Unit 8 Wonderland Reading 教学设计 2024-2025学年译林版（2024）英语七年级下册

Unit 8 Wonderland-Reading This reading passage is from the classic fantasy work Alice's Adventures in Wonderland. It tells the story of Alice, who, on a sunny day, is sitting by the river with her sister. Bored, she suddenly sees a white rabbit with a pocket watch running by. Curiosity getting the better of her, she follows the rabbit and falls down a rabbit hole. During her fall, she experiences a series of strange things, like seeing a lot of doors, a small key, and a bottle labeled "DRINK ME". The story is full of vivid descriptions and unexpected plot twists, which can greatly stimulate students' imagination. 教学目标 Students will be able to understand and master key words and phrases in the passage, such as "pass by", "run across", "pocket", "hole", "hit", "get away", "by the river", "in one's pocket", etc. Students will be able to understand the main idea and detailed information of the passage, and summarize the story of Alice's adventure down the rabbit hole. Students will be able to understand and use the simple past tense correctly to describe past events, as the story is mainly told in this tense. 教学重难点 Teaching Key Points Key words, phrases, and sentence patterns in the passage, and students' ability to use them in context. Understanding the main plot and development of the story, and being able to summarize the story accurately. Mastering the simple past tense used in the story to describe past actions. Teaching Difficult Points Some long and complex sentences in the passage, such as "There were doors all around, but they were all locked. Alice could not get through any of them." Students may have difficulties in understanding the structure and meaning of these sentences. Helping students deeply understand the emotional changes of the character Alice in the story, and expressing their own understanding and feelings about the story in English. Key Words and Phrases pass by：走过；经过 Example: A strange man passed by me on the street just now. run across：偶然遇到；跑着穿过 Example: I ran across an old friend in the park yesterday. pocket：口袋 Example: He put his hands in his pockets. hole：洞；孔 Example: There is a hole in the wall. hit：打；撞 Example: The car hit a tree in the accident. get away：逃脱；离开 Example: The thief tried to get away, but was caught by the police. by the river：在河边 Example: They are having a picnic by the river. in one's pocket：在某人的口袋里 Example: I found a coin in my pocket. Key Sentence Patterns One sunny day, Alice was sitting by the river with her sister. (过去进行时表示过去某个时间正在进行的动作) She saw a white rabbit with a pocket watch running by. (see sb./sth. doing sth. 看见某人 / 某物正在做某事) There were doors all around, but they were all locked. (there be 句型表示 “有”，but 表示转折) Alice did not want to let the rabbit get away, so she jumped down the hole too. (so 表示结果，引导结果状语从句) Grammar - Simple Past Tense Form: The simple past tense of regular verbs is formed by adding -ed to the base form. For example, play - played, walk - walked. Irregular verbs have their own special forms, such as go - went, see - saw, do - did. Usage: It is used to describe actions or states that happened in the past at a specific time. Example: I visited my grandparents last weekend. 教学过程 1. Lead - in (5 minutes) Show students some pictures of famous fantasy stories, such as Harry Potter, The Lord of the Rings, and ask students if they know these stories and what they think are the common features of fantasy stories. Then play a short video clip of Alice's Adventures in Wonderland and ask students some questions: What can you see in the video? Do you know the name of this story? Have you ever read this story before? 2. Pre - reading (5 minutes) Introduce some new words and phrases in the passage by showing pictures or using body language. For example, show a picture of a pocket and teach the word "pocket", act out the action of running across and teach "run across". Let students repeat after the teacher several times to ensure they can pronounce correctly. Let students look at the title "Down the Rabbit Hole" and the pictures in the textbook, and ask them to predict what the story might be about. Encourage them to share their predictions with their partners. 3. While - reading (20 minutes) Skimming (3 minutes): Let students quickly read the passage and answer the following questions: Who is the main character of the story? Where did the story happen? What is the main idea of the story? Ask several students to share their answers and check the answers together. Scanning (7 minutes): Let students read the passage carefully again and find the answers to the following detailed questions: What was Alice doing at the beginning of the story? What did the rabbit look like? Why did Alice follow the rabbit? What did Alice see when she was falling down the rabbit hole? After students finish reading, ask them to work in pairs to compare their answers. Then invite some pairs to report their answers to the class. Text Analysis (10 minutes): Analyze the text structure: Divide the passage into two parts. The first part (Paragraphs 1 - 3) describes what happened before Alice fell down the rabbit hole, and the second part (Paragraphs 4 - 5) describes her experience after falling down. Explain key words, phrases, and sentence patterns: For the phrase "pass by", give more examples like "The bus passed by the stop without stopping." For the sentence "She saw a white rabbit with a pocket watch running by.", explain the structure "see sb./sth. doing sth." and let students make their own sentences. Analyze long and complex sentences. For example, for "There were doors all around, but they were all locked. Alice could not get through any of them.", explain the there be 句型 and the use of "but" for contrast. Analyze the emotional changes of Alice: Ask students to find words or sentences that can show Alice's emotions, such as "bored", "curious", "surprised", and discuss why she felt this way at different times. 4. Post - reading (10 minutes) Retelling (5 minutes): Ask students to retell the story in their own words. They can first retell it to their partners, and then invite several students to stand up and retell the story in front of the class. Give them some hints if necessary, such as the key words and the sequence of events. Group Discussion (5 minutes): Divide students into groups of four or five. Give them the following discussion topics: If you were Alice, what would you do when you saw the rabbit? What do you think is the most interesting part of the story? Why? Do you like this kind of fantasy story? Why or why not? Let each group choose a representative to share their discussion results with the whole class. 5. Summary and Homework (5 minutes) Summary: Summarize the key points of this class with students, including new words, phrases, sentence patterns, the main idea of the story, and the simple past tense. Homework: Ask students to write a short passage about their own fantasy adventure, using at least five new words and phrases learned in this class and the simple past tense. Encourage students to read more stories of Alice's Adventures in Wonderland after class and share their reading feelings in the next class. 教学反思 In the teaching process, the use of pictures, videos, and group discussions can effectively arouse students' interest and enthusiasm, making them more actively involved in classroom activities. However, some students may still be a bit shy to express their opinions in front of the class, and more encouragement and guidance are needed in the future. When teaching new words and long - complex sentences, the methods of using pictures, body language, and example sentences are helpful for students to understand. But for some students with relatively weak English foundations, more practice and individual tutoring may be required to ensure they can master these knowledge points. The retelling and group discussion activities can well train students' oral expression and thinking ability. However, in the future, more time can be allocated to let each student have more opportunities to speak and share, and at the same time, improve the efficiency of group activities to ensure that all students can truly participate. Regarding the teaching of grammar, although the simple past tense is introduced in the context of the story, some students may still have difficulties in using it correctly. In follow - up classes, more exercises and real - life examples can be provided to help students better master this grammar point. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$