Unit 8 Wonderland Further study 教学设计 2024-2025学年译林版（2024）七年级英语下册

Unit 8 Wonderland-Further study Unit 8 "Wonderland" focuses on fantasy stories, which is a fascinating topic for Grade 7 students. In this further study, students will delve deeper into the world of fantasy. They will explore the features of fantasy stories, understand an article about fantasy, listen to a story named "Five Children and It", talk about their favorite stories, and write about what may happen next in a given story, like the adventures of Alice. This unit not only enriches students' vocabulary related to fantasy but also enhances their language skills in reading, listening, speaking, and writing. It stimulates students' imagination and creativity, allowing them to experience the charm of fantasy literature in the English language. 教学目标 Students are able to master new words and phrases related to fantasy stories, such as "fantasy", "adventure", "magical", "character", "explore", etc., and understand their meanings and usages. Students can understand the structure and main idea of an article about fantasy stories, and extract key information. Students will be familiar with the plot of "Five Children and It" through listening. 教学重难点 1. Key Points New words and phrases related to fantasy stories and their applications in different contexts. Understanding the characteristics and common elements of fantasy stories, such as magical settings, extraordinary characters, and adventurous plots. Grasping the main idea and details of the reading article and listening material. 2. Difficult Points How to help students understand the implicit meanings and cultural connotations in fantasy stories. Guiding students to use vivid and accurate language to describe their ideas when talking about favorite stories and writing the continuation of a story. Encouraging students to think creatively and break the limitations of traditional thinking in the process of story creation. 1. New Words and Phrases Fantasy (n.): an imagined world of magic and adventure. E.g. I like reading books full of fantasy. Adventure (n.): an exciting experience, usually involving danger or the unknown. E.g. They went on a great adventure in the forest. Magical (adj.): having special powers, like in a fairy tale. E.g. The magical wand can make wishes come true. Character (n.): a person or an animal in a story. E.g. The main character in this story is very brave. Explore (v.): to travel around a place to learn about it. E.g. We want to explore the mysterious island. Take place (phr.): to happen. E.g. The story takes place in a far - away land. Allow sb. to do sth. (phr.): to let someone do something. E.g. My parents allow me to watch TV on weekends. 2. Grammar Focus Simple past tense review: used to describe actions that happened in the past. E.g. Alice saw a strange rabbit yesterday. 3. Reading Skills Skimming: quickly read the text to get the general idea. Scanning: look for specific information, such as names, numbers, or key events. 4. Writing Skills How to start a story continuation: set the scene, introduce the main character's situation. Using proper connectives to make the story flow smoothly, such as "then", "suddenly", "after that". 教学过程 1. Warming - up (5 minutes) Greet the students as usual. Show some pictures of famous fantasy stories, like "Alice's Adventures in Wonderland", "Harry Potter", and "The Lord of the Rings" on the PPT. Ask students to identify the stories and briefly talk about what they know about them. For example: T: "Boys and girls, look at this picture. Who can tell me what story it is?" S: "It's 'Alice's Adventures in Wonderland'." T: "Great! Can you say something about Alice?" S: "Alice fell into a rabbit hole and had many strange adventures." 2. Lead - in (5 minutes) Ask students: "What do you think is fantasy? What are the features of fantasy stories?" Let them have a short discussion in pairs. Then invite some pairs to share their ideas. Summarize the features of fantasy stories on the blackboard: The story isn't set in the real world. It often takes place in another world and at a different time. Full of magic, like magical creatures, spells, and powers. Full of adventures, with the main characters facing various challenges. 3. Reading (12 minutes) Present an article about fantasy stories on the PPT. First, ask students to skim the article quickly and answer the question: "What is the main idea of this article?" Then, let students read the article carefully again and do a True or False exercise on the PPT to check their understanding of the details. For example: Fantasy stories always happen in the real world. (False) People like fantasy stories because they can escape from their daily lives. (True) After that, explain some difficult words and sentences in the article. For example, "Fantasy stories allow us to enjoy an imagined world and take a break from our everyday lives." Analyze the structure "allow sb. to do sth." and explain the meaning. Finally, ask students to retell the main idea of the article in their own words. 4. Listening (8 minutes) Tell students they are going to listen to a story named "Five Children and It". First, play the recording for the first time. Let students listen carefully and try to get a general idea of the story, such as who the main characters are and where the story takes place. Then play the recording again. This time, ask students to fill in a form on the PPT with details like the names of the five children, the magical creature they met, and one of their wishes. Check the answers together. Play the recording for the third time if necessary for students to correct their mistakes. 5. Speaking (8 minutes) Divide students into groups of four. Ask them to talk about their favorite fantasy stories in the group. They need to introduce the story, including the main characters, the plot, and why they like it. Each group chooses a representative to share their favorite story in front of the class. After each presentation, other students can ask some questions. For example: S1: "I like 'Harry Potter' best. Harry Potter is a brave boy who finds out he is a wizard and goes to Hogwarts School. He makes many friends and fights against the bad wizard Voldemort." S2: "Why do you think Harry Potter is brave?" S1: "Because he is not afraid of Voldemort and always tries his best to protect his friends." 6. Writing (7 minutes) Review the story of Alice briefly. Then show students the situation where Alice was small enough to go through the door but found she didn't have the key. Ask students to think about what may happen to Alice next. Let them make a simple outline in their minds, such as who or what Alice may meet, how she may solve the problem of getting the key. Give students 5 minutes to write the next part of the story. Walk around the classroom and offer help if necessary. After they finish writing, ask some students to read their stories aloud. Give them positive feedback and suggestions for improvement. 7. Summary and Homework (5 minutes) Summary: Review the key points of this class, including new words and phrases, features of fantasy stories, and what they learned from reading, listening, speaking, and writing. Emphasize the importance of using English to express their imagination and creativity. Homework: Ask students to write a more complete story about their own fantasy world, including at least 100 words. They need to use the new words and phrases learned in this class. Encourage students to read more fantasy stories in English, such as "The Chronicles of Narnia", and share their reading experiences in the next class. 教学反思 Positive Aspects: The use of pictures and multimedia in the warming - up and teaching process effectively attracted students' attention and aroused their interest in fantasy stories, making them more actively involved in class activities. Group discussion and pair work provided students with more opportunities to practice speaking English, and most students were willing to share their ideas with their partners and in front of the class, which improved their speaking confidence. The step - by - step design of reading, listening, speaking, and writing tasks was in line with students' cognitive laws, helping them gradually master the relevant knowledge and skills. Areas for Improvement: In the speaking part, although most students participated actively, some students still had difficulties in expressing their complex ideas clearly. In the future, more sentence patterns and expressions for story - telling can be provided in advance to help them. When dealing with the writing task, some students' creativity was limited. More inspiration and guidance on how to think outside the box can be given, such as showing more examples of creative story continuations. The time control in group discussion needs to be more accurate. Some groups didn't have enough time to fully discuss, while some groups spent too much time. In the future, set a more strict time limit and remind students in time. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$