外研版八年级英上M7U1教学设计

Period1: Unit1Step1: Warming-up1.Listen to an English song.2.Ask: Do you like this song? How does it sound?教学意图和说明：歌曲容易激发学生兴趣，使学生很快融入到课堂之中，体现寓教于乐。

问句过渡自然，迅速步入主题，引出系动词用法。

Step2: PresentationPresent look, sound, smell, taste, feel, then ask: Do you like…?How does it/do they…?教学意图和说明：练习时，呈现大量的实物（如flower, chocolate等）以及图片（如Beijing roast duck, silk shirts, sea等），重复上述两个问句，给学生足够的理解，学会运用。

Step3: Pair work1. Work in pairs like this:A: Do you like flowers? B: Yes, I do. They look nice. Do you like jazz?2. SB Activity8.3. Workbook, Page136, Activity1.教学意图和说明：两人练习，发散学生思维，想出各种问句及对此的感受，加深对句型的理解与运用Step4: Match1. Look at the pictures and make sentences like: It smells sour, and so on. (Activity1.)2. Match sentences with the pictures. (Activity2.)Step5: ListeningListen to the tape and repeat. (Activity1 and Activity7)教学意图和说明：让学生听的时候仔细，尤其要模仿出语气，语调以及重读音节的发音。

Module 7 A famous story
一、教学内容：Unit 1 She Alice was sitting with her sister by the river.
二、课型：Listening and speaking
三、教学目标：
1、能够正确使用下列单词和词组：fall, fall down, follow, hole, ground, by the
river, have a tea party
2、能够正确使用过去进行时。

3、能够听懂包含过去进行时的童话故事，掌握故事的大意，理解主要的人
和事。

4、能够询问或描述有关过去正在发生的事情和动作。

四、教学重难点：
1、能够听懂包含过去进行时的童话故事，掌握故事的大意，理解主要的人
和事。

（重点）
2、能够询问或描述有关过去正在发生的事情和动作。

（难点）
五、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
六、教学过程：。

如有疑问，请联系网站底部工作人员，将第—时间为您解决问题！文件预览：Module 7 A famous storyUnit 1 Alice was sitting with her sisterby the river.教学目标（知识目标）1、能够正确使用以下单词和词组： fall, fall down, follow, hole, ground, by the river, have a tea party2、学习并正确使用过去进行时。

（能力目标）1、能够听懂包含过去进行时的童话故事，掌握故事的大意，理解主要的人和事。

2、能够询问或描述有关过去正在发生的事情和动作。

（感情态度目标）通过学习故事，培养学生的阅读兴趣，增加学习英语的积极性，同事学习故事中的美好品质。

教学重难点（教学重点）能够听懂包含过去进行时的童话故事，掌握故事的大意，理解主要的人和事。

（教学难点）能够询问或描述有关过去正在发生的事情和动作。

教学过程Step1 Warming-up1. Enjoy a play:Alice’s Adventures in Wonderland2. Show somepictures and tell the story: Alice’sAdventures in Wonderland3. Look at the pictures, and talk somethingabout the pictures.4. Introduce thenew words.5. Learn the newwords.6. Read the newwords.Step 2 Listeningpractice.1. Ask thestudents to read the words in the box in Activity 1.fallfollow hole rabbitstrange2. Play therecording k the answers: Step3 Listening practice.1. Ask thestudents to look at the pictures and read through the sentences in Activity 2.file:///C:/Users/ADMINI~1/AppData/Local/Temp/msohtmlclip1/01/clip _image002.jpg2. Play therecording once without stopping.3. Listen andunderline the correct words.4. Play therecording again and ask the whole class to check with a partner.5.Check the answers: Step4 Listen and read.1. Show somepictures, and ask the students to talk about them.2.Ask thestudents to read the conversation silently.3. Play therecording and ask the students to listen and read the conversation.4. Read theconversation.5. Act it out.6.Learn “EverydayEnglish〞1) Ssh! 2) Sorry! 3) It’s about…Step 5 Complete the sentences.1. Ask thestudents to read the sentencesin the box in Activity 3.2. Read throughthe sentences. 3. Now complete the sentences. Use the words inthe box to help you.4. Ask thestudents to checkwith a partner.5.Check the answers: Keys:1. sitting sister 2. watch3. tea4. playing Step6 Complete the sentences.1. Ask thestudents to read the words in the box in Activity 4.fallholesmile strange watchModule 7 Unit 1教案2021-4-21 19:22全部教学资源，免费、延续更新。

Module7 A famous storyUnit1 Alice was sitting with her sister by the river课型：听说课教学目标：1、熟记本单元的单词和词组：fall, follow, hole, rabbit, ground, tea party 等。

2、依据《爱丽丝漫游奇境》的对话获取主要信息，并简单复述故事内容。

教学重难点:1.能够听懂包含过去进行时的童话故事，掌握故事的大意，理解主要的人和事。

（重点）2.能够询问或描述有关过去正在发生的事情和动作。

（难点）教学过程Step 1 Leading inTask1Enjoy a video about Alice’s Adventures in Wonderland意图通过看关于爱丽丝漫游奇境的视频来引起学生的学习兴趣，然后引出本节课的题目：Module7 a famous story, unit1 Alice was sitting with her sister by the riverInstruct students to read after the teacher.Task2通过PPT展示图片，介绍《爱丽丝漫游奇境》中的主要人物，教师用简单的语句来介绍角色：Alice, the White rabbit, the Mad Hatter（帽匠）, the March Hare（三月兔）, the Cheshire Cat（柴郡猫）, the Queen of Hearts （红心女王），部分角色的读音进行音标标注，并让学生齐读，注意每个单词读音，尽快熟悉各个角色。

设计意图：通过导入图画和故事开始一堂课容易引起学生的兴趣，通过图片向学生介绍《Alice’s Adventures in Wonderland》中的主要角色，了解背景，为下一步的听力作准备。

Step2 ListeningTask1Activity2(1)学生看图并朗读图片下的句子。

外研版英语八年级上册Module 7《A famous story》（Unit 1）说课稿一. 教材分析《A famous story》（Unit 1）选自外研版英语八年级上册Module 7。

本节课的主要内容是讲述《狼和小羊》这个脍炙人口的故事，通过这个故事让学生学习一般过去时态的运用，以及不定冠词a和定冠词the的用法。

教材内容丰富，插图生动有趣，让学生在轻松愉快的氛围中学习英语。

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，但运用起来还不够熟练。

学生在学习过程中，需要通过大量的练习来提高自己的语言运用能力。

此外，学生对不定冠词a和定冠词the的用法也有一定的了解，但需要在实际语境中进一步巩固。

三. 说教学目标1.知识目标：（1）能够听懂、会说、会读《狼和小羊》这个故事的主要内容。

（2）掌握一般过去时态的构成和用法。

（3）掌握不定冠词a和定冠词the的用法。

2.能力目标：（1）能够运用一般过去时态描述过去发生的事情。

（2）能够在适当的情境中运用不定冠词a和定冠词the。

3.情感目标：通过学习《狼和小羊》这个故事，培养学生热爱真理、敢于斗争的品质。

四. 说教学重难点（1）一般过去时态的构成和用法。

（2）不定冠词a和定冠词the的用法。

（3）《狼和小羊》这个故事的主要内容。

（1）一般过去时态在实际语境中的运用。

（2）不定冠词a和定冠词the在具体情境中的运用。

五. 说教学方法与手段本节课采用情境教学法、任务型教学法和交际法进行教学。

通过设置生动有趣的情境，让学生在实际语境中学习英语；利用任务型教学法，引导学生主动参与课堂活动，提高学生的积极性；运用交际法，培养学生的人文素养和跨文化交际能力。

六. 说教学过程通过展示《狼和小羊》的故事插图，引导学生谈论故事中的人物和场景，激发学生的学习兴趣。

2.新课呈现：（1）讲解一般过去时态的构成和用法。

（2）讲解不定冠词a和定冠词the的用法。

Module 7 A famous storyUnit 1 Alice was sitting with hersister by the river.教材分析本课为Module 7的第一单元，对话展示的是同学之间就阅读内容展开的讨论。

玲玲向托尼介绍了《爱丽丝漫游奇境记》的主要情节。

通过他们之间关于童话故事的对话，自然地导入了过去进行时这一语法项目。

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 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.4. Around the world: Stories5. Task: Writing a short story about your own experience.教学重难点Grammar: Past continuous课前准备A tape recorder, multimedia and some pictures教学过程Step 1 Warming-up1. Enjoy a play: Alice’s Adventures in Wonderland2. Show some pictures and tell the story:Alice’s Adventures in Wonderland3. Look at the pictures, and talk something about the pictures.4. Introduce the new words.5. Learn the new words.6. Read the new words.【设计意图】本活动旨在处理词汇，并激活相关背景知识。

Module 7 Feelings and impressionsUnit 1 That smells delicious!教材分析Unit 1主要目标是学习感官动词，通过听读呈现了感官动词的功能，运用说写任务循环训练，强化语言知识。

活动1要求听句子，给图片标号，训练学生捕捉主要信息及所需信息的能力。

活动2要求将所给句子与图片配对，为学习对话做准备。

活动3听读谈论“感觉和印象”的对话，培养学生领会主旨大意的听力技巧，呈现新的语言内容。

活动4要求回答问题，进一步熟悉对话内容，掌握感官动词的用法。

活动5要求完成句子，巩固感官动词及描述性形容词的用法。

活动6 的完成可帮助进一步辨认不同感官动词与相应感觉器官的对应。

活动7和8 是对本单元语音语调规则的训练及实践运用。

教学目标语言知识目标1．能够初步使用表感觉和知觉的动词对食物的味道、人的印象等进行评论2．能够正确朗读主系表结构的句子That tastes delicious. You look smart.3．重点词汇feeling smell feel quiet salty sour fresh lovely smartpretty later soft shoe dear matter cheese cookie try sweaterboth must introduce能力目标听能够听懂用表感觉和知觉的系动词所表达的内容说能够询问并表达对事物的感觉情感目标能够通过阅读他人的自我描述，更好理解他人，从而懂得关心他人学习策略能够用表感觉和知觉的系动词表达自己的感觉并积极与他人合作学习。

教学过程Step 1 Warming upRead and explain these words. Ask the student to look at the pictures and decide what they think is happening. Play the tape for them to number the pictures, let them check with a partner, and then call back the answers from the whole class.T: Now please look at picture a. Why is the woman putting her hand over the nose? Try to guess.S: She must smell something terrible.T: What is the man?S: A cook.T: Yes. What is he doing?S: He is tasting something.Write “taste” on the board.Then go on with the other pictures.Show the following.feel, look, sound, smell, tasteT: They are sense verbs. As we can see, they all have something to do with our senses: eyes, ears, noses, tongue, hands. And they are often followed by descriptive adjectives, such as, quiet, salty, sour, strong, tight, etc.Ask students to read the words and sentences in activity 2 repeatedly.students will listen to the tape and number the pictures and then match the sentences with the pictures.A few minutes later, call back the answers.Then call attention to the structure: Subject + sense verb + adjT: We can use the structure to express our feelings.Step 2 In putAsk students to read through the conversation individually and then play the tape and have them read and follow.Ask them some questions to check their comprehension.a.What is Betty doing?b.What is Lingling doing?c.How does the onion taste?d.How does the pizza taste?e.Who is going to the airport? And why?Then ask students to answer the questions in activity 4 in pairs and then check their answer. Call some students to say their answers in class. One student asks and the other one answers.Sample conversation:A: What smells delicious?B: Pizza smells delicious.A: What doesn’t smell fresh?B: Cheese doesn’t smell fresh.Step 3 Practice1、complete the sentences on page 57, write your answers on the books. You can discuss with your partner and check your answer with your partner.2、match different body parts and different sense verbs. Point out that in the right column, one word can be put in several blanks, for example, fresh can be put in the blanks after “eye, mouth, nose”, three of the blanks.eye look smart,…nosehandearmouthCheck the answers.Step 4 Out putAsk Ss to read the conversation aloud by themselves and make a dialogue about the things .Say why you like or don’t like themflowers, jazz,roast duck, sea,classical music, jeans, bedA : Hello , Jim !B : Hello , Kate.What’ s up ?A : Do you like Beijing roast duck ?B : Yes ,I do .It tastes delicious . Do you like flowers ?A : …..Step 5 Pronunciation and speakingDo the task 7 on page 57, play the recording with pauses for them to repeat chorally and individually.Then ask them to work in pairs and make dialogues, talk about likes and dislikes. Sample dialogue:- Do you like Beijing roast duck?-Yes, I do. It tastes delicious. Do you like flowers?-Yes, it smells sweet and looks beautiful.Step6 Feedback2. The room ________ quiet .3 .These lanterns ________ beautiful .4. You _______ angry .5 .This pizza _____________ bad.B.根据汉语提示完成句子。

外研社版本新标准英语八年级上Module 7 A famous storyUnit 1 Alice was sitting with her sisterby the river.课型：Listening and speaking方法：Interactive and situational approach目标：To listen for specific informationTo understand the description of past continuous actionsTo talk about past on-going actions核心内容：Key vocabulary — fall, follow, hole, groundKey structures — One day, Alice was sitting with her sister by theriver …Why was it running?教学重点：过去进行时的运用教学难点：学生能利用关键词复述故事学时分配：40分钟教学过程：Step 1 Warming-up1.Show some photos to the students to teach the key structure in the unit. For example:T : Look at the photo. Who’s in the photo?Ss: Lu Yongxun.T : Yes, you are right. What was he doing at that time?Ss: He was smiling at his friends.If the students can’t answer the questions, the teacher can lead them to do it and then let the students repeat the sentences.2.Lead students into the story, Alice’s Adventures in Wonderland.3.Teach the characters of the story.(1)Let students say the characters they know in the story.(2)The teacher shows the main characters on the screen, and teaches thenames of them.(3)Make sure the students can say the names correctly.4.Let students see the cover of the book and complete the title of theunit.Step 2 Listening1.Pre-listening(1)Enjoy a short video about a part of the story. Help students to havesome feeling about the beginning of the story.(2)Show four pictures from the video, and make students try to use somesentences to say the pictures. Pay attention to the new words of the unit.2.While-listening(1)Listening 1. Listen and number the pictures.a.Before listening, describe the pictures. The teacher can ask somequestions about the pictures and let students answer them. It can help students understand the pictures more easily.b.Play the recording and ask students to listen for the descriptions andnumber the pictures.c.Check the answers.(2)Listening 2. Listen and answer the questions.①Why was the white rabbit running?Because it was late.②Who did Alice see at last?The Queen of Hearts.a.Before listening, ask students to find out the key words of thequestions.b.Play the recording and ask students to do it individually.c.Choose some students to answer the questions.(3)Listening 3. Listen and complete the table.Alice saw a white rabbit with a watch.It (1)_ran_ past.Alice followed it and (2)_fell_ down a hole in the ground.Then she (3)_saw_ the Cheshire Cat.Then she (4)_arrived_ at the March Hare’s house.Then Alice (5)_met_ the Queen of Hearts.see-saw, run-ran, fall-fell, arrive-arrived, meet-meta.Before listening, ask students to look at the table and guess themissing information.b.Play the recording twice, and let students fill in the blanks.c.Ask students to check the answers with their partners.d.Choose some students to share their answers to the class.e.Review the past form of some verbs.3.Post-listening(1)Listen to the conversation and repeat. The teacher should ask studentsto read the conversation loudly, correctly, fluently and beautifully.(2)Role-play. Ask student to read the conversation in pairs and then showtheir conversation to the class.Step 3 Practese1. Complete the notes.(1) Ask students to complete the notes individually. If they can,encourage them to close the book and write down the missing information. If they need, let them see the conversation.(2) Let students check answers with their partners.(3) Ask students to use the table to make a simple conversation. One askand one answer.For example:Sa: When Alice saw a white rabbit with a watch, what was the rabbit/itdoing?Sb: It was going to see the Queen of Hearts.(4) Choose some pairs to share their conversations. When they finishshowing, the teacher should put the answers on the screen.2. Retell the story.Picture 1: was sitting – sister – the riversaw a white rabbit – watchran pastwas going – see the Queen of HeartsPicture 2 and 3: followedfell down – hole – groundPicture 4: saw the Cheshire Catwas sitting – treewas smiling – everyonePicture 5: arrived – the March Hare’s housewas sitting – the Mad Hatter – a mousewere having – tea party – gardenPicture 6: met the Queen of Heartswas playing – game(1) The teacher should give students some pictures and key words to help When Alice What was he / she / it doing?saw a white rabbit with a watchit (1)_was going _ to see the Queen of Hearts saw the Cheshire Cat it (2)_was sitting _ in a tree and (3)_smilingat _ everyonearrived at the March Hare’s house he (3)_was sitting with _ the Mad Hatter and a mousethey (4)_were having a tea party in the gardenmet the Queen of Hearts she (5)_was playing _ a strange gamestudents retell.(2)At the first time, let students do it one picture by one picture.Before they begin, the teacher should lead them to do one of them together.(3)At the second time, ask students to use all the pictures and key wordsto retell the story.(4)Ask students to use “First…Second…And then …Next…Atlast…”to make the story more beautiful. And choose some students to say the story again.Recite the whole the most the keysentences.板书设计：。

Module 7 A famous storyUnit 1 Alice was sitting with her sister by the river.设计说明教学反思本单元以谈论《爱丽丝漫游奇境记》一书及其作者引入新课。

通过听力练习和对话演练，提升学生的听说和朗读能力。

学习本模块的新单词、短语和句型，学习新语言点，增加学生的语言积累。

从本模块开始学习一个新的时态——过去进行时，在初步学习时从一般过去时和现在进行时引入过去进行时，做好这三个时态的区别。

练习朗读中的重读，提升学生在英语口语表达中的规范性和美感度。

通过对应练习，巩固学生对单词、短语、句型和语法的掌握，提升运用能力。

教学目标通过本单元的教学，让学生达成以下目标：1. 知识目标掌握本单元新单词及短语：fall, follow, hole, rabbit, ssh, ground, tea party。

2. 能力目标(1)能够听懂关于谈论童话故事的对话;用正确的语音、语调朗读对话;(2)学习过去进行时的基本用法。

3. 情感目标通过阅读童话故事及中英文名著的介绍，了解西方国家的文化，汲取其精华。

重点难点重点：对话朗读；过去进行时。

难点：过去进行时。

教学准备PPT课件；《爱丽丝漫游奇境记》及其作者图片；活动1、2、3、5的录音授课时数2课时教学过程Step 1Leading inDiscussion.T: Boys and girls. Do you like reading stories?Ss: Yes, we do.T: Stories are usually interesting. I enjoyed them very much when I was a child.Do you know the book Alice’s Adventures in Wonderland ?Ss: …T: Oh, some children have read the book. Who can tell us something about thebook or the story?Ss: …Show some pictures about the story and its author.Give more information to the class at the same time.Alice’s Adventures in Wonderland is a famous English storybook.Children all over the world like reading it.The English writer Lewis Carroll wrote Alice’sAdventures in Wonderland in the 1960s. The story is also calledAlice in Wonderland.The story is about a girl called Alice. It tells her strange andinteresting experiences in wonderland.Alice, the Cheshire Cat, the March Hare, the Queen of Hearts andthe Mad Hatter are main characters of the story.Step 2Listening1. Finish Activity 1. Listen and number the words as you hear them.(1) Ask someone to read the words. Make sure that all the students understand the meaning.fall follow hole rabbit strange(2) Play the recording and ask the students to write down the numbers 1-5 in the boxes, according to what they hear.(3) Check the answers together.Answers:fall—4; follow—2; hole—5; rabbit—3; strange—12. Finish Activity 2. Listen again and number the pictures.(1) Read the simple descriptions of the pictures to the class. Repeat the names for the students to remember.(2) Ask some students to read the descriptions and the other students to look at the pictures.(3) Play the recording for students and ask them to number the pictures.(4) Check the answers together.Answers:a—2; b—3; c—1(5) Play the recording again. Show the tapescript if necessary.Step 3Listening and readingFinish Activity 3.1. Play the recording. Tell the students to read the conversation as they listen.2. Ask the students to check (√) the true sentences, according to the conversation.1. Lingling is reading Alice’s Adventures in Wonderland. ( )2. The book is about a girl called Alice. ( )3. One day, Alice and her sister saw a white rabbit with a basket.( )4. The March Hare, the Mad Hatter and a mouse were having a tea partyin the garden. ( )5. The Queen of Hearts was sitting in a tree. ( )Answers:1. √ 2. √ 4. √3. Read and complete the notes.1 Alice was ________ with her ________ by the river.2 The white rabbit with a ________ ran past.3 The Mad Hatter, the March Hare and a mouse were having a ________ party.4 The Queen of Hearts was ________ a strange game.(1) Ask the students to read the sentences carefully.(2) Ask them to read the conversation again. Underline the key information while reading.(3) Get the students to complete the sentences from the conversation.(4) Check the answers.Answers:1 sitting, sister2 watch3 tea4 playing4. Read the following phrases and translate them into Chinese.1 one day2 by the river3 fall down4 in a tree5 smile at6 tea party7 play games8 a girl called Alice9 run pastAsk the students to write down the phrases on their notebooks.5. Read the conversation.(1) Ask the students to follow the recording to read the conversation.(2) Tell them to work in pairs. One is Tony, and the other is Daming.(3) Encourage some pairs to read the conversation in different roles.Step 4PracticeFinish Activity 4. Complete the sentences with the words in the box.1 Something is ________ if it is not usual.2 You ________ when you are happy.3 You can wear a ________. It tells you the time.4 A rabbit ________ is a place where rabbits live.5 You ________ when you move down quickly to the ground.(1) Ask the students to read through the words in the box. Make sure they know the meaning of the words.(2) Ask the class to read the sentences and complete them with the words in the box on their own.(3) Check the answers in groups.Answers:1 strange2 smile3 watch4 hole5 fallStep 5Language points1. One day, Alice was sitting with her sister by the river and she saw a white rabbit with a watch. 有一天，爱丽丝正和她的姐姐坐在河边，她看到一只戴着手表的白兔。

Module 7 A famous storyUnit 1 Alice was sitting with her sister by the river. 课型Listening and speaking教学目标Knowledge:To listen for specific informationTo understand the description of past continuous actionsTo talk about past on-going actionsKey vocabulary: fall, follow, hole, groundKey structures: One day, Alice was sitting with her sister bythe river …Why was it running?教学重点谈论童话故事，学习过去进行时教学难点正确使用过去进行时教学方法PWP Communicative教学用具Multi-Media (or Tape recorder, OHP)教学过程Listening and vocabulary1. Listen and number the words as you hear them.* Read the words aloud with the students and check if they understand the meaning.* Get them to predict the order of events they might hear about, (e.g. Maybe a rabbit falls into a hole. Maybe a rabbit follows a strange person.) * Play the recording. Tell the students to check their predictions and write numbers 1-5 in the boxes, according to what they he ar.* Check answers around the class.2. Listen again and number the pictures.* Read the simple descriptions of the pictures with the students. Explain the names in the descriptions if necessary, (e.g. In March, hares---wild rabbits---are considered mad because of their strange behaviour when they try to attract female rabbits, so there is an expression in English "He's as mad as a March hare.")* Repeat the descriptions, especially the names, chorally for the students' pronunciation.* Put the students into pairs or groups of three to describe the pictures. * Elicit descriptions from the class.* Play the recording and ask the students to listen for the descriptions.* Play the recording again for them to number the pictures and check answers in pairs or groups.* Play the recording once more for the students to check and then elicit their answers in order.3. Listen and read.* Divide the students into groups. Then elicit the new language by telling different groups to mime such actions as eating a sandwich, drinking tea, combing hair, reading a book, drawing a picture, looking at watches, etc and continue doing them until they hear "stop".* Shout "stop". Ask the students what they were doing a minute ago: Teacher: What were you doing when I shouted "stop"?Students: We were eating sandwiches.* Ask different groups to elicit different responses.* Have the students ask each other in open pairs.* Ask the students if they know about the story of Alice's Adventures in Wonderland. If they do, elicit what they have understood and use it to teach the key vocabulary. If they don't, give a br ief introduction to the story.* Play the recording. Tell the students to read the conversation as they listen.Now complete the notes.* Ask the students to look at the notes and guess the missing information. * Ask them to read the conversation again and underline the key information to help them complete the notes.* Ask them to complete the notes individually.* Elicit answers in full sentences from the whole class.Extension* Play the recording again, pausing after each sentence and having the students repeat them chorally and individually. Otherwise, simply ask them to work in pairs and read the conversation.* Have them practise it and change roles. Circulate and monitor their production.* Ask some volunteers to perform the conversation for the class.4. Complete the sentences with the words in* Look at the words in the box with the class. Make sure the students are clear about the meaning.* Ask the students to read the sentences on their own and guess what the missing words are.* Ask them to complete the sentences individually and check their answers in pairs.* Elicit answers in full sentences.Pronunciation and speaking5. Listen and underline the words the speaker stresses.* Ask the students to read the conversations and predict the stress.* Play the r ecording and pause for the students to repeat for pronunciation and stress.* Play the recording again and tell the stude nts to listen and repeat. Then ask them to underline the stressed words.* Play the recording once more. Elicit the stress and let the students check whether their prediction was correct.Now work in pairs. Listen again and repeat.* Play the recording and have the students read out the conversations in pairs as they listen. Tell them to exaggerate the stressed words. Nominate a few pairs to read the conversations.6. Work in pairs. Do an interview.* Read the instructions and model conversation with the class. Make sure they are clear about what they are going to do.* Tell the students to do an interview in pairs after the example and say what they were really doing then.* Do a few conversations in open pairs first to pick up any errors.* Circulate and monitor their progress.* Have some students present their interviews in open pairs.。

Module 7 Feelings and impressionsUnit 1 That smells delicious.说课稿各位评委老师：大家上午好！今天我说课的题目是Module 7 Feelings and impressions Unit 1 That smells delicious.教材分析：本节课是一节听说课，以look, sound, smell, taste, feel为话题进行听说训练。

重难点是系动词+adj.作表语结构。

学生分析：学生通过直接感官的感受：用耳朵听，眼睛看，鼻子闻，嘴巴尝，手触摸或身体感受依次运用sound, look, smell, taste, feel. 学习效果不错。

教学目标：知识目标：掌握本单元的单词及短语。

技能目标：能够对食物的味道、人的印象等进行评论。

情感目标：学会关心他人、理解他人。

教学过程：课前延伸：在学习本课前，要求学生进行课前读词。

学生以小组为单位齐读本单元单词。

为让学生明确任务利用多媒体课件展示Read the words of page 56&57.课内探究：本课是一节听说课，我设计了新课导入，听力训练，对话处理，学以致用四个环节。

一．新课导入我利用多媒体课件展示了一系列图片:1.看一看：展示范冰冰的图片，问：How does Fan Bingbing look?引导学生回答：She looks smart /pretty/ beautiful…然后在展示一张动画片里的卡通形象图片，问：What does he look like? 学生答：He looks strong.2.闻一闻：展示一个汉堡包，问：How does it smell ? 学生答：Itsmells nice/delicious.3.尝一尝：展示桔子，小甜饼，汤的图片，问：How do/does…taste?学生答：The oranges taste sour. The cookies taste sweet. The soup tastes salty.4.听一听：播放一段音乐，问：What do you think of the music? 学生答：It sounds quiet/nice/beautiful.5.摸一摸：展示毛衣，椅子，牛仔裤的图片，问：How does it feel？学生答：The sweater feels soft. The chair feels comfortable. The jeans feel tight.二．听力训练1.播放录音前，先展示要排序的图片。

外研版八年级英语上册教学设计Module 7 Unit 1教学设计一. 教材分析Module 7 Unit 1主要介绍了关于动物的知识，包括不同种类的动物以及它们的特点。

本单元的话题贴近学生的生活，能够激发学生的学习兴趣。

教材中包含了丰富的插图和实践活动，有助于学生更好地理解和掌握知识。

通过对本单元的学习，学生能够提高自己的听说读写能力，并能够运用所学知识进行简单的交流和描述。

二. 学情分析八年级的学生已经具备了一定的英语基础，对于日常生活中的动物有一定的了解。

但是，学生在语言表达和思维逻辑方面还存在一定的问题。

因此，在教学过程中，需要关注学生的个体差异，因材施教，引导他们通过观察、思考、交流等方式，提高自己的语言能力和思维品质。

三. 教学目标1.知识目标：学生能够掌握关于动物的词汇和表达方式，了解不同种类的动物以及它们的特点。

2.能力目标：学生能够运用所学知识进行日常交流，提高自己的听说读写能力。

3.情感目标：学生能够培养对动物的关爱和保护意识，提高自己的环保意识。

四. 教学重难点1.重点：学生能够掌握关于动物的词汇和表达方式，了解不同种类的动物以及它们的特点。

2.难点：学生能够运用所学知识进行日常交流，提高自己的听说读写能力。

五. 教学方法1.任务型教学法：通过设置各种任务，引导学生参与课堂活动，提高他们的实践能力。

2.情境教学法：通过创设情境，让学生在真实的环境中学习，提高他们的语言运用能力。

3.合作学习法：通过小组合作，培养学生的团队精神和交流能力。

六. 教学准备1.教学材料：教材、PPT、图片、视频等。

2.教学设备：投影仪、电脑、音响等。

七. 教学过程1.导入（5分钟）通过展示各种动物的图片，引导学生谈论自己喜欢的动物，激发学生的学习兴趣。

2.呈现（10分钟）教师通过PPT展示本节课的主要内容，包括动物的词汇和表达方式，以及不同种类的动物的特点。

同时，引导学生进行观察和思考，加深对知识的理解。

Module 7 A famous story一、教学内容：Unit 1 Alice was sitting with her sister by the river.二、课型：Listening and speaking三、教学目标：1、能够正确使用下列单词和词组：fall, fall down, follow, hole, ground, by the river,have a tea party2、能够正确使用过去进行时。

3、能够听懂包含过去进行时的童话故事，掌握故事的大意，理解主要的人和事。

4、能够询问或描述有关过去正在发生的事情和动作。

四、教学重难点：1、能够听懂包含过去进行时的童话故事，掌握故事的大意，理解主要的人和事。

（重点）2、能够询问或描述有关过去正在发生的事情和动作。

（难点）五、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、奖品六、教学过程：七、板书设计：Module 3. A famous storyUnit1. Alice was sitting with her sister by the river.fall down 1) What’ the book about ?smile at It’s about a girl called…in a treearrive at \ in 2) Alice was sitting with her sister by a river and she saw a …have a tea party was \ were + doing sth.达标训练题一．用所给词的适当形式填空：1. Listen! Someone __________ (sing) beautifully in the next room.2. What _______ you _______ (do) yesterday?3. She is kind and she always ________ (smile) at others.4. Alice followed it and _________ (fall) down a hole in the ground.5. I __________ (run) in the park at 6:00 this morning.二、选择正确的答案：( ) 1.—What________ you doing ?—I was doing my homework at that time.A. doB. didC. wasD. were( ) 2. Look, the girl ___________ a kite.A. was flyingB. fliesC. is flyingD. were flying( ) 3. There are many birds singing ________ the big tree.A. inB. onC. atD. by( ) 4. We __________ a birthday party at 7:00 last night.A. hadB. hasC. was havingD. were having ( ) 5. —What’s the film about?—It’s about a boy _________ Harry Potter.A. callB. calledC. callingD. calls。

Module 7Unit1 Alice was sitting with her sister by the river教学设计设计人：魏艳敏课型：听说课【教学目标】1、知识目标：fall, follow ,hole ,rabbit, ground, tea party2、能力目标：通过听获取和记录关于童话故事对话的大意和具体信息；用过去进行时讨论过去进行的动作3、情感目标：能与故事中的人物共情，在欣赏故事的同时培养移情能力。

【教学重难点】1、通过听获取和记录关于童话故事对话的大意和具体信息。

2、能运用过去进行时询问、介绍过去正在发生的事情和动作。

【教具准备】点读笔，多媒体【教学过程】一、Pre-listening1、Warming up(1) Free talk.T：Do you like reading?S:T: What’s your favourite story?S:Wow , you read so many books, I like reading too. This is my favoritebook( 老师手拿书)，(大屏幕展示老师正在读书的照片)，I was reading the story at eight last night.T: Today I bring a video about this story, do you want to watch it? Let’s watch it together.(2) Watch a movie trailer about Alice’s adventures in wonderlandT: Is it interesting? Everyone knows the story in Britain , Let’s learn it together, OK?2、小听力（Listen and number the pictures）First let’s listen to a short passage, while you are listening, please number the three pictures. (听完之后，一起纠正答案)3、Speaking.( talk about the pictures)Now let’s look at the picture again , In the first picture, What was Alice doing? 引导学生一起说，She was looking at a cat. Talk about with your group What were the others doing ?Eg: A: What was / were ……doing?B: It/ they/ she was/were……小组展示二、While-listening一听Listen for general informationDo you want to know more about the story, let’s listen to a dialogue between Lingling and Tony, and answer the two questions.1、Was the rabbit running with a watch or a basket?A Yes, she wasB A basketC A watch2 Did Tony already know the book?A Yes, he didn’tB No, he didn’tC We don’t know2、（二听）Listen again for more details,match A with B.Now do you want to know what happened to the characters and what were they doing? Now let’s listen again and match A with B.A BAlice having a tea partyThe white Rabbit sitting in a tree and smiling The Cheshire Cat Playing a strange game The Mad Hatter and the March Hare Running past AliceThe Queen of Hearts Sitting by the river with a book 三、Post-listeningIn this dialogue, There are many sentences including this form “was/were + doing”, let’s find them, OK?1、（听后读）Read the dialogue loudly and find out the sentences including “was/were + doing” and underlined them.(找出来之后，让学生站起来说句子，说完之后，大屏幕展示出刚刚说的七个句子，然后让学生看着大屏幕再次大声的朗读这七个句子，老师同时板书)2、（读后说）Imagine you are one of the characters in this story and makea dialogue according to the pictures. You can use the following sentence structure:Eg:S1: Hello，I am …….S2：Hello, I am …….S1：What were you doing at that time?S2: I was …….S2: What were you doing at that time?S1: I was …….Can you tell me what you were doing at this time last weekend？3(说后练) Play a guessing game.Can you tell me what you were doing at this time last weekend？Let’s play a guessing game根据大屏幕上出示图片中人物的动作，一个人模仿一个人猜，按照下面的模式。