閩教版小學英語教案
發(fā)表時間：2021-04-15八年級英語上冊Module7Unit3教案外研版。
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八年級英語上冊Module7Unit3教案外研版
Module7Unit3Languageinuse
教學目標Tobeabletodescribepaston-goingactions.
Listenforspecificinformation.
Role-playwiththeteacher’sguidance.
Writeaboutownexperience,usingthepastcontinuous.教學重點Summarizethepastcontinuoustense.
Writeashortstoryaboutownexperience.教學難點Knowthedifferencesbetweenthepastcontinuousandthepasttense.
Writeaownstoryandretellanoldstory.學情分析Sshavelearntsomefamousstorieslastterm.Someofthemcanretellsimplestories,theyalsolearnmoreknowledgeandtrytowritestories.學法指導Sshelpeachotherreadingwritingactingingroups.教學過程教學內(nèi)容教師活動學生活動效果預測（可能出現(xiàn)的問題）補救措施修改意見一、Summarizethepastcontinuous.
二、Activity56
……
三．Listening
四．Acttheplay
五．Writing．
1、CorrecttheSs’answers.
2、Addmoreinformationaboutthetense.
……
Correcttheanswersinwholeclass.
Playthetape.
Playtheaudience.
Leadthemtowrite,teachthemsomewritingskills.SsdiscussWhattheyhavelearntinUnit12aboutthepastcontinuous.
……
Theyfinishedtheblanksbeforeclass.
First,Ssreadthe3Paragraphs,payattentiontotheblanks.
Ingroupsoffourandacttheroles.
Ssdiscussitingroups,thenletonestudentwritedown,othersrevise.Hardtotellthedifferencebetweenthepasttenseand
Thepastcontinuous.
……
Thespeakersaysfaster.
Theycan’trememberthelines.
Theyusewrong
Tense.Givemore
Practice.
……
LetthemgooverthetextsinUnit12.
Allowthemtotakebooks.
Handthepaperinandcorrectthem.板書設計參考書目及
推薦資料教學反思
相關(guān)知識
八年級英語上冊Module7Unit2教案外研版
八年級英語上冊Module7Unit2教案外研版
Shewasthinkingabouthercat
教學目標1、知識與能力目標：理解故事的主要意思。
2、過程與方法目標：通過自主閱讀通話故事以及中英文名著提高閱讀能力，加深對中西方文化的了解，并且能小組合作表演。
3、情感態(tài)度與價值觀目標：能夠與故事中的人物共情，在欣賞故事的同時培養(yǎng)移情能力。教學重點1、詞匯和過去進行時態(tài)；
2、結(jié)合過去進行時態(tài)知識（或知識點）的學習，實現(xiàn)閱讀能力和寫作能力的發(fā)展和培養(yǎng)。教學難點本課時的教學重點如何讓學生正確使用過去進行時態(tài)。學情分析通過第一單元的語法和故事的初步介紹，為本單元的故事閱讀打下了基礎。學法指導1、指導學生結(jié)合圖片視頻等理解故事內(nèi)容。.
2、指導小組成員合作表演。教學過程教學內(nèi)容教師活動學生活動效果預測補救措施修改意見一、引入課題
二、定向預習
明確目標
三、互動共享，深化認知
四、分層達標全面提升
五、反饋評價，歸納總結(jié)
六、課外作業(yè)：Writing
指導學生看圖并回答問題并指出本節(jié)的學習要求
1、出示新單詞的音標
2、預學主題一：Readingthepassagequicklyandfindtheanswerstothequestions.
問題引領：
1.WasAliceinterestedinhersister’sbook?
2.Whatcolourweretherabbit‘seye....?
3.Wheredidsheland?
預學主題二：預學自測
用單詞的適當形式填空。
1.Students_____(have)Englishtestat9:30amyesterday.
2.What_______yourbrother_______(do)atthistimelastSunday?
3.What__________(happen)tothelittlegirl?
4.Look,Therabbit___________(run)towardsus.
5.________they________(have)ateapartylastnightwhenIrang?
1、規(guī)定學生獨立學習任務
2、小組合作，收集問題。
3、集體共享，完善問題。
4、老師點撥，舉一反三
5、讓學生理清故事層次
6、讓學生在規(guī)定時間內(nèi)完成任務
7、讓學生復述故事
8、檢查故事熟悉效果
檢查學生學習情況
1、知識層面：
2、思想與方法層面
3、過去式
4、故事結(jié)構(gòu)：復述本節(jié)故事
作業(yè)
看圖說出第一單元學習的圖片人物名字
1、根據(jù)音標讀單詞、意思和拼寫、構(gòu)成的短語。
2、學生看圖并根據(jù)老師問題用英語回答（預學主題一）。
學生用單詞的適當形式填空（預學主題二）
1、獨立細讀故事，劃出不懂的詞、短語、句型。
2、學生在小組間列出不懂的問題
3、同伴互助，共商不懂的答案
4、學生思考并作筆記
5、聽故事并完成作業(yè)
6、小組合作讀故事并復述
7、小組代表匯報成果
8、Answerthequestions.Usethewordsandexpressioninthebox.
做中考沙龍單項選擇
1、Matchtheanswerswiththequestions.
2、WritewhathappenedtoAliceaftershefoundasmallkeyonatable.UsetheanswersinActivity5tohelpyou.
3、TrytoknowmoreaboutthedetailsofAlice’sAdventuresinWonderlandbywatchingthemovie.
應該回答順利
解決詞匯
基本熟習故事情節(jié)
過去進行時態(tài)漏掉助動詞be
深化故事
語法結(jié)構(gòu)和句意理解
理解故事情節(jié)的基礎上用自己的語言描述出情節(jié)的發(fā)展，語句的通順和連貫
掌握本節(jié)所學的知識體系和解題技巧
師生合作
小組合作
多做練習
學會歸納
小組合作表演板書設計常規(guī)板書。
Alicewassittingwithhersisterbytheriverandhersisterwasreadingabook.
Shewasthinkingabouthercat.
主題板書。
Be+Ving
too…to…
Therewasnothingstrangeaboutthat參考書目
推薦資料外研201版年級冊英語及教師用書，百度文庫
八年級英語上冊Module1Unit2教案外研版
八年級英語上冊Module1Unit2教案外研版
Unit2Shewasthinkingabouthercat
教學目標TounderstandthestoryofAlice’sAdventuresinwonderland.
Tobeabletoretellstoriesusingpaston–goings.
Accordingtosomepicturesandvideos,thestudentscantellsomefairlystories.
教學重點Grapesnewwordsandphrases
LetthestudentsunderstandthestoryofAlice’sAdventuresinwonderland.payattentiontotheordersofthetime,thedetailandthetenses—thepastongoings.
教學難點Grapenewwordsandphrases
Retellthestoryusingpaston-goings.
Thestudentscancontinuewritingthestory,imaginetheends.學情分析現(xiàn)階段，學生已經(jīng)有一定的英語基礎，他們喜歡直觀形象思維，對影像，圖片特別感興趣。需要激發(fā)并保持學生學習英語的興趣。在設計課堂教學活動時一定要根據(jù)學生的情況，采用靈活多樣的教學方法來吸引學生的注意。學法指導開口大聲朗讀，默讀要求速度，能抓住文章大意，關(guān)鍵信息。注意閱讀策略和技巧的培養(yǎng)。教學過程教學內(nèi)容教師活動學生活動效果預測（可能出現(xiàn)的問題）補救措施修改意見
Step-one
Review
Step-two
Lead-in
Step-three
Pre-task
Stepfour
Presentation
Step-four
Consolidation
Step-five
Practice
Step-six
Homework
Todrawthestudents’attentions,helpthemrevisethepaston-goings.
Showsomepictures,practisingthemusingthepaston–goings.
Freetalking
Using“workinpairs”,oneasks,oneanswers.Talkaboutwhattheyweredoingat9:00lastnight
Forleadinginthenewlessons,Afterfinishingtheexercisesofthepaston-going.Asking:WhatwasAlicedoing?
1.Showstudentsapictureandask:Lookatthispicture,isitstrange?
Whydoyouthinkit’sstrange?
2.Thenshowthetitleofthelessonandlecturethenewwordsaswell.Forlettingthestudyandunderstandthewords.
letthestudentslearnthenewwordsbythemselvesingroups
Showsomepictures,throughthepictures,teachingthenewwords
readaftertheteacher
Tounderstandthemaindetailsofthestoryandimprovethestudents’listeningabilities.
Letthestudentslistenthestory.
Letthestudentsreadingthestorycarefully.findthedifficultwords,phrasesandsentences.
Eg.onceortwicewhat…forhavenothingtodotoo…tolandon…
3.carefulReading
(1)Paragraph1:
①Thewholeclassreadtogetherandanswerthesetwoquestions:
1)WhatwasAliceandhersisterdoingbytheriver?
2)Thenwhatranbythem?
T:Now,letschecktheanswers.
②AskavolunteertoreadParagraph1inclassandtheotherstudentsfindoutdifficulties.
③Solvedifficulties:
(2)Paragraph2:
①ToaskastudentsreadParagraph2,thenfindoutthewordsthatprovestherabbitwasdifferent.
②Askastudenttobe“alittleteacher”tochecktheanswers.
③Readbyyourselfandpointoutimportantpoints.
④Solvedifficulties.
1)nothingstrange,something,anything…
2)takesth.outofsw.
3)runacross….
(3)Paragraph3:
①LetthestudentsanswerthesetwoquestionsafterreadingParagrap3
1)Wastherabbitholedeep?
2)Wastheholebrightenoughtoseeeverythingclearly?
3）WhatdidAlicelandonatlast?
②Studentsreadthisparagraphandfindoutdifficultpoints.
③Askagroupofsixstudentstoreadparagraph3.
④Askthestudents
readthepassagetogethermakesuretheyunderstandverywell.
1.Retellthestory.
2.Aftertheretelling,askthestudentstoanswersomequestionsanddosomeexercises.
Iftheyhavesomedifficulty,therearepicturestohelpthem.
1.Forconsolidatingthegrammar,theimportantphrasesandsentences,toshowsomeexercisesonthescreenandaskthestudentstodothem.
1.Readthepassageafterschoolandrememberthenewwords.
2.TofinishwritingyourownstoryofAlice’sAdventuresinWonderland.
1.Havethestudentsmakesentencesusingthepaston-goings.
2..Havestudentstalkaboutwhattheyweredoingat9:00lastnight
Showsomeinterestsinthisstory.
1.Watchpictureslearnsomenewwords.
2.Talkaboutthestrangeplacesoftherabbit
1)studythenewwordsingroups,helpeachother
2)Accordingtothepictures,learning
thenewwords.payattentiontothepronunciation
3)readaftertheteacher
Listenthestorycarefully,trytounderstandthemaindetailsofthestory.
Readingthestoryingroups,
3.makenotesabouttheimportantwordsandphrases
4)readtogether
(1)Paragraph1:
1)readthepassagequicklytoanswerthequestionsonthescreen.
2)Thencheckinpairs.
2)Paragraph2:
①Listentosomeonetoreadandfindoutthekeywordsthatdescribethestrangewhiterabbit.
②Askastudenttobe“alittleteacher”tochecktheanswers.
(3)Paragraph3:
①LetthestudentsanswerthesetwoquestionsafterreadingParagrap3.
②Studentsreadthisparagraphandfindoutdifficultpoints:
③Askagroupofsixstudentstoreadparagraph3.
④Askthestudents
readthepassagetogethermakesuretheyunderstanditwell.
1.Dotheretelling.
2.Dosomeexercises.
3.Checktheanswersingroups.
4.correcttheanswerswiththehelpoftheteacher.
Finishthehomework
Moststudentscanusethetensecorrectly,ofcause,fewstudentsneedmoretimetopractice.
Theylikethisstep,theycandiscussinChineseorEnglishiftheylike.
Butspeakingoutthestrangeplacesoftherabbitsisadifficultthingforthem,moststudentsaretooshyandunconfident.
Somestudents’liseningabilitiesaretooweak,theymayhavesomedifficultiestounderstandthestory.
Somewordsmaybereadincorrectly:
somestudentsneedmoretimetoreadthewordsandphrases
It’seasyforthem.
Maybesomestudentshavenopensiontoreadthepassagecarefully,sotheyhavemanyfaultsinthisstep.
Retellingthestoryisabitdifficult,Theteachershouldhelpthestudentpractisemore.
Dotheexercisestogether,somestudentsmaymakelotsofmistakes,helpthem.
板書
設計Module8
Unit2Shewasthinkingabouthercat.
importantPhrases:havenothingsomethingtodoonceortwicenothingstrangestakesth.outofsw.runacross….landon…
importantsentences:
1)Shefoundthatshewasfalling…
2)Itwastoodarkforhertoseeanything.(too…forsb.todosth.)
e.g.Heistooyoungtogotoschoolthisyear.
3)Whileshewasfalling,shewasthinkingabouthecat…
Toidentify:seesb.dosth.seesb.doingsth
findsbdosth.doingsth.參考書目及
推薦資料EnglishteachingreferencebooksⅡ
教學反思
八年級英語上冊Module1Unit1教案外研版
八年級英語上冊Module1Unit1教案外研版
Alicewassittingwithhersisterbytheriver
教學目標1.Togetspecificinformationofastory
2.Tounderstanddescriptionofpaston-goings
3.Totalkaboutpaston-goings
4.Retellthestorybriefly
教學重點1.Tomasterthenewwords:suddenly,rabbit,party,fall,hole,strange,carry
2.Tomasterthestructure:werewasdoing
3.LetthestudentsunderstandthestoryaboutAlicethroughthepicturesandconversation1.
教學難點Howtousethestructure:werewasdoing
Retellthestorybriefly學情分析現(xiàn)階段，學生已經(jīng)有一定的英語基礎，他們喜歡直觀形象思維，對影像，圖片特別感興趣。需要激發(fā)并保持學生學習英語的興趣。在設計課堂教學活動時一定要根據(jù)學生的情況，采用靈活多樣的教學方法來吸引學生的注意。學法指導開口大聲朗讀，默讀要求速度，能抓住文章大意，關(guān)鍵信息。注意閱讀策略和技巧的培養(yǎng)。教學過程教學內(nèi)容教師活動學生活動效果預測（可能出現(xiàn)的問題）補救措施修改意見
Stepone
Warming-up
Steptwo
Presentation
Stepthreelistening
StepfourReading
Stepfive
Practising
StepSixRetellthestory
StepSevenHomework
1.Fordrawingthestudents’attentions,showsomepicturesaboutsomefamousstories.
Leadthetopic.
2.TranslatetheirChinesestories’nameintoEnglish,andpresentsomeonthescreen
3/Leadoutthestory’sname:
《愛麗絲漫游奇境》
4.Playavideoaboutthestory.
Forteachingtheusefulwordsandphrases
letthestudentslearnthenewwordsbythemselvesingroups
Showsomepictures,throughthepictures,teachingthenewwords
readaftertheteacher
Forknowingthecharactersofthestory,showtheirpictures.
Forknowingthemaindetailsofthestoryandimprovingthestudents’listeningabilities.
1.Tosolvetheimportantwords.phrasesandsentences.
2、Toletthestudentsknowaboutallthedetailsoftheconversation.
3.Topresentthetenseofthepaston–going’.letthestudentsunderlineallthesentencesincludingthepaston–going.
.
1.solvethegrammarproblem(thepaston-going)
1.Presentatetheinstructures:Was/Were+V.ing
2.usethepaston-goingcorrectly,letthestudentsdosomeexercises.
3.letthestudentsunderstandthekeytimeexpressions,Theteachercanlistthemandexplain.
Giveageneralexplainaboutthepaston-going.
Toimprovethestudents’soralabilities,Askthemtomakeasurvey.
Toconsolidatethegrammarpoints,askthestudentstodosomeexercises,
Toimprovethestudents’oralabilities.Askthestudentsworkingroups:retellthestory.
1)tellthestudentstoreadtheconversationagain,andtrytorememberthestoryline.
2)askthemtolookatthepicturescarefullyonthescreen
3)tellthemtotalkaboutthestoryingroups,trytoretellthestory
Encouragethemtogivethestoryanending.
4)asksomegroupstopresenttheirstoryafterclosingbooks.
Askthestudentstoretellthestoryandgiveitanendinginyourownwords.Writethestoryontheexercisebook.
Discussandtalktogether,theyareveryactive.
Theyareinterestedinthevideo.
1)studythenewwordsingroups,helpeachother
2)Accordingtothepictures,learning
thenewwords.payattentiontothepronunciation
3)readaftertheteacher
Throughthesepictures,knowingthemaincharacters.
Listenandnumberthewordsandpictures.Doitindividually.
Remembertheinstructures.
2.doasmallquiz
1.readtogether
2.Underlineallthesentencesincludingthepaston–going.
Accordingtothepictures,makesentencesusingthepaston–going.
Understandtheimportanttimeexpressionsofthepaston-going.
Makeasurvey.
Dotheexercises,thendiscussingroups.
watchtheflashoftheconversation
talkaboutthestoryingroups,trytoretellthestory
a)everyoneinthegroupshouldhaveatalk,
b)writedownwhatyousaid
presenttheirstoryafterclosingbooks.
retellthestoryandgiveitanendinginyourownwords.Writethestoryontheexercisebook.
Somestudentscantalkaboutsomefamousstories,maybetheywilluseChinesetotalk,butIthinkit’sOK.
1)、Somewordsmayreadincorrectly:
groundrabbit
Somenamesaredifficult,Thestudentscan’treadthemcorrectly.
it’seasyforthemtochoosethecorrectsentences
Whentheyarelistening,theycan’tunderstandallthemeaningcompletely.
Theymayobservetherulesofthepaston-going,It’seasy.
somestudentsneedrevisingtherulersofV.ing.
Somestudentscan’ttellthedifferencebetweenthepresentcontinuoustenseandthepaston-going.
Promotethestudents’friendships.
It’sdifficultforsomestudentstodotheseexercises,butthestudentswhoaregoodatEnglishcanhelpthem.
theypreferthediscussioningroups
somestudentsmayhavenowordsabouttheretelling
