Unit 8 课时7 Integration＆Further study （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Unit 8 "Wonderland"单元语言知识综合运用与奇幻文学拓展，通过“报纸博览会”引导学生展示前六课时完成的校园报纸初稿，在互评与演讲中巩固词汇、语法运用，构建“积累-输出-升华”的学习支架。 特色在于以任务型教学法驱动多元活动，如小组演讲锻炼语言能力，评价量表培养批判性思维，罗尔德·达尔视频与深度阅读提升文化意识，分层作业兼顾不同学习能力。既让学生在真实语境中提升综合语言运用与思维品质，也为教师提供完整的复习拓展方案，高效检测学习效果。

《Unit 8 Wonderland》第7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 综合复习与拓展课（Integration & Further Study） 第7课时 教材分析 教材分析 本课时是Unit 8 "Wonderland"的收官之作，整合了Integration板块的最终展示环节和Further Study（进一步学习）内容。Integration部分旨在让学生完成单元项目——“校园报纸”的最终制作、排版与展示，是对前六课时语言知识（词汇、语法、语音）的综合运用。Further Study部分则通过阅读关于罗尔德·达尔（Roald Dahl）的更多生平事迹或奇幻文学的介绍，拓展学生的文化视野，深化对单元主题的理解。本课时的核心在于“输出”与“升华”，不仅要检验学生的学习成果，还要引导他们从单纯的语言学习走向对文学、自然和生活的深度思考，培养跨学科素养和批判性思维。 学情分析 经过前六课时的学习，学生已经掌握了本单元的核心语言点，具备了基本的听说读写能力。在上一课时中，他们完成了报纸的初稿和设计，但可能还存在语言表达不够地道、版面设计逻辑不清晰等问题。此外，学生对罗尔德·达尔的生平及奇幻文学的了解可能还停留在表面，缺乏深度的情感共鸣。本课将通过展示评价和深度阅读，帮助学生查漏补缺，提升综合语言运用能力，同时激发他们对阅读和探索未知的兴趣。 课时教学目标 Language Ability 1. 能够流利、准确地介绍自己的报纸作品，包括选题、内容和设计理念。 2. 能够运用本单元所学词汇和句型，描述人物生平、故事情节及自然景观。 3. 能够深入阅读拓展材料，提取关键信息并进行简单的评论。 Cultural Awareness 1. 了解著名作家罗尔德·达尔的生平及其作品的世界影响力。 2. 感受奇幻文学的魅力，培养热爱阅读、热爱生活的情感。 3. 增强环保意识，理解人与自然和谐共处的重要性。 Thinking Quality 1. 能够通过评价他人的作品，提出建设性的改进意见，培养批判性思维。 2. 能够结合现实生活，反思奇幻故事中的价值观，形成正确的世界观。 Learning Ability 1. 能够通过小组合作，高效完成最终作品的展示与互评。 2. 能够利用课外资源，自主探究相关主题，提升自主学习能力。 教学重点、难点 重点 1. 展示并介绍本单元的“校园报纸”作品。 2. 深入理解罗尔德·达尔的生平及其作品意义。 难点 1. 如何在展示中自然地运用本单元的语言知识进行流畅表达。 2. 如何引导学生从奇幻故事中提炼出深刻的现实意义。 教学方法与准备 教学方法 展示教学法、任务型教学法、合作探究法、评价反馈法 教具准备 多媒体课件（含罗尔德·达尔视频、优秀报纸案例）、各小组的报纸作品、评价量表、奖品（如“最佳记者奖”、“最佳设计奖”等）、计时器 教学环节 教师活动 学生活动 Step 1: Exhibition Time - The Newspaper Fair 【15分钟】 一、报纸博览会：成果展示与交流 （1）、布置展台，预热氛围 T: Welcome to the "Sunshine Middle School Newspaper Fair"! Today, our classroom becomes a newsstand. Each group has displayed their "Wonderland & Nature" newspaper on the desks. (Teacher organizes students to arrange their newspapers neatly) T: Now, let's walk around and be "Readers". Look at other groups' work. What do you like? What can be improved? (Students rotate between groups for 2 minutes to view others' works) （2）、组长演讲，深度推介 T: Now, each group's Editor-in-Chief will give a 1-minute presentation about your newspaper. Guidelines: - Introduce the theme (e.g., "Magic Forest", "Nature Facts"). - Highlight one interesting article or picture. - Explain why you chose this design. Example: "Hello everyone! Our newspaper is called 'The Magical World'. We chose this because... One of our articles is about..." (Teacher monitors time and encourages clear pronunciation and intonation) （3）、师生互动，提问环节 T: After the speech, I'll ask some questions. Other groups can also ask questions! Q: "Why did you put the headline in red?" Q: "What is the most surprising fact in your article?" 1. 欣赏其他小组的报纸作品，记录亮点和改进建议。 2. 小组代表上台进行演讲，介绍本组报纸的主题、内容和设计思路。 3. 积极参与问答环节，回答老师和其他同学的提问，锻炼口语应变能力。 评价任务 表达流利：☆☆☆ 内容完整：☆☆☆ 互动积极：☆☆☆ 设计意图 通过举办“报纸博览会”，为学生提供展示自我的平台，增强自信心。互评环节促进了学生之间的交流与学习，同时也锻炼了他们的倾听和表达能力。 Step 2: Evaluation & Awards - The Best Journalists 【10分钟】 二、颁奖盛典：评选最佳团队 （1）、制定标准，公正评价 T: Now, it's time to vote! We have several awards: - Best Content Award (for the most interesting story). - Best Design Award (for the most creative layout). - Best Teamwork Award (for the best cooperation). - Best Language Award (for the best English expression). Please fill out the evaluation form silently based on what you've seen and heard. (Evaluation Form Criteria): - Clarity of language (1-5 stars) - Creativity of design (1-5 stars) - Relevance to theme (1-5 stars) （2）、投票统计，颁发奖项 (Teacher collects forms and quickly tallies the results) T: And the winners are... (Ceremony: Teacher hands out certificates or small prizes to winning groups) T: Congratulations! You are all excellent journalists today. Remember, good writing and design take time and effort. 1. 根据评价标准，认真审视各组作品，客观打分。 2. 参与投票，选出自己心目中的最佳团队。 3. 获奖小组发表感言，分享成功经验和团队合作心得；未获奖小组寻找差距，明确努力方向。 评价任务 评价公正：☆☆☆ 礼仪规范：☆☆☆ 反思深刻：☆☆☆ 设计意图 通过颁奖仪式，肯定学生的劳动成果，激发成就感。评价过程培养了学生的批判性思维和审美能力，同时也为后续学习指明了方向。 Step 3: Further Study - The Magic of Roald Dahl 【15分钟】 三、深度阅读：走进罗尔德·达尔的世界 （1）、视频导入，背景铺垫 T: We know Roald Dahl wrote *Charlie and the Chocolate Factory*. But who was he really? (Play a short video clip about Roald Dahl's life: his childhood, war experience, and writing process) T: Watch carefully. What kind of person was he? Ss: He was brave, imaginative, and loved children. （2）、阅读文本，提取信息 T: Now, read the text in Further Study. Answer these questions: 1. How did Roald Dahl get the idea for *Charlie*? (Answer: From tasting chocolate at school when he was young.) 2. Why did he write stories for children? (Answer: Because he wanted to make them happy and teach them lessons.) 3. What is special about his writing style? (Answer: Funny, magical, but with deep meanings.) （3）、讨论交流，情感升华 T: If you could meet Roald Dahl, what would you ask him? Group Discussion: - Would you want to visit the Chocolate Factory? - What lesson can we learn from Nils' journey? - How can we use our imagination to solve real problems? (Teacher guides students to connect fantasy with reality, e.g., "Imagination helps us dream big, but hard work makes dreams come true.") 1. 观看视频，了解罗尔德·达尔的生平，产生共鸣。 2. 快速阅读文本，提取关键信息，回答问题。 3. 分组讨论，结合自身经历，探讨奇幻故事的意义，分享个人感悟。 评价任务 阅读精准：☆☆☆ 思考深入：☆☆☆ 表达独特：☆☆☆ 设计意图 通过深度阅读和讨论，将单元主题从语言学习提升到文化理解和人生哲理的高度，培养学生的同理心和创造力。 Step 4: Summary & Homework - The Journey Continues 【5分钟】 四、总结展望：奇幻之旅未完 （1）、单元总结 T: Today, we finished Unit 8. We reviewed grammar, practiced pronunciation, made newspapers, and learned about Roald Dahl. Key takeaways: - Grammar: Past tense for stories. - Reading: Sense groups for fluency. - Writing: Structure and creativity. - Life: Imagination + Hard Work = Success. （2）、分层作业 T: For homework: Level 1 (Basic): Write a short paragraph (50 words) about your favorite character from this unit. Use at least 3 new words. Level 2 (Intermediate): Create a "Character Card" for a character from *Charlie and the Chocolate Factory* or *Nils*. Include name, appearance, personality, and a quote. Level 3 (Advanced): Write a short ending for *Charlie and the Chocolate Factory*. Imagine what happens after Willy Wonka gives Charlie the factory. （3）、结束语 T: Remember, every day is a new adventure. Keep reading, keep imagining, and keep writing. Thank you! 1. 跟随老师回顾本单元的学习内容，梳理知识脉络。 2. 根据自身情况选择作业任务。 3. 聆听老师的寄语，带着对未来的憧憬结束课程。 评价任务 总结全面：☆☆☆ 作业选择：☆☆☆ 情感共鸣：☆☆☆ 设计意图 通过总结和寄语，强化单元主题，激励学生在课后继续探索英语学习的乐趣，保持学习的热情。 作业设计 一、基础巩固题 1. Complete the sentences with the correct form of the verbs in brackets. (1) Roald Dahl _______ (write) many famous books. (2) Nils _______ (fly) over Sweden with a goose. (3) They _______ (not see) any people in the forest yesterday. (4) _______ (be) you interested in magic stories? (5) I _______ (find) the book very exciting. 2. Translate the following phrases into English. (1) 充满想象力的 ____________ (2) 奇妙的旅程 ____________ (3) 著名的作家 ____________ (4) 勇敢的孩子 ____________ (5) 真正的友谊 ____________ 二、能力提升题 3. Read the following story and answer the questions. *The Lost Key* One sunny morning, Tom found a golden key under his bed. It looked magical. He followed a map drawn on the back of the key. It led him to an old tree in the park. There, he found a small box. Inside was a letter that said, "For the brave." Tom felt proud. Questions: (1) When did Tom find the key? (2) Where did the map lead him? (3) What was inside the box? (4) How did Tom feel at the end? 4. Design a "Character Card" for a character from your favorite fantasy story. Include: - Name - Appearance (Hair, eyes, clothes) - Personality (Brave, kind, funny...) - A famous quote or action 三、创新拓展题 5. Creative Writing: "My New Adventure" Imagine you have a magic item (e.g., a flying carpet, a talking dog, a time machine). Write a short story (100-120 words) about an adventure you have with this item. Use past tense and descriptive adjectives. Structure: - Introduction: What is the magic item? - Body: What happened during the adventure? - Ending: What did you learn or feel? 【参考答案】 一、基础巩固题 1. (1) wrote (2) flew (3) didn't see (4) Were (5) found 2. (1) imaginative (2) magical journey (3) famous writer (4) brave child (5) true friendship 二、能力提升题 3. (1) One sunny morning. (2) To an old tree in the park. (3) A letter. (4) Proud. 4. (Answers vary based on student's choice of character.) 三、创新拓展题 (答案略，鼓励学生发挥想象力，注意时态和形容词的运用) 板书设计 Unit 8 Wonderland Integration & Further Study Theme: Imagination & Reality [Our Project] | +--- Newspaper Fair -----------------------> Best Group Awards | Theme, Content, Design | Confidence, Cooperation | | +-------------------------------------------+ [Roald Dahl] | +--- Biography -----------------------------> Lessons Learned | Born, War, Writing | Imagination + Hard Work | | +-------------------------------------------+ [Key Words] Magical, Adventure, Brave, Kind, Fantastic Past Tense (wrote, flew, found) [Quote]: "Imagination is the beginning of creation." - George Bernard Shaw 教学反思 成功之处 1. 展示形式新颖：“报纸博览会”的形式极大地调动了学生的积极性，让他们在真实的语境中运用所学知识，课堂气氛热烈。 2. 评价机制完善：通过多元化的评价标准和颁奖环节，不仅肯定了学生的成绩，还激发了他们的竞争意识和团队合作精神。 3. 主题升华到位：通过深度阅读罗尔德·达尔的故事，成功将单元主题从语言学习引向对生活和梦想的思考，提升了课程的育人价值。 不足之处 1. 时间分配需优化：在报纸展示环节，部分小组演讲时间过长，导致最后的自由讨论时间略显不足。 2. 个别学生参与度不高：仍有少数学生在小组展示和讨论中处于旁观者角色，未能充分表达自己的观点。 3. 拓展阅读深度不够：对于罗尔德·达尔生平的挖掘还可以更深入，下次可以引入更多相关的图片或视频资料来丰富教学内容。 学科网（北京）股份有限公司 $