Module 7 Unit 2 She was thinking about her cat教案2
外研版英语八年级上册Module 7 Unit 2《She was thinking about h
外研版英语八年级上册Module 7 Unit 2《She was thinking about her cat》教学设计一. 教材分析外研版英语八年级上册Module 7 Unit 2《She was thinking about her cat》主要讲述了一个关于一位女士和她丢失的猫的故事。
本节课主要让学生掌握一般过去时态的运用，以及如何描述过去发生的事情。
教材内容丰富，插图生动有趣，有助于激发学生的学习兴趣。
二. 学情分析八年级的学生已经掌握了基本的英语语法知识，对一般过去时态有所了解，但部分学生可能在实际运用中仍有困难。
学生在听力、口语、阅读和写作方面有了一定的基础，但需要在课堂上进一步巩固和提高。
此外，学生对动物主题较为感兴趣，有助于提高学习积极性。
三. 教学目标1.知识目标：让学生掌握一般过去时态的构成和用法，能够描述过去发生的事情。
2.能力目标：提高学生的听力、口语、阅读和写作能力。
3.情感目标：培养学生关爱动物、乐于助人的品质。
四. 教学重难点1.重点：一般过去时态的构成和用法。
2.难点：如何运用一般过去时态描述过去发生的事情。
五. 教学方法1.情境教学法：通过设定故事情境，让学生在实际语境中学习一般过去时态。
2.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高学生的综合语言运用能力。
3.交际法：鼓励学生积极参与课堂交际，提高口语表达能力。
六. 教学准备1.教材：外研版英语八年级上册Module 7 Unit 2《She was thinkingabout her cat》。
2.多媒体课件：故事插图、动画、音频等。
3.教学卡片：一般过去时态的关键词语。
4.作业：相关练习题。
七. 教学过程1.导入（5分钟）利用多媒体展示故事插图，引导学生谈论图片中的女士和她的猫。
提问：“Can you guess what happened to the woman and her cat?”，激发学生的兴趣。
八年级英语上册 Module 7 Unit 2 She was thinking ab
不要替我担心，这难不到我。
5. Shedidn’tthink itisstrange. 她认为这不奇怪. （否定转移）
I don’t think (that) English is easy.我想英语并不易。
The teacher doesn’t think (that) I am clever.老师认为我不聪明。
6. Sheheardthe rabbitsay…Shesawitgodown a large rabbit hole.
see / watch / hear / notice + sb + do / doing
Module 7 Unit 2 She was thinking about her cat
学习
目标
1、知识目标:掌握本单元短语及句型；
2、能力目标：能听、读懂短文，并熟练翻译。
3、情感目标：通过学习，唤起学生的童心，提高学习的兴趣。
重点难点
理解掌握过去进行时的结构和用法。
学习方法
学 习 过 程
修订
have nothing to drink 没有什么喝的
2. once or twice 一两次，偶尔
He looked out of the windows once or twice.他朝窗外看了一两次。
Once or twice he wrote to us. 他偶尔给我们写信。
3.“Andwhatis a bookfor,” thought Alice, “without pictures or conversations?” “连插图和对话都没有”，艾丽丝想，“这书还有什么意思呢？”
2013新版外研社Module7Unit 2 She was thinking about her cat.
5. Whaቤተ መጻሕፍቲ ባይዱ did she fall down?
She fell down a very deep hole. 6. Where did she land? She landed on some dry leaves.
Listen and read ,then say.
_________________ Alice was sitting with her sister by the river and her
Alice had nothing to do. Once or twice she looked ___________ into her sister's book, but it had no pictures or conversations in it.
（一两次，偶尔） （ _________________ "And what is a book 这 本 ___ thought Alice, for," 书 "without _______ pictures or 有 什 conversations?“ 么 用 (没有，with的反义词) ） 3.Why didn't Alice like her sister's book? Because it had no pictures or conversations.
（在· · · · · · 的旁边）
by sister was reading a book.
1.Where were Alice and her sister?
They were sitting by the river.
2.What was her sister doing? She was reading a book.
M7 Unit 2 She was thinking about her cat教案06
Module 7 A famous storyUnit 2 She was thinking about her cat.学习目标：1.知识目标:能够正确使用过去进行时2.能力目标:1)运用阅读技巧，读懂含有过去进行时的童话故事，理解主要人物和主要事件；2)能根据图片和文章细节信息，复述课文。
3.情感目标:能够感知故事中的西方文化内涵--新奇的追求带美妙的经历。
【课前延伸】pocket n. 口袋land v. 降落filed n. 牧场；田地suddenly adv. 突然地pink adj. 粉红色的twice adv. 两次deep adj. 深的once or twice 偶尔；一两次dry adj. 干的while conj. 当…的时候【课内探究】一、Pre-readingWhat’s the meaning of “wonderland” ?A. 奇迹B.仙境C. 火星D. 城堡二、While-reading---多层阅读（一）Fast reading ---快速阅读整篇文章，了解大意Read quickly and answer.1.Where was Alice sitting?2.What did she see suddenly?3.What happened to Alice at last?Imagine: How did Alice fall down a deep hole?（二）Careful reading---详细阅读每个章节，把握细节信息分段阅读Read paragraph 1 and answer the questions.1. Were Alice and her sister reading a book?2. Why didn't Alice like her sister's book?Imagine:How did Alice feel?Read paragraph 2 and and find out what was special about the rabbit. Imagine and discuss in groups:If you see such a rabbit, what will you do? Read paragraph 3 and finish the table.There was a ____ and ____ hole AliceBefore falling down ____ _____ after it –____ _____how to get out again。
外研八上M7U2Shewasthinkingabout优质教案
外研八上M7U2 She was thinking about优质教案一、教学内容本节课选自外研版八年级上册Module 7 Unit 2，详细内容为She was thinking about。
通过该课的学习，学生将深入了解一般过去进行时的用法，学会描述过去某个时刻正在发生的事情。
二、教学目标1. 学生能够理解并掌握一般过去进行时的结构，即was/were + 动词ing。
2. 学生能够运用一般过去进行时描述过去某个时刻正在发生的事情。
三、教学难点与重点教学难点：一般过去进行时的用法及其与一般过去时的区别。
教学重点：掌握一般过去进行时的结构，并能够熟练运用该时态进行句子创作。
四、教具与学具准备1. 教具：多媒体课件、黑板、粉笔。
2. 学具：课本、练习本、文具。
五、教学过程1. 导入：通过展示一张图片（一个人正在思考），引导学生用一般过去进行时描述图片内容，引出本节课的主题。
2. 新课内容呈现：a. 学生自主阅读课文，了解一般过去进行时的用法。
b. 教师讲解一般过去进行时的结构，并用例句进行解释。
3. 实践情景引入：a. 学生分组，每组选择一个场景，用一般过去进行时描述该场景。
b. 各组展示成果，其他学生进行评价。
4. 例题讲解：a. 教师呈现例题，引导学生分析句子结构，理解一般过去进行时的用法。
b. 学生独立完成练习，教师进行讲解。
5. 随堂练习：a. 学生完成课本上的练习题。
b. 教师挑选部分题目进行讲解，巩固所学知识。
b. 学生分享学习心得，进行拓展延伸。
六、板书设计1. 一般过去进行时的结构：was/were + 动词ing2. 例句展示3. 练习题目七、作业设计1. 作业题目：请运用一般过去进行时，描述昨天晚上你在家里的活动。
2. 答案示例：Last night, I was watching TV at home.八、课后反思及拓展延伸1. 反思：本节课学生对一般过去进行时的掌握程度，以及教学过程中的优点和不足。
Module 7 Unit 2 She was thinking about her c
名师点拨 1 think about, think of与think over的区别
Please think about how to tell her the bad news. 请考虑一下，如 何把这个不幸的消息告诉她。 He carefully thought about what I said. 他仔细思考了我所说的 话。 What do you think of the play?=How do you find ／ like ／ enjoy the play? 你觉得这部戏剧怎么样？ Let me think it over. 让我好好想一想。
常考短语 5. ___h_e_a_r__sb_._d_o__st_h_.__ 听到某人做某事 6. __t_a_k_e__…__o_u_t_o_f__…__ 从……中拿出……
1.她偶尔看一眼姐姐的书。 ___O__n_c_e_o_r__tw__ic_e___ she _____lo_o_k_e_d__in_t_o____ 重点句子 her sister’s book. 2.那没有什么好奇怪的。 There was__n_o_t_h_in__g_s_t_ra_n__g_e__ about that.
1. ____th_i_n_k__a_b_o_u_t____ 考虑 常考短语 2. _h_a_v_e__n_o_th__in_g__to__d_o_ 无事可做
3. ___o_n_c_e__o_r_t_w_i_c_e___ 偶尔；一两次
4. ___w__h_a_t_…__f_o_r_____ 有什么用,为什么
（2）while引导的状语从句还可以表示某个动作正在进行 的同时，另一个动作也在进行之中。如： While the teacher was speaking，the students were listening. 老师讲课时，学生们在听。 While he was writing，I was reading. 他写字时，我在看书。
Module7Unit2Shewasthinkingabouthercat教案
3.实践活动中，我发现学生在分组讨论时表现活跃，但在展示环节显得有些紧张和不自信。为了提高学生的自信心，我将在课堂上给予更多鼓励和表扬，同时引导其他学生给予积极的反馈和评价。
五、教学反思
在Module7 Unit 2 "She was thinking about her cat"这节课的教学过程中，我发现学生们对一般过去进行时的理解和运用存在一定的困难。在教学反思中，我觉得以下几个方面值得关注和改进：
1.对于一般过去进行时的引入，我尝试通过提问方式引发学生的兴趣和思考，但感觉效果并不理想。在今后的教学中，我可以尝试使用更贴近学生生活实际的情景，以增强他们的代入感，激发学习兴趣。
四、教学流程
（一）导入新课（用时5分钟）
同学们，今天我们将要学习的是Module7 Unit 2 "She was thinking about her cat"这一章节。在开始之前，我想先问大家一个问题：“你们在日常生活中是否遇到过在某个时刻突然想起某件事情的情况？”（如：在听音乐时突然想起作业还没写）这个问题与我们将要学习的内容密切相关。通过这个问题，我希望能够引起大家的兴趣和好奇心，让我们一同探索一般过去进行时的奥秘。
-在课堂活动中，教师应设计具有挑战性的任务，如改编故事情节，让学生在对话中尝试使用一般过去进行时描述动作，从而突破难点。
-教师要关注学生的听说能力，通过听故事、模仿发音、角色扮演等活动，提高学生在真实语境中运用所学知识的能力。
Module7Unit2 Shewasthinkingabouthercat教案
（3）听力理解：对于一些复杂的句子结构和表达方式，学生可能在听力理解上存在困难。教师需要通过逐句解析、重复播放录音等方式，帮助学生克服这一难点。
（4）情感表达的跨文化差异：在描述情感时，不同文化背景下的表达方式可能存在差异。教师需要引导学生了解并尊重这些差异，提高他们的跨文化交际能力。
其次，口语表达和听力理解仍然是学生的弱点。在小组讨论和角色扮演活动中，部分学生表现出紧张和不自信。为了提高他们的口语能力，我打算在接下来的课程中增加更多口语练习，如情景模拟、辩论等，鼓励学生大胆开口说英语。
此外，今天的实践活动虽然丰富多彩，但在时间分配上似乎有些紧张。在以后的教学中，我需要注意控制每个环节的时间，确保学生有足够的时间进行讨论和展示。
还有一个值得注意的问题是，学生在词汇运用方面仍需加强。在今后的课程中，我会设计更多与词汇相关的练习，如填空、造句等，帮助学生巩固和拓展词汇量。
最后，我要反思自己的教学方法。在课程中，我是否充分调动了学生的积极性？是否给予了他们足够的鼓励和支持？在以后的教学中，我会更加关注学生的需求，鼓励他们积极参与课堂活动，提高课堂氛围。
2.掌握本课核心词汇：think, wonder, look, realize, suddenly等。
3.阅读并理解课文，分析主人公的情感变化和故事情节。
4.通过小组合作，培养学生的口语表达能力和听力理解能力。
5.结合实际生活，让学生学会用英语描述自己在特定情境下的心理活动和感受。
我们将围绕这些教学内容，设计丰富多样的教学活动，帮助学生更好地理解和运用所学知识。
4.学习能力：引导学生通过自主、合作、探究的学习方式，培养良好的学习策略，提高自我管理和团队协作能力。
外研版八年级英语上册 Module 7 Unit 2 She was thinking about her cat教案
Unit2 She was thinking about her cat教学内容：Unit2 She was thinking about her cat.课型：Listening and speaking教学目标：1、能够正确使用下列单词和词组：twice, once or twice, suddenly, pink, pocket, field, thinkabout, deep, while, dry2、能读懂包含过去进行时的童话故事，掌握故事的大致情节，主要人物和事件的先后顺序。
3、能够用过去进行时对课文进行续写。
4、能够结合图片、影视等材料讲童话故事。
教学重难点：1、能读懂包含过去进行时的童话故事，掌握故事的大致情节，主要人物和事件的先后顺序。
（重点）2、能够用过去进行时对课文进行续写。
（难点）教学准备：课堂整体运用任务型教学模式，培养学生独立自主的学习能力。
本课指导学生通过听说获取信息，培养学生的听说技能。
在教学过程中，采用多媒体手段辅助教学，利用各种图片和习题任务贯穿整个教学过程。
因此，本节课需准备：PPT课件、挂图、课堂练习表格、奖品教学过程：教学步骤教师活动学生活动设计意图Step One Warming-up (3’)Lead in1. Free talk:T: I was watching a filmat 9:00 last night. Whatabout you, Jack? And howabout your father? What washe doing at that time?1. Have students talk about whatthey were doing at 9:00 lastnight以旧引新，先引导学生进入本模块的主题。
Step Two Pre-task (5’)Show students a picture andask: Look at this picture,is it strange?Why do you think it’sstrange?Then show the title of thelesson and lecture the newwords as well.eg:twice, once or twice,suddenly, pink, pocket,field, think about, deep,while, dryWatch pictures learn some newwords.引导学生谈论图片,训练学生描述事情的能力。
外研版八年级英语上册Module7Unit2Shewasthinkingabouthercat教案1
Unit2 She was thinking about her cat教学目标To understand the story of Alice’s Adventures in wonderland.To be able to retell stories using past on –goings.According to some pictures and videos,the students can tell some fairly stories.教学重点Grapes new words and phrasesLet the students underst and the story of Alice’s Adventures in wonderland.pay attention to the orders of the time,the detail and the tenses—the past on goings.教学难点Grape new words and phrasesRetell the story using past on-goings.The students can continue writing the story,imagine the ends.学情分析现阶段，学生已经有一定的英语基础，他们喜欢直观形象思维，对影像，图片特别感兴趣。
需要激发并保持学生学习英语的兴趣。
在设计课堂教学活动时一定要根据学生的情况，采用灵活多样的教学方法来吸引学生的注意。
学法指导开口大声朗读，默读要求速度，能抓住文章大意，关键信息。
注意阅读策略和技巧的培养。
教学过程教学内容教师活动学生活动效果预测（可能出现的问题）补救措施修改意见Step-one Review To draw the students’attentions,help them revise thepast on-goings.1.Show s ome pictures,practisingthem using the past on–goings.2.Free talkingUsing “work in pairs”,oneasks,one answers. Talk about whatthey were doing at 9:00 last night1.Have the students makesentences using the paston-goings.2.. Have students talk aboutwhat they were doing at 9:00last nightMost students can use thetense correctly, of cause,few students need more timeto practice.Step- two Lead-inStep- three Pre-task For leading in the newlessons,After finishing theexercises of the paston-going.Asking :What was Alicedoing ?1.Show students a picture and ask:Look at this picture, is itstrange?Why do you think it’s strange?2. Then show the title of th elesson and lecture the new wordsas well.For letting the study andunderstand the words.1)let the students learn the newwords by themselves in groups2)Show some pictures,throughthe pictures,teaching the newwords3)read after the teacherTo understand the main details ofthe story and improve thestudents’ listening abilities.1.Let the students listen theShow some interests in thisstory.1.Watch pictures learn some newwords.2.Talk about the strange placesof the rabbit1)study the new words in groups,help each other2)According to thepictures,learningthe new words.pay attention tothe pronunc iation3) read after the teacherThey like this step, they candiscuss in Chinese orEnglish if they like.But speaking out the strangeplaces of the rabbits is adifficult thing for them,most students are too shy andunconfident.Step four Presentationstory.2.Let the students reading thestory carefully.find thedifficult words ,phrases andsentences.Eg.once or twice what…forhave nothing to do too…toland on…3. careful Reading(1)Paragraph 1:①The whole class read togetherand answer these two questions:1) What was Alice and her sisterdoing by the river?2) Then what ran by them?T: Now, lets check the answers.②Ask a volunteer to readParagraph 1 in class and theother students find outdifficulties.③Solve difficulties:(2)Paragraph 2:①To ask a students read Paragraph2,then find out the words thatproves the rabbit was different.②Ask a stude nt to be “a little1.Listen the storycarefully,try to understandthe main details of thestory.2.Reading the story in groups,3. make notes about theimportant words and phrases4) read together(1)Paragraph 1:1)read the passage quickly toanswer the questions on thescreen.2)Then check in pairs.Some students’ liseningabilities are too weak,the ymay have some difficultiesto und erstand the story.Some words may be readincorrectly:some students need more timeto read the words and phrasesteacher” to check the answers.③Read by yourself and point out important points.④Solve difficulties.1) nothing strange, something, anything…2) take sth. out of sw.3) run across….(3)Paragraph 3:①Let the students answer thesetwo questions after reading Paragrap31)Was the rabbit hole deep?2)Was the hole bright enough tosee everything clearly?3） What did Alice land on at last?②Students read this paragraph and find out difficult points.③Ask a group of six students toread paragraph 3.④Ask the studentsread the passage together makesure they understand very well. 2)Paragraph 2:①Listen to someone to read andfind out the key words thatdescribe the strange whiterabbit.②Ask a student to be “alittle teacher” to check theanswers.(3)Paragraph 3:①Let the students answerthese two questions afterreading Paragrap3.It’s easy for them.Ma ybe some students have nopension to read the passagecarefully, so they have manyfaults in this step.1.Retell the story.2.After the retelling, ask thestudents to answer some questions and do some exercises.If they have some difficulty,there are pictures t o help them.1.For consolidating thegrammar ,the important phrasesand sentences,to show some exercises on the screen and askthe s tudents to do them.1.Read the passage after schooland remember the new words.2.To finish writing your own ②Students read this paragraphand find out difficult points:③Ask a group of six students toread paragraph 3.④Ask the studentsread the pas sage together makesure they understand it well.1. Do the retelling.2.Do some exercises.3.Check the answers in groups.4.correct the answers with thehelp of the teacher.Finish the homeworkRetelling the story is a bitdifficult,The teachershould help the studentpractise more.Do the exercisestogether,some students maymake lo ts of mistakes,helpStep- four ConsolidationStep- five Practice story of Alice’s Adventures inWonderland.them.Step-six Homework板书设计Module 8Unit2 She was thinking about her cat.important Phrases:have nothing \ something to do once or twice nothing stranges take sth. out of sw. run across…. land on…important sentences:1) She found that she was falling…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.3) While she was falling, she was thinking about he cat…To identify: see sb. do sth. \ see sb. doing sthfind sb do sth. \ doing sth.参考书目及推荐资料English teaching reference books Ⅱ教学反思。
Module7Unit2Shewasthinkingabouthercat.知识点课件英语八年级上册
此处作连词，引导时间状语从句，强调在从句动作发生的过程中，主句动作也在进行。
I was doing my homework while my mother was cooking last night.昨天晚上，当妈妈在做饭的时候，我在做家庭作业。
look into朝……里面看
He hung his head low when he looked into the mirrors. 他朝镜子里看去时耷拉着头。（选自怀化中考）
look into还可意为"调查；审查"。
The police will look into the case in two days.警方将在两天后调查这个案子。
教材语境 Suddenly she landed on some dry leaves... 突然，她落在了一些干树叶上……（教材P58）
land/lænd/ v.降落（或跳落、跌落）到地面（或水面上）
此处作不及物动词。
The spaceship has already landed on the moon.飞船已经登陆月球。（选自桂林中考）
hear sb. do sth. 听到某人做某事
do sth.在此作宾语补足语，其前省略了不定式符号to。
I heard a girl sing in the next room.我听见一个女孩在隔壁房间唱歌。 （选自鸡西中考）
A
A. nothing B. anything C. something D. everything
【解析】句意：——咖啡还是茶，弗兰克？——请给我咖啡。要想放松，没有什么比一杯咖啡更好的了。nothing"没有什么"；anything"任何事物"；something"某物"；everything"所有事物"。根据语境可知选A。
人教版英语八年级上册module7unit2shewasthinkingabouthercat
人教版英语八年级上册module7unit2shewasthinkingabouthercatUnit 2 She was thinking about her cat.提纲挈领词汇扫描1. twice adv. 两次；两倍【点拨】twice是频度副词，意为“两次；两倍”。
如：Please take the medicine twice a day.请每天吃两次药。
【延伸】（1）once表示“一次”，三次或三次以上一般用“基数词+times（次数）”来表示，如：five times 五次；ten times十次。
once a month表示“每月一次”，中间不用介词in。
three times a day表示“一天三次”。
如：They go shopping once a week.他们每周购物一次。
（2）对含有once, twice, sometimes, seldom, us-ually, never 等频度副词的提问用how often。
如：—How often do you play computer games?你多久玩一次电脑游戏？—Twice a week.一周两次。
2. think about考虑【点拨】think about意为“考虑”，是固定短语，其后可跟名词、代词或动名词作宾语。
如：①I’ll think about it.我会考虑这件事的。
②He was thinking about something else at that moment.他当时正在考虑别的事情。
【延伸】（1）think of与think about这两个短语表示下列意义时，可以互换。
1）意为“考虑”。
如：Don’t think of/about me any more.不要再考虑我了。
2）意为“对……有某种看法”。
如：What do you think of/about the film?你认为那部影片怎么样？（2）think of表示下列意义时，一般不和think about换用。
Module 7 Unit 2She was thinking about her cat.
Para. 3
1. What did she fall down?
She fell down a very deep hole.
2.Did she think about how to get out again.
No,she didn't
3. here did she land?
She landed on some dry leaves.
Read the passage and check what we have learn. Alice
Alice was sitting with her sister by the river and her sister was reading a book. Alice had nothing to do. Once or twice she looked into her sister’s book. “And what is a book for,” thought Alice, “without pictures or conversations?” Suddenly a white rabbit with pink eyes ran by.
5 1 4 2 3
Careful-reading: Pare. 1 1.What was her sister doing?
2.Was Alice interested in her sister’s book? How do you know?
No,she wasn't. Because in the story Alice thought “… what is a book for without pictures or conversations?” 3. What colour were the rabbit’s eyes? The rabbit’s eyes were pink. She was reading a book.
Module_7_Unit_2_She_was_tthinking_about_her_cat.
4 Answer the questions. Use the words and expression in the box.
deep dry field once or twice pink pocket
1 Was Alice interested in her sister‘s book? How do you know?
get up run across the field
Unit 2 她正在考虑她的猫。 爱丽丝正和她姐姐坐在河边，姐姐在看书。爱 丽丝没有什么事可做。 她偶尔看几眼姐姐的书 。“没有插图也没有对话的书有什么用？”爱丽 丝想。突然，一只长着粉红色眼睛的白兔从她身 边跑了过去。 那没有什么好奇怪的。 她听到兔子说道：“天 哪！天哪！我要迟到了！”她也没有感到奇怪 。 接下来兔子从口袋里掏出一块表看时间。一 只有口袋和手表的兔子？ 爱丽丝站了起来，跟 着那只兔子跑过牧场。她看到它钻进地上的一个 大兔子洞里。
5.There was nothing strange about that. 那没有什么奇怪的。
（1）形容词修饰不定代词时，应该后置。 I have something important to tell you. 我有要事要告诉你们。 Don‘t worry about me. There is nothing difficult for me. 不要替我担心，这难不倒我。 （2）英语中常用that代指上文中提到的事物，而用 this指代下文中将要提到的事物。例如： ―I have to go,‖ she said, and after saying that she hung up the phone. “我得走了”她说。说完就挂了电话。 This is what you must do. First… 这是你必须做的。首先……
外研版-英语-八上-Module7 2单元 She was thinking about her
Module 7 Unit 2 She was thinking about her cat一、教学目标:A.单词和短语：fall ,follow, hole, rabbit, ssh, ground, tea party, twice, once or twice, suddenly, pink, pocket, field, think about, deep, while, land, dryB.交际用语：1. Ssh!2. Sorry!3. —What’s the book?—It’s about…4. Why was it running?5. Alice was sitting with her sister by the river.6. It was sitting in a tree and was smiling at everyone.7. They were having a tea party in the garden.8. She was playing a strange game!9. Where was it going?10. To see if you remember the story!11.—The Cheshire Cat was sitting on the grass.—No, it wasn’t. It was sitting in a tree.12. — The white rabbit was looking at its watch.— Yes, it was.13— What were you doing at 5 am yesterday?— I was getting up.二、教学目标1. Function: Telling a story2. Structure: Past continuous3. Skills:1) Listening and understanding the plot development of Alice’s Adventures in Wonderland. Understanding the major characters and events..2) Participating in a role-play with the t eacher’s guidance.3) Reading and understanding the sequence of events in Alice’s Adventures in Wonderland.4) Writing a short passage about what happened after Alice fell down the rabbit hole.4. Around the world: Stories5. Task: Writing a short story about your own experience.三、重点及难点:Grammar: Past continuous四、教学设计:Unit 2 She was thinking about her cat.Ⅰ Teaching modelReading and writing.Ⅱ Teaching methodTop-down approachⅢ Teaching aims1. Listening and understanding the plot development of Alice’s Adventures in Wonderland. Understanding the major characters and events..2. Participating in a role-play with the teacher’s guidance.3. Reading and understanding the sequence of events in Alice’s Adventures in Wonderland.4. Writing a short passage about what happened after Alice fell down the rabbit hole. Ⅳ Teaching Objectives1. Key vocabulary: twice, once or twice, suddenly, pink, pocket, field, think about, deep, while, land, dry2. Keys structure: Past continuous: was / were + v-ingⅤ Teaching aidsRecorder, OHP, videoⅥ Teaching StepsStep 1 Warming-up1. Enjoy a play: Alice’s Adventures in Wonderland2. Review the text of Unit 1.3. Show some pictures.4. Look at the pictures, and talk something about the pictures.Step 2 Work in pairs.1. Ask the students to look at the picture in Activity 2 and say what you think is strange.1. It is standing up on its back legs. Rabbitscan only walk on four legs.2. It is wearing clothes. Rabbits don't wearclothes.3. It is looking at a pocket watch. Rabbits don'tcarry watches and can't tell the time.2. Introduce the new words.3. Learn the new words.4. Read the new words.Step 3 Reading.1. Play the recording and listen to the tape carefully.2. Read the start of Alice’s Adventures in Wonderland and guess what happens next.3. Ask the students to read through the passage.4. Read the passage by themselves.5. Read the text together.Step 4 Number the events in the order.1. Read the passage again.2. Number the events in the order they happened in Activity3.a) Alice landed on some dry leaves.b) Alice was sitting by the river with her sister.c) Alice fell down a hole.d) A rabbit ran by.e) Alice ran across the field after the rabbit.3. Check with a partner.4. Call back the answers from the whole class.Keys: a) 5 b) 1 c) 4 d) 2 e) 3Step 5 Answer the questions.1. Ask the students to the words in the box in Activity 4.2. Ask the students to read through the passage in Activity 4.1) Was Alice interested in her sister’s book? How do you know?2) What colour were the rabbit’s eyes?3) Where was the rabbit’s watch before he took it out?4) What did Alice run across after the rabbit?5) What did she fall down?6) Where did she land?3. Answer the questions. Use the words and expression in the box.4. Check with a partner.5. Call back the answers from the whole class.Keys:1. No, she wasn’t. Once or twice she looked into her sister’s book.2. They were pink.3. It was in its pocket.4. She ran across the field after the rabbit.5. She fell into a very, very deep hole.6. She landed on some dry leaves.Step 6 Learning to learn.1. Look for was / were doing sentences:1) Alice was sitting with her sister by the river and her sister was reading a book.2) … she was going to get out again.3) She found she was falling down into a very, very deep hole.4) She was falling for a long time.5) While she was falling, she was thinking about her cat, Dinah.2. Learning to learn.You may find books like Alice’s Adventures in Wonderland and Harry Potter very interesting but too difficult. Try to read simplified versions of the books you like.。
Module 7Unit 2She was thinking about her cat
1. Was Alice interested in her sister’s book? How do you know? No, she wasn’t. Once or twice she looked into her sister’s book.
Because it had no pictures or conversations.
4.What happened next?
She saw a white rabbit with pink eyes run by her.
（没有奇怪的东西）
There was n_o_t_h_i_n_g_s_t_r_a_n_g_e about that. She heard the rabbit say, "Oh dear! Oh dear! I'll be late!“ and she didn't think it was strange .
The plane landed safely. 飞机安全着陆。 land v. 降落（跳落、跌落） 到地面（或水面上）
The soil is too dry for planting. 土太干了，不能种 东西。
dry adj. 干的；干燥的
Look at the picture and say what you think is strange.
2. What color were the rabbit’s eyes? They were pink.
3. Where was the rabbit’s watch before he took it out? It was in its pocket.
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1.Students _____( have) English test at 9:30 am yesterday. 2.What _______ your brother _______(do) at this time last Sunday? 3.What __________( happen) to the l ittle girl? 4.Look,The rabbit ___________ (run) towards us. 5. ________ they ________ (have) a tea party last night when I rang?
1、根据音标读单词、意思和拼写、构成的短语。
2、学生看图并根据老师问题用英语回答（预学主题一）。
学生用单词的适当形式填空（预学主题二）
1、独立细读故事，划出不懂的词、短语、句型。
2、学生在小组间 列出不懂的问题
3、同伴互助，共商不懂的答案
4、学生思考并作笔记
5、听故事并完成作业
6、小组合作读故事并复述
1、规定学生独立学习任务
2、小组合作，收集问题。
3、集体共享，完善问题。
4、老师点拨，举一反三
5、让学生理清故事层次
6、让学生在规定时间内完成任务
7、让学生复述故事
8、检查故事熟悉效果
检查学生学习情况
1、知识层面：
2 、思想与方法层面
3、过去式
4、故事结构：复述本节故事
作业
看图说出第一单元学习的图片人物名字
She was thinking about her cat.
2.主 题 板书。
Be +Ving
too…to…
There was nothing strange about that
参考书目
推荐资料
外研2013版八abea教学反思
7、小组代表汇报成果
8、 Answer the questions. Use the words and expression in the box.
做中考沙龙单项选择
1、Match the answers with the questions.
2、Write what happened to Alice after she found a small key on a table. Use the answers in Activity 5 to help you. 3、Try to know more about the details of Alice’s Adventures in Wonderland by watching the movie.
应该回答顺利
解决词汇
基本熟习故事情节
过去进行时态漏掉助动词be
深化故事
语法结构和句意理解
理解故事情节的基础上用自己的语言描述出情节的发展，语句的通顺和连贯
掌握本节所学的知识体系和解题技巧
师生合作
小组合作
多做练习
学会归纳
小组合作表演
板书设计
1.常规板书。
Alicewas sitting with her sister by the river and her sister was reading a book.
教学过程
教学内容
教师活动
学生活动
效果预测
补救措施
修改意见
一、引入课题
二、定向预习
明确目标
三、互动共享，深化认知
四、分层达标全面提升
五、反馈评价，归纳总结
六、课外作业：Writing
指导学生看图并回答问题并指出本节的学习要求
1、出示新单词的音标
2、预学主题一：Reading the passage quickly and find the answers to the questions.问题引领：1.Was Alice interested in her sister’s book?2.What colour were the rabbit‘s eye....?3. Where did she land?
教学重点
1、词汇和过去进行时态；
2、结合过去进行时态知识（或知识点）的学习，实现阅读能力和写作能力的发展和培养。
教学难点
本课时的教学重点如何让学生正确使用过去进行时态。
学情分析
通过第一单元的语法和 故事的初步介绍，为本单元的故事阅读打下了基础。
学法指导
1、指导学生结合图片视频等理解故事内容。.
2、指导小组成员合作表演。
She was thinking about her cat
教学目标
1、知识与能力目标：理解故事的主要意思。
2、过程与方法目 标：通过自主阅读通话故事以及中英文名著提高阅读能力，加深对中西方文化的了解，并且能小组合作表演。
3、情感态度与价值观目标：能够与故事中的人物共情，在欣赏故事的同时培养移情能力。