2019學(xué)年八年級(jí)英語(yǔ)上冊(cè) Module 7 A famous story Unit 2 She was thinking about her cat教案 （新版）外研版

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1、Unit 2 She was thinking about her cat. 教學(xué)目標(biāo) To understand the story of Alice’s Adventures in wonderland. To be able to retell stories using past on –goings. According to some pictures and videos,the students can tell some fairly stories. 教學(xué)重點(diǎn) Grapes new words and phrases Let the students

2、 understand the story of Alice’s Adventures in wonderland.pay attention to the orders of the time,the detail and the tenses—the past on goings. 教學(xué)難點(diǎn) Grape new words and phrases Retell the story using past on-goings. The students can continue writing the story,imagine the ends. 學(xué)情分析 現(xiàn)階段

3、，學(xué)生已經(jīng)有一定的英語(yǔ)基礎(chǔ)，他們喜歡直觀形象思維，對(duì)影像，圖片特別感興趣。需要激發(fā)并保持學(xué)生學(xué)習(xí)英語(yǔ)的興趣。在設(shè)計(jì)課堂教學(xué)活動(dòng)時(shí)一定要根據(jù)學(xué)生的情況，采用靈活多樣的教學(xué)方法來(lái)吸引學(xué)生的注意。 學(xué)法指導(dǎo) 開(kāi)口大聲朗讀，默讀要求速度，能抓住文章大意，關(guān)鍵信息。注意閱讀策略和技巧的培養(yǎng)。 教學(xué)過(guò)程 教學(xué)內(nèi)容 教師活動(dòng) 學(xué)生活動(dòng) 效果預(yù)測(cè)（可能出現(xiàn)的問(wèn)題） 補(bǔ)救措施 修改意見(jiàn) Step-one Review Step- two Lead-in Step- three Pre-t

4、ask Step four Presentation Step- four Consolidation St

5、ep- five Practice Step-six Homework To draw the students’ attentions,help them revise the past on-goings. 1. Show some pictures,practising them using the past on –goings. 2. Free talking Using “work in pairs”,one asks,one answers. Talk about what they were do

6、ing at 9:00 last night For leading in the new lessons,After finishing the exercises of the past on-going.Asking :What was Alice doing ? 1.Show students a picture and ask: Look at this picture, is it strange? Why do you think it’s strange? 2. Then show the title of the lesson and le

7、cture the new words as well.For letting the study and understand the words. 1) let the students learn the new words by themselves in groups 2) Show some pictures,through the pictures,teaching the new words 3) read after the teacher To understand the main details of the story and improve

8、 the students’ listening abilities. 1. Let the students listen the story. 2. Let the students reading the story carefully.find the difficult words ,phrases and sentences. Eg.once or twice what…for have nothing to do too…to land on… 3. careful Reading (1)Paragraph 1: ①The whole class r

9、ead together and answer these two questions: 1) What was Alice and her sister doing by the river? 2) Then what ran by them? T: Now, lets check the answers. ②Ask a volunteer to read Paragraph 1 in class and the other students find out difficulties. ③Solve difficulties: (2)Paragraph 2: ①

10、To ask a students read Paragraph 2,then find out the words that proves the rabbit was different. ②Ask a student to be “a little teacher” to check the answers. ③Read by yourself and point out important points. ④Solve difficulties. 1) nothing strange, something, anything… 2) take sth. out of

11、sw. 3) run across…. (3)Paragraph 3: ①Let the students answer these two questions after reading Paragrap3 1)Was the rabbit hole deep? 2)Was the hole bright enough to see everything clearly? 3） What did Alice land on at last? ②Students read this paragraph and find out difficult points. ③A

12、sk a group of six students to read paragraph 3. ④Ask the students read the passage together make sure they understand very well. 1.Retell the story. 2.After the retelling, ask the students to answer some questions and do some exercises. If they have some difficulty, there are p

13、ictures to help them. 1.For consolidating the grammar ,the important phrases and sentences,to show some exercises on the screen and ask the students to do them. 1.Read the passage after school and remember the new words. 2.To finish writing your own story of Alice’s

14、Adventures in Wonderland. 1.Have the students make sentences using the past on-goings. 2.. Have students talk about what they were doing at 9:00 last night Show some interests in this story. 1.Watch pictures learn some new words. 2.Talk about the strange places of

15、 the rabbit 1)study the new words in groups, help each other 2)According to the pictures,learning the new words.pay attention to the pronunciation 3) read after the teacher 1. Listen the story carefully,try to understand the main details of the story. 2. Reading the

16、 story in groups, 3. make notes about the important words and phrases 4) read together (1)Paragraph 1: 1)read the passage quickly to answer the questions on the screen. 2)Then check in pairs. 2)Paragraph 2: ①Listen to someone to read and find out the key

17、words that describe the strange white rabbit. ②Ask a student to be “a little teacher” to check the answers. (3)Paragraph 3: ①Let the students answer these two questions after reading Paragrap3. ②Students read this paragraph and find out difficult points: ③Ask a gr

18、oup of six students to read paragraph 3. ④Ask the students read the passage together make sure they understand it well. 1. Do the retelling. 2.Do some exercises. 3.Check the answers in groups. 4.correct the answers with the help of the teacher. Finish the homework Most stude

19、nts can use the tense correctly, of cause, few students need more time to practice. They like this step, they can discuss in Chinese or English if they like. But speaking out the strange places of the rabbits is a difficult thing for them, most students are too sh

20、y and unconfident. Some students’ lisening abilities are too weak,they may have some difficulties to understand the story. Some words may be read incorrectly: some students need more time to read the words and phrases

21、 It’s easy for them. Maybe some students have no pension to read the passage carefully, so they have many faults in this step. Retelling the story is a bit difficult,The teacher should help the student practise more.

22、 Do the exercises together,some students may make lots of mistakes,help them. 板書(shū) 設(shè)計(jì) Module 8 Unit2 She was thinking about her cat. important Phrases: have nothing \ something to do once or twice

23、nothing stranges take sth. out of sw. run across…. land on… important sentences: 1) She found that she was falling… 2) It was too dark for her to see anything. ( too … for sb. to do sth.) e.g. He is too young to go to school this year. 3) While she was falling, she was thinking about he cat… To identify: see sb. do sth. \ see sb. doing sth find sb do sth. \ doing sth. 參考書(shū)目及 推薦資料 English teaching reference books Ⅱ 教學(xué)反思 8