Unit 8 Once upon a Time Section A (2a-2e) 教学设计 2025-2026学年人教版英语七年级下册

该初中英语教学设计围绕经典童话《皇帝的新装》展开，聚焦故事情节梳理（皇帝痴迷新衣、骗子谎言、官员附和、小孩揭露）、角色性格分析及核心词汇（emperor, lie, smart等）学习。课堂导入通过展示安徒生童话图片（如《小美人鱼》《卖火柴的小女孩》）激活学生已知，自然衔接本课主题，搭建新旧知识桥梁。 本资料亮点在于教学评一体化设计与核心素养深度融合，通过“图片导入-预测情节-流程图梳理-角色分析-复述展示”任务链，培养学生语言能力（复述故事时运用目标词汇）、思维品质（分析皇帝虚荣、小孩诚实等角色动机，讨论故事寓意）及学习能力（小组合作完成情节填写、角色对话推断）。如“Role on the wall”活动引导学生用形容词描述角色性格，“Further thinking”环节鼓励代入角色思考，既落实语言知识，又提升批判性思维，为教师提供清晰可操作的教学路径，激发学生学习兴趣。

Unit8 Once upon a Time Section A (2a-2e) 一、教材分析 Analysis of teaching material 【What】本课呈现的语篇是汉斯 克里斯蒂安 安徒生的经典童话《皇帝的新装》。故事围绕一位极度喜爱新衣的皇帝展开,他因两位骗子的谎言而陷入了一场荒谬的闹剧。骗子声称能织出只有聪明人才能看见的衣服,但实际上他们什么也没做。皇帝及其官员们虽看不见衣服,但为了不被认为愚蠢,纷纷违心地称赞衣服的美丽。最终,在游行大典上,一个小孩大声指出了皇帝没穿衣服的事实,引发众人哄笑,揭露了这场骗局。 【Why】本课设计的目的是通过这一经典童话,让学生在轻松愉快的阅读中学习和掌握 关于诚实、虚荣、智慧与愚蠢等主题的词汇和表达方式。同时,通过故事情节的发展,引导学生认识到诚实的重要性,以及虚荣心可能带来的负面后果。此外,故事中的角色塑造和情节设计也能够提升学生的想象力和批判性思维能力,让他们学会从不同角度审视问题,理解人性的复杂多面。 【How】本课采用童话故事的形式来呈现语篇内容,使得语言学习更加生动有趣,易于吸引学生的注意力。故事中使用了大量与诚实、虚荣、智慧等主题相关的词汇和短语,如 “emperor”、“clothes”、“clever”、“silly”、“laugh”等。这些词汇在故事中的自然用,有助于学生掌握并学会在实际交流中运用这些表达。故事情节紧凑,从皇帝对新衣的痴迷开始,到骗子的谎言,再到官员们的虚伪附和,最后以小孩的诚实揭露和众人的哄笑结束,每个部分都紧密相连,构成了完整的故事脉络。这种连贯的情节设计有助于学生快速理解故事内容,把握故事的主题和寓意。故事中角色鲜明,皇帝的虚荣、骗子的狡猾、官员的虚伪和小孩的诚实形成了鲜明的对比,有助于学生理解不同角色的性格特点和行为动机。同时,通过角色的对话和行动,学生能够更加深入地理解故事的主题和寓意,从而引发对诚实、虚荣等主题的深入思考和讨论。 二、教学内容 Teaching content 1. 获取并概述《皇帝的新装》的主要故事情节,包括皇帝对新衣的痴迷、骗子的谎言、官员的虚伪附和以及小孩的诚实揭露。深入分析并理解故事中角色的性格特点。 2. 复述故事内容,注重细节和情节的完整性,同时融入个人对故事主题和寓意的理解,展示对故事内容的深入掌握和思考。在班级中展示复述故事的成果,与同学分享对故事的理解和感悟,增进对故事内容的深入理解和思考。 三、教学目标 Teaching objectives Language Abilities (语言能力) Grasp the following important points as well as be able to listen and speak correctly. Students can understand and understand the key sentences and vocabulary in the story, such as: emperor, clothes, lie, smart, silly, etc. Students can read the story correctly, with the pronunciation and intonation being natural. Students can use the language knowledge to retell the main plot of the story. Learning Abilities (学习能力) Through listening and reading exercises, cultivate students' ability to obtain key information and reason and judge. Guide the students to learn to study jointly, and complete the story repetition and problem discussion together. Thinking Qualities (思维品质) Students are encouraged to think and analyze the behaviors and plots of the characters in the story and develop critical thinking. Through discussion and communication, students can stimulate their innovative thinking and adapt or write the story. Cultural Awareness (文化意识) Let the students understand the cultural connotation of the classic fairy tale "the Emperor's New Clothes". Guide students to think about the values of honesty and hypocrisy, and cultivate correct values and morality. 四、教学重难点 Teaching important and difficult points Teaching important points: Understand the story content, and master the key words and sentence patterns. Be able to answer questions based on the story content and complete the exercises. Ability to repeat the story fluently. Teaching difficult points: Understand the psychological and behavioral motivation of the characters in the story. Accurately use the language knowledge to repeat and discuss the story. 五、教学步骤 Teaching procedures Step1. Warm up Step2. Pre-listening Step3. While-listening Step4. Post-listening 六、教学评一体化教学过程设计 Teaching process 教学步骤 教学活动 效果评价 Step1. Warm up 1. Lead in T shows some pictures related to fairy tales, such as The Little Match Girl, The Little Mermaid, The Ugly Duckling and Thumbelina . Then ask the students whether they have read these stories, Do they know who wrote these stories? 观察学生能否 观察图片后,运 用准确的文字描述图片,对图片的 信息获取准确,合理。 Step2 Pre-listening 1. Pre-listening T introduces the situation and leads to the story to learn today "The Emperor's New Clothes", ask the students whether they know the story, stimulate their interest. T: “Here is Emma. She is sharing a story with her classmates. Let’s listen and say what story she is sharing?” T: “The Emperor’s New Clothes by Hans Christian Andersen. What do you know about the story?” 2. Predict T shows a picture about this story and involves students to observe it to answer these questions. 1). Who are the people in the picture? 2). Where are they? 3). What are they doing? 观察学生能否听部分录音并获取故事名称和作者名字,正确朗读。 观察学生能否根据图片预测并回答对应问题。 【设计目的】通过对图片信息的挖掘,激活学生词汇库。同时引入本节课的话题背景,引发学生讨论,激发学生的学习兴趣。 Step3 While-listening 1.2a Listen and circle T plays the recording of 2a and lets the students circle the colorful words while listening. 2. Read and find After the first listening, students read the story and find the main characters. T: “How many characters are there in this story? Who are they? Let’s read and find the main character.” 3.2b. Read and complete T presents the flow chart and guides students to quickly read the story of 2b and complete it. Students discuss the answers in groups, and teachers patrol and give guidance. 4.Pair work Then, students work in pairs. Each one should take turns to answer the questions in the dialogue to check answers. Use the dialogue as a guide to retell the flow chart. 【设计目的】圈画标注颜色的单词有助于学生聚焦于关键信息,提高词汇记忆和语言敏感度。通过制作思维导图,学生可以将文章中的关键信息和细节以视觉化的方式呈现出来,有助于巩固记忆和深化理解。填写细节信息则能够让学生更加深入地挖掘文章中的关键要素,提高信息提取和整理能力。 5.2c Read and answer Students read the story again and answer questions from 2c. Communicate the answers in the group, and the teachers participate in the discussion to understand the students' ideas and confusion. Each group will elect a representative to report the discussion results to the whole class, and the teacher will supplement and explain them. 【设计目的】通过具体的问题引导学生深入阅读文章,寻找并提取关键信息。这一过程旨在培养学生的阅读理解能力、信息检索能力和逻辑思维能力。同时,通过教师的指导核对答案,学生能够关注到答案语言的准确性,提升语言表达的规范性。 观察学生能否听录音后就能准确、快速地圈画出单词。 观察学生能否阅读文章后,准确找到人物角色。 观察学生能否 阅读文章后,准确地完成信息的填写。 观察学生能否在捋清故事情节后,根据流程图并用自己的语言准确复述 观察学生是否在阅读文章《皇帝的新装》时,能够细 致入微地捕捉文 章中的细节信息 Step4. Post-listening 1. Analyze-Role on the wall T guides students to analyze the personalities of the characters through their words and actions. Use some adjectives to describe. 2.2d Role analysis T shows the sentences in 2d, and lets the students think about which character in the story said each sentence. Students complete the exercises independently, and then answer the answers in groups. T invites the students to share the answers, and encourages them to make up more sentences the characters might say according to their personalities. 【设计目的】通过引导学生分析文本中的不同角色性格,体会文章中不同角色的话语,能够让学生更好地理解文章中的角色、情感和动机。同时,这一活动也培养了学生的角色意识和情感共鸣能力。 3. Further thinking T guides students to discuss in groups of these two questions: Q1: If you are in the story, will you choose to be the boy or the people in the street? Q2:What do you learn from the story? 4.2e Listen and retell the story Then, T plays the recording of 2e to let the students get familiar with the story content again. Students work in groups and retell stories to each other according to the mind map of plot development. Finally, invite several groups of students to repeat the stories on stage, and other students to listen carefully and give comments. 【设计目的】通过角色扮演的活动,学生能够更加深入地理解文章中的角色和情节,增强语言运用的实践性和趣味性。小组合作和班级分享则能够培养学生的团队协作能力和公开表达能力。同时,这一活动也有助于学生将所学知识应用于实际情境中,提高语言综合运用的能力 观察学生能否能根据文本句子分析文本中的人物特点和性格,并用适当的词语描述。 观察学生是否能够准确理解文章中的 对话内容,包括话语的含义、语境以 及情感色彩。观察学生是否能够有效运用文章中的线索来推断话语的说 话者。 观察学生是否能将自身代入人物 角 色进行思考,是否能理解故事背后的寓意并用自己的语 言清晰表述。 观察学生能否有意识进行句子韵律的处理。 学生在小组讨论和小组展示中能否准确地角色扮演,礼貌得体地完成角 色扮演,语言运 用得体、正确 家庭作业 Homework 必做 Review the keywords and sentence structures in today’s lesson. 选做 1.Try to retell the story to your partner. 2.Discuss with your partner about your feelings after learning the story 学科网(北京)股份有限公司 $