外研版八年级上册 Module 7 A famous story Unit 1 教学设计（表格式）

课题 Module 7 Unit 1 Alice was sitting with her sister by the river P2 设计意图
课时教学目标 教学目标知识与技能1.知识目标Key words：fall, follow, hole, ground, rabbit, tea party, landKey structures: 1) One day, Alice was sitting with her sister by the river. 2) Why was it running 2.技能目标：1) Listening and understand the plot development of Alice’s Adventures in Wonderland, understanding the major characters and events. 2) Practising in a role-play with the teachers’ guidance3. 过程与方法：1) 视听法：通过多媒体课件展示，图片展示，教师提问，学生回答等方式给学生提供看，听，说，写 的表达机会。2) 情景交际法：创设生动，直观的教学情境，布置真实易于操作的交际任务，让学生在真实的语境中学会使用英语解决问题，提高运用语言能力。4. 情感态度与价值观：能与故事中的人物共情，在欣赏故事的同时培养移情能力5. 教学重难点1）教学重点：a. 掌握重点词汇和句型；b. .听懂对话，听出对话大意2） 教学难点：重点词汇和句型教学方法：1.Communicative approach;2.Task--based activities.教学准备教师准备：OHP ,Tape recorder, multimedia.学生准备：预习本课的生词，对话；查阅《爱丽丝漫游奇境记》的相关材料。
教学过程 Step 1. RevisionActivity 1 (1m): words and expressions.1) Read the new words in the word list together and then have a dictation for them in class.2) Finish plete the sentences with the words in the box. Then check the answers with the class.Activity 2: major charactersShow them the pictures of the major characters in the story and get them to tell their names. Read the names together. Pay attention to Ss’ pronunciation.Activity 3: Recall the plot of the story1) make a plot tree of the story by asking question.Ask: What was Alice doing What did she see Why was the White Rabbit running in a hurry What happened to Alice when she followed the White Rabbit Then who did she see What was the Cheshire Cat doing Next where did Alice arrive at Who did she see What were they doing Finally, who did she see What was the Queen of the Hearts doing 2) Get the students to retell the story according to the plot tree. Ask one or two students to show their retelling in front of the class.Step 2 Language points1) Play for them to underline key words and expressions. If necessary, make some explanations of language points to them. 2. Show them some Chinese expressions and get them to find out their English expressions in the dialogues.Step 3 Pronunciation and Speaking1. Play the dialogue for them again. This time, the whole class repeats it. Play attention to pronunciation and intonation. 2. Get them to read the dialogue in roles. Girls read Lingling’s words and boys Tony’s. 3. A5. Play the recorder for them and underline the speaker stress. And play again for them to repeat the sentences. Step 4 Speaking1. Introduce the grammar: the past continuous. Was/were + doing.2. make a drill to practice the tense.3. work in pairs: Asking and Answering What was/were …. Doing 4. Make an survey. Ask their classmates what they were doing at 4 pm on last Sunday. Put their answers in the table. And then, report the survey in front of the class. Step 1: 意图：Activity 1. 通过跟读，巩固单词读音Activity 2. 通过看图说出该故事中的主要人物，帮助学生回忆故事人物的名字，巩固这些名字的读音。Activity 3: 1）通过提问理清该故事的主要情节，帮助学生整体理解故事，并为复述本故事做好铺垫。2. 根据以上整理的思维导图复述故事的大概情节，有利于锻炼学生口头表达能力。Step 2:本环节主要是处理文中的语言点。并让学生划出重难点，加深记忆。Step 3:该环节主要目的锻炼学生的语音、语调和句子重读部分。Step 4：该环节主要目的是提高学生运用过去进行时的能力。
板书 Module 7Unit 1 Alice was sitting with her sister by the river.
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