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视频标签：thinking abo,her cat
所属栏目：初中英语优质课视频
视频课题：外研版八年级英语上册Module 7 A famous story Unit 2 She was thinking about her cat河南省优课
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章节名称
Module 7 Unit 2 She was thinking her cat
学时 1
学习目标
课程标准：全日制义务教育课程标准 7--9年级学段 外研版
本节（课）教学目标：
知识和能力:1.To get information from the reading material Alice’s
Adventures in Wonderland and understand the sequence of events.
2.To master past continous:was/were+doing.
3.Write a short passage about what happened after Alice fell down the rabbit hole.
过程和方法: 1.Through skimming,scanningand careful-reading, know about the story and find out was/were +doing sentences.
2. Through Task-based approach ,Autonomic learning, group work, crazy English, retelling and writing, students practice past continous , master the important and difficult points.
情感态度和价值观: Through studying the story, students want to read more famous works around the world and cultivate students’ interest of the literatures.
学生特征
The students have learned past continous tense. According to this passage, I did a survey about Alice’s adventures in wonderland. They know little about the story. In order to help the students, I made a book about the story.I believe that they will be interested in it.The students are curious,active and fond of imagining what happened to Alice next.
学 知识点 编 号 学习 目标
具 体 描 述 语 句
（资知识点 编 号 学习 目标 媒体
类型 媒体内容要点
教学 作用 使用 方式
所 得 结 论
占用 时间 媒体
来源
习 目 标 描 述
2A—1
2A—2
2A—3
知识和能力
过程和方法
情感态度和价值观
1. To get information about the story.
2. Master the new words and phrases. 3. Practice past continous tense.
4. Retell and write about what happened after Alice fell down the rabbit hole.
1.Skimming,scanning and careful-reading, know about the story
2. Autonomic learning 3. Pair work, group work, 4. Crazy English 5. Writing
Through studying of this passage, students want to read more about the story and cultivate students' interest of literature.
项 目
内 容 解 决 措 施
教学重点
1. Enable the students to know about the story. 2. Enable the students to read and write with the past continous tense .
1. Scanning and skimming
2. Lead the students to read and know about the story through all kinds of activities. 教学难点
1.Retell the story 2.Continue to write the story. 1. According to the introduction and the key
words of this passage
2. Solve the problem by themselves in group
or ask me for help.
1 2 3 4 5 6 7
知识 和能力
知识 和能力 过程 和方法 过程 和方法
过程 和方法
过程 和方法
情感态度和价值观
总结与作业
课件
课件
课件
课件
课件
课件 卡片
课件 图片 Warm-up 利用一段视频引发学生对阅读的兴趣，展示国内外名著。
Skimming 了解故事的概要。 Scanning 进一步了解课文。 Careful reading 练习与巩固
Crazy English Retell the article Group work Writing Reading 情感升华
Writing and
reading
BAGH
ACD CD FH
BD BD I J
HI AC CH CF BC J G G
激发学生的学习兴趣，引出主题。 通过阅读找出文章的中心思想。
通过扫描式阅读，了解每一个段落的中心思想。
通过细读这篇文章，分段阅读并做阅读题，掌握做题的技巧 通过大声朗读增强对该语境语言运用方式的体会，并查找过去进行时的句子，掌握过去进行时的句式。并会用关键词来复述课文。
通过对这个故事的学习，天马行空的想象，
续写这个故事，提高学生的写作能力。 鼓励学生去了解世界文化，多读书
假期将近，如果有时间可以多读一些世界名著，提升自己的阅读能力，并且提升自己的文化素养。
2 min 6 min 3 min 15
5min
7min
1 min 1min 下载
自制
自制
自制
自制
自制
自制
自制
自制①媒体在教学中的作用分为：A.提供事实，建立经验；B.创设情境，引发动机；C.举例验证，建立概念；D.提供示范，正确操作；E.呈现过程，形成表象；F.演绎原理，启发思维；G.设难置疑，引起思辨；H.展示事例，开阔视野；I.欣赏审美，陶冶情操；J.归纳总结，复习巩固；K.自定义。
②媒体的使用方式包括：A.设疑—播放—讲解；B.设疑—播放—讨论；C.讲解—播放—概括；D.讲解—播放—举例；E.播放—提问—讲解；F.播放—讨论—总结；G.边播放、边讲解；H. 边播放、边议论；I.学习者自己操作媒体进行学习；J.自定义。
板 书 设 计
Unit2 She was thinking about her cat.
Alice was sitting with her sister.
She was falling down into a hole.
She was thinking about her cat.
She was falling down into a hole.
Her sister was reading a book.
She was falling for a long time.
课 堂
教 学 过
程
结 构 的
设
计 教学模式：探究式合作学习 教学过程结构：
Teaching procedures:
Step 1 Warm up and lead-in
（Raise students’ interest）
Step 2 Presentation
If not
Step3 reading
1.Skimming
Start
Play a video
Show the famous works around the world
PPT2-6 a video and some pictures
Learn and raise students’ interest
Look at the sentenses and pay attention to the new words
PPT 7-9 The new words Learn the new word and know about he story
If students have mastered Help students read the words
Let student skimthe story
and find out the main idea of the story
PPT 10-12Tthe main idea Learn to use
skimming skill
2.Scanning
3.Careful reading
Paragraph 1 What were they doing
Paragraph2 What did Alice see
Paragraph3 What happend to Alice
Read and answer the questions.
Learn to know what Alice and her sister were doing .
PPT14 questions
Read and answer the questions.
Learn to know what Alice saw.
PPT15 questions PPT16 questions Read and answer the questions.
Learn to know what happened to Alice.
If students have mastered
Ask other students to help知识点 编 号
学习
目标 练 习 题 目 内 容
1 2 3 5 6
Find the main idea Practice the past continue tense Know more about the story
Retell
Writing 1. What is the main idea of the passage?
2 Read the passage and complete the quesstions:
(1)The main idea of the passage (2)Match the main idea of each paragraph.
3. Read Paragraph 1 and answer the questions.
(1)Where were Alice and her sister?
(2)What was her sister doing? (3)What was Alice doing? 4. Read Paragraph2 and do T or F questions
(1)The white rabbit was looking at Alice.
(2)Alice ran across the field after the rabbit. (3)The rabbit went down a large hole in the ground.
5.Read Paragraph3 and answer the questions
(1)What did she fall down? (2)Where did she land? (3)What was Alice doing While she was falling? 6.Ask students to use the key words to try to retell the passage by their own words. 7. Write what happened to Alice next?
形 成
性 评 价 教学的目的不仅仅教授学生知识，而且也要教给他们用所学知识解决问题的能力和技能。老师要教给学生恰当的学习策略，并引导他们成为独立的学习者，并最终使他们能够应用于生活，达到真正的学以致用。本节课，充分运用多媒体手段，将本节课的内容直接、形象、生动地呈现在学生面前。学生能够灵活运用本节课的单词、短语，对这个故事进行叙述。
学生在练习中，积极参与，相互帮助，并通过不同的活动进行学习Alice其境
冒险的故事，达到了预期的目的。特别是在最后写作环节上，让同学们大胆想象Alice到太空、北京、印度及花果山，续写这个故事，来训练本节课的重点时态及短语，这个环节很有创意。
不足之处，有个别学生在说英语上还有自卑心理，不敢参与，不敢张嘴，还需进行心理疏导和鼓励。
另外，本节课上，教师采用了多种表扬和鼓励方式，提升学生的自信心和学习的积极性。这对于学生来说是及其重要的。
教 学 反
思 本节课是一节阅读课，这是一堂我精心准备的课。我对这节课大胆地进行了整合，我用一个视频鼓励学生多阅读，让学生站在想要学的位置上来学习这篇文章。我沿着学生的认知心理活动过程来设计“学”的路径，形成接受整体，乐思善解。这个过程中，我设计了多种形式的活动，充分调动了学生学习的积极性。教学设计思路清晰，过渡自然，衔接紧密，层层递进，引领学生一步一个脚印地进行语言训练，不仅让学生非常自然的领会本课的重难点，而且提高了学生的语用能力。
本节课的不足之处，学生对比较陌生的单词不能准确的读出。其中，这个环节
在课堂上用的时间比较多，这是没有预料到的，以后，应该认真对课堂进行预设。
这节课，我学到了很多东西，让我意识到，日常教学不能只是按着课本的顺序按部就班，而需深入了解课本，精心整合，不仅有利于提高自己的教学水平，还有利于学生有效的学习。这节课带给我很多收获和思考，我相信，今后的我会在教学上努力创新，不断设计学生喜欢的课。
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