外研版八上：Module 8 unit3 Language in use.教案

Module 8 Accidents
Unit 3 I was trying to pick it up when it bit me again.
学生年级：初中二年级上
教学内容：外研版《英语》（新标准）Module 8 Unit 3
一、教学内容分析
本模块以“事故”为主题。第二单元的阅读课文介绍了一位厨师的亲身经历向学生说明了遇到突发事件时应该沉着冷静，尽力想办法自救。学生可以通过本课的词汇、语法的学习和阅读技能的训练，提高围绕谈论事故这一话题进行语言运用的能力。
本模块的语法重点是学习过去进行时，通过学生复述课文，提高他们的语言表达能力。
二、教学目标
1. 语言知识目标：
(1) 话题：事故
(2) 功能： 能谈论在特定时间内正在发生的事情。
词汇：正确使用下列词汇和短语
名词：fridge, medicine, pain
动词：bite, climb, hide, throw, hurt, suggest
形容词：worse
短语：pick up, take a photo of, show…to, hurry...to, send…to, bite one’s hand, throw across
(4) 语法：正确使用过去进行时。
2．语言技能目标：
(1) 说：能够运用过去进行时表达事件的经过。
(2) 读：理解作者通过故事要传达的信息，理解故事发生的顺序。
(3) 写：能过运用过去进行时描写事件。
3．情感态度目标：
3.过程与方法
(1) 创设情境，激发学习兴趣，优化教学过程；
(2) 精讲巧练，注重语言学习的实践性；
(3) 课文文本的使用依据获取信息—理解信息—转换信息的原则。
三、重难点分析
重点：理解作者通过故事要传达的信息，理解故事发生的顺序。
难点：用过去进行时谈论在特定时间内正在发生的事情
四、教学资源
多媒体教学课件
五、教学过程
I. Engage
Step 1: Warming-up
操作方式：Lead in the topic.
T: Nowadays, everyone has a mobile phone. We can’t live without mobile phones. What can we do with the mobile phone?
S: We can play games/ see films…
T: Sometimes mobile phone can do something important, even save one’s life.
设计意图: 通过谈论手机的功能，拉近与学生的距离，导入本课主题。
II. Experience
Step 2: While-reading
操作方式： Listen to the tape and answer the question.
What saved Henry’s live?
操作方式： Read and put the pictures in the correct order.
操作方式：Mind Map
操作方式：Retell the passage according to the mind map. (小组合作)
操作方式：Act out.
设计意图：通读文章，通过图片排序，明白文章的主旨大意。通过思维导图的形式，理解文章的细节。小组合作复述课文，使每个学生都参与到课堂中。小组表扬，提高了学生的学习热情。
III.Express.
Step 3: After-reading
操作方式： Complete the passage with the correct words.
One day, when Henry was working in the restaurant, a snake suddenly appeared and _____ his hand. The snake from Asia was in a box of bananas. It bit me again, because he tried to _________. He _____ it across the kitchen and it landed on a table. Henry took a photo of the snake with his mobile phone, while the snake was lying on the table. After that, he _______ to the hospital, but the doctor _______ help him, because they did not know _____ kind of snake bit him. Later, with the help of mobile phone photo and Landon Zoo, the doctors could give him the _____ medicine. He _____ hospital the next day.
Henry’s suggestion is if a snake ____ you, take out your mobile phone or camera. Take its photo and _____ the photo to the doctors.
操作方式：further understanding
What kind of person is Henrry?
3．操作方式： Read the sentences and learn the usage of when, while and as soon as.
When Henry was working in a restaurant, a snake suddenly appeared and bit his hand.
While the snake was lying on the table, Henry quickly picked up his mobile phone and took a photo with it.
As soon as they learnt what kind of snake bit him, they gave Henry the right medicine.
4. 操作方式：仿写
(1) 当一个老人在街上走，一辆车撞上了他。(hit)
(2) 当他躺在那，一个年轻女人拿出手机，拨打了120。
(3) 医生一知道他在哪，就迅速过来了。
设计意图：课文填空训练，使学生进一步加深对文章的理解。通过观察三个重点句子，训练学生的仿写能力。
III.
Step 4: Pair work
操作方式： Write a short passage according to the pictures.
设计意图: 通过图片创设与本课话题相关的情景，引导学生运用本课所学的句式以及过去进行时时态，进行语言输出实践，实现语言的真实运用。这三幅图的描写已经在仿写阶段进行了一定的输出，降低了一定的难度。
IV．Evaluate
Step 5: Say the poem together.
When you are happy,
record your enjoyment .
When you are in danger,
take photos of the situation.
When you are bored,
Listen to music.
When you are lost in a strange city,
Use the GPS.
Mobile phone can help you everywhere.
No mobile phones, no life.
设计意图：总结本课内容，开阔了学生的视野，提升了一定的高度。