外研版英语八年级上册教案：Module 6Unit 1 They were having a tea party

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1、八年级英语教学设计课例名称：Module 6 Unit 1 They were having a tea party 一、 教材概述本节课选自外研版版八年级英语Module 6的Unit 1，本节课以童话故事为主题，把语法与故事结合起来，采用隐性教育的方式让学生在了解故事的同时掌握过去进行时的结构和用法。 二、 教学内容分析1、 Key vocabulary：suddenly, rabbit, party, fall, hole, strange, carry 2. Key structures：Were/was doing3. Teaching difficult points ：To un

2、derstand desciption of past on-goings三、 学习者分析1、 本班大部分学生对英语比较感兴趣，乐于参与各种调查、汇报、表演等实践活动，有一定的综合语言运用能力。2、 学生对关于“爱丽丝漫游奇境”的故事感兴趣，学习热情高，有迫切的求知感。四、 教学目标分析Language goals语言目标1. Key vocabulary重点词汇suddenly, rabbit, party, fall, hole, strange, carry 2. Key structures重点句式Were/was doing 3. Ability goals能力目标Enable st

3、udents to talk about past on-goings.To get specific information of a storyTo talk about past on-goings.五、 教学策略分析1. 以听说来带动读写，培养学生听、说、读、写的能力。2. 通过图片闪现的形式，训练学生的观察力，巩固新内容，提高学生的应变能力，鼓励学生积极参与、善于合作、善于交流。3. 通过单词匹配，自然而然地学习新单词，然后通过朗读等来巩固所学的内容，培养良好的语音、语调和语感。( Unit 1共设计了7个活动。1 要求根据录音材料给故事中人物排序。2是谈论故事Alices Adve

4、ntures in Wonderland的一段对话。3为细节理解活动，要求学生听懂故事情节，记下故事中每个人物的活动。4要求辨认单词，按照提示为其分类。5要求用4中词汇完成句子。通过活动，学生可以从中学到用英语解释新单词的方法。6通过听读语音语调训练，帮助学生掌握含有过去进行时的句子的读音。7 要求写出在所给的过去时间内自己做的事情，然后结对进行问答练习（8）.)六、 教学过程Teaching procedures 教学过程设计意图Step I Lead-in Show some pictures .Learn from the present continuous to past conti

5、nuousShow some pictures , introduce them with correct form.Point out the structure: T: “Was/were doing” is used to describe past on-goings. Explain the difference between the present continuous to past continuousThen practise the past continuousT: Do you know the name of the story?Show the following

6、 picture.S: Alices Adventure in WonderlandT: Good. Its a famous English story. Today well start with this fairy tale. Step II ListeningRead through the list of characters with the students. Explain hatter”, then play the tape and ask the students to listen and focus.T: We are going to listen to a sh

7、ort introduction of the story, Alices Adventures in Wonderland. Before listening, lets read through the list of the characters first. Pay attention to “hatter” please. We know the word “hat”. A hatter is someone who makes hats. Play the tape and ask students to number the characters in the story in

8、the order. Call back the answers from the whole class.Step III Vocabulary Do activity 4. Ask students to group the words first in order to make them remember all the words easily and then go on with activity 5. T: There are some words in the box of activity 4. Please read these words first and then

9、try to find out the words for “animals”. S: Cat, mouse, rabbit.T: Find out two words mean “important people”.S: King and queenT: The places outside home.S: Garden, grass.Ask them to read through the words chorally. For activity 5, tell them to guess the words and complete the sentences. Check the an

10、swers by asking some students to read the sentences. Step IV Reading and grammar Ask students to read the conversation individually and find out the sentences with the form of “v-ing”. Write the sentences on the board:Im reading. She was sitting by the river.She was not reading. The queen was playin

11、g in the gardenWhat were they doing?Listening Ask students to listen to the recording of the conversation and do activity 3.Check their answer. Call their names from the whole class in order.Step V Pronunciation and speakingFirst ask students to read through the sentences in activity 6. Play the tap

12、e and have them follow. Then play the tape again, pausing to let the students repeat chorally and individually. After this, ask them to do activity 7, write notes on a piece of paper and then have conversations with their partners, ask and say what they were doing at these times.Sample answers:S: Wh

13、at were you doing at 7 am yesterday?S: I was going to school.S: What were you doing at 1 pm?S: I was having classes.Step VI HomeworkAsk students to:1. read the conversation in activity 2 repeatedly.2. do activities 1-4 in the workbook.3. Try to find some information about the writer of the story.学生已

14、经学过了现在进行时，因而通过这样的过渡使过去进行时的认识简单化，使学习变得轻松。导入新课，学生已经了解一些关于“爱丽丝漫游奇境”的故事情节，这应该是他们感兴趣的话题。借助于这份兴趣进行教学有利于激发学生的参与与意识和学习动机。故事是教授过去进行时的比较合适的体裁，既可学习语法，又可培养叙述能力。使本身非常枯燥的语法学习与故事结合，让学生在无意识的情况下学习、掌握语法，真正做到了语法为语义表达服务。本活动为单词学习训练活动，学生可以通过此活动加强对单词的理解和熟悉。本活动让学生从课文应用中熟悉过去进行时，有利于学生对新知识的巩固。以听、说来带动读、写，培养学生听、说、读、写的能力。本活动目的是帮

15、助学生掌握包含过去进行时句子的读音。本活动要求学生写出自己在所给的过去时间正在做的事情。学生须根据自己的真实情况来完成，具有一定的挑战性，也具有一定的交际性，有助于激发学生的表达愿望。板书设计： She was sitting by the river.How is it going? Its aboutSsh! Go on!Sorry! I see!Let me guess!教 学 案 例设计教师：林宏 教学年级：八年级课题：Module 6 A famous story Unit 2 She was sitting by the river教材版本：New standard English

16、 Book 3授课时间：45分钟一、学情分析初二上学期的学生经过一年多的学习，有了一定的英语基础知识和听说能力， 正逐步向读、写过渡，同时，对英语学习还保持着浓厚的兴趣，经过一年新课程理念的熏陶和实践，有了初步的自主、合作、探究、实验的能力，他们的思维偏重于形象思维，对于本单元的故事并不陌生，有些看过动画片，有些看过中文版的书，有些听说过，总之，他们熟悉并喜欢的话题。二、教材分析新标准英语是一套以素质教育思想为指导思想的教材，以提高学生的全面素质为根本目的，引导他们形成开放的，合理的跨文化认识与理解观念，整套教材内容生动活泼，富于时代气息，内涵丰富，语言输入量较大，让学生得到大量的语言浸润，既

17、拓展了视野，又学到了知识。对于提高阅读水平，写作技巧更有独到之处。本课是八年级上册第六模块的Unit 2 的第一课时，教材以A famous story为中心话题，围绕着描述过去正在发生的事情，学习和运用过去进行时态。Unit 2 的主要学习内容是在Unit 1的基础上，阅读Alices adventure in Wonderland的开头部分。三、教学目标 语言知识目标:1. 词汇：2. 功能目标：过去进行时的运用语言技能：1 说：能在小组活动，俩俩活动中用英语进行简单的交流。2 读：能读懂阅读材料，获取相应的信息，并能将有关信息进行匹配。3 写：控制型的写作，将所给材料整理排序，加入适当的

18、连接词即成。 学习策略目标: 提倡自主、合作、探究的学习方式 文化意识：通过童话故事以及对中英文名著的介绍，了解西方国家的文化。四、教学策略 采用“任务型”教学方法，让学生通过表达、沟通、交流、询问、讨论等形式学习和掌握英语，拓宽学生知识面，并运用所学的知识开展积极的思维活动.采取多媒体课件进行教学.采用小组活动的方式安排让学生灵活运用所学知识进行自由表达,达到学以致用的目的,又让学生在小组交流中加强自己的合作意识。培养学生学习英语的兴趣，树立自信心，培养良好的学习习惯和形成有效策略，发展自主学习和合作精神。五、教学过程根据任务互动式教学模式，将本课设计成三个阶段：Pre-read, Whil

19、e-read, Post-read。 以读为中心，说为辅助活动，写为拓展延伸，设计不同的任务。Step 1 Pre-readTask 1 A quiz (Arrange a competition between groups. To go over what was learned in Unit 1, and to lead in the new lesson in a natural way.) The teacher ask questions, and students try to answer as quickly as possible, the fastest can get

20、 one point for their group so that it will be more exciting and challenging.a. What characters do you remember in the story? Say at least four.b. What was the white rabbit doing?c. What were Mad hatter and the March hare doing?d. What was Alice doing?e. What was Cheshire Cat doing?f. What was the Re

21、d King doing?g. What was the Red Queen doing? Task 2 A discussion. ( To get the students to look and to think carefully, and then to talk about it in groups.) Show the students two pictures, one is the White Rabbit, the character in the story, the other is an ordinary rabbit, let them discuss “What

22、is strange about the White Rabbit?Ask two or three students to make a report, they may say:The White Rabbit was wearing clothes, but rabbits dont wear clothes.The White Rabbit was walking like a man, but rabbits usually walk with four feet, etc.Task 3 Match ( Before reading, get the students prepare

23、d, let them know the meanings of the new words in a more lively way.)Tell the students to match the new words with the pictures. fsdjfl A B C D E F 1. pink 2.pocket 3.field 4.hedge 5.daisy 6.chainStep 2 While-read Task 1 Sequencing( To read quickly and understand the story in brief.)Ask the students

24、 to read quickly and arrange the sentences in order.1. Alice went down the hole after the rabbit.2. Alice and her sister were sitting by the river.3. Alice got up and ran after the White Rabbit.4. The rabbit took out a watch out of its pocket.5. A rabbit ran past her.Task 2 Jigsaw reading ( To read

25、for details, find the answers to the questions. To divide the whole class into two groups, each group answers different questions, so we can lessen the difficulty, and save time as well. Through this task, they are supposed to practice reading and speaking, as well as to learn from each other and he

26、lp each other in English study.)Divide the whole class into two groups: boys and girls. The boys are required to read silently and find the answers to Question 1,3,5,7,9,11, and the girls Question 2,4,6,8,10,12.When they finish, ask the students to find a partner freely, to practice in pairs(a girl

27、with a boy), tell them to exchange their answers and if there is disagreement, talk about it and try to solve it. Or maybe they can ask the teacher for help.Step 3. Post-readTask 1 Reading aloud As we are reading the start of a famous story, it is good to practice reading aloud. Let the students get

28、 into groups of four. Each student take turns to read a passage among the group members. In this way, they can help each other with pronunciation and I think it will be more challenging to read before others.Task 2 Further ReadingLet the students get some information about the writer, Lewis Carroll

29、and Alice Liddell, get them to read the notes and then match them with the questions. The students are required to finish the task on their own, and then the teacher will show them the answer. Try to get the students prepared for the writing task.Task 3 Writing This is controlled writing, What they

30、should do is to arrange the notes in Activity in order, then add “One day, Then and Finally” to proper places, then the article is done. For Junior students, controlled writing is easier. But after they have finished, I think its better to ask two or three students to read out their articles in fron

31、t of the whole class. This can help them gain confidence in writing and satisfaction in study.Assignment: 1. Ask the students to find a story they have read, be ready to tell the story in class.2. Read another passage from “Alices Adventures in Wonderland”.AASk六、 课后反思本课例充分体现了阅读课的特点。从引入-阅读-理解-检测-巩固-应用整个过程，教师组织一系列的活动，体现了学生参与是活动产生的基础，活动的基本形态是交往和探究。教师提供了宽松的合作、讨论探究氛围，启发学生思考，开拓了思维，同时也培养了学生的社会责任感。课例中的学习活动具有生活化，挑战性和开放性，体现了“课程要面向学生的生活世界和社会实践，教学活动必须尊重学生已有的知识与经验，提倡自主、合作、探究的学习方式”的教学理念。9