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視頻標簽：thinking abo,her cat
所屬欄目：初中英語優質課視頻
視頻課題：Module 7 A famous story Unit 2 She was thinking about her cat.
教學設計、課堂實錄及教案：教學課題：Module 7 A famous story Unit 2 She was thinking about her cat.
教學課題：Module 7 A famous story Unit 2 She was thinking about her cat.
項目 設計內容
備 注 課時
第 2 課時
課 型 Listenin
g and
speakin
g
教具 A projector, some
pictures and a tape
recorder
教學目標
知識與能力
1）能夠正確使用下列單詞和詞組：能夠正確使用下列單詞和詞組：twice, once or twice, suddenly, pink, pocket, field, think about, deep, while, dry 2）繼續學習過去進行時。
3）能讀懂包含過去進行時的童話故事，掌握故事的大致情節，主要人物和事件的先后順序。 4）能夠用過去進行時對課文進行續寫。 5）能夠結合圖片、影視等材料講童話故事。
過程與方法 Task-based learning.
態度與情感
通過學習英語故事，更加激起學習英語的興趣
重點 能讀懂包含過去進行時的童話故事，掌握故事的大致情節，主要人物和事件的先后順序。
難點 能夠用過去進行時對課文進行續寫。
教學手段方法 Task-based learning.
教學過程
教師活動 學生活動
說明或 設計意圖
Step1
revise:
Was/were +doing
Show the pictures, let Ss make sentences.
Look at pictures, and make sentences.
通過討論引導學生回顧上節課的內容，既鞏固過去進行時的內容,也活躍了課堂氣 氛。
Step2 1)Show the pictures and learn the new words
2) Show students a picture and ask: Look at this picture, is it strange? Why do you think it’s strange? Then show the title of the lesson and lecture the new words as well. eg:
twice, once or twice, suddenly, pink, pocket, field, think about, deep, while, dry
1)Learn the new words
2)Look at the pictures and describe . 引導學生談論圖片,訓練學生描述物 品物的能力。在描述的同時學習新單詞和句型，為學生掃清閱讀障礙。
Step3 1. Scanning
(1)Ask students to scan the passage.
T: Make the students read the passage and answer the question: What was Alice thinking about while she was falling down a rabbit hole?
2. Skimming
Ask students to skim the passage and number the events in the order they happened.(Activity3) 3.Careful reading. (1)Paragraph 1:
①The whole class read together and answer these two questions: 1) What was Alice and her sister doing by the river?
2) Then what ran by them? T: Now, lets check the answers. ②Ask a volunteer to read Paragraph 1 in class and the other students find out difficulties. ③Solve difficulties:
1) have nothing \ something to do 2) once or twice
3) without He left without
saying goodbye to me.
T: Alice saw a white rabbit ran by.
1. Scanning
(1)Ask students to scan
the passage and find out the answer. .
2. Skimming
Ask students to skim the passage and finish Activity 3.
3.Careful reading. (1)Paragraph 1:
①Read and find out the answers to the questions.
②Ask a volunteer to read Paragraph 1 in class and the other students find out difficulties.
③ Ask a little teacher to solve difficulties:
要求學生快速閱文章，回 答問題， 幫助學生理解課文內容。 通過學生快速閱讀，培養學生獲取主旨的能力。
讓學生帶著任務（問題）去閱讀課文，去找答案，有助于學生更加準確地獲取信息，提高閱讀效果和技能。學生通過分層次閱讀文章，獲取具體信It was not strange at all. But, it was not a common rabbit. It was very different. Why? Let’s look at the next part. (2)Paragraph 2:
1) ①T: Now, I want someone to
read the passage for us, and we find out the words that proves the rabbit was different.
②Ask a student to be “a little teacher” to check the answers. 1)… the rabbit say, “Oh dear! Oh dear! I’ll be late!”
2) Then the rabbit took a watch out of its pocket and looked at it.
③Read by yourself and point out important points. ④Solve difficulties.
1) nothing strange, something, anything…
2) take sth. out of sw. 3) run across….
4) To identify: see sb. do sth. \ see sb. doing sth.
T: The rabbit hole is big. And Alice followed the rabbit. And what happened to her? Would she be dangerous? Let’s go on to the last part.
(3)Paragraph 3:
①Let the students answer these two questions after reading Paragrap3
1)Was the rabbit hole deep?
2)Was the hole bright enough to see everything clearly?
3） What did Alice land on at last? ②Students read this paragraph and find out difficult points:
1) She found that she was falling… (find sb do sth. \ doing sth.)
2) It was too dark for her to see anything. ( too … for sb. to do sth.) e.g. He is too young to go to school
(2)Paragraph 2:
2） ①Listen to someone to read and find
out the key words that describe the strange white rabbit.
②Ask a student to be “a little teacher” to check the answers.
③Read by yourself and point out important points.
④Solve difficulties.
(3)Paragraph 3:
①Let the students answer these two questions after reading Paragrap3
1)Was the rabbit hole deep?
2)Was the hole bright enough to see everything clearly?
3） What did Alice land on at last?
②Students read this paragraph and find out difficult points:
息，把知識點和課文理解在分段學習得以突破。
而小組活動能通過學生間的自主、合作學習，讓學生充分地實踐運用語言，并激發學生創造性思維的發展。
this year.
3) While she was falling, she was thinking about he cat… 4)land on…
③Ask a group of six students to read paragraph 3.
T: Let’s read the passage together. (4)Ask the students
read the passage together make sure they understand it well.
③Ask a group of six students to read paragraph 3.
(4)Ask the students
read the passage together make sure they understand it well. Step Four Post- task (10’)
1.Retelling.
Let the students retell the story.
1. Do the retelling.
復述對話能使學生加深對課文內容的理解和記憶。 適當筆頭練習，讓學生鞏固本課時的語言點和突出重點。
Alice and her sister were sitting1)___the river. Her sister 2)____ reading but Alice had 3)_______ to do. Suddenly a white rabbit 4)____ pink eyes 5)_____ past her. Alice felt very 6)______ when she saw the rabbit 7)_____
out a watch from its pocket. Alice ran quickly 8)______ the field 9)_____ the rabbit. The rabbit went into a rabbit 10)_____and Alice followed.
Step Five Summary（2’）
1.Get the students to
sum up the language points. T: What have we learned today? Ss:……
2.Let the students to choose the best team in this lesson.
1.Sum up the language points.
2.To choose the best groups.
引導學生對這節課的總結，讓學生做自由發言，培養學生自主學習，自主總結的良好學習習慣。 簡短的評價使學生的課堂表現得到肯定并且可以激勵學生的學習興趣，樹立學習英語的信心。
Step
Six
Home
-work （1’） 1. Read the passage after school and remember the new words. 2.To finish writing your own story of Alice’s Adventures in Wonderland.
Finish the homework. 課后作業有助于學生鞏固已學的知識，補充其他方面的鍛煉。寫作是閱讀的拓展，讓學生最終完全掌握語言，實踐運用語言。
Blackboard arrangement
Module 7 A famous story.
Unit 2 She was thinking about her cat.
have nothing \ something to do 1) She found that she was falling… (find sb do sth. \ doing sth.) To identify: see sb. do sth. \ see sb. doing sth.
once or twice 2) It was too dark for her to see anything. ( too … for sb. to do sth.) e.g. He is
too young to go to school this year.
nothing stranges
take sth. out of sw. 3) While she was falling, she was thinking about he cat… run across…. land on…
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