Unit 4 Once upon a Time Over to you 教学设计 2025-2026学年鲁教版（五四学制）（2024）七年级英语上册

该初中英语教学设计围绕童话故事主题，核心知识点涵盖故事要素（character, plot, setting等）词汇、一般过去时与过去进行时的运用，以及故事结构化梳理。课堂导入通过展示灰姑娘舞会、白雪公主与七个小矮人等经典童话场景图片，引导学生用英语分享已知故事，自然过渡到故事要素复习，搭建从已知到未知的学习支架。 特色在于通过小组合作故事创作（使用角色、场景、事件图片卡）与故事分享评价（投票奖励），培养学生语言能力（用英语分析表达故事）、思维品质（创造与逻辑构建）及学习能力（合作与主动参与）。例如小组利用图片卡共同设计故事结构，分享时用所学词汇和时态表达，既提升语言运用能力，又激发创造力，为教师提供可操作的情境化教学活动。

Unit 4 Once upon a Time-Over to you This unit, "Once upon a Time," focuses on fairy tales and stories. In the "Over to You" part, students are encouraged to further explore the world of stories. They will encounter various activities related to storytelling, such as creating their own stories, analyzing story elements, and using the language learned in the unit to express ideas about stories. The content aims to enhance students' creativity in story - making, their understanding of story structures, and their language proficiency in narrative expressions. 教学目标 A. Knowledge Objectives Students will be able to master and use key vocabulary related to story - telling, such as "character," "plot," "setting," "beginning," "middle," "end," "magic," "adventure," etc. They can understand and correctly use the simple past tense and past continuous tense in the context of storytelling, which are frequently used in narrative texts. Students will learn different types of sentence patterns for describing characters, events, and settings in stories, like "There was/were...," "The main character was...ing when...," etc. B. Ability Objectives Be capable of creating their own short stories, organizing the content with a clear beginning, middle, and end, and using appropriate vocabulary and tenses. Analyze the elements of given stories, including characters, plot development, and settings, and express their understanding in English. Improve students' reading comprehension skills by reading different stories and answering related questions. Enhance students' oral communication skills through sharing their own stories and discussing stories with classmates. C. Emotional Objectives Foster students' interest in English reading and writing by engaging them in the process of story - making. Cultivate students' creativity and imagination in the context of English learning. Develop students' cooperation spirit through group work activities related to story - analysis and story - sharing. 教学重难点 A. Key Points The understanding and application of key vocabulary and sentence patterns for storytelling. The correct use of the simple past tense and past continuous tense in narrative writing and speaking. Helping students to structure their own stories with a logical flow. B. Difficult Points Distinguishing between the simple past tense and past continuous tense and using them accurately in different narrative situations. Encouraging students to create original and interesting stories with rich details and proper language use. Guiding students to analyze stories from a deeper perspective, such as understanding the theme and moral of a story. A. Vocabulary Story elements: Character: a person or an animal in a story (e.g., The main character of the story is a brave little girl.) Plot: the series of events in a story (e.g., The plot of this fairy tale is full of surprises.) Setting: the time and place where a story happens (e.g., The setting of the story is a magical forest in the old days.) Beginning: the start of a story (e.g., The beginning of the story tells us how the main character got into trouble.) Middle: the part in the middle of a story where the main events happen (e.g., In the middle of the story, the character met a helpful old man.) End: the conclusion of a story (e.g., At the end of the story, the prince and the princess lived happily ever after.) Descriptive words: Magic: having special powers (e.g., The magic wand can make wishes come true.) Adventure: an exciting and often dangerous journey or experience (e.g., The children went on an adventure in the mountains.) Brave: not afraid in difficult or dangerous situations (e.g., The brave knight saved the princess from the dragon.) Clever: quick at learning and understanding things (e.g., The clever fox outsmarted the hunters.) Beautiful: having qualities that give pleasure to the senses, especially sight (e.g., The beautiful princess had long golden hair.) B. Grammar Simple Past Tense: Used to describe actions that happened in the past and were completed. Structure: Subject + verb (past form) + object. For example, "She went to the park yesterday." Regular verbs form the past tense by adding "-ed" (e.g., play - played, walk - walked), while irregular verbs have their own unique past forms (e.g., go - went, eat - ate). Past Continuous Tense: Used to describe an action that was in progress at a specific time in the past. Structure: Subject + was/were + verb ( - ing form) + object. For example, "He was reading a book at 8 o'clock last night." C. Sentence Patterns "There was/were...": Used to describe the existence of something in the past. "There was a big castle in the forest." (singular) "There were many flowers in the garden." (plural) "The main character was...ing when...": Used to show two actions happening at the same time in the past, with one action in progress (past continuous) and the other interrupting it (simple past). "The main character was walking in the forest when she met a strange old woman." 教学过程 A. Lead - in (5 minutes) Show students some pictures of famous fairy - tale scenes, such as Cinderella at the ball, Snow White with the seven dwarfs, etc. Ask students: "Do you know these stories? Can you briefly tell me what happened in these stories?" Encourage several students to share their knowledge of these well - known fairy tales in English. Then introduce the topic of this class: "Today, we are going to explore more about stories and even create our own stories. Let's first review some important elements of a story." B. Knowledge Review (8 minutes) Vocabulary review Write the key vocabulary words on the blackboard, such as "character," "plot," "setting," etc. Invite students to come to the blackboard and draw a simple picture or write an example sentence next to each word to explain its meaning. For example, for "character," a student might draw a stick figure and write "This is a character in a story." Grammar review Present two sets of sentences on the PPT: Set 1 (simple past tense): "I played football yesterday." "She visited her grandparents last week." Set 2 (past continuous tense): "I was playing football at 3 o'clock yesterday afternoon." "She was visiting her grandparents when it started to rain." Ask students to observe the differences between the two sets of sentences and try to summarize the usage rules of the simple past tense and past continuous tense. Then, the teacher gives a more detailed and accurate explanation to confirm or correct students' understanding. C. Story Analysis (10 minutes) Provide students with a short and simple story, like "The Little Red Riding Hood." Distribute the story handouts to each student. Ask students to read the story silently for the first time, and then answer some basic questions: "Who are the main characters in the story?" "Where does the story happen?" "What is the main plot of the story?" After students answer these questions, ask them to read the story again carefully. This time, ask them to find examples of the simple past tense and past continuous tense in the story and mark them. Invite several students to share the sentences they marked and explain why the author used that particular tense in those sentences. Guide students to think about the theme or moral of the story. Ask: "What can we learn from this story?" Encourage students to express their opinions in English. D. Group Work: Story Creation (15 minutes) Divide students into groups of 4 - 5. Give each group a set of picture cards. The picture cards may show different characters (a knight, a witch, a dragon, etc.), settings (a castle, a forest, a cave, etc.), and some random events (finding a magic key, getting lost, etc.). In their groups, students are required to use these picture cards to create a story. They need to decide on the main characters, the setting, the beginning, middle, and end of the story, and how the plot will develop. While creating the story, they should use the vocabulary, grammar, and sentence patterns they have learned. Each group elects a representative to write down the story on a piece of paper. The teacher walks around the classroom, offering guidance and help when necessary, such as correcting grammar mistakes, suggesting better word choices, or helping with the story structure. E. Story Sharing and Evaluation (5 minutes) Invite each group to share their story with the whole class. The representative of each group reads out the story they created. After each group finishes sharing, the other students can ask questions or give comments. The teacher also gives positive feedback and suggestions for improvement. For example, praise the creativity of the story, the correct use of language, and then point out some areas that can be further polished, like unclear plot points or incorrect grammar. As a class, vote for the most interesting story, the story with the best - structured plot, and the story with the most accurate language use. Give small rewards (such as stickers or small English - learning cards) to the winning groups. F. Summary and Homework (2 minutes) Summary Briefly review the key points of this class, including the vocabulary, grammar, and the process of story - making. Emphasize the importance of using correct language and having a clear structure when creating stories. Homework Ask students to rewrite the story they created in class at home. They should add more details, such as more vivid descriptions of characters and settings, and make sure the language is more accurate and fluent. Encourage students to read an English storybook of their choice and write a short book report, including the main characters, plot, and their personal opinions about the story. 教学反思 Positive aspects The lead - in part with pictures of famous fairy tales successfully aroused students' interest and quickly engaged them in the class. It provided a smooth transition to the following knowledge review and story - related activities. The group work of story creation allowed students to actively participate in the learning process. They were able to combine their creativity with the language knowledge they had learned, and the interaction within the groups promoted communication and cooperation among students. The story - sharing and evaluation part gave students a platform to showcase their work and learn from each other. The voting system added an element of competition, which further motivated students to do their best. Areas for improvement In the grammar review section, some students still seemed confused about the differences between the simple past tense and past continuous tense. More real - life examples and practice exercises could be provided in future classes to strengthen their understanding. During the group work, there were a few groups where one or two students dominated the discussion, while some students participated less actively. In future group activities, more specific group - role - assignment methods could be adopted to ensure that every student has an equal opportunity to contribute. In the time management aspect, the story - sharing part was a bit rushed. Some groups did not have enough time to fully present their stories, and the discussion and evaluation were not as in - depth as expected. Next time, a more strict time - limit for each group's presentation should be set to ensure a more comprehensive sharing and evaluation process. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $