牛津译林版七年级下册Reading教案设计

这是一份牛津译林版七年级下册Reading教案设计，共6页。

Reading (II)
I. Teaching aims and learning bjectives
By the end f the lessn, students shuld be able t:
1. master the usage f the imprtant wrds and expressins;
2. retell the stry with their wn wrds;
3. use what they’ve learnt t describe what will happen t Alice.
II. Teaching cntents
1. New wrds and phrases: rabbit, hle, by, pass, dear, watch, fall, hit, herself, alne, lw, lcked, ntice, int, side, thrugh, surprise, lk up, pass by, take ... ut f, stand up, run acrss, jump dwn, get dwn, hit the grund, find neself alne, g thrugh
2. New sentences: She lked up and saw a white rabbit in a cat passing by. (see sb. ding sth.)
Hw amazing! (Hw + adj. + Subject + v.!)
She fund herself alne in a lng, lw hall. (find sb. + n.)
III. Fcus f the lessn and predicted area f difficulty
1. The usage f sme imprtant wrds and expressins.
2. T use what they’ve learnt t describe what will happen t Alice.
IV. Teaching prcedures
Step 1 Lead-in
T: Lk at the pictures. Wh is she?
S: (Alice)
T: Yes. And we’ve learnt a stry abut her called “Dwn the rabbit hle”. Can yu say smething abut the stry?
【设计意图：用学生熟知的图片导入新课。】
Step 2 Presentatin
1. Retell the stry
T: There are fur main places in the stry. Lk at the pictures and the phrases. Can yu match them crrectly?
S1: Picture a is acrss the field.
S2: Picture b is in the hall.
S3: Picture c is by a river.
S4: Picture d is dwn a hle.
T: Right. Nw please g ver the passage and find the crrect rder f the pictures and the lines they are in.
S1: The crrect rder is by a river—acrss the field—dwn a hle—in a hall.
S2: Lines 1-5 is abut by the river. Line 6 is abut acrss the field. Lines 7-9 is abut dwn a hle. Lines 10-16 is abut in a hall.
T: Great. In each place, there are sme main actins. Lk at the verbs and try t retell the stry.
S: Alice sat by the river. Then she heard a sund. She lked up and saw a rabbit in a cat passing by. She std up and ran acrss the field. She jumped dwn the hle after the rabbit. She fell fr a lng time and hit the grund. After that, she fund herself alne in a lng lw hall. There are lcked drs arund. Alice saw a small key n the table, but it didn’t fit. Then she nticed a small dr and pened it. She tried t g thrugh it but she was t big.
【设计意图：利用思维导图帮助学生回顾课文，为下面的活动做好铺垫。】
2. Lk fr Alice
T: Yu’ve knwn the stry very well. I have a questin t ask yu. What did Alice’s sister d after Alice ran after the rabbit?
S: She lked fr Alice.
T: Let’s watch a vide carefully and find what she did.
【设计意图：合理猜测爱丽丝姐姐的举动，引出下一环节。】
3. Find sb./sth. + adj./n. (phrase)
T: What did Alice’s sister d? Lk at the tw sentences and fill in the blanks accrding t the vide.
S1: She fund herself alne.
S2: She fund the place quiet.
T: Great. Please wrk ut the sentence structure.
S: Find sb. + adj.
T: Yes. Can yu say “find the place quiet” in anther way?
S: Find it a quiet place.
T: S we can wrk ut anther sentence structure.
S: Find sb./sth. + n. (phrase)
T: Practice makes perfect. Let’s use the structures t make sentences.
S1: Alice fund the drs lcked.
S2: Many children find it an interesting stry.
S3: Alice fund the rabbit amazing.
S4: Alice’s sister fund the riverside a gd place t read.
【设计意图：借助情境，开展find sb. + adj.和find sb./sth. + n. (phrase)的讲解和练习。】
4. acrss & thrugh
T: Well dne! D yu still remember what Alice tld her sister in the first nte? Let’s review it with the help f the shrt vides.
T: Have yu seen them clearly? Try t chse the suitable wrds t fill in the blanks.
S1: In the first vide, Alice walked acrss the field.
S2: In the secnd vide, Alice walked thrugh the frest.
T: Lk at the screen and cmplete the sentences.
【设计意图：借助情境，区分acrss和thrugh的用法。】
5. see sb. ding sth.
T: What abut the secnd nte? What did she see after running acrss the field?
S: She saw the rabbit jumping dwn the hle.
T: Yes. We can say “see sb. ding sth.” What else did yu see abut them? Can yu make sentences with the structure? Let’s watch and say.
S1: I saw Alice and her sister ging acrss the bridge.
S2: I saw the rabbit running. I saw Alice running after the rabbit.
S3: I saw Alice’s sister reading a bk.
【设计意图：借助情境，讲解see sb. ding sth.的用法。】
6. Cmplete the passage
T: By nw, we’ve gt the whle prcess f lking fr Alice. Let’s cmplete a passage abut it.
【设计意图：借助短文，复习所讲知识点。完成“寻找”环节，为“找到”环节铺垫。】
7. Hw + adj. + Subject + v.!
T: D yu think Alice’s sister culd find her? I think s. But hw did she find Alice? And what did Alice tell her sister? Let’s read their dialgue and find the answer.
T: What did Alice’s sister think f the rabbit?
S: Hw amazing!
T: Yes. Hw amazing the rabbit is! What d yu think abut it? Can yu use “Hw + adj. + Subject + v.” t describe her experience?
S: Hw cl the hle is!/Hw wnderful it is!/Hw interesting the stry is!/...
【设计意图：借助对话，呈现情景，讲解Hw + adj. + Subject + v.结构。】
8. Alice’s feelings
T: Alice’s sister thught it was amazing. That means she felt amazed. Can yu use sme wrds t describe Alice’s feelings frm the beginning f the stry t the end? Try t fill in the blanks.
【设计意图：了解描述事物和心情的词汇的不同之处。】
9. fit
T: Why did Alice wrry abut the drs? Why culdn’t she pen the dr with the key?
S: The key didn’t fit any f the drs.
T: Please chse the meaning f “fit” in the sentence.
S: Chse A.
T: Right! “Fit” als has ther meanings. D yu knw them? Try t fill in the blanks with the crrect frms f “fit”.
【设计意图：在情境中理解和练习fit的不同用法。】
Step 3 Prductin
1. What happened next in the stry?
T: D yu knw what happened next in the stry? Let’s enjy a vide.
T: Frm the vide, we can get the writer’s idea. Let’s read it.
Alice saw a bttle n the table and rund its neck was a nte saying “DRINK ME”. Alice pened the bttle and drank a little. Then she gt smaller and smaller. Sn she was small enugh t g thrugh the dr.
T: What d yu think culd happen? Please discuss in grups. Try t think abut these questins: What did Alice see/hear/d? Hw did she feel? What happened then? Hw did she get ut?
T: Nw please write dwn yur ideas.
【设计意图：发挥想象，续写故事，综合应用语言技能。】
2. Cnclusin.
T: Yur ideas are really great. Bys and girls, try t remember: Imaginatin is mre imprtant than knwledge. There is n dubt that creativity is the mst imprtant human resurce f all. Withut creativity, there wuld be n prgress, and we wuld be frever repeating the same patterns.
【设计意图：借助名言，提炼文本思想，升华文本。】
V. Hmewrk
1. Share yur ideas with yur classmates and ask them fr advice.
2. Read the rest part f the stry.
3. Preview Grammar.