初中英语外研版 (新标准)八年级上册Unit 3 Language in use .教学课件ppt

教学

步骤

教师活动

学生活动

设计意图

Step One

Warming-up (3’)

Lead in

1. Free talk:

 T:  I was watching a film at 9:00 last night. What about you, Jack? And how about your father? What was he doing at that time?

1. Have students talk about what they were doing at 9:00 last night

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 and ask: Look at this picture, is it strange?

Why do you think it’s strange?

Then show the title of the lesson and lecture the new words as well.

eg:

twice, once or twice, suddenly, pink, pocket, field, think about, deep, while, dry

Watch pictures learn some new words.

引导学生谈论图片,训练学生描述事情的能力。在描述的同时学习新单词和句型，做到词不离句，为学生扫清读的障碍。

Step Three

While -task (24’)

1. Scanning

(1)Ask students to scan

the passage.

T: Make the students read the passage and answer the question:

What was Alice thinking about while she was falling down a rabbit hole?

2. Skimming

Ask students to skim the passage and number the events in the order they happened.(Activity3)

3.Careful reading.

(1)Paragraph 1:

①The whole class read together and answer these two questions:

1) What was Alice and her sister doing by the river?

2) Then what ran by them?

T: Now, lets check the answers.

②Ask a volunteer to read Paragraph 1 in class and  the other students find out difficulties.

③Solve difficulties:

1)     have nothing \ something to do

2)     once or twice

3)     without  He left without saying goodbye to me.

T: Alice saw a white rabbit ran by. It was not strange at all. But, it was not a common rabbit. It was very different. Why? Let’s look at the next part.

(2)Paragraph 2:

1)     ①T: Now, I want someone to read the passage for us, and we find out the words that proves the rabbit was different.

②Ask a student to be “a  little teacher” to check  the answers.

1)… the rabbit say, “Oh dear! Oh dear! I’ll be late!”

2) Then the rabbit took a watch out of its pocket and looked at it.

③Read by yourself and  point out important points.

④Solve difficulties.

1) nothing strange, something, anything…

2) take sth. out of sw.

3) run across….

4)  To identify: see sb. do sth. \ see sb. doing sth.

T: The rabbit hole is big. And Alice followed the rabbit. And what happened to her? Would she be dangerous? Let’s go on to the last part.

(3)Paragraph 3:

①Let the students  answer these two questions after reading Paragrap3

1)Was the rabbit hole deep?

2)Was the hole bright enough to see everything clearly?

3） What did Alice land on at last?

②Students read this paragraph and find out difficult points:

1) She found that she was falling… (find sb do sth. \ doing sth.)

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…

4)land on…

③Ask a group of six students to read paragraph 3.

T: Let’s read the passage together.

(4)Ask the students

read the passage together make sure they understand it well.

1. Scanning

(1)Ask students to scan

the passage and find out the answer.

.

2. Skimming

Ask students to skim the passage and finish Activity 3.

3.Careful reading.

(1)Paragraph 1:

①Read and find out the answers to the questions.

②Ask a volunteer to read Paragraph 1 in class and the other students find out difficulties.

③ Ask a little teacher to solve difficulties:

(2)Paragraph 2:

2）  ①Listen to someone to read and find out the key words that describe the strange white rabbit.

②Ask a student to be “a  little teacher” to check  the answers.

③Read by yourself and  point out important points.

④Solve difficulties.

(3)Paragraph 3:

①Let the students  answer these two questions after reading Paragrap3

1)Was the rabbit hole deep?

2)Was the hole bright enough to see 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 to read paragraph 3.

(4)Ask the students

read the passage together make sure they understand it well.

要求学生快速阅读文章，找到问题的答案。

通过学生快速阅读，培养学生获取主旨的能力，理清故事发展的顺序。并且从整体把握文章的内容， 为进一步学习做好铺垫。

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。而小组活动能通过学生间的自主、合作学习，让学生充分地实践运用语言，并激发学生创造性思维的发展。

Step Four

Post-

task

(10’)

1.Retelling.

Let the students retell the story.

1. Do the retelling.

复述对话能使学生加深对课文内容的理解和记忆。

适当笔头练习，让学生巩固本课时的语言点和突出重点。

Alice and her sister were sitting1)___the river. Her sister 2)____ reading but Alice had 3)_______ to do. Suddenly a white rabbit 4)____ pink eyes 5)_____ past her. Alice felt very 6)______ when she saw the rabbit 7)_____ out a watch from its pocket. Alice ran quickly 8)______ the field 9)_____ the rabbit. The rabbit went into a rabbit 10)_____and Alice followed.

2. Writing

Imagine what happened to Alice next. First, let the students talk about this and then make them write down according to Actvity5.

2. Writing

Write the short passage.

Step Five

Summary（2’）

1.Get the students to

sum up the language points.

T: What have we learned today?

Ss:……

2.Let the students to choose the best team in this lesson.

1.Sum up the language points.

2.To choose the best groups.

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。

Step Six

Home-

work

（1’）

1. Read the passage after school and remember the new words.

2.To finish writing your own story of Alice’s Adventures in Wonderland.

Finish the homework.

课后作业有助于学生巩固已学的知识，补充其他方面的锻炼。写作是阅读的拓展，让学生最终完全掌握语言，实践运用语言。