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【人教2024版七下英语精彩课堂（备课素材+教案）】
Unit 8 Section A
Unit 8　Once upon a Time
教材导学　　　　　　　　　　　　　　　　　　　　　　　　　
课标落实　　　　　　　　　　　　　　　　　　　　　　　　　
Section A　What are your favourite stories
导入一　图片导入
Teacher: Look at this picture. (Show a picture with some characters from famous fables or fairy tales.)
What are the characters doing Can you guess which story they are from Let's talk about it.
导入二　角色扮演导入
教师提前准备好几张写有简单角色特征的卡片,例如:“You are a kind-hearted old man.(你是一位心地善良的老人。)” “You are a naughty fox.(你是一只调皮的狐狸。)”等。
请几名学生上台随机抽取卡片,然后让他们根据卡片上的角色进行简单的自我介绍,例如抽到 “善良老人”卡片的学生可以说:“I am an old man. I like to help others.(我是一位老人,我喜欢帮助别人。)”
表演结束后,教师说:“These characters are very common in fables and fairy tales. Now, let's read a story with some interesting characters.(这些角色在寓言和童话中很常见。现在,让我们来读一个有有趣角色的故事吧。)”
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动一　Jigsaw Reading(拼图阅读)
将《皇帝的新装》和《狮子和老鼠》两个故事分别拆分成几个部分。将学生分成A、B两个小组,A 小组负责读出《皇帝的新装》拆分后的片段,B 小组根据A小组读出的故事片段完成拼图任务。B小组负责读出《狮子和老鼠》拆分后的片段,A小组根据B小组读出的故事片段完成拼图任务。
小组汇报:每组选一名代表,向全班同学完整地讲述其中一个故事。其他小组可以进行补充或纠正。
活动二 　Role-play(角色扮演)
活动准备:准备一些简单的道具,如皇冠、“新衣”(可用彩纸简单制作)、狮子和老鼠的头饰等。
活动步骤:小组分配角色
学生分组后,选择一个故事进行角色扮演。小组内成员分别扮演故事中的角色,如在《皇帝的新装》中,有皇帝、骗子、官员、百姓、小孩等角色;在《狮子和老鼠》中有狮子、老鼠等角色。学生根据故事内容设计台词和动作,进行排练。教师在各小组间巡视,提供必要的指导和帮助。每组学生上台进行表演。表演结束后,其他小组的同学可以进行评价,如对角色的表现、对故事的理解等方面进行评论。
听说训练　　　　　　　　　　　　　　　　　　　　　　　　　
听录音,根据对话内容补全所缺的单词。(听力原文: Section A 1c)
Chen Jie: Please 1.　　　　 your favourite story with me, Peter.
Peter: Sure. Once a lion 2.　　　　 a mouse. The mouse was 3.　　　　. He said, “Please let me go! One day I will help you!” The lion 4.　　　　 and let the mouse go. Later, a hunter caught the lion in a net. The mouse helped the lion then. He 5.　　　　 through the net and
6.　　　　 the lion free!
Chen Jie: I like that story. 7.　　　　 is never wasted.
◎Key: 1.share　2.caught　3.afraid　4.laughed　5.bit　6.set　7.Kindness
听录音,回答问题。(听力原文: Section A 2a)
1.What did the two brothers tell the emperor they could make

2.Why did the officials say the clothes were lovely

3.Who finally told the truth about the emperor's clothes

◎Key: 1.They told the emperor they could make wonderful clothes that only clever people could see.
2.Because they didn't want to look silly.
3.A boy finally told the truth.
听录音,判断正(T)误(F)。(听力原文: Section A 2a)
(　　)1.The emperor didn't like new clothes at all.
(　　)2.The two brothers pretended to make beautiful clothes.
(　　)3.Everyone in the street could see the emperor's new clothes.
(　　)4.The emperor knew that the two brothers were lying.
(　　)5.After the boy shouted, the people stopped laughing.
◎Key: 1—5　FTFFF
语法探究　　　　　　　　　　　　　　　　　　　　　　　　　
一般现在时和一般过去时的区别
一般现在时 一般过去时
概念 表示经常发生的动作、存在的状态或客观事实、真理 表示在过去某个时间里发生的动作或存在的状态
动词形式 (以动词 work 为例)第一、二人称及第三人称复数:work　第三人称单数:works 规则动词:worked 不规则动词:如 go—went(特殊变化)
标志词 always, usually, often, sometimes, every day, every week 等 yesterday, last night, last week, last month, last year, an hour ago 等
用法 描述习惯、爱好、能力、客观真理等 描述过去发生的动作或过去的状态
例句 I play basketball every afternoon.(习惯) He likes reading.(爱好) She can sing.(能力) The earth goes around the sun.(客观真理) I watched a movie last night.(过去发生的动作) They were at school yesterday.(过去的状态)
Section A　What are your favourite stories
第一课时 [(1a-1e)& Pronunciation]
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 1a introduces four Chinese and foreign stories through pictures. 1b-1d create the context through listening exercises and introduce the topic of this unit. In the first dialogue, a student tells a story of a lion and a mouse and another student expresses her ideas. In the second dialogue, a student tells the story A blessing in disguise and the two students express their ideas. The pronunciation section requires students to understand the pronunciation of the letter combinations ch, ph, sh, th, wh and try the assimilation of the letters d/t and y.
Why: Both listening materials introduce stories from different cultures, requiring students to put sentences in order. The first conversation is about a Western story. The second conversation is about an ancient Chinese story. Both stories illustrate the philosophy of life, and students can know the importance of helping each other and calmly facing the good and bad things in life. Students can review the usage of the simple past tense.
How: Two conversations help develop students' cultural awareness. Each conversation tells a story in the third person.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.identify the right order of stories and retell stories;
2.pronounce ch, ph, sh, th, wh properly and understand the assimilation of the letters d/t and y;
3.talk about what they learned from the stories.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To identify the right order of stories and retell stories. Step 1 Lead-in 1.Greetings. 2.Free talk: Do you like reading stories Why What are your favourite stories Step 2 Work on 1a Look at the pictures. Do you know what stories they are about Step 3 Listening 1.Work on 1b: Listen to the first conversation. Put the sentences in order. ◎Key: 5 4 3 1 2 Judge students' under-standing of traditional Chinese culture and foreign culture according to their answers.
Tip: Pay attention to the key words. Find out who were they and what they did. 2.Work on 1c: Listen to the second conversation. Choose the correct words to complete the sentences. ◎Key: 1—A; 2—C; 3—C; 4—B 3.Work on 1d: Listen to the two conversations again and answer the questions.(详见课件资源)　 1.Why do you think the lion laughed when the mouse promised to help him 2.Do you like the story about the lion and the mouse Why or why not 3.Did the farmer feel very sad when bad things happened 4.Was the farmer wise Why or why not Step 4 Retell Work on 1e: Which story do you like more Retell it to a partner. Useful expressions: When: once upon a time/long ago… Who: the lion/the mouse/the hunter… the farmer/the farmer's son… What: First,…Then,…In the end,… Observe whether students can grasp key words and put sen-tences in order correctly during the listening process. Judge students' under-standing of the main idea of the listening material and the com-prehensiveness and accuracy of the infor-mation they obtain. Observe students' retelling performance to see if they can find relevant sentence pat-terns and summarize more relevant expres-sions from the listen-ing material. Help students correct their grammar mistakes.
Purpose To introduce themes, stimulate students' existing knowledge through pictures, and let them briefly know how to tell a story. Help students understand the content of the conversation as a whole, and develop students' ability to accurately obtain, sort out and record key information. Guide students to learn and internalize key sentence patterns and expressions.
2.To pronounce ch, ph, sh, th, wh properly and understand the assimilation of the letters d/t and y. Step 5 Pronunciation Work on 1: Listen and repeat. Add one more word to each group. Work on 2: In pairs, read the conversation aloud slowly. Then listen and read it again at a normal speed. Notice how the letters in bold change sounds. Observe whether stu-dents can recognize the letter combinations they learn today and pronounce them correctly. Observe students' handling of assimi-lation and help them improve fluency in speaking.
Purpose To guide students to pay attention to the learning of phonetic knowledge and help them master the correct pronunciation of letter combinations and assimilation.
3.To talk about what they learned from the stories. Step 6 Summary Let students think of more stories and write them on the blackboard. Ask students to discuss what they learned from the stories. Invite some students to share in class. Improve students' thinking ability, help students think deeply according to their answers and guide them to feel the philosophy of life.
Purpose To broaden students' horizons, enhance their understanding of Chinese and foreign cultures, improve their cultural awareness, and help them feel the philosophy of life.
Homework Required: Read the words in Pronunciation 1 and the conversation of 2 loudly and correctly. Retell the two stories to your friends. Optional: Read the story The Fisherman and the Golden Fish.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第二课时 (2a-2e)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 2a is about the story The Emperor's New Clothes written by Hans Christian Andersen. 2a asks students to listen to the recording and circle the correct words. 2b is a 2a-based reading exercise that asks students to sort out the storyline in chronological order and fill in the flow chart. 2c asks students to read the story again and answer relevant questions. 2d requires students to think about which characters from the story said the corresponding sentences. 2e asks students to listen to the recording again and retell the story.
Why: The listening practice, the reading exercise, and logical questions in 2a-2d are all based on the text in 2a. Through the exercises, students can improve their ability to sort out information and tell stories logically. 2d and 2e allow students to think deeply about the details and become more familiar with the story so as to retell it.
How: The text is about a student sharing Hans Christian Andersen's story The Emperor's New Clothes in class. The content is relatively simple and colloquial. Students should pay attention to the use of the simple past tense.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.read the story The Emperor's New Clothes;
2.master the plot and essence of a story;
3.understand and learn to use the simple past tense;
4.know the importance of honesty and courage, as well as the meaning of stories to our lives.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To read the story The Emperor's New Clothes.　 Step 1 Lead-in 1.Greetings. 2.Free talk: What stories do you read or hear The Ugly Duckling, The Daughter of the Sea, Little Red Riding Hood… Step 2 Listening Work on 2a: Listen to the story and circle the coloured words you hear. ◎Key: liked; clever; street; shouted; started Observe how well students do listening practice and under-stand their mastery of key expressions.
Purpose To introduce the theme and activate students' existing knowledge about stories by letting students know about The Emperor's New Clothes through listening.
2.To master the plot and essence of a story. Step 3 Reading Work on 2b: Read the story. Complete the flow chart. ◎Key: brothers; pretended; see; showed; praised; laughed Work on 2c: Read the story again and answer the questions.(详见课件资源) Work on 2d: Which characters from the story do you think said the sentences ◎Key: the emperor's officials; the emperor; people in the street; a boy Observe whether stu-dents can finish the reading exercises correctly and judge the comprehensiveness and accuracy of the information they have obtained.
Purpose To develop students' ability to accurately obtain, sort out and record key information.
3.To understand and learn to use the simple past tense. Step 4 Retelling Work on 2e: Listen to the story again and retell it to your partner by using the flow chart in 2b. Judge students' mas-tery of the target language based on their fluency and accuracy in retelling. Give appropriate hints during the retelling.
Purpose To guide students to internalize what they have learned. To integrate the use of relevant language expressions, correct errors and supplement information in time.
4.To know the importance of honesty and courage, as well as the meaning of stories to our lives. Step 5 Summary Summary: What can you learn from the story Honesty is important!… Language points: (1)pretend to do sth假装做某事 (2)start doing sth=begin doing sth开始做某事 (3)laugh大笑　smile微笑　giggle 咯咯地笑 (4)decide to do sth决定做某事 (5)show sb sth=show sth to sb给某人展示某物(sth是代词时,只能用show sth to sb结构) show sth off=show off sth炫耀某物(名词放在off前后均可,代词只能放在show和off中间) Help students learn relevant language points.
Purpose To expand relevant knowledge, summarize today's lesson and help students understand the importance of honesty.
Homework Required: 1.Read the story The Emperor's New Clothes in 2a. 2.Use the flow chart in 2b to retell the story. Optional: Write three to five sentences to add an ending to this story.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第三课时 (Grammar Focus)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 3a shows a quiz about reading stories, focusing on the use of the simple present tense and the simple past tense. 3b is a choice of verb forms, distinguishing between the simple present tense and the simple past tense. 3c asks students to fill in the blanks in a short story with the correct forms of the verbs. 3d asks students to use what they have learned to share a favourite story and explain why they like it.
Why: Students can summarize the characteristics and differences between the simple present tense and the simple past tense by reading the sentences in the table, and the writing exercises will help students consolidate the usage of the simple present tense and the simple past tense. Through sharing stories, students will develop the ability to tell stories using the correct tense.
How: A variety of grammar exercises are used, ranging from interactive exercises in the form of quizzes, to targeted exercises on grammar, to open-ended storytelling using the correct tense, to meet the needs of students at different learning levels.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.summarize the features and differences between the simple present tense and the simple past tense;
2.summarize the rules of changing regular verbs into the past tense and remember the past tense of some irregular verbs;
3.master the sentence structures of the simple past tense and the simple present tense;
4.use the simple past tense and the simple present tense to share a story.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To summarize the features and differences be-tween the simple present tense and the simple past tense. Step 1 Lead-in 1.Greetings. 2.Free talk: Can you guess when they happened When I was young, I'd listen to the radio. When they played, I'd sing along. It made me smile. Those were such happy times. How I wondered where they'd gone! Think:—In English, how can we describe something that happened in the past —By using the simple past tense. Step 2 Work on 3a Read the sentences in 3a. What tenses do they use When do you use each tense Summarize with examples. Judge whether students have grasped the target language according to their performance and help them enhance what they have learned.
2.To summarize the rules of changing regular verbs into the past tense and remember the past tense of some irregular verbs. 一般过去时(谓语动词是实义动词): 肯定句:主语+动词过去式+其他. 否定句:主语+didn't+动词原形+其他. 一般疑问句:Did+主语+动词原形+其他 特殊疑问句:特殊疑问词+did+主语+动词原形+其他 动词过去式规则变化: 过去式要牢记,一般词尾加ed; 词尾若有哑音e,直接加d就可以; “一辅重闭”做尾巴,双写之后加ed; 若是辅音加上y,变y为i加ed。 一般现在时: (1)表示习惯性、经常性的动作或状态。 (2)表示客观真理、科学事实、格言等。
Purpose To help students review and consolidate the usage of different tenses (the simple past tense and the simple present tense), and to enable them to better understand and use these two tenses through sentences.
3.To master the sentence struc-tures of the simple past tense and the simple present tense. Step 3 Work on 3b Choose the correct forms of the verbs. ◎Key: was, was, tell, told, asked, promised, lied, bought, feel, lose, lost Step 4 Work on 3c Complete the short story with the correct forms of the verbs in brackets. ◎Key: asked; give; answered; grew; is; painted; like; smiled; took; said Observe whether students can distinguish between the simple past tense and the simple present tense, and guide students to choose the correct tense according to the signal words in the context.
Purpose To let students know the differences between the simple present tense and the simple past tense, and help students use these two tenses correctly to complete grammar exercises.
4.To use the simple past tense and the simple present tense to share a story. Step 5 Speaking practice 1.Work on 3d Share your favourite story. Tell your classmates why you like it. e.g.: My favourite story is… Once upon a time,… The end! I like this story because… 2.Invite some students to show on stage. 3.Summary. Observe students' participation in the speaking practice and instruct students to use the grammar they have learned in class correctly.
Purpose In practical application, students can internalize what they have learned and lay the foundation for real-life communication in the future.
Homework Required: Do some exercises of the simple past tense and the simple present tense. Optional: Tell a story you like in the simple past tense and the simple present tense to your partner.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



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