Unit 8 课时1 Welcome to the unit（教学设计） 2025-2026学年译林版七年级英语下册

该初中英语教学设计聚焦奇幻故事主题，围绕核心词汇（如fantasy, magic）及表达句型（如“I like... because...”）展开。通过“Magic Box”情境展示《爱丽丝漫游奇境记》《西游记》等封面，激活学生认知，引出“fantasy”概念，搭建词汇与文化背景支架，衔接后续图片分析与调查任务。 此设计以情境任务驱动核心素养发展，“Picture Detective”小组观察图片推测情节，提升思维品质；融合中外奇幻故事，增强文化意识；“Survey & Share”任务让学生运用句型交流喜好，提升语言能力。分层作业满足差异需求，助力教师高效教学，激发学生学习兴趣与创造力。

《Unit 8 Wonderland》第1课时教案 学科 英语 年级册别 七年级下册 共7课时 教材 译林版初中英语七年级下册 授课类型 新授课（Welcome to the unit） 第1课时 教材分析 教材分析 本单元主题为"Fantasy and imagination"，旨在引导学生进入奇幻世界。Welcome to the unit板块通过展示《爱丽丝漫游奇境记》、《彼得·潘》、《西游记》等经典文学作品的封面及插图，激活学生关于“奇幻故事”的已有认知。板块A部分呈现了四幅生动的插图，分别对应不同的奇幻元素：会说话的动物、魔法人物、神话英雄和飞行的场景，旨在激发学生的阅读兴趣。板块B部分则是一个简单的问卷调查活动，引导学生思考自己最喜欢的奇幻故事及其原因，为后续的阅读和写作打下情感与语言基础。本课时是整个单元的导入，重在营造氛围，激发兴趣，并初步接触相关词汇。 学情分析 七年级学生正处于形象思维向抽象思维过渡的阶段，对充满想象力的童话故事有着天然的兴趣。他们在小学阶段已经接触过如《白雪公主》、《灰姑娘》等简单童话，具备了一定的词汇储备和简单的表达能力。然而，对于西方经典奇幻文学作品（如《彼得·潘》、《爱丽丝漫游奇境记》）的了解可能较为浅显，缺乏系统的背景知识。此外，学生在用英语描述故事情节、表达个人喜好时，往往存在词汇匮乏、句式单一的问题。本课将通过丰富的图片和视频资源，降低认知难度，搭建语言支架，鼓励学生大胆开口，从“敢说”到“会说”。 课时教学目标 Language Ability 1. 能够准确朗读并理解核心词汇：fantasy, magic, character, story, novel, adventure, journey, wonderland, imagine, happen, suddenly, finally, decide, born。 2. 能够运用句型"What do you think of...?" "I like... because..."表达对不同奇幻故事的看法及理由。 Cultural Awareness 1. 了解《爱丽丝漫游奇境记》、《彼得·潘》、《西游记》等中外经典奇幻文学作品的简要背景。 2. 感受中西方奇幻文化的异同，培养对多元文化的尊重与包容。 Thinking Quality 1. 能够通过观察图片细节，推测故事情节，发展逻辑推理能力。 2. 能够结合生活实际，发挥想象力，构思属于自己的奇幻故事片段。 Learning Ability 1. 能够通过小组合作，分享阅读经验，共同完成调查任务。 2. 能够利用多媒体资源辅助学习，提高获取和处理信息的能力。 教学重点、难点 重点 1. 掌握与奇幻故事相关的核心词汇和短语。 2. 能够流利地谈论自己喜欢的奇幻故事及其原因。 难点 1. 在口语交流中灵活运用一般过去时和一般现在时描述故事内容和个人感受。 2. 深入理解"Fantasy"的含义，并能用英语创造性地表达自己的想象。 教学方法与准备 教学方法 情境教学法、任务型教学法、合作探究法、直观演示法 教具准备 多媒体课件（含经典电影片段、书籍封面）、单词卡片、思维导图海报、调查表 教学环节 教师活动 学生活动 Step 1: Story Magic Box 【5分钟】 一、Magic Box Reveal （1）、创设情境，引入主题 T: Good morning, boys and girls! Today, I have a special "Magic Box" in my hand. It's not an ordinary box; it's a time machine that can take us to a magical world. Are you ready to open it? Let's count together: One, two, three, Open! (教师打开盒子，PPT展示四个巨大的问题图标：What is fantasy? Who are the characters? Where does the story happen? What happens next?) T: Look at these questions. They are the keys to our Wonderland today. First, let's look at some pictures from famous books. Do you know them? （2）、图片激趣，初识概念 T: (PPT展示《爱丽丝漫游奇境记》封面) Look! A little girl falling down a rabbit hole. This is Alice. She goes to a very strange place. What do we call this kind of story? Yes, it's a fantasy story. Fantasy means something imaginary, not real. It has magic, monsters, or talking animals. T: (PPT展示《彼得·潘》封面) Here comes a boy who never grows up. He can fly! He lives in Neverland with fairies and pirates. This is also a fantasy story. T: (PPT展示《西游记》孙悟空图片) And this one? A monkey king who can turn into 72 shapes! He travels far away to get scriptures. This is a Chinese fantasy story. T: So, what is the common word for all these stories? That's right! "Fantasy". Let's read it together: F-A-N-T-A-S-Y, fantasy. （3）、词汇操练，强化记忆 T: Now, let's play a game called "Flashcard Match". I will show you a picture, and you must say the word quickly. If you are right, you get a star. (Teacher shows cards: magic wand, dragon, wizard, fairy, monster) T: Great job! You all know many words about fantasy. Now, look at the book cover on Page 92. There are four pictures. Let's see what they are. 1. 跟随老师一起倒数，兴奋地打开“魔法盒”，进入课堂情境。 2. 观察PPT展示的书籍封面和图片，积极回答老师提出的问题，尝试说出已知的英文单词。 3. 跟读单词"fantasy"，并模仿老师展示的图片说出对应的词汇（magic, flying, etc.）。 4. 参与"Flashcard Match"游戏，快速反应并大声说出单词，争取获得星星奖励。 评价任务 发音准确：☆☆☆ 反应速度：☆☆☆ 积极参与：☆☆☆ 设计意图 通过“魔法盒”这一主线情境，迅速抓住学生的注意力，利用视觉冲击强烈的图片激活学生的背景知识，自然引出单元主题"Fantasy"，并在轻松的氛围中复习和预习核心词汇，为后续的深度阅读扫清障碍。 Step 2: Picture Detective 【15分钟】 二、Detective Work: Analyzing the Pictures （1）、分组观察，提取信息 T: Now, let's become "Picture Detectives". Please work in groups of four. Look at Part A on Page 92. There are four pictures. Each group chooses one picture to study carefully. You need to answer three questions: 1. Who/What is in the picture? 2. What are they doing? 3. What makes it a fantasy story? (教师巡视指导，提供句型支架： - In the picture, I can see... - They are... - It is a fantasy story because there is...) （2）、汇报交流，深度解读 T: Time is up! Which group wants to share first? Let's start with Picture 1. Group 1: In the picture, we can see a boy and a big bird. The boy is sitting on the goose's back. They are flying over a castle. It is a fantasy story because birds cannot carry people like this, and the boy looks small like a toy. T: Excellent! You found the key point. This is from *The Wonderful Adventures of Nils*. Nils was turned into a small person by a magical man. Can anyone guess what happened *suddenly*? Yes, he became small. T: Let's move to Picture 2. Group 2, please. Group 2: We see a girl with a red scarf. She is holding a sword. There are many animals around her. She looks brave. It is a fantasy story because she talks to animals and fights bad guys. T: Very good! This is Mulan? No, wait. Look closely. Is it Mulan? Actually, this might be from a different story. Let's look at the text below. Oh, it's about a girl who can talk to animals. Wait, let's check the textbook again. Ah, this is actually a scene from a story where a girl meets a magical creature. Let's focus on the action. She is fighting or playing with animals. T: Now, Picture 3. Group 3. Group 3: We see a monkey. He is holding a golden stick. He is jumping in the air. There are clouds around him. It is a fantasy story because monkeys cannot fly and hold magic sticks. T: Perfect! This is the Monkey King from *Journey to the West*. He is very strong and clever. He can change his shape. T: Finally, Picture 4. Group 4. Group 4: We see a boy who never grows up. He is flying with a fairy. There is a pirate ship in the background. It is a fantasy story because Peter Pan can fly and live forever. T: Amazing! All of you did a great job. You found out that these stories have magic, flying, talking animals, and heroes who are special. （3）、语法渗透，时态感知 T: When we talk about these stories, we often use the past tense because the stories happened long ago. For example: "Nils *was* turned into a small person." "Peter Pan *flew* over London." But when we describe the plot generally, we use the present tense: "Alice *falls* down the rabbit hole." "The Monkey King *can* fight." T: Let's try to make sentences about Picture 1. "Nils *rides* on the goose." "They *fly* high." "He *decides* to be kind to animals." 1. 四人一组，仔细观察课本Part A的四幅插图，讨论并记录关键信息（Who, What, Why fantasy）。 2. 代表小组上台汇报观察结果，尝试使用提供的句型结构进行完整表达。 3. 认真倾听其他组的汇报，补充或纠正信息，对比不同故事的特点。 4. 跟随老师的引导，尝试用一般现在时和一般过去时描述故事中的动作和状态，感知两种时态在叙事中的区别。 评价任务 信息完整：☆☆☆ 表达流畅：☆☆☆ 合作默契：☆☆☆ 设计意图 通过“侦探”角色代入，让学生带着任务去观察图片，培养观察力和信息提取能力。小组合作促进了生生互动，让不同水平的学生都能参与进来。同时，在描述故事的过程中，自然地渗透了一般过去时和一般现在时的用法，为后续的语法学习做铺垫，避免枯燥的规则讲解。 Step 3: Survey & Share 【15分钟】 三、Survey: My Favorite Fantasy （1）、示范调查，明确任务 T: Now, let's do a survey. Look at Part B on Page 92. "Do you like fantasy stories? Why?" I want to know your favorite fantasy story. Let me show you how to do it. (Teacher interviews a student) T: Hi, [Student Name]. Do you like fantasy stories? S: Yes, I do. T: What is your favorite fantasy story? S: *Harry Potter*. T: Why do you like it? S: Because it is exciting. There are many magic spells and brave wizards. T: Thank you! I wrote it down. Now, it's your turn. Please ask your partner the same questions. (板书句型框架： A: Do you like fantasy stories? B: Yes, I do./No, I don't. A: What is your favorite...? B: My favorite is... A: Why do you like it? B: Because it is... / Because I can learn...) （2）、同伴互访，填写表格 T: Please work in pairs. Ask and answer. Then fill in the table in your workbook or on the worksheet. Remember to write down the name of the story and the reason. (学生两人一组进行对话练习，教师巡视，提供帮助，特别是针对"Why"的回答，引导学生使用具体的形容词如 exciting, interesting, funny, educational, touching等，而不仅仅是 "good"。) （3）、全班展示，拓展延伸 T: Time's up! Who would like to share your partner's favorite story? S1: My partner is Li Hua. His favorite story is *Journey to the West*. He likes it because he thinks the Monkey King is very cool and brave. S2: My partner is Sarah. She loves *Cinderella*. She says it is beautiful and teaches us to be kind. T: Wonderful! We have so many different stories here. Some are Chinese, some are Western. Some are old, some are new. They all belong to the world of fantasy. They make us happy and let us use our imagination. T: Now, think about this: If you could create a fantasy story, what would it be? Would you have a magic pet? Would you live in a floating city? Just keep this idea in your mind. We will write about it later! 1. 认真聆听老师的示范对话，理解调查的流程和关键句型。 2. 与同桌结对，互相询问对方是否喜欢奇幻故事、最喜欢哪一部以及原因。 3. 记录同伴的回答，注意拼写故事名称，并尝试用完整的句子记录理由。 4. 邀请部分学生向全班介绍同伴的故事，锻炼公众演讲能力；最后思考并构思自己的奇幻故事创意。 评价任务 问答正确：☆☆☆ 理由充分：☆☆☆ 书写规范：☆☆☆ 设计意图 此环节是语言的输出与应用环节。通过真实的调查任务，让学生在语境中运用目标语言。同伴互助降低了开口说的焦虑感。最后的“创意构思”环节将课堂推向高潮，激发学生的创造力和想象力，为单元后续的写作任务埋下伏笔，实现从输入到输出的闭环。 Step 4: Summary & Homework 【10分钟】 四、Summary & Extension （1）、思维导图总结 T: Let's review what we learned today. (Teacher draws a mind map on the blackboard) Center: Unit 8 Wonderland Branch 1: Words - fantasy, magic, character, adventure, journey, wonderland, imagine, happen, suddenly, finally, decide, born. Branch 2: Stories - *Alice in Wonderland*, *Peter Pan*, *Journey to the West*, *The Wonderful Adventures of Nils*. Branch 3: Sentences - "Do you like...?", "My favorite is...", "Because..." T: Read the words and sentences with me. Pay attention to the pronunciation of 'suddenly' and 'finally'. （2）、分层作业布置 T: For homework, I have prepared three levels for you. Choose one that suits you best. Level 1 (Basic): Copy the new words 3 times and recite them. Level 2 (Intermediate): Draw a picture of your favorite fantasy story and write 3 sentences to introduce it (e.g., This is... He/She can...). Level 3 (Advanced): Write a short paragraph (about 50 words) about "My Dream Fantasy World". Describe what you can see, hear, and do in your world. T: Don't forget to bring your drawings or writings to the next class. Class is over! See you next time! 1. 跟随老师一起回顾本节课的核心词汇、故事名称和关键句型，完善黑板上的思维导图。 2. 根据自身情况，自主选择一项作业任务。 3. 整理笔记，清理桌面，准备下课。 4. 期待下节课展示作业成果。 评价任务 背诵流利：☆☆☆ 作业选择：☆☆☆ 课堂专注：☆☆☆ 设计意图 通过思维导图帮助学生梳理知识结构，形成系统化的认知。分层作业设计尊重了学生的个体差异，让优等生有挑战，后进生能达标。最后的结语再次升华主题，鼓励学生在奇幻世界中保持好奇心。 Step 5: Evaluation & Reflection 【Bonus Time】 N、Evaluation （N）、Self-Assessment Today, I felt confident when I talked about my favorite story.☆☆☆ I learned 5 new words today.☆☆☆ I worked well with my partner.☆☆☆ （N）、Teacher's Feedback Most students participated actively. The "Magic Box" strategy was effective. Some students struggled with the pronunciation of "suddenly", which needs more practice in the next lesson. Design intention: To encourage self-reflection and provide immediate feedback. 1. 根据课堂表现进行自我评价。 2. 听取老师的反馈，明确改进方向。 评价任务 自我反思：☆☆☆ 接受建议：☆☆☆ 态度端正：☆☆☆ 设计意图 通过简短的自评和师评，培养学生的元认知能力，让他们意识到自己的学习过程，并为下一课时的教学调整提供依据。 Step 6: Closing Ritual 【Final Minute】 N、Goodbye （N）、Magic Spell T: Before we leave, let's cast a magic spell. Say "Abracadabra" together and imagine your dream world coming true! All: Abracadabra! (Students wave their hands and smile) T: Have a wonderful day, everyone! 1. 集体喊出咒语，挥手告别，在愉快的氛围中结束课程。 评价任务 参与仪式：☆☆☆ 情绪高昂：☆☆☆ 礼貌告别：☆☆☆ 设计意图 通过仪式感强的告别环节，巩固课堂氛围，让学生在快乐中结束学习，增强对英语课的喜爱。 作业设计 一、基础巩固题 1. Fill in the blanks with the correct forms of the words in brackets. (1) Alice ______ (fall) down the rabbit hole and saw a white rabbit. (2) Peter Pan ______ (decide) to fly to Neverland with Tinker Bell. (3) The Monkey King ______ (born) from a stone. He is very strong. (4) Suddenly, the door ______ (open) and a dragon came in. (5) They ______ (have) a wonderful adventure yesterday. 2. Translate the following phrases into English. (1) 奇幻故事 ____________ (2) 魔法棒 ____________ (3) 冒险旅程 ____________ (4) 仙境 ____________ (5) 突然发生 ____________ 二、能力提升题 3. Read the short passage and answer the questions. Once upon a time, there was a boy named Tom. He lived in a small village. One day, he found a magic book. When he opened it, a fairy appeared. "I am the guardian of this book," she said. "You can go to any place you want." Tom was surprised. He decided to visit a castle in the sky. They flew for hours. Finally, they arrived. The castle was made of gold. Tom was very happy. He wanted to stay there forever. Q1: What did Tom find one day? Q2: Who appeared when he opened the book? Q3: Where did they go? Q4: What was the castle made of? 三、创新拓展题 4. Drawing and Writing: Imagine you have a magic wand. What would you do? Draw a picture of your magic world and write 3 sentences about it. Example: I have a magic wand. I can make flowers bloom everywhere. I can talk to animals. My world is full of happiness. 【答案解析】 一、基础巩固题 1. (1) fell (2) decided (3) was born (4) opened (5) had 2. (1) fantasy story (2) magic wand (3) adventure journey (4) wonderland (5) happen suddenly 二、能力提升题 3. Q1: He found a magic book. Q2: A fairy appeared. Q3: They went to a castle in the sky. Q4: The castle was made of gold. 三、创新拓展题 (答案略，鼓励学生发挥想象力，言之有理即可) 板书设计 Unit 8 Wonderland Welcome to the unit [中心图：Wonderland Castle] | +--- Key Words -------------------> +--- Famous Stories | fantasy, magic, character | • Alice in Wonderland | adventure, journey, wonderland | • Peter Pan | imagine, happen, suddenly | • Journey to the West | finally, decide, born | • The Wonderful Adventures of Nils | | +-------------------------------------+ | Key Sentences | | Do you like fantasy stories? | | Yes, I do. / No, I don't. | | What is your favorite...? | | My favorite is... | | Why do you like it? | | Because it is... / Because... | | | | Grammar Note: | | Past Tense: happened, decided | | Present Tense: is, can, fly | | | +--------------------------------------+ 教学反思 成功之处 1. 情境创设新颖：“魔法盒”的引入极大地激发了七年级学生的学习兴趣，课堂气氛活跃，学生参与度极高。 2. 任务驱动有效：通过“侦探找线索”和“采访调查”两个主要任务，让学生在真实语境中运用了目标语言，避免了机械操练。 3. 文化融合得当：在介绍西方经典奇幻故事的同时，融入了中国《西游记》的内容，增强了学生的文化自信，体现了跨文化意识。 不足之处 1. 时间把控不够精准：在“侦探工作”环节，部分小组讨论过于热烈，导致汇报时间延长，压缩了最后“创意构思”的时间。 2. 个别学生参与度不均：在小组活动中，仍有少数性格内向的学生依赖组长发言，未能充分开口练习。 3. 词汇深度挖掘不足：对于"suddenly"和"finally"等副词的用法，仅停留在朗读层面，未在语境中进行更深入的辨析和造句训练。 学科网（北京）股份有限公司 $