教学设计
课程基本信息
学科 英语 年级 七年级 学期 春季
课题 Unit 8 Wonderland (Pronunciation)
教科书 书名：《义务教育教科书·英语》七年级下册
出版社：译林出版社 出版日期：2024 年 12 月
教学目标
通过本课时学习，学生能够：
1. 阅读例句，了解、感知意群这一语音现象。
2. 借助语法结构准确辨识句子中的意群，并结合意群划分规则，朗读分享《西游记》阅读感
受的句子。
3. 运用意群划分规则朗读 Daniel 讲述自己听书体验的短文，进一步理解阅读对生活的意义。
教学内容
教学重点：
句子中意群的划分规则。
教学难点：
借助语法结构准确辨识句子中的意群。
教学过程
Step 1 Presentation
1. Have students read the two sentences on page 99 and pay attention to the pauses in each
sentence. Then have students answer the following questions.
Where do you pause when you read each sentence Why
2. Have students listen to the recording and try to use the slash sign (/) to separate the different parts
in the two sentences.
3. Have students read the sentences again and answer the following question.
What are the sense groups in the sentences
The following table is for reference.
Type Structure Example
noun phrase article + adjective + noun a beautiful woman
verb + adverb run quickly
verb phrase verb + object climb tall trees
auxiliary verb + main verb will dance
prepositional phrase Ppreposition + noun phrase with my friends
in the future
4. Have students answer the following question.
How are the pauses made
Then have students listen to the recording of the sentences and read along.
Step 2 Practice
1. Have students finish Part A on page 99.
Then have students listen to the recording and check the answers.
2. Have students finish Part B on page 99.
Then have students listen to the recording and check the answers.
3. Have students think about one of their reading experiences and then share it with the whole class,
focusing on the sense groups.
备注：教学设计应至少含教学目标、教学内容、教学过程三个部分，如有其它内容，可自行
补充增加。教学设计
课程基本信息
学科 英语 年级 七年级 学期 春季
课题 Unit 8 Wonderland (Welcome to the unit)
教科书 书名：《义务教育教科书·英语》七年级下册
出版社：译林出版社 出版日期：2024 年 12 月
教学目标
通过本课时学习，学生能够：
1. 借助图文和音频，初步了解四个中外经典奇幻故事，提取和归纳介绍主要人物和情节的词
汇和语言表达。
2. 获取和梳理两名同学了解的奇幻故事的名称和内容等信息，提取和归纳询问、描述、评价
奇幻故事的词汇和语言表达。
3. 运用相关词汇和语言表达，与同伴交流自己知道的奇幻故事并表达情感，初步感知奇幻故
事的精彩与美妙。
教学内容
教学重点：
询问、描述和评价奇幻故事的词汇和语言表达。
教学难点：
运用相关词汇和语言表达，与同伴交流自己知道的奇幻故事并表达情感。
教学过程
Step 1 Lead-in
1. Have students look at the picture on page 92 and answer the following questions.
(1) What can you see in the picture
(2) Where do you think you can see this picture
2. Have students read the unit overview on page 92 and answer the following questions.
(1) What will we do in this unit
(2) What fantasy story do you know What is it about
Step 2 Welcome to the unit
1. Have students look at the four pictures in Part A on page 93 and answer the following questions.
(1) What fantasy stories are they
(2) How much do you know about these stories
2. Have students listen to the introduction and finish Part A.
3. Have students talk about each of the four interesting fantasy stories with a complete sentence.
Then have students answer the following questions.
(1) Do you like these fantasy stories
(2) What do you think of them
4. Have students listen to Sandy and Simon’s conversation in Part B on page 93 and answer the
following questions.
(1) What are they talking about
(2) What’s the book about
5. Have students read the conversation in Part B and answer the following question.
What are some stories in The Classic of Mountains and Seas about
6. Have students listen to the recording and read along, and then read in different roles.
7. Have students work in pairs and talk about fantasy stories they know using the conversation in
Part B as a model.
备注：教学设计应至少含教学目标、教学内容、教学过程三个部分，如有其它内容，可自行
补充增加。教学设计
课程基本信息
学科 英语 年级 七年级 学期 春季
课题 Unit 8 Wonderland (Reading)
教科书 书名：《义务教育教科书·英语》七年级下册
出版社：译林出版社 出版日期：2024 年 12 月
教学目标
通过本课时学习，学生能够：
1. 获取和梳理爱丽丝掉进兔子洞的起因和经过等信息，理解语篇的结构化知识。
2. 赏析语篇中用于描述情节发展、表现人物情绪的词汇和句型表达，并运用所学语言转述爱
丽丝的故事。
3. 评价爱丽丝的人物形象，归纳和探讨故事中想象世界的奇妙及其蕴含的人生哲理或价值观
念，主动阅读并欣赏经典奇幻文学作品。
教学内容
教学重点：
1. 借助可视化图形，理解语篇的结构化知识。
2. 赏析语篇中用于描述情节发展、表现人物情绪的词汇和句型表达。
教学难点：
1. 运用所学语言转述爱丽丝的故事。
2. 评价爱丽丝的人物形象，归纳和探讨经典奇幻文学作品。
教学过程
Step 1 Learning and Comprehension
1. Have students answer the following questions.
What fantasy stories do you know What are they about
2. Have students answer the two questions on page 94 before reading.
3. Have students read the title and look at the pictures on page 94 and answer the following
questions.
(1) What can you see in the pictures
(2) What do you want to know about the story
4. Have students read the tip on page 94. Then have students scan the story and finish the table
about the story.
When (1) ________________________________
Who (2) ________________________________
Where (3) ________________________________
(4) ________________________________
(5) ________________________________
What (6) ________________________________
5. Have students read the story and fill in the blanks.
Paragraphs (1) : Before jumping down the hole
Paragraphs (2) : After jumping down the hole
6. Have students read paragraphs 1–3 and answer the following questions.
(1) What is special about the rabbit
(2) Why did Alice jump down the hole
7. Have students read paragraphs 4–5 and complete the table about what Alice saw and the
problems she had in the hole.
What Alice saw What problems Alice had
(1) ________________________________ (1) ________________________________
(2) ________________________________ (2) ________________________________
(3) ________________________________ (3) ________________________________
8. Have students answer the following questions.
(1) Which word shows Alice had these problems in the hole
(2) How do you feel when you read “but” in the story
9. Have students read the story again and finish Part A on page 95 with the help of the words or
phrases that show the actions of Alice.
10. Have students read the story again and finish Part B on page 95.
11. Have students think about the story and answer the following questions.
(1) How did Alice feel after she saw the rabbit How do you know that
(2) Was the hole very deep How do you know that
Step 2 Application and Practice
1. Have students finish Part C on page 96.
2. Have students retell the story of Alice jumping down the rabbit hole according to the following
chart.
Step 3 Transfer and Innovation
1. Have students answer question 1 in Part D on page 96.
2. Have students discuss question 2 in Part D on page 96 in pairs and take notes if necessary. Then
have students report the results of their discussion to the whole class.
3. Have students discuss question 3 in Part D on page 96 in groups and take notes if necessary.
Then have students report the results of their discussion to the whole class.
备注：教学设计应至少含教学目标、教学内容、教学过程三个部分，如有其它内容，可自行
补充增加。教学设计
课程基本信息
学科 英语 年级 七年级 学期 春季
课题 Unit 8 Wonderland (Grammar)
教科书 书名：《义务教育教科书·英语》七年级下册
出版社：译林出版社 出版日期：2024 年 12 月
教学目标
通过本课时学习，学生能够：
1. 获取和梳理一般过去时的否定句和一般疑问句中 be 动词、行为动词以及助动词 do 的
形式变化规律。
2. 在谈论《查理和巧克力工厂》作者罗尔德·达尔的生平经历的语境中理解、内化一般
过去时的否定句和一般疑问句的用法。
3. 在谈论自己知道或喜欢的奇幻故事的情境中，正确运用一般过去时的否定句和一般疑
问句，并阅读和分享更多奇幻故事。
教学内容
教学重点：
一般过去时的否定句和一般疑问句的形式特征和表意功能。
教学难点：
准确运用一般过去时简要介绍自己知道或喜欢的奇幻故事。
教学过程
Step 1 Presentation
1. Have students read the conversation between Simon and Sandy on page 97 and answer the
following questions.
What tense did they use How do you know that
2. Have students read the negative sentences in the simple past tense in the tables on page 97 and
summarize the form and use of verbs in the simple past tense. The following tables are for
reference.
be 动词的一般过去时
否定句 I/He/She/It was not ...
You/We/They were not ...
行为动词的一般过去时
否定句 I/You/We/They/He/She/It did not ...
3. Have students read the tip on page 97.
4. Have students read the questions in the simple past tense in the tables on page 97 and summarize
the form and use of verbs in the simple past tense. The following tables are for reference.
be 动词的一般过去时
Was I ... Yes, you were.
No, you were not.
Was he/she/it ... Yes, he/she/it was.
No, he/she/it was not.
一般疑问句
Were you ... Yes, I was./Yes, we were.
No, I was not./No, we were not.
Were we ... Yes, we/you were.
No, we/you were not.
Were they ... Yes, they were.
No, they were not.
行为动词的一般过去时
Did I ... Yes, you did.
No, you did not.
Did you ... Yes, I/we did.
No, I/we did not.
一般疑问句
Did we ... Yes, we/you did.
No, we/you did not.
Did they/he/she/ it ... Yes, they/he/she/it did.
No, they/he/she/it did not.
5. Have students finish “Workout the rule!” on page 97.
6. Have students go through “Grammar check” on page 148. Give explanations if necessary.
Step 2 Practice
1. Have students practise using the simple past tense.
Have students complete the following sentences with the correct forms of the verbs in brackets.
(1) — _______ you _______ (read) the story Peter Pan yesterday — Yes, I _______.
(2) — How _______ (be) the story — It was great!
(3) — _______ Carol _______ (lend) the book to you — No, she _______ .
(4) — _______ (be) the trip last weekend a great experience —Yes, it _______.
2. Have students finish Part A on page 98.
3. Have students finish Part B on page 98.
Step 3 Production
Have students finish Part C on page 98.
备注：教学设计应至少含教学目标、教学内容、教学过程三个部分，如有其它内容，可自行
补充增加。教学设计
课程基本信息
学科 英语 年级 七年级 学期 春季
课题 Unit 8 Wonderland (Integration)
教科书 书名：《义务教育教科书·英语》七年级下册
出版社：译林出版社 出版日期：2024 年 12 月
教学目标
通过本课时学习，学生能够：
1. 在读、听活动中，获取和梳理奇幻故事的典型特征、受欢迎的原因以及《五个孩子和沙精》
的作者国籍、故事情节、阅读启示等关键信息。
2. 在同伴对话活动中运用相关表达谈论自己喜欢的奇幻故事，并阐释原因。
3. 在写作活动中综合运用本单元词汇知识与表达和语篇结构知识与表达，发挥想象力和创造
力，完成故事续写，表达对故事情节发展的独特思考。
教学内容
教学重点：
1. 分析奇幻故事的典型特征、受欢迎的原因。
2. 谈论自己喜欢的奇幻故事的相关表达。
3. 综合运用本单元词汇知识和语篇结构知识。
教学难点：
1. 在听力语篇中获取并理解《五个孩子和沙精》的作者国籍、故事情节、阅读启示等关键信
息。
2. 综合运用本单元词汇知识与表达和语篇结构知识与表达，完成故事续写，表达对故事情节
发展的独特思考。
教学过程
Step 1 Preparation
Reading
1. Have students read the title and subheadings of the article in Part A on page 100 and answer the
following question.
What information can we get from the article
2. Have students read the article about fantasy stories and answer the questions in Part A.
Listening
1. Have students read the rubrics and Sandy’s notes in Part B on page 100 and answer the following
questions.
(1) What is Sandy listening to
(2) What information can we get from Sandy’s notes
2. Have students predict the answers to Part B and write down some possible answers in the blanks.
3. Have students listen to the recording and finish Part B.
Speaking
1. Have students read the rubrics in Part C on page 101 and answer the following question.
Which book are Sandy and Simon talking about
2. Have students listen to Sandy and Simon’s conversation and answer the following question.
What stories do Sandy and Simon like best
3. Have students read Sandy and Simon’s conversation and complete the table.
Name Plot(s)
Kuafu Running after the Sun Kuafu wants to (1) ________________.
He finally dies because (2) ________________.
His walking stick becomes (3) ________________.
Jingwei Filling the sea Jingwei (4) ________________ and (5) ________________ in
the face of difficult tasks.
4. Have students listen to the recording and read along, and then read in different roles.
5. Have students work in pairs and talk about the fantasy stories they like using the conversation in
Part C as a model.
Step 2 Writing
1. Have students read the rubrics in Part D on page 101 and answer the following question.
What should we think about before we write the story
Then have students read the tip in Part D2 on page 102.
2. Have students answer the questions in Part D1 on page 101.
3. Have students look at the picture in Part D2 on page 102 and answer the following questions.
What is Alice holding What is under the table
4. Have students read the story Mr Wu showed to the students in Part D2 on page 102 and answer
the following questions.
(1) What did Alice see
(2) Where did Alice want to go
(3) What was the problem
(4) How did she deal with the problem
(5) How did she feel
5. Have students read the story again and fill in the blanks in the chart.
6. Have students find useful expressions in the story and come up with more. Then have students
finish the chart below.
7. Have students write the next part of the story based on their answers to the questions in Part D1
on page 101. They can refer to Part D2 and “Useful expressions” on page 102 for ideas about
structure, content and expressions.
8. Have students check their writing after they finish and exchange drafts with their partners for
review. Then have students revise their stories.
9. Have students share their stories in class, evaluate which one is the best and learn from each
other.
备注：教学设计应至少含教学目标、教学内容、教学过程三个部分，如有其它内容，可自行
补充增加。
