文档内容
课题 人教版七年级下册 Unit 8 Once upon a time Section B 2a-2b 英文版
教案
课型 新授 时间
课时 1 主备人
I. Teaching objectives
1. Language ability goals
Students can read the beginning of the story and write the end according to the
prompts.
Students are able to describe the story using tenses such as simple past tense and
past continuous tense.
Students can correctly express their own ideas and opinions in the
communication, and improve their oral expression ability.
2. Learning ability goals
Through reading and discussion, cultivate students' reading comprehension and
reasoning ability.
Guide students to improve their cooperative learning ability and problem-solving
ability through group cooperative learning.
3. Thinking quality goals
Encourage students to use their imagination and develop innovative thinking and
critical thinking.
Let the students develop their logical thinking ability in the process of analyzing
the development and ending of the story.
4. Cultural awareness goals
Understand the myths and legends in different cultures, and broaden the cultural
horizon.
Experience the values and morals conveyed by the story.
II. Teaching and difficult points
1. Teaching focus
Understand the beginning of the story, and master the key words and sentence
patterns.
Be able to write the end of the story reasonably according to the prompts.
Be able to clearly express your story endings and ideas in group communication.
2. Teaching difficulties
How to guide students to use rich imagination and reasonable logical thinking to
write the story.
How to help students to correctly use the past tense to describe the plot of the
story.
学科网（北京）股份有限公司III. teaching method
1. Task-based teaching method 2. situational teaching method 3. Cooperative
learning method
IV. teaching process
(I) Leading in (5 minutes)
1. Show a picture of the fisherman and a magic bottle, and ask the students, "
What can you see in the picture?"Lead the students to answer:" A fisherman and a
bottle."
2. Then ask, " What do you think might happen in this story?"Let the students
freely use their imagination and share their ideas.
(2) Read the beginning of the story (10 minutes)
1. Students should read the beginning of the story in 2a to understand the
background and main plot.
2. The teacher raises some understanding questions, such as: " Why was the genie
angry?” “What did the genie say to the fisherman?"Guide the students to answer and
check the students' understanding.
(Iii) Group discussion (10 minutes)
1. Divide students into groups of 4-5 students each.
2. Give each group a card to discuss questions that read:
What would the fisherman say to the genie?
Would the genie kill the fisherman? If so, how?
Would the fisherman succeed in saving himself? If so, how?
What would happen in the end?
3. Students discuss these questions in the group, use their imagination, and
conceive the end of the story. Teachers shall inspect each group and give them
necessary guidance and help.
(IV) Writing and sharing (15 minutes)
1. Students will continue the end of the story according to the results of the group
discussion.
2. After completion, students will exchange drafts with each other in the group,
read and share thoughts with each other.
3. Each group chooses a representative to tell the story of the class.
(V) Summary and evaluation (5 minutes)
1. Teachers should summarize and evaluate students 'performance, affirm
students' creativity and efforts, and point out the existing problems and the direction
of improvement.
2. Guide the students to review what they have learned in this lesson, including
the plot, vocabulary and sentence patterns of the story, and how to write the story.
学科网（北京）股份有限公司(VI)Teaching reflection
Through the teaching of this lesson, the students actively participate in the
activities such as reading, discussion and writing, give full play to their imagination
and creativity, and better complete the continuation task at the end of the story. In the
teaching process, the group cooperative learning method effectively promotes the
communication and cooperation between students, and improves the learning effect of
students. However, in the process of students' writing and expression, it is still found
that some students do not use the past tense accurately enough, and it is necessary to
strengthen the relevant grammar practice and consolidation in the future teaching.
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