Unit 8 Wonderland Welcome to the unit 教学设计 2024-2025学年译林版（2024）七年级英语下册

该初中英语教学设计聚焦“奇幻故事”主题，围绕《渔夫和金鱼》等四篇中外经典奇幻故事，通过词汇学习、故事理解及表达训练，构建奇幻故事交流的语言框架。课堂导入展示《哈利波特》等奇幻电影场景图片，激活学生已知经验，搭建从影视到文本故事的学习支架，衔接后续图片、音频学习，形成从感知到理解的知识脉络。 特色在于多模态输入与互动输出结合，通过音频听辨故事、对话模仿创编提升语言能力，小组讨论故事主题价值观培养思维品质，融入中外经典故事增强文化意识。为教师提供结构化活动设计，助力学生在实践中提升语言运用与跨文化理解能力。

Unit 8 Wonderland-Welcome to the unit This unit focuses on the theme of "Wonderland", exploring a world of fantasy stories. The "Welcome to the unit" part is designed to introduce students to four classic Chinese and foreign fantasy stories through pictures, texts, and audio materials. It aims to activate students' prior knowledge and experience, cultivate their language skills of looking, listening, and speaking, and stimulate their interest in reading. This part consists of three main sections. The first section presents pictures and brief introductions of four fantasy stories, including "The Fisherman and the Goldfish", "Journey to the West", "Alice's Adventures in Wonderland", and "Peter Pan". The second section contains a dialogue between two students, Sandy and Simon, talking about the fantasy stories they know. The third section is an open - ended activity that encourages students to share the fantasy stories they are familiar with. 教学目标 Students will be able to recognize and understand the key vocabulary related to fantasy stories, such as "fisherman", "adventure", "magical", "character", "plot", "fantasy", etc. Students can learn about the main characters and plots of the four classic fantasy stories introduced in the textbook. Students will master the common expressions for asking about, describing, and evaluating fantasy stories, like "What's the story about?", "It's a story about...", "I think it's really interesting." 教学重难点 Teaching Key Points Help students master the key vocabulary and common expressions related to fantasy stories. Guide students to understand the main characters and plots of the four classic fantasy stories. Enable students to use the learned language to describe and discuss fantasy stories. Teaching Difficult Points Encourage students to overcome shyness and actively participate in oral communication, expressing their own unique views and feelings about fantasy stories. Cultivate students' ability to think deeply and critically about the themes and values reflected in fantasy stories. Key Vocabulary Nouns: fisherman (pl. fishermen), adventure, partner, paintbrush, collection, fantasy, god, character, lock, guide, plot, fairy, nurse, walking stick, peach, task, goal, note Adjectives: magical, low, locked, real Adverbs: happily, finally, suddenly Verbs: lend, hit, fit, notice, happen, set, imagine, fill, solve, decide, enter, reach, fail Key Phrases come true pass by across the field go through give up in the face of too...to... Key Sentences The fisherman catches a magical goldfish and it can make wishes come true. It’s a collection of ancient Chinese fantasy stories. There are some stories about dragons, gods and other magical characters. I can lend it to you. One sunny day, Alice and her sister sat by a river. She looked up and saw a white rabbit in a coat passing by. Alice stood up and ran across the field after the rabbit. Alice did not want to let the rabbit get away, so she jumped down the hole too. Alice saw a small key on a table, but it did not fit any of the doors. Then Alice noticed a small door and put the key into the lock. Alice tried to go through the door, but she was too big. It often takes place in another world and at a different time. Good fantasy stories take us on exciting adventures in worlds full of magic. They let us explore new lands and meet fantastic characters. Fantasy stories allow us to enjoy an imagined world and take a break from our everyday lives. 教学过程 Step 1: Warming - up (5 minutes) Greet the students as usual. Show some pictures of famous fantasy movie scenes, such as scenes from "Harry Potter", "The Lord of the Rings", etc. on the PPT. Ask students: "Do you know these movies? What kind of movies are they?" Guide students to answer "Fantasy movies". Then lead in the topic of today's lesson - fantasy stories. Step 2: Presentation (15 minutes) Show the pictures of the four fantasy stories in the textbook on the PPT one by one. For each picture, ask students to guess what the story might be about. For example, when showing the picture of "The Fisherman and the Goldfish", ask: "Look at this picture. There is a fisherman and a goldfish. What do you think will happen in the story?" Let students express their ideas freely. Then play the audio for each story. While playing the audio, ask students to listen carefully and match the pictures with the corresponding story plots on a hand - out worksheet. After listening, check the answers together. Explain the new words and phrases that appear in the stories. Use pictures, actions, or simple examples to help students understand. For example, when teaching the word "magical", show a picture of a magic wand and say: "Look, this is a magic wand. It has magical power. It can make things happen that are not normal." Write the new words and phrases on the blackboard and ask students to read them several times to remember. Step 3: Dialogue Learning (10 minutes) Present the dialogue between Sandy and Simon on the PPT. Let students read the dialogue silently for the first time and answer the question: "What two fantasy stories are they talking about?" Then play the recording of the dialogue. Students listen and imitate the intonation and pronunciation. After that, divide students into pairs and ask them to practice reading the dialogue. Walk around the classroom to offer help if necessary. Analyze the key sentences in the dialogue with students. For example, "What's the story about?" is used to ask about the content of a story; "It's a really interesting story. I like it very much." is used to evaluate a story. Write these key sentences on the blackboard and explain their usage. Ask students to create a new dialogue about another fantasy story they know. They can use the key sentences and the vocabulary they have just learned. Invite some pairs to come to the front of the class and act out their dialogues. Step 4: Group Activity (10 minutes) Divide students into groups of four. Ask each group to choose a fantasy story they are familiar with. It can be one of the stories they have learned today or other stories they know, like "Snow White", "The Wizard of Oz", etc. In the group, students are required to discuss the following aspects of the story: the main characters, the plot, what they like most about the story, and what they have learned from the story. Each group member should take turns to speak. After the discussion, each group selects a representative to give a presentation to the whole class. The representative should introduce the story briefly based on the group's discussion. Encourage other students to listen carefully and ask questions if they have any. Step 5: Summary and Homework (5 minutes) Summarize the key points of this lesson with students, including the new vocabulary, phrases, sentences, and the main content of the four fantasy stories. Review the common expressions for talking about fantasy stories. Assign homework: Ask students to write a short passage about their favorite fantasy story. They should include the main characters, the plot, and their feelings about the story. The passage should be at least 80 words. Encourage students to read more fantasy stories after class and share them with their classmates next week. 教学反思 After teaching this lesson, I think the overall teaching process went smoothly. The warming - up activity successfully attracted students' attention and aroused their interest in fantasy stories. The presentation of the four classic fantasy stories through pictures and audio was vivid, which helped students understand the stories better. However, during the dialogue learning part, some students were still a little shy to speak English in pairs. In the future, I need to create a more relaxed and supportive atmosphere to encourage them to open their mouths. The group activity was quite effective in promoting students' cooperation and communication skills. But some groups spent too much time on discussion and did not leave enough time for the representative to make a complete presentation. Next time, I will set a stricter time limit for group discussion. For the homework, I hope it can help students consolidate what they have learned in class and further develop their writing skills. Overall, I will make adjustments according to the students' performance in this lesson to improve my teaching quality in the future. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$