课题：八上Module 8 Accidents
Unit2 I was trying to pick t up when it bit me again.
Teaching background | |||
Teaching content | Module 8 Accidents Unit2 I was trying to pick t up when it bit me again. | ||
主备人 | 陈雅丽 | 参备人 | 刘利杰、关静、胡洁、沈臻锐 |
使用年级 | Grade Eight | 集体备课时间： Nov. 11th | 使用时间： Nov. 13th |
Analysis of the Teaching Material
| What: 本模块以“事故”为主题，涉及交通事故、人被毒蛇咬伤等内容。分设五个课时进行学习。本节课是这个模块中的第二课时，介绍了一位厨师被蛇要到手并及时用手机拍照进行自救的事件，语言表达地道幽默。短文通过厨师的亲身经历向学生说明了遇到突发事件时应该沉着冷静，尽力想办法自救。本课是一节阅读课型的新授课。经过对unit1的学习，学生已经对本话题有一定的了解。 Why: 本单元中的内容涉及安全与救助的话题，这虽不经常发生在日常的生活中，但学生们通过学习本模块，可以培养安全与自救的意识。通过对文中小事故的学习和模拟，学生会对处理突发事故的学习感兴趣。本单元的重点是运用语言简单描述事故。难点是在特定语境下正确运用过去进行时，使语法知识的学习融入生活实践，培养学生通过语言做事的能力。 How: 文章采用7个自然段，结构清晰。第一段开门见山讲述时间发生的时间地点，第二段交代了时间中蛇出现在厨房的原因。第三至六段介绍事件发生的经过与结果。直到最后一段说明应对突发事件的自救知识。 | ||
Analysis of Target Students | 学生在家长的保护下成长，很少或几乎没有遇到突发的意外情况，这就容易造成很多学生安全意识淡薄。通过本模块的学习，可以帮助学生意识到注意安全的重要性。初二上学期的学生已经具有一定的语言水平，但应注意学生容易出错的地方，如：在合适的语境下，正确使用过去进行时来描述事件以及对时间状语的把握。 | ||
Teaching objectives | 通过本课时学习，学生能够： 1. 读懂关于这篇文章，获取、梳理文章结构，概括每个段落的主旨大意 2. 掌握基本的单词和句型，了解并使用过去进行时和时间状语的基本用法。 3. 提高安全自救的意识，培养学生应对突发事件的能力。 4. 联系实际生活，谈谈你应对突发事件的做法，提高写作能力。 | ||
Teaching key points and difficult points
| Key points: 1.Master the key words, phrases and sentence patterns related to this unit. Learn and use new vocabulary related to accidents 2. Be able to understand the main idea of the material. | ||
Difficult points: 1Write sentences using patterns to describe how to face accidents and save yourselves. 2.Engage in pair work and group discussions to practice the reading skills and improve students’ consciousness on safety | |||
Teaching and learning methods | Teaching methods: 1. Interactive teaching 2. Task-based teaching | ||
Learning methods: 1.Individual learning. 2.Cooperative learning. | |||
教学过程
Step I Warming-up
通过图片，谈论手机的功能，引出课文。
T：What can I do with the mobile phone?
[设计意图]通过自由谈论手机的功能激发学生的学习兴趣，并引出课文内容。
Step II Pre-reading
1.呈现标题，通过图片学习新单词并理解单词在语境中的含义.
T：Look at the pictures. Can you describe what they were doing then?
[设计意图]通过图片学习新词汇的含义
2.给出与课文相关的图片，通过问题预测课文内容。
T：Look at the picture and guess:
Where is the cook?
What can you find in the kitchen?
How do you feel about snakes? Why?
[设计意图]通过图片学习部分新词汇，并预测课文内容，激发学生的学习兴趣，并提高学生通过图片预测内容的能力
3.谈论自己被蛇咬伤后应该如何处理。
T：If a snake bites you, what will you do?
[设计意图]谈论被蛇咬伤后的急救方式让学生了解遇到类似问题时，应该如何处理。
Step III While-reading
1.听课文，回答问题
Listen and answer:①What happened to Henry one day?
②Did the photo save his life?
[设计意图]快速阅读，获取主要信息。
2. 仔细阅读，跟点读笔读，并自读将事件排序
Read and put them in order:
The snake bit Henry’s hand.
Henry went to hospital.
Henry left hospital.
Henry took a photo.
The doctors sent the photo to a zoo.
The doctors gave Henry the right medicine.
[设计意图]通过-排序加深对课文的理解。
3.阅读课文，完成书上选择
T：Read carefully and choose the best answer.
[设计意图]加深对文章的细节理解
4.将课文按照故事情节分段阅读并回答问题
Events (Para.1~6)
What was he doing when the snake appeared? | __________________________when the snake appeared and bit his hand. |
Why did the snake bite him again? | ____________when it bit him again. |
What did Henry do with the snake after the second bite? | Henry_____ it _____ the kitchen and it ______ on the table. |
What did he do while the snake was lying? | While the snake was lying,__________________________ |
When did his hand begin to hurt? | When _______, his hand began to ... |
How did he feel as the doctors were checking him? | As the doctors were checking him,_________________________ |
What did he remember as he was lying in great pain？ | As he was lying in great pain,__________________________ |
When could the doctors give him the right medicine? | As soon as _______, the doctors could give the right medicine. |
Advice (Para.7) What does Henry suggest us?
[设计意图]深层挖掘文章内涵，通过表格及问题复述课文，并为写作打下基础
Step IV Post-reading
1.并根据图片讲述课文故事。
T：look at the pictures and tell the story to us.
[设计意图]根据提示讲述故事。为写作铺垫
2.根据重要词汇，续写文章
Use the words and expressions to write a new story.
Start with:
one day, when a woman was getting dinner ready for the animals at a zoo, her hand began to hurt. A few days earlier…
[设计意图]口头练习，为作业做铺垫，训练学生的口头表达
Step V Homework
Read the passage fluently and complete Activity 5 in your book.
Complete your composition.
[设计意图]通过本课的学习，让学生能够模仿课文描述一次事故
Step VI Blackboard Design
Step VII Exercise
一、用所给词的适当形式填空
1.It's not right to________ (扔) litter here and there.
2 Look! The lovely panda is ______(爬) up the tree.
3.Take this_________（药）three times a day, and you'll be OK soon.
4.The girl_______（躲藏）under the table and she wouldn't come out.
5.If a snake________（咬）you, you must go to hospital quickly.
二、单项选择
( )1. We usually put the food in the _______in summer, or it will go bad easily.
A.box B.hole C.stadium D.fridge
( )2.They were playing games______the teacher appeared in front of them.
A.where B.while C.what D.when
( )3.Can you help me_______the pen? It's under your chair.
A.ask for B.look for C.pick up D.put up
( )4.Linda was busy when I went to see her yesterday. She _____for an exam.
A.will study B.was studying C,has studied D. is studying
( )5.Henry ____ in a restaurant______ a snake suddenly appeared.
A. worked; when
C. was working; when
B. was working; while
D. worked; while
Reflection:
辅弱学生：八（3）班----李海洋
李海洋同学是班级基础知识相对薄弱的学生，经过一个学年的督促，本学期无论在课堂还是学习主动性方面都均有提升，但英语仍有上升空间，布置的作业任务会及时完成。包括笔记也能动笔去记。存在的问题是课下无法及时巩固，习题检测多在细节处失分。例如单词变形及单选语法题。因此在学习这个单元时，我首先要求孩子准备好笔记，对单词进行听读，熟练后进行背默，听写了解掌握情况。然后在课堂授课中要求笔记完成到位，课下及时来背诵一些重点短语和重点句型。接着课上带孩子们完成本单元相应习题时多给予他关注，适当给一些符合孩子英语基础的题目来回答，并及时鼓励。进行语法知识的复习与巩固时。在遇到不清楚的问题或者题型时，告知孩子来找老师请教。
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