人教2024版七下英語(yǔ)Unit8SectionAUnit8OnceuponaTime教材導(dǎo)學(xué)課標(biāo)落實(shí)SectionAWhatareyourfavouritestories?導(dǎo)入一圖片導(dǎo)入Teacher:Lookatthispicture.(Showapicturewithsomecharactersfromfamousfablesorfairytales.)Whatarethecharactersdoing?Canyouguesswhichstorytheyarefrom?Let'stalkaboutit.導(dǎo)入二角色扮演導(dǎo)入教師提前準(zhǔn)備好幾張寫(xiě)有簡(jiǎn)單角色特征的卡片,例如:“Youareakind-heartedoldman.(你是一位心地善良的老人。)”“Youareanaughtyfox.(你是一只調(diào)皮的狐貍。)”等。請(qǐng)幾名學(xué)生上臺(tái)隨機(jī)抽取卡片,然后讓他們根據(jù)卡片上的角色進(jìn)行簡(jiǎn)單的自我介紹,例如抽到“善良老人”卡片的學(xué)生可以說(shuō):“Iamanoldman.Iliketohelpothers.(我是一位老人,我喜歡幫助別人。)”表演結(jié)束后,教師說(shuō):“Thesecharactersareverycommoninfablesandfairytales.Now,let'sreadastorywithsomeinterestingcharacters.(這些角色在寓言和童話(huà)中很常見(jiàn)?，F(xiàn)在,讓我們來(lái)讀一個(gè)有有趣角色的故事吧。)”活動(dòng)設(shè)計(jì)活動(dòng)一JigsawReading(拼圖閱讀)將《皇帝的新裝》和《獅子和老鼠》兩個(gè)故事分別拆分成幾個(gè)部分。將學(xué)生分成A、B兩個(gè)小組,A小組負(fù)責(zé)讀出《皇帝的新裝》拆分后的片段,B小組根據(jù)A小組讀出的故事片段完成拼圖任務(wù)。B小組負(fù)責(zé)讀出《獅子和老鼠》拆分后的片段,A小組根據(jù)B小組讀出的故事片段完成拼圖任務(wù)。小組匯報(bào):每組選一名代表,向全班同學(xué)完整地講述其中一個(gè)故事。其他小組可以進(jìn)行補(bǔ)充或糾正?；顒?dòng)二Role-play(角色扮演)活動(dòng)準(zhǔn)備:準(zhǔn)備一些簡(jiǎn)單的道具,如皇冠、“新衣”(可用彩紙簡(jiǎn)單制作)、獅子和老鼠的頭飾等?；顒?dòng)步驟:小組分配角色學(xué)生分組后,選擇一個(gè)故事進(jìn)行角色扮演。小組內(nèi)成員分別扮演故事中的角色,如在《皇帝的新裝》中,有皇帝、騙子、官員、百姓、小孩等角色;在《獅子和老鼠》中有獅子、老鼠等角色。學(xué)生根據(jù)故事內(nèi)容設(shè)計(jì)臺(tái)詞和動(dòng)作,進(jìn)行排練。教師在各小組間巡視,提供必要的指導(dǎo)和幫助。每組學(xué)生上臺(tái)進(jìn)行表演。表演結(jié)束后,其他小組的同學(xué)可以進(jìn)行評(píng)價(jià),如對(duì)角色的表現(xiàn)、對(duì)故事的理解等方面進(jìn)行評(píng)論。聽(tīng)說(shuō)訓(xùn)練聽(tīng)錄音,根據(jù)對(duì)話(huà)內(nèi)容補(bǔ)全所缺的單詞。(聽(tīng)力原文:SectionA1c)ChenJie:Please1.yourfavouritestorywithme,Peter.

Peter:Sure.Oncealion2.amouse.Themousewas3..Hesaid,“Pleaseletmego!OnedayIwillhelpyou!”Thelion4.andletthemousego.Later,ahuntercaughtthelioninanet.Themousehelpedthelionthen.He5.throughthenetand6.thelionfree!

ChenJie:Ilikethatstory.7.isneverwasted.

◎Key:1.share2.caught3.afraid4.laughed5.bit6.set7.Kindness聽(tīng)錄音,回答問(wèn)題。(聽(tīng)力原文:SectionA2a)1.Whatdidthetwobrotherstelltheemperortheycouldmake?

2.Whydidtheofficialssaytheclotheswerelovely?

3.Whofinallytoldthetruthabouttheemperor'sclothes?

◎Key:1.Theytoldtheemperortheycouldmakewonderfulclothesthatonlycleverpeoplecouldsee.2.Becausetheydidn'twanttolooksilly.3.Aboyfinallytoldthetruth.聽(tīng)錄音,判斷正(T)誤(F)。(聽(tīng)力原文:SectionA2a)()1.Theemperordidn'tlikenewclothesatall.()2.Thetwobrotherspretendedtomakebeautifulclothes.()3.Everyoneinthestreetcouldseetheemperor'snewclothes.()4.Theemperorknewthatthetwobrotherswerelying.()5.Aftertheboyshouted,thepeoplestoppedlaughing.◎Key:1—5FTFFF語(yǔ)法探究一般現(xiàn)在時(shí)和一般過(guò)去時(shí)的區(qū)別一般現(xiàn)在時(shí)一般過(guò)去時(shí)概念表示經(jīng)常發(fā)生的動(dòng)作、存在的狀態(tài)或客觀(guān)事實(shí)、真理表示在過(guò)去某個(gè)時(shí)間里發(fā)生的動(dòng)作或存在的狀態(tài)動(dòng)詞形式(以動(dòng)詞work為例)第一、二人稱(chēng)及第三人稱(chēng)復(fù)數(shù):work第三人稱(chēng)單數(shù):works規(guī)則動(dòng)詞:worked不規(guī)則動(dòng)詞:如go—went(特殊變化)標(biāo)志詞always,usually,often,sometimes,everyday,everyweek等yesterday,lastnight,lastweek,lastmonth,lastyear,anhourago等用法描述習(xí)慣、愛(ài)好、能力、客觀(guān)真理等描述過(guò)去發(fā)生的動(dòng)作或過(guò)去的狀態(tài)例句Iplaybasketballeveryafternoon.(習(xí)慣)Helikesreading.(愛(ài)好)Shecansing.(能力)Theearthgoesaroundthesun.(客觀(guān)真理)Iwatchedamovielastnight.(過(guò)去發(fā)生的動(dòng)作)Theywereatschoolyesterday.(過(guò)去的狀態(tài))SectionAWhatareyourfavouritestories?第一課時(shí)[(1a-1e)&Pronunciation]StudyoftheTextWhat:1aintroducesfourChineseandforeignstoriesthroughpictures.1b-1dcreatethecontextthroughlisteningexercisesandintroducethetopicofthisunit.Inthefirstdialogue,astudenttellsastoryofalionandamouseandanotherstudentexpressesherideas.Intheseconddialogue,astudenttellsthestoryAblessingindisguiseandthetwostudentsexpresstheirideas.Thepronunciationsectionrequiresstudentstounderstandthepronunciationofthelettercombinationsch,ph,sh,th,whandtrytheassimilationofthelettersd/tandy.Why:Bothlisteningmaterialsintroducestoriesfromdifferentcultures,requiringstudentstoputsentencesinorder.ThefirstconversationisaboutaWesternstory.ThesecondconversationisaboutanancientChinesestory.Bothstoriesillustratethephilosophyoflife,andstudentscanknowtheimportanceofhelpingeachotherandcalmlyfacingthegoodandbadthingsinlife.Studentscanreviewtheusageofthesimplepasttense.How:Twoconversationshelpdevelopstudents'culturalawareness.Eachconversationtellsastoryinthethirdperson.LearningObjectivesBytheendofthislesson,studentswillbeableto:1.identifytherightorderofstoriesandretellstories;2.pronouncech,ph,sh,th,whproperlyandunderstandtheassimilationofthelettersd/tandy;3.talkaboutwhattheylearnedfromthestories.TeachingProcessLearningObjectivesTeachingActivitiesEffectivenessEvaluation1.Toidentifytherightorderofstoriesandretellstories.Step1Lead-in1.Greetings.2.Freetalk:Doyoulikereadingstories?Why?Whatareyourfavouritestories?Step2Workon1aLookatthepictures.Doyouknowwhatstoriestheyareabout?Step3Listening1.Workon1b:Listentothefirstconversation.Putthesentencesinorder.◎Key:54312Judgestudents'under-standingoftraditionalChinesecultureandforeigncultureaccordingtotheiranswers.Tip:Payattentiontothekeywords.Findoutwhoweretheyandwhattheydid.2.Workon1c:Listentothesecondconversation.Choosethecorrectwordstocompletethesentences.◎Key:1—A;2—C;3—C;4—B3.Workon1d:Listentothetwoconversationsagainandanswerthequestions.(詳見(jiàn)課件資源)1.Whydoyouthinkthelionlaughedwhenthemousepromisedtohelphim?2.Doyoulikethestoryaboutthelionandthemouse?Whyorwhynot?3.Didthefarmerfeelverysadwhenbadthingshappened?4.Wasthefarmerwise?Whyorwhynot?Step4RetellWorkon1e:Whichstorydoyoulikemore?Retellittoapartner.Usefulexpressions:When:onceuponatime/longago…Who:thelion/themouse/thehunter…thefarmer/thefarmer'sson…What:First,…Then,…Intheend,…Observewhetherstudentscangraspkeywordsandputsen-tencesinordercorrectlyduringthelisteningprocess.Judgestudents'under-standingofthemainideaofthelisteningmaterialandthecom-prehensivenessandaccuracyoftheinfor-mationtheyobtain.Observestudents'retellingperformancetoseeiftheycanfindrelevantsentencepat-ternsandsummarizemorerelevantexpres-sionsfromthelisten-ingmaterial.Helpstudentscorrecttheirgrammarmistakes.PurposeTointroducethemes,stimulatestudents'existingknowledgethroughpictures,andletthembrieflyknowhowtotellastory.Helpstudentsunderstandthecontentoftheconversationasawhole,anddevelopstudents'abilitytoaccuratelyobtain,sortoutandrecordkeyinformation.Guidestudentstolearnandinternalizekeysentencepatternsandexpressions.2.Topronouncech,ph,sh,th,whproperlyandunderstandtheassimilationofthelettersd/tandy.Step5PronunciationWorkon1:Listenandrepeat.Addonemorewordtoeachgroup.Workon2:Inpairs,readtheconversationaloudslowly.Thenlistenandreaditagainatanormalspeed.Noticehowthelettersinboldchangesounds.Observewhetherstu-dentscanrecognizethelettercombinationstheylearntodayandpronouncethemcorrectly.Observestudents'handlingofassimi-lationandhelpthemimprovefluencyinspeaking.PurposeToguidestudentstopayattentiontothelearningofphoneticknowledgeandhelpthemmasterthecorrectpronunciationoflettercombinationsandassimilation.3.Totalkaboutwhattheylearnedfromthestories.Step6SummaryLetstudentsthinkofmorestoriesandwritethemontheblackboard.Askstudentstodiscusswhattheylearnedfromthestories.Invitesomestudentstoshareinclass.Improvestudents'thinkingability,helpstudentsthinkdeeplyaccordingtotheiranswersandguidethemtofeelthephilosophyoflife.PurposeTobroadenstudents'horizons,enhancetheirunderstandingofChineseandforeigncultures,improvetheirculturalawareness,andhelpthemfeelthephilosophyoflife.HomeworkRequired:ReadthewordsinPronunciation1andtheconversationof2loudlyandcorrectly.Retellthetwostoriestoyourfriends.Optional:ReadthestoryTheFishermanandtheGoldenFish.TeachingReflection

第二課時(shí)(2a-2e)StudyoftheTextWhat:2aisaboutthestoryTheEmperor'sNewClotheswrittenbyHansChristianAndersen.2aasksstudentstolistentotherecordingandcirclethecorrectwords.2bisa2a-basedreadingexercisethatasksstudentstosortoutthestorylineinchronologicalorderandfillintheflowchart.2casksstudentstoreadthestoryagainandanswerrelevantquestions.2drequiresstudentstothinkaboutwhichcharactersfromthestorysaidthecorrespondingsentences.2easksstudentstolistentotherecordingagainandretellthestory.Why:Thelisteningpractice,thereadingexercise,andlogicalquestionsin2a-2dareallbasedonthetextin2a.Throughtheexercises,studentscanimprovetheirabilitytosortoutinformationandtellstorieslogically.2dand2eallowstudentstothinkdeeplyaboutthedetailsandbecomemorefamiliarwiththestorysoastoretellit.How:ThetextisaboutastudentsharingHansChristianAndersen'sstoryTheEmperor'sNewClothesinclass.Thecontentisrelativelysimpleandcolloquial.Studentsshouldpayattentiontotheuseofthesimplepasttense.LearningObjectivesBytheendofthislesson,studentswillbeableto:1.readthestoryTheEmperor'sNewClothes;2.mastertheplotandessenceofastory;3.understandandlearntousethesimplepasttense;4.knowtheimportanceofhonestyandcourage,aswellasthemeaningofstoriestoourlives.TeachingProcessLearningObjectivesTeachingActivitiesEffectivenessEvaluation1.ToreadthestoryTheEmperor'sNewClothes.Step1Lead-in1.Greetings.2.Freetalk:Whatstoriesdoyoureadorhear?TheUglyDuckling,TheDaughteroftheSea,LittleRedRidingHood…Step2ListeningWorkon2a:Listentothestoryandcirclethecolouredwordsyouhear.◎Key:liked;clever;street;shouted;startedObservehowwellstudentsdolisteningpracticeandunder-standtheirmasteryofkeyexpressions.PurposeTointroducethethemeandactivatestudents'existingknowledgeaboutstoriesbylettingstudentsknowaboutTheEmperor'sNewClothesthroughlistening.2.Tomastertheplotandessenceofastory.Step3ReadingWorkon2b:Readthestory.Completetheflowchart.◎Key:brothers;pretended;see;showed;praised;laughedWorkon2c:Readthestoryagainandanswerthequestions.(詳見(jiàn)課件資源)Workon2d:Whichcharactersfromthestorydoyouthinksaidthesentences?◎Key:theemperor'sofficials;theemperor;peopleinthestreet;aboyObservewhetherstu-dentscanfinishthereadingexercisescorrectlyandjudgethecomprehensivenessandaccuracyoftheinformationtheyhaveobtained.PurposeTodevelopstudents'abilitytoaccuratelyobtain,sortoutandrecordkeyinformation.3.Tounderstandandlearntousethesimplepasttense.Step4RetellingWorkon2e:Listentothestoryagainandretellittoyourpartnerbyusingtheflowchartin2b.Judgestudents'mas-teryofthetargetlanguagebasedontheirfluencyandaccuracyinretelling.Giveappropriatehintsduringtheretelling.PurposeToguidestudentstointernalizewhattheyhavelearned.Tointegratetheuseofrelevantlanguageexpressions,correcterrorsandsupplementinformationintime.4.Toknowtheimportanceofhonestyandcourage,aswellasthemeaningofstoriestoourlives.Step5SummarySummary:Whatcanyoulearnfromthestory?Honestyisimportant!…Languagepoints:(1)pretendtodosth假裝做某事(2)startdoingsth=begindoingsth開(kāi)始做某事(3)laugh大笑smile微笑giggle咯咯地笑(4)decidetodosth決定做某事(5)showsbsth=showsthtosb給某人展示某物(sth是代詞時(shí),只能用showsthtosb結(jié)構(gòu))showsthoff=showoffsth炫耀某物(名詞放在off前后均可,代詞只能放在show和off中間)Helpstudentslearnrelevantlanguagepoints.PurposeToexpandrelevantknowledge,summarizetoday'slessonandhelpstudentsunderstandtheimportanceofhonesty.HomeworkRequired:1.ReadthestoryTheEmperor'sNewClothesin2a.2.Usetheflowchartin2btoretellthestory.Optional:Writethreetofivesentencestoaddanendingtothisstory.TeachingReflection

第三課時(shí)(GrammarFocus)StudyoftheTextWhat:3ashowsaquizaboutreadingstories,focusingontheuseofthesimplepresenttenseandthesimplepasttense.3bisachoiceofverbforms,distinguishingbetweenthesimplepresenttenseandthesimplepasttense.3casksstudentstofillintheblanksinashortstorywiththecorrectformsoftheverbs.3dasksstudentstousewhattheyhavelearnedtoshareafavouritestoryandexplainwhytheylikeit.Why:Studentscansummarizethecharacteristicsanddifferencesbetweenthesimplepresenttenseandthesimplepasttensebyreadingthesentencesinthetable,andthewritingexerciseswillhelpstudentsconsolidatetheusageofthesimplepresenttenseandthesimplepasttense.Throughsharingstories,studentswilldeveloptheabilitytotellstoriesusingthecorrecttense.How:Avarietyofgrammarexercisesareused,rangingfrominteractiveexercisesintheformofquizzes,totargetedexercisesongrammar,toopen-endedstorytellingusingthecorrecttense,tomeettheneedsofstudentsatdifferentlearninglevels.LearningObjectivesBytheendofthislesson,studentswillbeableto:1.summarizethefeaturesanddifferencesbetweenthesimplepresenttenseandthesimplepasttense;2.summarizetherulesofchangingregularverbsintothepasttenseandrememberthepasttenseofsomeirregularverbs;3.masterthesentencestructuresofthesimplepasttenseandthesimplepresenttense;4.usethesimplepasttenseandthesimplepresenttensetoshareastory.TeachingProcessLearningObjectivesTeachingActivitiesEffectivenessEvaluation1.Tosummarizethefeaturesanddifferencesbe-tweenthesimplepresenttenseandthesimplepasttense.Step1Lead-in1.Greetings.2.Freetalk:Canyouguesswhentheyhappened?WhenIwasyoung,I'dlistentotheradio.Whentheyplayed,I'dsingalong.Itmademesmile.Thoseweresuchhappytimes.HowIwonderedwherethey'dgone!Think:—InEnglish,howcanwedescribesomethingthathappenedinthepast?—Byusingthesimplepasttense.Step2Workon3aReadthesentencesin3a.Whattensesdotheyuse?Whendoyouuseeachtense?Summarizewithexamples.Judgewhetherstudentshavegraspedthetargetlanguageaccordingtotheirperformanceandhelpthemenhancewhattheyhavelearned.2.Tosummarizetherulesofchangingregularverbsintothepasttenseandrememberthepasttenseofsomeirregularverbs.一般過(guò)去時(shí)(謂語(yǔ)動(dòng)詞是實(shí)義動(dòng)詞):肯定句:主語(yǔ)+動(dòng)詞過(guò)去式+其他.否定句:主語(yǔ)+didn't+動(dòng)詞原形+其他.一般疑問(wèn)句:Did+主語(yǔ)+動(dòng)詞原形+其他?特殊疑問(wèn)句:特殊疑問(wèn)詞+did+主語(yǔ)+動(dòng)詞原形+其他?動(dòng)詞過(guò)去式規(guī)則變化:過(guò)去式要牢記,一般詞尾加ed;詞尾若有啞音e,直接加d就可以;“一輔重閉”做尾巴,雙寫(xiě)之后加ed;若是輔音加上y,變y為i加ed。一般現(xiàn)在時(shí):(1)表示習(xí)慣性、經(jīng)常性的動(dòng)作或狀態(tài)。(2)表示客觀(guān)真理、科學(xué)事實(shí)、格言等。PurposeTohelpstudentsreviewandconsolidatetheusageofdifferenttenses(thesimplepasttenseandthesimplepresenttense),andtoenablethemtobette