外研版八年级上册Module 8 Unit 2 I was trying to pick it up when it bite me again.教学设计（表格式）

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课题 Module 8 Accidents Unit 2 I was trying to pick it up when it bit me again.
语篇研读（分析本课时教学内容在单元中的位置，学习内容对发展学生核心素养的功能价值，蕴含的正确价值观念等what why how) The theme of this module is about accidents . Students are expected to talk about what was happening at a specific time using past continuous with adverbial clauses . What : Unit 2 is a reading text which tells about how a cook saved himself by taking photos of the snake . Its thematic context belongs to human and nature . How : This passage is a news story which follows the " inverted pyramid format ". The writer uses both past simple and past continuous in writing the story . Many adverbial clauses are also used to show the development of the story . Why : This text is intended to help students to get familiar with the stylistic features of news stories and develop their high order thinking . At the same time , Henry ' s experience also provides an important lesson for students : we should always keep calm and take immediate action to help ourselves in face of the accidents.
学情分析（分析学生与本课时学习相关的学习经验、知识储备、学科能力水平、学生兴趣与发展需求、发展路径等） What they know : Students of Grade 8 generally master the reading strategies of prediction - they know how to predict the content of the story through the picture ; they have learnt the basic structure of past continuous from previous module and have no difficulty in understanding story written in past simple and past continuous. What they wonder : Students may feel curious about the inverted pyramid structure of news stories and the function of each part ; they may wonder how to use past simple and past continuous properly in writing ; they also want to know how to deal with accidents ; What they will learn : Students will understand the structure and other stylistic features of the news stories ; they will understand the development of the plot and they will know some basic ways to deal with accidents .
教学目标（根据课程标准和学生实际，指向学科核心内容、学科思想方法，描述学生经历学习过程后应达成的目标） 1、能掌握本单元的单词和短语：bite, climb, hide, throw, fridge, pain, worse, medicine。 2、能根据图片预测下文；能理解作者通过故事要传达的信息；能够理解语篇中故事发生的顺序和学习遇到突发事件时应沉着冷静，尽量想办法自救的安全意识。 3、能够仿照范文，用过去进行时对发生在自已周围的事故进行描述或报道。
教学过程
教学目标 学习活动 效果评价 设计意图
1.Understand the inverted pyramid structure of the new story and obtain its mean idea. 2.Sort out the details of the story from the story mountain and perceive the usage of past continuous and past simple from the context. 3.Analyze the stylistic features of the news story ，understand typical British humor ，and grasp the proper ways to deal with accidents. 4.Integrate what has been learned from this lesson and use them to draft a mind map on" what makes a good news story". 1.Students share what they have learnt from previous unit and give opinions on what they will do if they see an accident on the way to school ; 2. Students look at the picture of the text carefully and predict the possible content of the text based on the details of the picture . 3. Students read the passage quickly , find out the main idea of the story , and divide the passage into 3 parts . 4. Students read the first part carefully and retrieve " when "" where "" who " and " what " and the related elements of the story and understand the function of the lead part is to provide the most important information of the news story ; 5. Students read part 2 and look through the nine pictures of the events . First they describe pictures with their partners ; then they work together and put the 9 pictures in time order so as to finish the Story Mountain ; 6. Students understand the five stages of the plot development - opening , rising action , turning point , falling action and ending with the aid of Story Mountain and teacher ' s guidance ; students also learn how to find outthe turning point of the story ; 7. Students look into the details of the story and answer the following questions :1) How many times did the snake bite Henry What happened each time 2) What did Henry do after the snake bit him What kind of person is Henry based on his reaction 3) What / who really saved Henry ' s life 8. Students read part 3 and find out Henry ' s advice and discuss whether they will follow Henry ' s advice or not ; Students are guided to find out the proper ways to deal with accidents ; 9. Students pay attention to the usage of quotation marks and conclude the usage of citing in a news story ; 10.Students read the last sentence of the whole story and understand the humorous expression . Students read the title and discuss the reasons why the writer chooses this title . 11.Students share what they have learned from this lesson and work in groups to make a mind map on "what makes a good news story". Observe students' answers , and check whether they can remember what they learnt in unit 1. Observe students' performance and check whether they can identify the type and the structure of the story. Observe and check whether students can follow the teachers example and find other "wh" elements in part. Monitor students performance and provide timely help. Check whether they put the pictures in correct order. Identify students' difficulties in learning and listen to their reasons for choosing the turning point. By asking eliciting questions and arouse students enthusiasm for participation, teacher can monitor and evaluate students understanding of deep meaning of the text,check whether students can reasonably form and express their opinions.Observe their answers and check whether students demonstrate critical thinking. Observe students' answers and find out whether students can understand the usage of citing, the function of humor and title in a new story. Observe students' presentation, acknowledge their efforts and indirectly point out where they need to improve. Use pictures to review the related topic and lead to the theme; activate students' existing knowledge and create reading expectations; identify the type and structure of the text to prepare students for retieving The basic Information of the text. Go for in-depth The standing of the text from different perspectives, learn the usage ofpast simple and past continuous in context; cultivate their viewing skills, develop thinking and expressing skills in activities. Further appreciate the stylistic features of news stories and explore its relevance to the meaning of the theme. Consolidate And integrate what has been convered in this lesson; summarized and abstract New knowledge structures on the basis the theme.
板书设计（板书完整呈现教与学活动的过程，最好能呈现建构知识结构与思维发展的路径与关键点）
作业与拓展学习设计（关注作业的针对性,创新型，发挥作业对复习巩固、引导学生深入学习的作用） 基础性作业（必做）： 1、Finish the task on exercise book . 2、Preview Unit 3 on page 68-69 . 实践性作业（必做）： Write a short story about an accident .拓展性作业（选做）： 分组调查各种事故或者意外受伤的应急措施。
教学反思与改进（教与学的经验性总结，基于学情分析和目标达成度进行对比反思，教学自我评估与改进设想） The teaching objectives were mostly achieved as planned . According to students ' feedback after class , most of them can understand the inverted pyramid structure of a news story and its stylistic features . Meanwhile , their critical and logical thinking were developed and emphasized during the class . Their language competence was also practiced . However , Teacher Talking Time should be limited and students should be given more time to fully discuss and explore . While the two students were doing the presentation in the front , the other students should be involved to provide peer evaluation .