the correct pictures. You can work by yourself first." Give students a few minutes to complete the task. Then, check the answers together. T: "OK, let's check the answers. Number 1, what's the answer?" Call on students to answer. After each answer, ask, "Do you all agree?" C. While - listening (15 minutes) 1b Tell students that they are going to listen to a story. Before listening, briefly introduce the background of the story if necessary. T: "Now, we are going to listen to a story about a prince and a princess. Listen carefully and number the pictures in 1b in the order you hear them." Play the recording for the first time. Students listen and number the pictures. After the first listening, play the recording again. This time, students can check and correct their answers. Check the answers with the whole class. Ask students to explain why they numbered the pictures in that way. 1c Explain the task in 1c to students. They need to listen to the story again and fill in the blanks with the words they hear. T: "Listen to the story once more. This time, fill in the blanks in 1c with the words you hear. Pay attention to the spelling." Play the recording. Students listen and fill in the blanks. After listening, ask students to share their answers. Check the answers together and explain any difficult points or new words that appeared in the listening material. D. Post - listening (10 minutes) 1d Divide students into pairs. Ask them to retell the story they heard in 1b and 1c to their partners. They can use the pictures and the filled - in blanks as prompts. T: "Now, turn to your partner. Retell the story you heard just now. Try to use your own words as much as possible, but also include the important information in the story." Walk around the classroom and listen to students' retellings. Offer help and guidance when necessary, such as correcting pronunciation mistakes or suggesting better word choices. After a few minutes, call on some pairs to come to the front of the class and retell the story to the whole class. Give praise and positive feedback to the pairs for their good performance. Group discussion Pose a few questions related to the story, such as "What do you think of the prince? Why?" "If you were the princess, what would you do?" Divide students into groups of four or five. Have them discuss these questions in their groups. T: "Let's have a group discussion. I will give you some questions about the story. Discuss them in your groups. Each group member should share their ideas." Walk around the groups, listen to their discussions, and encourage students to express their opinions bravely. After the discussion, ask each group to choose a representative to share the group's opinions with the whole class. E. Summary and Homework (5 minutes) Summary Summarize the key points of this lesson with the students, including the new words and phrases, the usage of the simple past tense in story - telling, and the main content of the story they listened to. T: "Today, we learned a lot of new words and phrases about stories, like 'prince', 'princess', 'once upon a time' etc. We also learned how to use the simple past tense to tell a story. And we listened to an interesting story about a prince and a princess. Can you remember some important sentences in the story?" Call on some students to repeat some key sentences. Homework Ask students to write a short story using the new words and phrases they learned today and the simple past tense. The story should have at least 5 - 8 sentences. T: "For your homework today, I want you to write a short story. Use the words and phrases we learned in class and remember to use the simple past tense. You can draw some pictures to go with your story if you like. Hand it in next class." Also, ask students to read a fairy tale in English by themselves and be ready to share the story with the class next time. 教学反思 After this class, I think the overall teaching process went smoothly. The warming - up activity successfully aroused students' interest in fairy - tale topics, which made them more engaged in the following learning. The pre - listening vocabulary teaching laid a good foundation for students to understand the listening materials. However, during the while - listening process, some students still had difficulty catching the key information, especially when the recording speed was a bit fast. Maybe I should provide more pre - listening guidance, such as predicting the content of the story according to the pictures. In the post - listening activities, the pair work and group discussion were effective in promoting students' communication and thinking ability. But some students were a bit shy to share their ideas in front of the whole class. In the future, I need to create a more relaxed and supportive classroom atmosphere to encourage these students to express themselves bravely. Regarding the homework, I hope that by writing a story, students can further consolidate the knowledge they learned in class. And asking them to read a fairy tale by themselves can expand their reading volume and improve their reading ability. I will carefully check their homework and give detailed feedback in the next class. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$