外研版七年级英语下册教学设计 Module 8 Unit 2 教案
【精品文档】(英语外研版)七年级下册精选优秀教学设计-module8,unit2-范文模板 (6页)
本文部分内容来自网络整理，本司不为其真实性负责，如有异议或侵权请及时联系，本司将立即删除！== 本文为word格式，下载后可方便编辑和修改！ ==(英语外研版)七年级下册精选优秀教学设计:module8,unit2篇一：四年级英语下册 Module 8 Unit2教案 (新版)外研版篇二：【最新】外研版七年级英语下册Module2 Unit 2 教学设计Module2 Unit 2 教学设计一、Learning aims:A. Key words and phrases：play, tennis, piano, ride, club, term, board, would like, well, all, that’s all, worry, worry about, teach, then, monitor, start, get on well with sb. ready, ready to do sth. promise, fast, fit, just, ball, game, team, best, score, tidy, sure, everybody, just like, beautiful, fly, kite, swim.B. Everyday English：1. Look!2. What about you?3. Don’t worry about….4. I can play piano.5. I can’t speak Chinese very well.6. —Can you cook? —Yes, I can. / No, I can’t.7. —Can Betty speak English? —Yes, she can.8. —Can Tony speak Chinese well? —No, he can’t.9. I’d like to be …10. I want to be ….11. I can play the piano.12. She can dance really well.13. We can teach you Chinese!14. — Can you fly a kite?篇三：外研版七年级英语下册module2_unit1教学设计(2)七年级下英语教学案例宋喜丽四、教学方法情景教学法、讲授法、任务型教学法、分组讨论法1、通过设置情景帮助学生了解和学习相关中国春节的风俗习惯，激发学生兴趣。
外研版初中英语七年级下册教案：Module8-Unit2
Book 2 Module 8 Story time主备人：郑彩霞审核人：徐月瑶复备人：____________一、教学内容：Unit2 Goldilocks hurried out of the house.二、课型：Reading and writing三、教学目标：1、能够正确使用下列单词和词组：piece, in pieces, asleep, cry, return, point, shout, atfirst, jump, without2、能够读懂本文的故事，明白其中的主要人物和事件以及情节的先后顺序。
3、并能用一般过去时给人讲简单的故事。
4、通过阅读童话故事提高对英语的学习兴趣，感受学习英语的乐趣。
四、教学重难点：1、能够读懂简单的故事，明白故事的主要人物、事件和情节。
（重点）2、能够尝试阅读一些简单的英文童话故事，并用一般过去时给人做简单的复述。
（难点）五、教学准备：课堂整体运用任务型教学模式以及阅读课“四个阶段”教学模式。
本课指导学生通过阅读获取信息，培养学生阅读技能。
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、录音机、课堂练习表格、奖品六、教学过程：七、板书设计：Module8. Story timeUnit 2. Goldilocks hurried out of the house.in piece 1`.It was not comfortable either.Point at / to too / also/ as well/ either.Hurry out of /jump out of Eg. I am not a teacher _________.2. Very soon she was asleep in it.be asleep. 睡着的Eg. The baby is asleep in his mother’s arms.达标训练题一、翻译下列短语：1、坐下___________________2、破碎__________________________3、走进___________________4、睡着__________________________5、在碗里_________________6、首先___________________________7、指着__________________ 8、从……跳出来____________________二、选择正确的答案：( ) 1. I don’t like apples and my brother doesn’t like them, __________.A. tooB. as wellC. alsoD. either( )2. The baby ___________ in his mother’s arms.A. asleepB. was asleepC. go to bedD. sleeping( ) 3. The are many animals live in this _____________.A. forestB. bowlC. pieceD. basket( )4. People can’t live _________ air.A. withB. inC. ofD. without( )5. I borrowed your money yesterday and now I _______ it to you.A. go backB. backC. returnD. lend。
外研版七年级英语下册Module 8 Unit 2 Goldilocks hurried out of the house.教案
重难点
too either区别
I don’t like him, either.
She likes strawberries, too.
If you don’t eat it, nobody else will eat it, either.
I give you a gift for your birthday, too.
( ) 4. The Three Bears were happy to see Goldilocks.
( ) 5. Goldilocks didn’t like the Three Bears.
keys: × √ √ × √
Step 6：Complete the passage of Activity 5 with the correct form of the words from the box.
Step5：Check ( ) the true sentences.
( ) 1. Goldilocks liked the big chair?
( ) 2. Goldilocks liked the small bed?
( ) 3. Baby Bear looked in the bedroom?
3. Baby Bear _____ ( not notice) the little girl in his bed.
Step11：Homework
Review and recite the important points of Unit 2.
课堂教学中有意识地留下一点“缺口”也是给学生一种体会与体验的机会。
And then e some new sentences with “first, next / then” and “finally”.
英语七下外研版Module8Unit2教案【方案一】
主
学
习
︵
指
导
学
习
交
流
︶
交
流
展
示
一．Learn the new words.
二．Read the passage and answer the following questions
1Where was Betty born?_____________________
2Who were John Adams and John QuincyAdams?
七．Have a test.
Fill in the blanks withborn\with\come\will/be
1. I ______ _____ in Quincy.
2. There was a big living room _____ a TV, a kitchen and a bathroom.
7.______Liming and Tom at school just now?
8.______there any people yesterday?
八．Summary
Go through the contents of this lesson.
九．Homework
完成互动P91-92上的练习题·。
感悟与反思
重点
本节单词和短语及There be句型和with的用法
难点
本节单词和短语及There be句型和with的用法
教学
环节
教学内容
教学措施
情景
导入
1.Were you born in a village or a city?
2. Can you tell me the place you were born?
外研版初中英语七年级下册(WY)教案 Module 8 Unit2 教案 1
Module8 Unit2教案【教学难点】1. To get information from the article.2. To write a composition about asking the way and giving direc tions.【教学手段】A tape recorder, multimedia and some pictures【教学过程】Teaching Procedures:Step 1 Revision and lead-in1. Revise the dialogue about asking and giving directions.2. Guess which city is it according to the pictures, and poi nt out the place on the map.Step 2 Consolidate new wordsLook and say. The teachers shows the pictures o f new words and let the st udents to say as quickly as possible.Step 3 Match the places with the picturesLook at the pictures and match the places.Step 4 Read the pass age and follow the tour on the map.Read the passage carefully and know about the tour of London. Step 5 Learning to learnLearn how to deal with the new words or phrases.Step 6 Label the places in Activity 1 on the mapLet Ss fill in the blanks on the map according to Activity 1.An d then check them in group.Step 7 Complete the sentences with the correct form of the word s from the box.First read the words in the box. Then fill in the blanks with t he correct form of the words. At last, check in groups.Step 8 GrammarPoint out the difficult points in the passage. If possible, let Ss say out by themselves.Step 9 Practice1. Draw a map of your journey from your school to your home. D raw the streets and buildings on each side of the street. Don’t mark the position of your home.2. Practice the sentences of asking the way and pointing out t he way.3. Let one student rea d the directions and the other mark the student’s home on the map.Step 10 SummaryLet Ss talk about what they have learnt in class.Step 11 EeworkDescribe the tour that impressed you most.。
外研版初中英语七年级下册(WY)教案 Module 8 Unit2 教案 3
Unit2 Goldilocks rushed out of the house. Step1 Warming up & Revision1. Can you read these?knocked picked walked pushedliked finished stopped noticedanswered entered hurried lived2. Can you retell the story of Goldilocks?设计理念：复习环节要突出实效，一般刚开始上课学生注意力更集中，有利于对前面的知识及时有效的复习。
Step2 Pre－read1.Guess:---Whose house was it?2.Work in pairs. Say what happened next in Goldilocks and ThreeBears.(Activity1)3.Learn some new words:try—tried destroy—destroyedcry—cried return—returnedpoint—pointed jump--jumped设计理念：阅读故事前应该先进行热身活动，有利于对故事先有一个词汇上的准备Step3 Read1. What can you see in the picture ?设计理念:借助对图片的认识，对故事有一个大致的了解。
2. Read the story and number the pictures in the correct order.设计理念:改变以往快速阅读后回答一二个简单的问题的形式，重新排列图片使学生对故事有进一步的认识。
3.Read and check the true sentences.1) Goldilocks didn’t like the smallest chair.( )2) Goldilocks didn’t like the smallest bed. ( )3) Baby Bear didn’t look in the bedroom. ( )4)Baby Bear didn’t notice the little girl in his bed at first.( )5) Goldilocks didn’t notice the three Bears at first( )6) Goldilocks didn’t like the three Bears. ( )设计理念:精读故事之后，对故事的细节需要有一定的认识，可以自己另外设计一些选择题目。
外研版英语七年级下册Module8Unit2教案
Module 8 Story timeUnit 2 Goldilocks hurried out of the house一、教学设计（一）教学目标1、语言知识：①掌握词汇door, answer, hungry, in piece, cry, at first, jump, push, enter,finish, point at ,shout, without ,part②能够掌握规则动词的过去式③能够正确朗读动词过去式的发音/t/ /d/ /I d/2、语言技能①能听懂简单的故事，了解主要人物和故事梗概。
②能用一些规则动词的过去式叙述过去的事情③能够读懂简单的故事，明白其中的主要人物和事件以及情节的先后顺序。
④能用一般过去时给他人讲简单的故事或事情。
3、文化意识：试比较中国童话与外国童话的异同，通过学习不同国家的童话故事，了解世界各地的风俗习惯。
4、情感态度：通过阅读童话故事提高对英语的学习兴趣，感受学英语的乐趣。
5、学习策略：注意从他人的演示中汲取知识。
(二)教学内容分析1、教材内容的地位，作用与意义：学习金凤花姑娘与三只小熊的故事。
12、教材编排特点、重点和难点重点句型：一般过去时的句子。
难点：一般过去时的句子。
(三)教学对象分析1、学生已有知识和经验小学时掌握的动词的过去式。
2、学生学习方法和技巧①看图说单词②看图操练句型③运用句型进行生活拓展。
3、学生个性发展和群体提高①学生均衡分班，能力层次不同，因材施教。
②能小组合作完成语言目标。
(四)教学策略与过程1、教学思路设计①本节课通过复习让学生熟悉故事主人公。
②图片复述unit 1③通过对A1简单的听力部分，导出课文的重点句型--Do they...? --Yes, they do./ No, they don’t--Does it...?--Yes, it does./ No, it doesn’t. 的热身练习。
④通过课文A3对话文段的听力练习，听懂课文大意，为语言输出做好准备。
新外研版七年级下册英语 Module 8 Unit 2 教案(教学设计)
Module 8Story time
Unit 2 Goldilocks hurried out of the house.
either, piece, in pieces, asleep, return, cry, at first,
1.Grasp the new words and expressions in this unit
2.Grasp how to describe the past life with the past tense
1.Be able to use the past tense correctly
2.Be able to describe the past life with the past tense
1.Show students the
picture.
2.Let students answer
the question.
Why did Goldilocks
hurry out of the house?
Lead students to learn
答案:a-2; b-4; c-5; d-1; e-3
Let students read
精品文档精心整理
Write a story about Goldilocks and the Three Bears.
本节课的教学活动设计,能够创设丰富的语境,设置循序渐进的学习任务,充分发挥学生的主体作用,引导学生小组合作、两两合作、自主探究,重视“预习--展示-练习--反馈”的学习过程。
让学生在具体的语境中掌握了一般过去时的用法,理解了故事情节,明白了其中的主要人物、事件及情节的先后顺序,并能用一些规则动词的过去式叙述简单的事情。
外研版七年级下册 Module 8 Unit 2 教案(表格式)
1.Read the passage as quickly as they canand finish the exercises in Activity 3.After that,call back the answers.
2.Read the passage carefully and finish the exercises in Activity 4 and Activity5 .Ask some volunteers to show their answers then the teacher shows the right answers.
2Ask some students to show their stories.
To revise the words and phrases
To Learn the language points
To retell the story
To do some exercises
归纳总结
本单元重点学习 和运用行为动词的一般过去时。
(2)、She tried the smallest chair.
Try 意为________.尽力做某事 ________尽最大努力做某事try one’s best to do.
try sth/try doing sth 意为尝试（做）某事。
(3)、Very soon she was asleep in it.
3.They didn’t hurry out of the house.（改为肯定句）
外研版英语七年级下册：Module8Unit2Goldilockshurriedofthehouse.教案
编辑七年级英语下册module8Story time Unit2《Goldilocks rushed of the home》本单元为童话故事，主要是关于Goldilocks的故事，是以读写为主。
文章使用的语言简单易懂，情节描写细致生动，非常适合开展听、说、读、写的语言实践活动，让学生在使用语言的过程中学习和体会语言，促使学生有意识地自觉学习英语。
讲童话故事一般是使用过去式，所以本单元是以一般过去时的构成和应用作为语法学习的重点。
课上通过操练不仅使学生学习了语言知识，又能欣赏到美丽的童话故事，最终目的是让学生学会描写一个完整的故事或一件事情，为学生综合语言的运用而打下良好的基础。
教学目标编辑1. To understand the English story.2. To learn some key words and useful expressions.3. To remember the rules of past tense of regular verbs.学情分析编辑七年级的学生，英语基础参差不齐，加之性情活泼好动，并且有较强的求知欲和表现欲，因此在课堂教学中，要适当地采用多种形式的教学方法，并要尽可能多地进行鼓励和表扬，来激发他们的学习英语的兴趣和热情。
因为学生对本单元童话的内容有着浓厚的学习兴趣，所以能最大限度地发挥自己的主观能动性，文章内容贴近学生生活，符合学生年龄的特点，很易于理解，学习热情高涨，激发了学生学习的积极性和主动性，在调动学生多种感官的同时，促进了学生综合语言运用能力的提高。
重点难点编辑教学重点：通过童话故事训练学生的读、写能力，掌握规则动词的一般过去式。
教学难点：掌握规则动词的一般过去式的形式和正确使用一般过去式描述一个故事或一件事情。
第一学时编辑教学目标编辑1. To understand the English story.2. To learn some key words and useful expressions.3. To remember the rules of past tense of regular verbs.教学重点编辑通过童话故事训练学生的读、写能力，掌握规则动词的一般过去式。
七年级英语下册Module8Unit2Goldilockshurriedoutofthehouse教案新版外研版
Unit 2 Goldilocks hurried out of the house. 一．Teaching Type：Reading and writing二．Teaching Contents:1.Key vocabulary--- either, piece, in pieces, cry, at first, jump…2.Key structures---Goldilocks wanted to…It was not comfortable either.Very soon she was asleep…Next…Then…Finally…三． Teaching Aims1. Students can master the new words and key structures.2. They can use the past simple regular verbs.3. They are able to use some conjunctions to describe time sequences.4.They can learn to love the English stories and learn English better. 四．Teaching Aids：Multi-Media ( PPT, Tape recorder, Video)五．Teaching DifficultyThe comprehension of the reading material of the story Goldilocks and the Three Bears.六．Teaching Procedure1. Greeting：Greet by using these sentences: How are you? What day is it today? What’s the weather like today?2.Warming up: Sing a song called Shining Friends.A little faith brightens a rainy day. Life is difficult. You can’t go away…3.Reviewing：Revi ew the past simple regular verbs in Unit 1pick---picked look---looked notice---noticedhurry---hurried k nock---knocked…4.Learning the new words：either, piece, in pieces, asleep, return…5.Leading in the story.1).Watch the first part of the video Goldilocks and the Three Bears.2).Ask the students to guess what will happen next.3).Discuss in groups and say what will happen next.6.Reading comprehension of the story1).Listen to the story once and finish Activity 2(Number the pictures in the correct order).2).Read the story fast and finish Activity 3(Match the sentences with the pictures).3).Read the story again and finish Activity 4(Check the true sentences).4).Work in groups and finish Activity 5.7. Reading the passage after the tape.8. Watching the rest of the video of the story Goldilocks and the Three Bears. And try to make an ending for the story.9. Educating the students to be more interested in English and learn it better by showing some pictures of the other English stories such as The Snow White and Th e Seven Dwarfs.10.Summing u p and homework：Read the story in Activity 2 again. Imagine what will happen next. Write at least three sentences.。
外研版七年级下册英语 M8 U2教案
1. Show a picture of my old on the screen, and say something.
2. Show two pictures on the screen and introduce something.
Step 3 Listening
1.Ask the Ss to read the questions and then listen to the passage and answer them.
1). Where is theQuincy?
2). Were there some posters in Betty’s bedroom?
Module 8 My past life
Unit 2 I was born inQuincy.
上课教师
翁彩琼
学生年级
初一（9）班
教材
外研版七年级英语下册Module 8 Unit 2
课时
1课时
教学设计
课型
Reading
教材分析
本节课在Unit 1的话题基础上进行深化，通过前一单元的听说活动，进而开展本单元的读写活动，介绍作者在昆西的生活等。因此，课堂教学设计主要在深化学生对一般过去时的理解基础上，使之利用含有be ( was / were )的一般时的句子在阅读获取和听的过程中信息。通过操练，使学生在掌握语言结构的同时，既学习语言知识、感悟语言功能，又能够介绍自己或过去的生活。学习好一般过去时，为以后学习其它过去时打下良好的基础。
学习策略
能够运用观察、发现、归纳和实践等方法学习语言知识、感悟语言功能。
过程
与方法
自主、合作学习归纳和实践等方法学习语言知识。
Module8Unit2Goldilockshurriedoutofthehouse.教案七年级英语
初中英语外研版七下Module 8 Unit 2 Goldilocks hurried outof the house.教案I. Teaching Objectives:By the end of this lesson, students will be able to:1. Understand and use past simple tense to describe actions that happened in a sequence.2. Learn and apply narrative tenses with a focus on irregular verbs.3. Identify and employ transitional phrases that indicate time and sequence (first, then, next, finally).4. Enhance listening skills by understanding a story narrated in English.5. Develop speaking skills through retelling a story using the past tense and transitional phrases.6. Read a short English text about Goldilocks and extract main ideas and details.7. Write a short story based on given prompts using correct past tense forms and transitional phrases.8. Appreciate English storytelling and its cultural significance.II. Key Vocabulary:Narrative verbs ( hurry, break, try, find, taste, feel, jump) Transitional phrases (first, then, next, finally)Descriptions related to the story (beautiful, fortable, delicious, scary) Characters and objects from the story (Goldilocks, bears, porridge,chairs, bed)III. Target Language Structures:Simple past tense, regular and irregular verbsUse of past tense to create a coherent narrativeSequencing adverbs to show the order of eventsUsing descriptive language to add detail to a storyIV. Teaching Aids:Pictures illustrating scenes from the story of Goldilocks and the Three Bears.Whiteboard and markers for writing key sentences and grammar points. Audio recording of the story or a video clip if available.Handouts with exercises on past tense, transitional phrases, and a guided storywriting template.V. Teaching Procedures:Step 1: Warmup (5 minutes)Start with an engaging activity where students share what they remember about the story of Goldilocks from their previous knowledge. Elicit key vocabulary and review it with the class.Step 2: Listening (10 minutes)Play an audio or video of the story and ask students to pay attention to the sequence of events.After listening/viewing, ask specific questions to check understandingof the story.Step 3: Speaking Practice (15 minutes)Students work in pairs to summarize the story using past tense verbs and transitional phrases.Conduct a class activity where students take turns retelling parts of the story using the new language.Step 4: Grammar Focus (10 minutes)Review regular and irregular past tense verbs through examples and correction practice.Introduce and practice sequencing adverbs with classroom participation.Step 5: Reading (10 minutes)Distribute the text about Goldilocks and guide students through it, focusing on identifying narrative verbs and transitional phrases used. Step 6: Writing Task (10 minutes)Hand out worksheets with a writing template and prompt students to write a short story using past tense and transitional phrases.Step 7: Homework & Review (5 minutes)Assign homework for students to create a similar short story at home, either individually or as a small group project.Review key points from the lesson through a quick quiz or verbal questioning.VI. Assessment:Evaluate students based on their participation in speaking activities, correct usage of past tense and transitional phrases in oral and written assignments, and pletion of homework tasks.Assess listening skills through prehension questions related to the story. Assess reading prehension through a short quiz targeting the main events and details of the text.Review the ability to organize events in a logical sequence using the learned transitional phrases.。
外研版英语七年级下Module8 Unit2教案
Unit 2 Goldilocks rushed out of the house.Teaching aims:1. To get information from the reading material about one’s past life.2.Tomatchphotoswithparagraphs,wordswithmeaningsandquestionswithanswers .3. To join sentences with“and, but, because, so, too”and“with”.Teaching points:Key vocabulary: asleep, cry, destroy, eye, jump, point, return, unhappyKey structures: past simple regular verbsTeaching procedures:Reading and vocabulary:Step 1. RevisionGive the students some verbs, and let them add–ed or–d.count-enter-hurry-notice-pick-push-→countedenteredhurriednoticedpickedpushedStep 2. Work in pairs. Say what happened next in Goldilocks and the three bearsAsk the students to read the four possible next events given.Pair the students to decide what they think happened.Let the students say their opinions in class.Step 3. Read the story and number the pictures in the correct orderAsk the students to look at the five pictures and tell them what happened.Letthestudentstoorderthefivepicturesindividually,thencheckwithapartner.Get the answers from the students.Answers:1. d Goldilocks destroyed the smallest chair.2. a The three Bears returned.3. e Baby Bear cried.4. b. Baby Bear pointed at the little girl in his bed.5. c Goldilocks hurried out of the house without her basket.Step 4. Match the sentences with the picturesLet the students do this by themselves, then check with a partner.Answers:Sentence 1- picture cSentence 2- Picture dSentence3- Picture aSentence 4- Picture eSentence 5–Picture bStep 5. Check the true sentencesLet the students read the passage again and decide which sentences are true,then checkwith a partner.Ask some students to read the sentences and then say if they are true or false.Answers:1. ×2.√3. ×4. ×5.√Writing:Step 6. Look at these sentencesLet the students read the four sentences, pay attention to the first word in each.Explain that these words help to order any story you are telling.Step 7. Number these sentences in the correct orderAsk the students to order them individually, then check with a partner.Let the students rewrite them. Usefirst, next, then and finally.Step 8. Write the story of Goldilocks and the Three Bears. Use the sentences youwrite in Activity 6 and other details.Ask the students to write the story. Using their own words.After finishing, exchange with a partner.Step 9. Do some exercises一、根据句意及首字母完成单词。
最新外研版七年级英语下册 Module 8 Unit 2 Goldilocks hurried out of the house教案 (1)
Book 2 Module 8 Story time一、教学内容：Unit2 Goldilocks hurried out of the house.二、课型：Reading and writing三、教学目标：1、能够正确使用下列单词和词组： piece, in pieces, asleep, cry, return, point, shout, atfirst, jump, without2、能够读懂本文的故事，明白其中的主要人物和事件以及情节的先后顺序。
3、并能用一般过去时给人讲简单的故事。
4、通过阅读童话故事提高对英语的学习兴趣，感受学习英语的乐趣。
四、教学重难点：1、能够读懂简单的故事，明白故事的主要人物、事件和情节。
（重点）2、能够尝试阅读一些简单的英文童话故事，并用一般过去时给人做简单的复述。
（难点）五、教学准备：课堂整体运用任务型教学模式以及阅读课“四个阶段”教学模式。
本课指导学生通过阅读获取信息，培养学生阅读技能。
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、录音机、课堂练习表格、奖品六、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. Share a song with thestudents.2. Have a translationcompetition: 1. 散步；2. 捡起；3. 环顾四周；4. 等一会儿；5. 敲门；6. 决定做某事； 7. 从前……3. Show the pictures of thestory Goldilocks and theThree Bears in Unit 1. Getthe students to retell thestory.1.Listen and enjoy the song.2. Have a translationcompetition in class.3. Retell the story Goldilocksand the Three Bears with thepictures and key words.通过这个环节，既可以活跃课堂气氛, 又可以放松心情。
外研版七年级英语下册探究式教学设计Module 8 Unit 2教案
Module 8 Unit 2 Goldilocks hurried outof the house.教学模式介绍探究式教学模式是指在教学过程中，要求学生在教师指导下，通过以“自主、探究、合作”为特征的学习方式对当前教学内容中的主要知识点进行自主学习、深入探究并进行小组合作交流，从而较好地达到课程标准中关于认知目标与情感目标要求的一种教学模式。
其中认知目标涉及与学科相关知识、概念、原理与能力的掌握；情感目标则涉及思想感情与道德品质的培养。
探究式课堂教学模式的教学环节：创设情境——启发思考——自主（或小组）探究——协作交流——总结提高设计思路说明【创设情境】教师首先用英语问好，营造良好的英语氛围，Free talk先引导学生进入新的模块内容，训练了学生的反应的同时又在无形中培养学生大胆说英语的习惯。
活跃了课堂气氛。
【启发思考】在上一环节的基础上，让学生带着任务（问题）去阅读课文，去找答案，有助于学生更加准确地获取信息，提高阅读效果和技能。
学生通过分层次阅读文章，获取具体信息，把知识点和课文理解在分段学习得以突破。
【自主或小组探究】自主探究环节让学生反复朗读课文，让学生思考提问的问题，培养学生独立思考的能力。
合作探究环节两人小组分角色朗读课文，在这一活动中，学生们小组配合，提高了练习的积极性，而且使得每个学生都有了参与的机会，并且能够相互帮助、相互合作，最终达到人人都张嘴，人人都敢说的效果。
【协作交流】通过前面环节的学习，学生已基本掌握本节课的内容，教师让学生找出课文的语言点并积极完成本课的测验，既培养了学生的胆量，又培养了他们自主学习的能力，同时也对本课的学习成效进行检测。
【总结提高】通过引导学生对这节课的总结，让学生做自由发言，培养学生自主学习，自主总结的良好学习习惯。
简短的评价使学生的课堂表现得到肯定并且可以激励学生的学习兴趣，树立学习英语的信心。
教材分析本节课是外研七下M8U2，本课承接U1的内容，继续讲述关于Goldilocks的童话，让学生在阅读童话、学习英语的同时体会童话的精神美、语言美，促进对学生人格的培养。
最新外研版七年级英语下册 Module 8 Unit 2 Goldilocks hurried out of the house教案 (2)
Unit 2 Goldilocks hurried out of the house.Teaching type: Reading and writingTeaching aims:1、To understand the story of Goldilocks and the Three Bears.2、To be able to retell stor ies using past simple regular verbs.3、To be able to use some conjunctions to describe time sequences.Important points:Key vocabulary — piece, in pieces, at first, point at, shout, return, either, asleep, jump, without...Key structures —① It was not comfortable either.② Very soon she was asleep.③ I think ... / Maybe... / Perhaps...Difficult points:To retell stories using past simple regular verbs and conjunctions of time sequences. Teaching aids: PPT, tape-recorderTeaching procedures:Step 1: Warming - upGreetingsTask 1: Have Ss to what a video to review what happened in Unit 1.Task 2: Have Ss to guess what happened next.(key structure ③ practicing )I think Goldilock s decided to go home.Maybe she stayed in the house.Perhaps she met her friends in the house.Step 2: Pre-readingHave Ss to learn th e new words & expressions.(key structure ①② practicing & vocabularies learning )Step 3: While - readingPartⅠ: Fast - readingTask 1: ScanningRead passage on P50, then number the pictures in the correct order.Task 2: skimmingMatch the sentences in Activity 3 with pictures in Ac tivity 2.(P51)PartⅡ: Careful - readingTask 3: Read the Para.1-2 in groups,choose the best answers and mark the words of time sequences(标记表示时间顺序的词语)(1)Goldilocks wanted to sit down because she was ___.A. asleepB. comfortableC. triedD.tired(2)Goldilocks like the ______ chair best.A. smallB. middleC. bigD. uncomfortable(3)Goldilocks was _____, so she brok e(弄坏) the sma ll chair.A. badB. uncomfortableC.heavyD.light(4)There were ______ beds in the bedrooms.A. 2B. 3C.4D.5Task 4: Read the Para.3-5, choose "T" or "F", then correct the falsesentences.And mark the word s of time sequences(标记表示时间顺序的词语) (1) Baby Bear cried because there was nothing in all the bowls andall the chairs were in pieces.(2) The Bears didn't noticed Goldilocks at first.(3) Baby Bear liked Goldilocks.(4) Goldilocks hurried out of the house with her basket.(5) Goldilocks didn't like the Thr ee Bears.Step 4: Post - reading.Have Ss to work with their partners & Try to retell the story.Step 5: SummaryKey vocabulary — piece, in pieces, at first, point at, shout, return, either, asleep, jump, without...Key structures —① It was not comfortable either.② Very soon she was asleep.③ I think ... / Maybe... / Perhaps...Ability: To retell stories using past simple regular verbs and conjunctions of time sequences.Step 6: Homework1、Finish Activity 4&5 on P51.2、Recite the Paragraph 4&5.。
2020-2021学年外研版英语七年级下册Module8 Unit2教案
九．教学反思：本模块是七年级下教材的第八模块，以“童话”为主题，主要通过故事的阅读和表演，将学生引入丰富多彩的英语课堂，使他们爱上阅读。
各种阅读任务的完成也培养了他们的阅读能力、捕捉细节的能力，语言运用的能力以及总结归纳的能力。
课后反思了一下这节课，发现有如下的可取之处：第一．教学设计基本合理，课堂活跃度一般。
在重点训练阅读技巧和写作能力的同时也加入了听说的环节加以辅助。
我在教学中注重培养学生的语言综合运用能力，把语言知识的巩固和语言能力的训练结合在一起。
响应了课表的要求。
学生对故事的表演展示也激发了他们对于英语故事学习的兴趣。
使课堂变得活跃生动了一些。
同时也培养了学生的合作能力。
第二．教法和学法结合较为得体。
我在具体的教学中，组织学生进行各种形式的阅读练习，来培养学生的语言实践能力和自主学习能力。
导入部分让学生进行第一单元的故事复述在复习旧识的同时很自然的引出了我们要进行学习的一个单元。
在学生阅读之前短语和动词的学习也为接下来的阅读扫清了障碍。
阅读练习过程中各种问题的运用使学生不至于感到枯燥难懂。
模仿练习让学生更加注重自己的语音语调。
通过多形式的活动让学生在完成任务的过程当中自然而然的掌握知识。
最后总结提炼。
这种形式充分体现了课表中提倡的老师为主导，学生为主题的思想。
第三．任务及作业形式灵活。
写作任务当中，施行了分层教学。
两种写作任务，学生可以选择自己合适的一项去完成。
作业除了完成固定的练习和自己课上未完成的习作之外还要自己找课外的故事和其他人分享。
这种形式不仅可以帮助学生巩固所学知识，锻炼了学生的语言运用能力，还可以帮助他们体会童话的精神美，形态美，语言美，促进学生良好人格的养成。
以上是这节课的可取之处，但也有需要改进的地方：第一．对学生活动预期并不全面。
上课的时候学生有些紧张，怕犯错误，不敢回答问题，开始的时候有一些放不开。
在调动学生积极性和活跃课堂氛围方面需要进一步改善，提高。
第二．全英教学中有一些指令有些复杂，且运用了学生还没有学到的时态，不是很利于学生的理解，在此过程中可以适当运用一些汉语。
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编号：
课题
课
型Reading
and
Vocabulary
课
时
The
Second
period
三维目标知识与技能
1. Key vocabulary:
rush, try, destroy, unhappy, asleep, return, cry, point, without, look
around
2. Key structures: past simple regu lar verbs. (重点)
过程与方法1、Interactive approach
2. Practicing and consolidating.
情感态度与
价值观
Develop the good habit of reading stories.
教学重点1. To get to know the key vocabulary.
2. Past simple regu lar verbs. (重点)
教学难点1. To get information from the reading material.(难点)
2. Past simple regu lar verbs.
教学手段Practicing and consolidating.教学
方法
Listening ,speaking, Pair work and
Group work
教学
准备
Tape recorder, video, Multi-Media
教学过程
教学
环节
教师活动学生活动备注
Step1 Revision Part I: Revision
1.Help students to revise what
we lear nt in Period one of this
module.
Step1 Revision
1.The students revise past s imple
regular verbs
Show them some pictures about the new words in last period. Have the Ss. spell them chorally and individually.
2.Revise past simple regular
verbs
Step2 Preparation Step2:Preparation
Task 1 : Learn the new words.
Directions: Label the pictures with
the words.
(1). Read through the words on the
screen. Have the Ss. repeat them
after you.
(2).Read the words separately and
have them remember them.
(3).Make some sentences with the
words.
Task 2 :Say what happened next in
Goldilocks and th e Three Bears.
(1). Read the four possible next
events given. Elicit some more
from the Ss, and note them on the
board.
(2). Pair the Ss to decide what they
think happened.
(3).Elicit suggestions from the
class. Accept anything they give.
Step2: Preparation
1. Students read the new words.
2. Students m ake some sentences
with the words.
3. Ask the students to think what
happened next in Goldilocks and the
Three Bears.
Step 3 Scanning and Skimming Step 3: Scanning and Skimming
1.Task1: Read the passage and
number the pictures in the correct
order.
Step one: The teacher ask the Ss to
look at the picture(a) first and tell
w hat happened.
Step two: Ss read the passage and
number the other 4 pictures.
2. Task2 Read the passage and
match the sentences with the
pictures in activity 3.
Step one:Ss read the passage and
do activity 3 on page 59
individually and check with a
partner.
Task3: Check the true sentences in
activity 4.
Step one:Read through the
senten ces and make sure the Ss
understand what they mean. Ss do
activity 4 on page 59 individually
and check with a partner.
Step3: Scanning and Skimming
1.Task1
1. Students look at the picture(a) first
and tell w hat happened.
2. Ss read the passage and number the
other 4 pictures.
2. Task2
1. Ss read the passage and do activity 3
on page 59 indi vidually and check
with a partner.
3.Task3
1. Ss do activity 4 on page 59
individually and check with a partner.
板书设计
Module 8 Story time
Unit Unit 2 Goldilocks rushed out of the house
1.Very soon she was asleep again.她很快就在上面睡着了.
asleep是形容词,表示“睡着的”意思. go to bed是动词短语,表示动作“上床睡觉”,但不一定睡着.
I’m tired. I’m going to bed. 我累了, 要上床睡觉.
He fell asleep in the car. 他在电视机前睡着了.
2.My chair in pieces! 我的椅子都碎了.
3.They didn’t notice Goldlocks at first.他们一开始没有注意到金凤花姑娘,
at first 开始它的反义词组是at last. Eg.
We all went to home at last. 我们最后都回家了.
教学反思
反复使用修订记录说明。