Unit 8 Once upon a Time-Section A（2a-2e）教案 2024-2025学年人教版（2024）英语七年级下册

课程基本信息

学科

英语

年级

七年级

学期

春季

课题

Unit 8 Once upon a Time-Section A（2a-2e）

教学目标

Master the key vocabulary: once, upon, once upon a time, decide, go for a walk, basket, notice, all alone, dark, pick, pick up, look around, knock, door, answer, push, enter, bowl, little, either, hungry, thirsty, finish, all, asleep, in pieces, return, cry, point, shout, jump, into

Grasp the key structures:

Past tense of regular and irregular verbs (e.g., decided, noticed, knocked, pushed, entered, finished, slept, cried, pointed, shouted, jumped)

Sentence patterns: "Once upon a time, there was a little girl..." "She decided to go for a walk..." "She noticed a small house..." "She knocked on the door, but nobody answered."

Understand the main content of the fairy tale "Goldilocks and the Three Bears" in 2b, 2c and 2e.

重难点

1 Key Points

Mastery of the key vocabulary and past tense structures related to the fairy tale.

Understanding of the main plot and sequence of events of "Goldilocks and the Three Bears".

2 Difficult Points

Correct use of the past tense of irregular verbs (e.g., is-was, are-were, go-went, eat-ate, sleep-slept) in speaking and writing.

Ability to retell the main plot of the story using the key vocabulary and structures.

Understanding of the implicit moral meaning in the fairy tale.

教学过程

教学环节

学习活动（包含设计意图）

Step 1: Warming-up &

Greeting: The teacher greets the students in English: "Good morning, class! How are you today?" The students reply: "Good morning, teacher! We

Lead-in (5 minutes)

are fine, thank you. And you?" The teacher says: "I'm great, thanks. Today, we will learn a very interesting English fairy tale. Do you like fairy tales?"

2. Brainstorming: The teacher writes "Fairy Tales" on the blackboard and asks students to think about the fairy tales they know. The teacher encourages students to speak out, such as "Snow White", "Cinderella", "Little Red Riding Hood", etc.

3. Introduction of the topic: The teacher shows the pictures of Goldilocks and the Three Bears and says: "Today, we will learn a famous fairy tale called 'Goldilocks and the Three Bears'. Do you want to know what happened in this story? Let's start our lesson." Then the teacher writes the unit title "Once upon a Time" on the blackboard and explains the meaning of "once upon a time" (it is a phrase used at the beginning of fairy tales, meaning "a long time ago").

Design Intent:

• Greeting helps to build a good teacher-student interaction atmosphere.

• Brainstorming about fairy tales can arouse students' prior knowledge and interest in the topic, making them more willing to participate in the following teaching activities.

• Showing pictures and introducing the topic directly can let students know the main characters and the theme of the lesson, laying a foundation for the subsequent listening, speaking and reading activities.

Step 2: Presentation of Pronunciation Rules (12 minutes)

2.1 Pre-listening (2 minutes)

The teacher shows the word cards of the key vocabulary in 2a: once upon a time, decide, go for a walk, notice, house, knock, door and teaches the pronunciation and meaning of these words. The teacher asks students to read after him/her for 2-3 times.

The teacher explains the task of 2a: "Now, we will listen to a short audio. Please number the pictures (1-4) in the order you hear them." The teacher shows the pictures of 2a to the students and lets them look at the pictures carefully for 30 seconds.

2.2 While-listening (5 minutes)

The teacher plays the audio of 2a for the first time. The students listen carefully and try to number the pictures.

The teacher plays the audio again. The students check their answers and correct them if necessary.

The teacher asks a student to share his/her answers. Then the teacher shows the correct answers on the screen: 3, 1, 4, 2. The teacher explains the sequence of events briefly: Goldilocks decided to go for a walk → she noticed a house → she knocked on the door → she entered the house.

2.3 Post-listening (3 minutes)

The teacher asks students to describe the pictures using the key vocabulary and the past tense. For example, "Picture 1: Goldilocks noticed a small house." "Picture 2: Goldilocks entered the house." The teacher corrects students' pronunciation and grammar mistakes in time.

Design Intent:

Pre-listening activities (teaching key vocabulary and explaining the task) help students reduce the difficulty of listening and prepare for the while-listening step.

Playing the audio twice gives students enough time to catch the key information and ensure the accuracy of the answers.

Post-listening description activities can help students consolidate the key vocabulary and past tense structures, and improve their speaking ability.

Step 3: Controlled Practice (15 minutes)

3.1 Pre-listening (3 minutes)

1. The teacher teaches the new key vocabulary in 2b: bowl, little, either, hungry, thirsty, finish, all, asleep and uses pictures or body language to help students understand the meaning. For example, the teacher holds a bowl and says: "This is a bowl." The teacher touches his/her stomach and says: "I'm hungry."

2. The teacher explains the task of 2b: "We will listen to a longer audio