外研版初中英语七年级下册module8 Unit2说课稿

编号：课题课型ReadingandVocabulary课时TheSecondperiod三维目标知识与技能1. Key vocabulary:rush, try, destroy, unhappy, asleep, return, cry, point, without, lookaround2. Key structures: past simple regu lar verbs. (重点)过程与方法1、Interactive approach2. 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 andGroup 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: Revision1.Help students to revise whatwe lear nt in Period one of thismodule.Step1 Revision1.The students revise past s impleregular verbsShow them some pictures about the new words in last period. Have the Ss. spell them chorally and individually.2.Revise past simple regularverbsStep2 Preparation Step2:PreparationTask 1 : Learn the new words.Directions: Label the pictures withthe words.(1). Read through the words on thescreen. Have the Ss. repeat themafter you.(2).Read the words separately andhave them remember them.(3).Make some sentences with thewords.Task 2 :Say what happened next inGoldilocks and th e Three Bears.(1). Read the four possible nextevents given. Elicit some morefrom the Ss, and note them on theboard.(2). Pair the Ss to decide what theythink happened.(3).Elicit suggestions from theclass. Accept anything they give.Step2: Preparation1. Students read the new words.2. Students m ake some sentenceswith the words.3. Ask the students to think whathappened next in Goldilocks and theThree Bears.Step 3 Scanning and Skimming Step 3: Scanning and Skimming1.Task1: Read the passage andnumber the pictures in the correctorder.Step one: The teacher ask the Ss tolook at the picture(a) first and tellw hat happened.Step two: Ss read the passage andnumber the other 4 pictures.2. Task2 Read the passage andmatch the sentences with thepictures in activity 3.Step one:Ss read the passage anddo activity 3 on page 59individually and check with apartner.Task3: Check the true sentences inactivity 4.Step one:Read through thesenten ces and make sure the Ssunderstand what they mean. Ss doactivity 4 on page 59 individuallyand check with a partner.Step3: Scanning and Skimming1.Task11. Students look at the picture(a) firstand tell w hat happened.2. Ss read the passage and number theother 4 pictures.2. Task21. Ss read the passage and do activity 3on page 59 indi vidually and checkwith a partner.3.Task31. Ss do activity 4 on page 59individually and check with a partner.板书设计Module 8 Story timeUnit Unit 2 Goldilocks rushed out of the house1.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。

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。

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。

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。

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。

教学设计______ some flowers ____lost______a little house _______ on the doorpick ed was notice d knock ed T ：Do you like stories, What’s your favorite story?135number the pictures in the correct order.ABCDE操作方式]：由于导入新课阶段，已经提起了学生的探索冲动，因此让学生带着求索的欲望快速阅读全文，形成对全文的初步整体感知，然后给图片排序，使学生对故事的感知更直观、丰1.Baby Bear didn ’t look in the bed room.( )2.Goldilocks was in Baby bear ’s bed.( )3.The Baby Bear was happy to see Goldilocks.( )FTCareful reading :2.Read paragraph 4, Write T (true) or F (false)F由学生独立完成（3）Read the last paragraph ——Finally Fill in blanks 小组合作完成教育目的：通过划分层次后，对每一层的精读，让学生进一步理解文章同时也训练了学生精读课文，提取文章细节的能力。

整合教材基础上的题目设计，针对每层重点，加深了学生对重点的理解。

完成任务的不同方式，使学生既有独立思考的空间，也有小组合作的机会，培养了学生的独立意识和合作精神。

3、做练习以小组讨论的形式写出 try 和without 的用法。

4、总读课文找出问题。

5、进行复述（写作）[操作方式]：通过设计问题了解故事如何写作，通过回答用First, Next, Then and Finally 生深刻、清晰地理解文章脉络。

T: Read the whole story again, and retell the story. 每组写一段给出学生的关键词。

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.。

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。

外研版七年级下Module8_Unit2说课稿Module 8 My past life Unit 2 I was born in Quincy. Module 3 On the radio Unit 1 Remember to look out for the red light Module 9 English for you and me Unit 1 I’m proud of what I’ve learnt七贤中学姜朝华一、教材分析根据新课程标准,七年级英语应该达到三级水平,外研版英语教材七年级下册课本根据新课标注重语言运用能力的强化。

主要设计了表达完成的行为，过去某一时间正在进行的动作等语言结构。

这些新的内容不仅能扩展学生的知识领域，更能加强学生运用英语的能力。

本模块的话题是谈论“过去的生活”，该话题为学生所熟知，非常有利于开展听、说、读、写方面的语言实践活动。

通过操练，使学生既学习语言知识，又能够熟练介绍自己或他人过去的生活。

本节课学习第八模块第二单元，主要介绍美国的一个小镇Quincy 的生活，语法重点是学习含有动词be ( was/were ) 的一般过去时，词汇重点有：Founder scientist professor strict friendly naughty primary well-behaved二、学情分析七年级的学生已经接触了四年英语，有一定的英语基础。

但七年级的学生对英语学习兴趣整体有所下降，两极分化比较严重。

所以我们应面向全体学生，以学生的发展为宗旨，因材施教，分层教学，始终把激发学生的学习兴趣放在首位，引导学生端正学习态度，掌握良好的学习方法，培养学生良好的学习习惯。

本课主要介绍美国的一个小镇Quincy的生活，对于学生们来说，美国的生活美好而陌生，这可以激起学生的学习兴趣。

本课语法重点是学习含有动词be ( was/were ) 的一般过去时。

在七年级上册第九模块和六年级下册第七第八模块中都讲过过去时态，因此，在本课中学生们学习含有动词be ( was/were ) 的一般过去时会相对容易一点。

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。

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。

Module 8 Story timeUnit 2 Goldilocks hurried out of the house.教学设计教学目标：1.掌握本单元所学单词和短语either, piece, asleep, return, cry, point, shout, jump, without, in pieces, at first, point at2.能用“first, then, next, finally” 讲述故事。

教学重难点：教学重点：语法：一般过去时（2）教学难点：能读懂文章，按时间顺序判断故事的发展。

教学过程：Step 1 Warming-up and Lead inTo watch the pictures of Goldilocks and the Three Bears. Let students talk about the story and learn the new words.Step 2 Work in pairs. Say what happened next in Goldilocks and the Three Bears.1. I think Goldilocks decided to go home.2. Maybe she stayed in the house.Step 3 Pre-readingHave the students learn the new words and expressions.Step 4 Reading1. Listen to the recording, then number the pictures in correct order.2. Scanning Match the sentences with pictures in Activity 2.1) Goldilocks opened her eyes, jumped out of bed and hurried out of the house.2) She tried the small chair.3) The Three Bears returned to their house.4) Baby Bear cried because there was nothing in his bowl and his chair was in pieces.5) Baby Bear pointed at Goldilocks. She was asleep in his bed.3. Careful readingTask 1: read the passage carefully and do the exercises in Activity 41) Goldilocks liked the big chair.2) Goldilocks liked the small bed.3) Baby Bear looked in the bedroom.4) The Three Bears were happy to see Goldilocks.5) Goldilocks didn’t like the Three Bears.Task 2: Complete the passage of Activity 5 with the correct form of the words from the box.Step 5 Writing1. Look at these sentences.1) First, she tried the big chair.2) Then she tried the middle chair.3) Finally, she tried the small chair.Then write some new sentences with “first, next/then” and “finally”.pick up/very big bowl/didn’t like/too hot→ First, she picked up the very big bowl but she didn’t like it—it was too hot.pick up/big bowl/didn’t like/too cold→ Next/Then, she picked up the big bowl but she didn’t like it—it was too cold.pick up/small bowl/like/good→ Finally, she picked up the small bowl and she like it—it was good.2. Read the story in Activity 2 again. Imagine what will happen next. Write at least three sentences.Step 6 Language Points1. It was not comfortable either.either 的意思是“也（不）”。

Unit 2 第3课时师者，所以传道，授业，解惑也。

韩愈东进学校陈思思自主学习方案1.学生自学新词汇(见教材P108)。

2.学生自学教材(P50)，找出课文中重点词组和句子。

课堂导学方案Step 1情景导入教师播放《三只小猪》的幻灯片，邀请学生来讲一讲这个故事，比一比谁讲得好。

环节说明：要求学生讲这个他们熟悉的故事，激发学生学习的兴趣，同时又导入新的语言学习目标。

Step 2完成教材1的任务结对练习，说说在《金凤花姑娘和三只熊》中接下来发生了什么。

参考案例—I think Goldilocks decided to go home.—Maybe she stayed in the house.Step 3完成教材2的任务1.读这个故事的下一部分，用正确的顺序给图画编号，集体核对。

2.学生分组讨论短文的重难点。

3.教师详细讲解，学生熟读语言重点。

4.放录音，学生跟读，熟悉课文，培养语感。

5.小结训练。

(A)（1）—Hi, Kate. You looked tired. What’s the matter?—I well last night.A. didn’t sleepB. don’t sleepC. haven’t sleptD. won’t sleep(B)（2）—What did you do at last?—I the house alone.A. cleanB. cleanedC. cleaningD. was cleaning(A)（3）Yesterday I called them, but Tom didn’t answer me and Mike didn’t .A. eitherB. tooC. alsoD. as well as环节说明：通过阅读短文2，可提高学生阅读理解能力，小结训练让学生掌握本节重点语法，即行为动词的用法。

Step 4问题探究1.【辨析】too & also & either too一般用于肯定句和一般疑问句中，放在句，其前常用逗号与前面的句子成分隔开，在简略答语里；too常用于宾格代词之后。