Unit 8 课时2 Reading1 （教学设计）2025-2026学年译林版英语七年级下册

该初中英语教学设计聚焦《尼尔斯骑鹅旅行记》故事理解，围绕一般过去时运用及动作描写句型展开，通过视频片段激活“Fantasy”话题旧知，结合标题图片预测内容，搭建从主题认知到文本阅读的学习支架。 此资料亮点在于融合语言能力、思维品质与文化意识，以时间线梳理情节、思维导图复述故事，通过角色扮演体验飞行场景，分层作业（基础抄写、中级漫画、高级日记）满足差异，用任务型教学法让语法自然渗透，提升学生阅读策略与表达能力，助力教师高效落实教学目标。

《Unit 8 Wonderland》第2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（Reading 1） 第2课时 教材分析 教材分析 本课时是Unit 8 "Wonderland"的Reading 1部分，主题为"The Wonderful Adventures of Nils"。文章是一篇经典的童话缩写故事，讲述了调皮男孩尼尔斯因捉弄小精灵而被变成拇指小人，随后骑在自家大雄鹅莫顿背上，跟随一群大雁飞越瑞典的奇幻冒险经历。文章采用顺叙手法，情节跌宕起伏，语言生动形象，大量运用了动词和形容词来描绘动作与场景。作为单元阅读的第一课，它不仅是学生接触西方经典文学作品的窗口，更是巩固一般过去时态、学习描述人物性格与动作描写的重要载体。文章结构清晰，分为“变身起因”、“骑鹅飞行”、“旅途见闻”三个主要部分，为后续写作“我的奇幻故事”提供了丰富的语料支架。 学情分析 经过第一课时的铺垫，学生对“Fantasy”话题已有初步认知，掌握了fantasy, magic, character等基础词汇。七年级学生具备基本的阅读技巧，如略读（skimming）获取大意和扫读（scanning）查找细节，但在长难句的理解、时态的一致性运用以及深层含义的挖掘上仍存在困难。他们喜欢听故事，但用英语复述完整故事链条的能力较弱。此外，对于文中出现的瑞典地理背景和文化元素较为陌生，需要教师搭建情境支架。本课将通过思维导图和分步阅读策略，帮助学生理清故事脉络，提升阅读理解能力。 课时教学目标 Language Ability 1. 能够熟练朗读并理解课文，掌握核心词汇：character, imagine, magical, suddenly, decide, happen, finally, born, turn into, fly over, travel around。 2. 能够运用一般过去时准确复述尼尔斯变身的过程及其冒险旅程的关键节点。 3. 能够识别并模仿文中描写动作和变化的句型结构。 Cultural Awareness 1. 了解瑞典作家塞尔玛·拉格洛夫及其代表作《尼尔斯骑鹅旅行记》的背景知识。 2. 感受故事中蕴含的“善良改变命运”的主题，培养关爱动物、尊重自然的意识。 Thinking Quality 1. 能够通过梳理时间线和因果关系图，分析尼尔斯性格转变的原因。 2. 能够预测故事情节的发展，并根据文本证据验证自己的预测。 Learning Ability 1. 能够利用上下文线索猜测生词含义，提高自主学习能力。 2. 能够通过小组合作完成故事地图（Story Map），提升信息整合与协作能力。 教学重点、难点 重点 1. 理解并掌握课文内容，梳理尼尔斯冒险的主要情节。 2. 掌握一般过去时在叙事中的应用，特别是规则与不规则动词的过去式变化。 难点 1. 理解并内化“善良与成长”的主题思想，并能联系自身实际进行思考。 2. 克服长句阅读障碍，准确理解文中复杂的动作描写和心理变化过程。 教学方法与准备 教学方法 任务型教学法、语境教学法、整体语言教学法、问题驱动法 教具准备 多媒体课件（含动画短片、地图）、故事卡片、思维导图海报、学习任务单 教学环节 教师活动 学生活动 Step 1: Story Preview & Warm-up 【5分钟】 一、Magic Movie Time （1）、播放视频，激活旧知 T: Good morning, class! Yesterday we opened the Magic Box and found many fantasy stories. Today, let's watch a short video clip from one of them. Please pay attention to the main character and what happens to him. (播放电影《尼尔斯骑鹅旅行记》片段，时长约1分钟，展示尼尔斯变小、骑鹅起飞的画面) T: Wow! What did you see in the video? Who is the boy? Ss: The boy is Nils! T: Yes! He was a naughty boy. But look at his size now. Is he big or small? Ss: Small! T: Exactly! He became very small. Why? Let's read the story together to find out. （2）、快速浏览，预测内容 T: Before reading, look at the title: "The Wonderful Adventures of Nils". And look at the pictures on Page 95. What do you think this story is about? (Teacher guides students to predict based on title and images) T: I think it's about a boy named Nils who has an adventure. Maybe he travels somewhere. Do you agree? (Ss nod and guess) T: Great predictions! Now, let's open our books to Page 95 and read Part A quickly. 1. 观看视频片段，集中注意力观察主角的外貌变化和动作。 2. 回答老师关于主角名字和状态的提问，激活相关背景知识。 3. 根据标题和图片预测故事内容，提出自己的猜想（如：关于旅行、冒险等）。 4. 带着预测进入快速阅读环节，验证自己的猜想。 评价任务 观察细致：☆☆☆ 预测合理：☆☆☆ 专注倾听：☆☆☆ 设计意图 利用视频资源创设直观情境，迅速将学生带入故事氛围。通过预测环节，激发学生的阅读期待，培养“读前预测”的阅读策略，降低阅读焦虑。 Step 2: Global Reading (Skimming) 【10分钟】 二、Big Picture: Match Paragraphs （1）、首尾呼应，划分段落 T: Now, please read the whole text quickly (within 3 minutes). Don't worry about new words. Just try to understand the main idea of each paragraph. Then, match the paragraphs with their main ideas. (PPT展示三个选项： A. How Nils became small and met the goose. B. Nils's journey with the geese and what he learned. C. Introduction to Nils and his naughty behavior.) T: Time's up! Who can tell me which paragraph matches which idea? S1: Paragraph 1 is C. It talks about how he was naughty. T: Correct! Paragraph 1 introduces Nils and his bad behavior. What about Paragraph 2? S2: It is A. Because it says he turned into a small person and flew away. T: Excellent! So Paragraph 2 is about the change and the start of the journey. And Paragraph 3? S3: It is B. It talks about his travel and learning to be kind. T: Perfect! You got the structure right. This story has three parts: Beginning (Naughty), Middle (Change & Flight), End (Growth & Kindness). （2）、提取关键，构建框架 T: Now, let's fill in the blanks on your worksheet. Look at the timeline: Time: One day -> Suddenly -> Later -> Finally. Event: Nils was naughty -> He _______ (turn) into a small person -> He _______ (ride) on the goose -> He _______ (travel) around Sweden. (引导学生填空，强化动词过去式) T: Pay attention to the verbs. "Turn" becomes "turned", "Ride" becomes "rode", "Travel" becomes "travelled". These are all past tense because the story happened in the past. 1. 快速默读课文，忽略生词，尝试概括每段大意。 2. 完成段落大意匹配练习，说出对应关系及理由。 3. 根据时间线提示，填写关键动词的过去式形式，回顾一般过去时的用法。 4. 在老师的引导下，构建故事的宏观框架（起因-经过-结果）。 评价任务 速度适中：☆☆☆ 匹配准确：☆☆☆ 动词正确：☆☆☆ 设计意图 通过“略读”策略训练，帮助学生把握文章整体结构和主旨。利用时间轴和填空练习，将抽象的故事具象化，同时自然复习一般过去时的动词变化，为精读打下基础。 Step 3: Detailed Reading (Scanning) 【15分钟】 三、Detective Work: Deep Dive （1）、第一部分：调皮的尼尔斯 T: Let's go back to the beginning. Read Paragraph 1 carefully. Why did the little man turn Nils into a small person? (Students read silently) T: Find the sentence that describes Nils's behavior. S: "He was not nice to the animals." T: Can you give examples? Did he feed them? S: No, he pulled their tails and made them cry. T: Right. He was cruel. So, the little man said, "You will learn to be kind." This is the cause. What happened next? Use the word "Suddenly". (Teacher writes on board: Cause -> Effect) Cause: Nils was not nice to animals. Effect: He was turned into a small person. T: Now, look at the word "Suddenly". What does it mean? Does it happen slowly? S: No, it happens fast! T: Yes! It means something unexpected happens quickly. Let's practice: "Suddenly, the door opened." "Suddenly, it started to rain." （2）、第二部分：神奇的飞行 T: Now, read Paragraph 2. How did Nils leave the ground? What animal helped him? S: His family's big white goose, Martin. T: Did he want to go? Or did he have to go? S: He climbed on its back and they flew away. T: Watch the text again. "Nils climbs on the back of a goose and travels around Sweden." Notice the verb tenses here. Sometimes we use present tense to tell a story vividly (historical present). But mostly we use past tense. T: Where did they go? Read the list of places or just describe the journey. S: They went over mountains, forests, and lakes. T: Good. Imagine you are Nils. What do you see from the sky? S: I see green trees and blue rivers. T: Beautiful description! Let's act it out. One student plays Nils, one plays the Goose. Show me how you feel when you fly high. （3）、第三部分：成长的旅程 T: Finally, read Paragraph 3. What did Nils learn during his travels? S: He learned to be kind to people and animals. T: How did he change? Was he still naughty? S: No, he decided to try to be kind. T: Look at the word "Finally". It means after a long time or at the end of the story. What is the result? Will Nils get big again? (The text asks: "Will Nils finally get big again?" The answer depends on the original book, but in this summary, the focus is on his character growth.) T: So, the story tells us that even if we make mistakes, we can change if we try to be kind. This is the theme of the story. 1. 细读第一段，找出尼尔斯变小的原因，分析因果关系。 2. 理解"suddenly"的含义，并进行口头造句练习。 3. 细读第二段，找出帮助尼尔斯的动物，想象飞行场景，进行角色扮演。 4. 细读第三段，总结尼尔斯学到的道理，讨论故事主题，理解"finally"的用法。 5. 积极参与课堂互动，表达自己对故事人物的看法。 评价任务 细节捕捉：☆☆☆ 逻辑清晰：☆☆☆ 情感投入：☆☆☆ 设计意图 通过层层递进的问题链，引导学生深入文本内部。从因果分析到情景再现，再到主题升华，不仅训练了学生的阅读理解能力，还培养了他们的批判性思维和共情能力。角色扮演环节增加了课堂趣味性。 Step 4: Language Focus & Practice 【10分钟】 四、Grammar in Context （1）、动词过去式大挑战 T: In this story, we used many verbs in the past tense. Let's check the irregular verbs. (Teacher shows a table on PPT with Base Form, Simple Past) be -> was/were become -> became fly -> flew go -> went see -> saw take -> took T: Now, complete the sentences using the correct past form. 1. Nils ______ (be) a naughty boy. 2. He ______ (meet) a little man. 3. The man ______ (turn) him into a small person. 4. They ______ (fly) over Sweden. 5. Nils ______ (decide) to be kind. (Students write answers on mini-whiteboards and show them) （2）、句型仿写 T: Look at this sentence: "One day, Nils meets a(n) magical little man." Can you make a similar sentence about yourself or someone else? Example: "Yesterday, I met a friendly teacher." "Last weekend, she saw a beautiful rainbow." T: Now, try to make a sentence using "Suddenly". Example: "Suddenly, it started to snow." "Suddenly, my phone rang." 1. 观察PPT上的不规则动词表，大声朗读并记忆。 2. 独立完成填空题，并在白板上展示答案，接受师生互评。 3. 模仿例句，结合自己的生活经验，用一般过去时造出新句子。 4. 分享自己创作的句子，互相纠正错误。 评价任务 拼写正确：☆☆☆ 时态准确：☆☆☆ 创意表达：☆☆☆ 设计意图 将语法点置于语境中进行操练，避免枯燥的规则讲解。通过填空和仿写，强化学生对一般过去时不规则动词的掌握，并鼓励学生在真实语境中运用目标语言。 Step 5: Summary & Homework 【5分钟】 五、Retell & Extend （1）、思维导图复述 T: Let's summarize the story using the mind map on the blackboard. I'll start. T: Once upon a time... (Points to Nils) S1: ...there was a boy named Nils. He was naughty. T: Then... (Points to Little Man) S2: ...a little man turned him into a small person. T: Next... (Points to Goose) S3: ...he rode on the goose's back and flew around Sweden. T: Finally... (Points to Heart/Kindness) S4: ...he learned to be kind to animals and people. T: Excellent retelling! You mastered the story flow. （2）、分层作业布置 T: For homework, choose one task: Level 1 (Basic): Copy the key sentences from the text and recite them. Level 2 (Intermediate): Draw a comic strip (4 panels) showing the main events of the story. Add speech bubbles with simple English sentences. Level 3 (Advanced): Write a short diary entry from Nils's perspective (about 60 words). Describe how he felt when he first became small and how he felt at the end of the day. T: Remember, the goal is to express your feelings and actions clearly. See you next time! 1. 跟随老师的引导，看着黑板上的思维导图，集体或分组复述故事。 2. 根据自身水平选择作业任务。 3. 整理笔记，明确作业要求。 4. 期待下节课展示漫画日记。 评价任务 复述流畅：☆☆☆ 作业完成：☆☆☆ 情感体验：☆☆☆ 设计意图 通过思维导图复述，帮助学生内化故事结构，提升口语表达能力。分层作业满足不同层次学生的需求，特别是日记写作，能让学生深入角色内心，深化对主题的理解。 作业设计 一、基础巩固题 1. Fill in the blanks with the correct forms of the verbs in brackets. (1) Nils ______ (be) a naughty boy before he met the little man. (2) Suddenly, the little man ______ (appear) and turned him into a small person. (3) Nils ______ (climb) on the back of the goose and they ______ (fly) away. (4) They ______ (travel) around Sweden for a long time. (5) At last, Nils ______ (learn) to be kind to animals. 2. Translate the following phrases into English. (1) 变得 ____________ (2) 突然发生 ____________ (3) 决定做某事 ____________ (4) 环游 ____________ (5) 最终 ____________ 二、能力提升题 3. Read the passage and judge the sentences as True (T) or False (F). *The Wonderful Adventures of Nils* Nils was a kind boy who loved animals. ( ) He was turned into a small person by a fairy. ( ) He flew on the back of a big white goose named Martin. ( ) He traveled alone without any friends. ( ) He learned to be kind during his journey. ( ) 4. Complete the story map: Beginning: Nils was naughty. Middle: He _______ (verb) into a small person. He _______ (verb) on the goose. End: He _______ (verb) to be kind. 三、创新拓展题 5. Creative Writing: Imagine you are Nils. Write a diary entry for one day of your journey. Date: _______________ Weather: _______________ Content: Where did you go today? What did you see? How did you feel? Did you meet any new friends? (Try to use at least 3 past tense verbs and 2 adjectives.) 【答案解析】 一、基础巩固题 1. (1) was (2) appeared (3) climbed, flew (4) travelled (5) learnt/learned 2. (1) become / turn into (2) happen suddenly (3) decide to do sth (4) travel around (5) finally 二、能力提升题 3. F, F (It was a little man, not a fairy), T, F (He had the goose and geese friends), T 4. middle: turned, rode/climbed; end: learned/decided 三、创新拓展题 (答案略，鼓励学生发挥想象力，使用正确的时态和形容词) 板书设计 Unit 8 Wonderland Reading 1: The Wonderful Adventures of Nils [Timeline Flowchart] Once upon a time --> Suddenly --> Later --> Finally | | | | Naughty Boy Turned Small Flew Away Learned Kind | | | | Not nice to Met a little Rode on Decided to animals man goose be kind Key Words: Key Sentences: - character, magical - He was turned into a small person. - suddenly, finally - He climbed on the back of a goose. - decide, happen - He traveled around Sweden. - Will Nils finally get big again? Grammar Focus: Past Tense: be->was/were, fly->flew, go->went, become->became Theme: Kindness changes us. 教学反思 成功之处 1. 故事主线清晰：通过时间轴和思维导图的运用，成功地将复杂的故事简化为学生易于理解的线性结构，帮助学生快速掌握了文章脉络。 2. 情境沉浸感强：角色扮演和想象飞行的环节极大地调动了学生的积极性，使他们在体验中理解了文本情感，课堂气氛活跃。 3. 语法渗透自然：将一般过去时的不规则动词变化融入故事情境中进行操练，避免了死记硬背，学生掌握效果较好。 不足之处 1. 阅读深度挖掘不够：部分学生对“善良改变命运”这一主题的理解仅停留在表面，未能结合自身生活进行深入反思，讨论时间略显仓促。 2. 个别学生参与度不均：在小组复述环节，部分基础较弱的学生依赖优等生的输出，缺乏独立思考和表达的机会。 3. 词汇拓展不足：对于文中出现的瑞典地名和文化背景介绍较少，未能充分满足部分好奇心强的学生的求知欲。 学科网（北京）股份有限公司 $