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(共19张PPT)
第2课时
Reading (1)
Unit 8
Wonderland
英语译林版（2024）七年级下册
Learning objectives
通过本课时学习，学生能够：
1. 了解故事大意，正确排序故事情节并分析爱丽丝的情绪变化；
2. 掌握重点单词和词组，并能根据图片及关键词复述故事内容；
3. 预测并阐述故事后续发展。
重点
重点
Read and guess
What is it
2. The story takes place in Wonderland.
Read the clues and guess the name of the story.
1. It’s a fantasy story.
3. The story starts with a rabbit.
4. The story is written by Lewis Carroll.
Alice in Wonderland, is a famous children’s literature work created by Lewis Carroll, a 19th-century British author and mathematics teacher. It is published in 1865.
It tells the story of a little girl named Alice. She fell into a rabbit hole while chasing a talking rabbit. Then she entered a magical kingdom and experienced a series of fantastic adventures.
Read and learn
Background
Look and predict
Alice followed a talking rabbit.
She found a small door, locked.
She was down a big hole.
Look at the pictures and predict what might happen to Alice.
Could Alice open the door
What could Alice see on the other side of the door
Read and match
Read the story quickly and match the main idea with each part.
Part 1 (para 1-3)
Part 2 (para 4)
Part 3 (para 5)
Alice opened a small door and found a lovely garden.
Alice noticed a talking rabbit and followed it down a hole.
Alice landed in a strange hall and saw a small key.
Read and complete
Read Part 1 and complete the sentences.
I: Chase the rabbit
Alice____________and saw a white rabbit in a coat passing by.
The rabbit______a watch out of its pocket and looked at the time.
Alice__________and____________the field after the rabbit.
The rabbit_______________a big hole.
Alice did not want to let the rabbit____________, so she jumped down the hole too.
looked up
took
stood up
ran across
jumped down
get away
Alice’s feeling:
Excited
Read Part 2 and complete the sentences.
Alice _____for a long time, and then she____the ground.
She_______herself alone in a long, low hall.
Alice_____ a small key on a table, but it did not fit any of the locks.
saw
found
fell
hit
II: The strange hall
Alice’s feeling:
Confused
Read Part 3 and complete the sentences.
III: The hidden garden
Then Alice________a small door and put the key into the lock. The door_______ !
She could see a lovely garden on the other side. Alice_________ go through the door, but she was too big.
noticed
opened
tried to
Alice’s feeling:
Surprised
&Frustrated
Read and order
Read the story and put the sentences in the correct order
1
2
3
4
5
6
7
8
Down the rabbit hole
One sunny day, Alice and her sister sat by a river. Then Alice heard a sound. She looked up and saw a white rabbit in a coat passing by.
“Oh dear! I’ll be late!” said the rabbit. It took a watch out of its pocket and looked at the time.
How amazing! Alice stood up and ran across the field after the rabbit. The rabbit jumped down a big hole. Alice did not want to let the rabbit get away, so she jumped down the hole too.
Read and learn
pass /pɑ s/
vi. & vt. 通过；结束；传递
pass by 经过，通过
field /fi ld/
n. 领域；场；地
look up 查阅；查找；抬头看
Down, down, down. Alice fell for a long time, and then she hit the ground. She found herself alone in a long, low hall. There were doors all around, but they were all locked. Alice saw a small key on a table, but it did not fit any of the locks.
Then Alice noticed a small door and put the key into the lock. The door opened! She could see a lovely garden on the other side. Alice tried to go through the door, but she was too big.
locked /l kt/ adj. 锁住的
lock /l k/ n. 锁
fit /f t/ vt. & vi. 适合
notice / n t s/
vt. & vi. 注意到
vt. 留意
hit /h t/ vt. & vi.
碰撞；击，打；打击
过去式hit
herself /h self/
pron. 她自己
go through
经历，经受；通过
low /l / adj. 低的
Read and judge
Write a T if a sentence is true or an F if it is false. Then correct the false one(s).
F
F
T
T
F
Alice noticed a talking rabbit.
The rabbit looked at the time on his watch.
Alice found herself alone in the long, low hall.
Listen, look and retell
Listen to the story, and retell the story with the given pictures and phrases.
sit by a river
look up
pass by
take out a watch
run across
jump down
fall for a long time
hit the ground
see a key
see a lovely garden
can’t go through
...
Listen, look and retell
Work in groups
Maybe Alice tried to make herself small and entered the beautiful garden...
Maybe Alice met the rabbit and got help from it...
What would happen next Share your predictions in groups.
Summary
After learning this lesson,
I can
predict what would happen next in the story.
understand the story.
2
3
1
Part 1 Chase the rabbit
Part 2 The strange hall
Part 3 The hidden garden
retell the story.
Take these verbs as reminders: sit, hear, look up, pass by; take out , run after, jump; fall, hit, find, lock, see, not fit; notice, put, open, see, go through
Homework
1. Search for the book and read the story.
2. Retell the story to your partner.
Bye-bye!Unit 8 Wonderland
Reading (1) 教案
一、教学内容分析
本节课为阅读课的第一课时，文章为童话故事《爱丽丝梦游仙境》的节选。文章主要讲述了爱丽丝遇见神奇兔子并跟着它跳进深洞后进入神秘地下世界的故事。通过本节课的阅读，学生们可以明确故事情节，感受爱丽丝的神奇经历，了解童话故事的文章特点，同时尝试用所学语言正确讲述故事内容。
二、语篇分析
【What】 本文为童话故事《爱丽丝梦游仙境》的节选。文中，爱丽丝在河边遇到了一只穿着外套、会说话的白兔。出于好奇，爱丽丝追赶白兔并跟着它跳进了一个深洞。爱丽丝在洞中下坠了很久，最终落在了一个狭长低矮的大厅里。爱丽丝最终找到钥匙打开了一扇隐蔽的小门，门后是一个美丽的花园，但是她因为体型太大而无法进入，留下悬念。 【Why】 本文通过超现实元素，如a white rabbit in a coat等来吸引读者探索未知世界，激发学生的好奇心和冒险精神。爱丽丝对白兔的追逐象征青少年对未知世界的探索，而door则隐喻成长过程中面临的障碍与困难。通过阅读该故事，学生们可以感受探索未知世界的新奇感与紧张感，同时激发学生的冒险精神。 【How】 文章通过描述爱丽丝的所见所感增强代入感，同时，作者使用了恰当的动词来推动故事情节发展，如stood up, ran across, jumped down, fell, hit等，同时增强了故事的动态感与吸引力。奇特的人物形象与神奇的人物经历则凸显了童话故事的逻辑趣味性。
三、学情分析
学生在第一课时中对于中外经典童话故事有了一定的了解，对于本节课阅读《爱丽丝梦游仙境》打下了一定的基础。同时，有部分同学看过书或由该童话故事改编而成的电影，这有助于学生们更好地理解故事情节。但是学生们在此之前没有接触过英文版的故事原文，对于一些词汇、短语较为陌生。因此，在阅读过程中应为学生提供恰当的支架，帮助学生理清故事来龙去脉，同时引导学生基于故事相关的图片、关键词进行复述，达到巩固的目的。
四、教学目标
通过本节课的学习，学生能够： 1. 了解故事大意，正确排序故事情节并分析爱丽丝的情绪变化； 2. 掌握重点单词和词组，并能根据图片及关键词复述故事内容； 3. 预测并阐述故事后续发展。
五、教学重难点
【重点】 通过本课时学习，学生能够： 1. 了解故事大意，正确排序故事情节并分析爱丽丝的情绪变化； 2. 掌握重点单词和词组，并能根据图片及关键词复述故事内容。 【难点】 预测并阐述故事后续发展。
六、教学活动设计
环节一： 导入话题（10 mins）
教学活动 活动层次 效果评价
Read and guess： Students guess based on these clues: It’s a fantasy story. The story takes place in Wonderland. The story starts with a rabbit. The story is written by Lewis Carroll. Read and learn. Students read the background of the story. Students look at the pictures and predict what might happen to Alice. 学习理解之感知与注意 观察学生的回答，了解学生对于故事的初步了解。
环节设计意图： 激活背景知识，激发阅读兴趣。通过图片预测故事情节并留下悬念。
环节二：阅读文本，掌握故事情节（20 mins）
教学活动 活动层次 效果评价
Read and match. Students read the story and match the main ideas with each part. Read and complete. Students complete the sentences and analyze Alice’s feelings at different places. Read and order. Students read the story and put the sentences in correct order. Read and learn. Students learn about the key words and phrases in the story. Write and judge. Students judge if the sentences about the details of the story are true. They should correct the mistakes in the sentence. 学习理解之获取与梳理 应用实践之分析与判断 通过观察学生的阅读任务完成情况，评价其对于文章结构与故事情节的理解。
环节设计意图:通过大意匹配与排序任务，引导学生梳理文本关键信息，训练提取、归纳文本细节的能力。
环节三：故事复述（10 mins）
教学活动 活动层次 效果评价
Listen, read and retell. Students listen to the story and then retell the story based on the pictures and key words. 应用实践之内化与运用 通过观察学生的复述，了解学生对故事发展及重点词汇的掌握情况。
环节设计意图: 通过语言输出活动巩固所学知识，培养创造力。
环节四：小组讨论与展示（5 mins）
教学活动 活动层次 效果评价
Students work in groups and discuss the question: What would happen next 迁移创新之想象与创造 观察学生组内观点分享情况，评价学生对后续故事发展的预测能力。
环节设计意图: 深化对故事主题的理解，培养学生的创造性、逻辑性思维与语言表达能力。
作业与拓展 Search for the book and read the story. 2. Retell the story to your partner.
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