Module 7 A famous story.Unit 2 She was thinking about her cat. 教案（word版）

八上Module 7 A famous story Unit 2 She was thinking about her cat.
（一）教学内容分析
本模块题材为童话故事，各单元内容由一个童话故事贯穿，内容和情节都符合这一年龄段学生的兴趣，非常有利于开展听、说、读、写方面的语言实践活动，让学生在使用语言的过程中学习语言，促使学生更有意识地自觉学习英语。
语法重点是过去进行时的用法，并能学会描述一个完整的故事或一件事情。通过学习，学生在掌握语言结构的同时，既学习语言知识、感悟语言功能，又能欣赏到美丽的童话故事。
本模块的难点是掌握过去进行时的形式和逐步形成正确使用一般过去时的意识。
第二单元为阅读教学，主要内容是通过“Alice’s adventures in Wonderland”故事开头的学习，学会如何引入故事及使用过去进行时。教学中教师应随时随地以童话故事的情节吸引学生，灵活利用各种素材组织教学过程和内容，充分调动学生的积极性，并鼓励学生多读些简写的英文童话故事。
（二）教学目标
1.语言知识目标
（1）能正确使用下列单词和词组：once or twice , suddenly, pink, pocket, field, think about , deep , while , dry .
（2）能掌握过去进行时：例如She found that she was falling down a very, very deep hole. While she was falling , she was thinking about her cat, Dinah.的用法
2.语言技能目标
（1）能读懂《爱丽丝漫游奇境》的故事开头批的片断内容，明白其中的事件及情节的先后顺序
（2）能运用过去进行时谈论自己或他人过去某时正在干什么.
（3）能根据提示发挥想象续编故事.
3.情感态度与文化意识
通过阅读童话故事，感受童话世界的美好与神奇，启发学生的想象力。能够与故事中的人物共情，在欣赏故事的同时培养其移情能力。促使学生更乐于接触并了解异国的风俗习惯和文化，培养跨文化交际的意识
（三）教学重难点
1. 熟练掌握词汇：once or twice , suddenly, pink, pocket, field, think about , deep , while , dry .
2. 掌握过去进行时的用法。
3. 能发挥想象给一个故事进行续编。
（四）教学方法
1. 任务教学法
2. 情境教学法
教学过程：
Step1. Warming—up
播放《白雪公主和七个小矮人》童话的音乐故事作为课前热身
设计意图：感受纯正的英语童话故事，为本堂课营造一个很好学习英语的氛围。学生通过事先上网查找材料，了解东西方童话故事，激发学生学习兴趣，调动学习积极性。
T: Class, Do you like reading fairy tales (板书fairy tales 童话故事)
Ss: Yes.
T: OK. I think most of you do. When I was a child ,I liked reading fairy tales too.
Can you think of any fairy tales you ever read You can speak in Chinese.
Ss: …（学生可以用汉语说出故事的名字，教师把这些书名翻译成英语。）
T: Today I’d like to tell you a famous fairy tale---Alice ’s Adventures in Wonderland.(板书famous著名的，Alice ’s Adventures in Wonderland.爱丽丝漫游奇境。)
One day , Alice was sitting by the river with her sister. Suddenly a rabbit ran by.(板书Suddenly突然地，ran by跑过)
Look ！Here is the rabbit.(展示奇怪兔子的图片)
Step2:Pre-reading：
Activity1: 在大屏幕上展示活动2中的图片，学生观察并讨论.
T: talk about it and say what they think is strange.
播放爱丽丝漫游仙境片段，学生观看了解故事人物
设计意图：培养学生预测故事内容，为下一步阅读的展开做好铺垫
Step3:While-reading
Acrivity 2: scan
快速浏览课文，完成事件排序
(A) Alice landed on some dry leaves.
(B) Alice was sitting by the river with her sister.
(C) Alice fell down a hole.
(D) A rabbit ran by.
(E) Alice ran across the field after the rabbit.
设计意图：快速理解课文，了解文章事件及情节顺序，培养阅读技巧
Activity3 : Reading in detail
细读全文，进一步理解课文，判断正误并回答问题
Check the true sentences.
（1）Alice was reading a book.
（2）The rabbit took a watch out of its pocket.
（3）The white rabbit went into a hole.
（4）Alice went into the hole after the rabbit.
Answer the questions:
1.What was Alice doing by the river
2.Was she interested in the book why
3.Sudddenly , what happened
4.What is stange about the rabbit
5.What did Alice do after she saw the strange rabbit
6.While she was falling ,what she was thinking about
7.Where did she land on
设计意图：逐一阅读并分析文中提及的具体问题，加深对文章故事内容的理解，锻炼学生仔细阅读获取有效信息的能力，培养学生英语阅读的策略
Activity 4: Finish the line map
根据activity3的问题小组讨论绘制爱丽丝和兔子行动路线图，然后视听课文动画
设计意图：加深对故事情节先后顺序的理解，学会用动词短语理清顺序和逻辑关系并从视觉上加强故事印象
Activity5:通过对话引出书中过去进行时句子，感知过去进行时用法
Alice was sitting with her sister by the river
Her sister was reading a book
She was falling down a very ,very deep hole
While she was falling for a long time ,she was
thinking about her cat
设计意图:：巩固过去进行时，并为下一步运用过去进行时复述故事做准备
Step4:Post-reading
Activity6： retell the story
以小组比赛形式，根据路线图或图片提示并运用过去进行时给他人讲述《爱丽丝漫游奇境》开头故事
Activity 7：make up the following story
设置讨论任务，学生分组。根据教材活动5的内容或大屏幕播放短片提示续编接下来的故事发展
设计意图：通过以上的训练，深化了解文章内涵，拓宽学生的思维，从而激发学生的学习兴趣，进一步帮助学生提高实际运用语言的能力，同时加强合作意识
→
→
→
→
→
→
→
→
go down
→
look at
→
take … outof
→
run by
→
The rabbit
land on
think about
fall down
go down
run …across…after
get up
hear
look into
have nothing to do
sit by the river
Alice → →