Unit 6 Outdoor fun第3课时示范公开课教学设计【七年级英语下册（译林版）】

Unit6Outdoorfun

Reading(2)教学设计一、教学目标1.掌握重点词汇和短语：rabbit,hole,by,pass,by,dear,watch,fall,hit,herself,alone,low,locked,notice,into,side,through,surprise,lookup,passby,take...outof,standup,runacross等。2.掌握重点句型：(1)Shelookedupandsawawhiterabbitinacoatpassingby.(2)Howamazing!(3)Shefoundherselfaloneinalong,lowhall.3.通过深入阅读，能够使用自己的语言复述故事。4.运用所学知识和语言，想象、描述Alice接下来将会发生什么。5.能够热爱阅读。二、教学重难点重点：1.指导学生学习运用重要词汇和表达法。2.指导学生运用所学知识和语言，想象、描述Alice接下来将会发生什么。难点:运用所学知识和语言，想象、描述Alice接下来将会发生什么。三、教学过程Step1Warming-up1.GuideSstolookatthepicturesandanswerthequestion.Whoisshe?(Alice)2.GuideSstosaysomethingaboutthestoryDowntheRabbitHole.【设计意图】通过回顾和上节课有关的内容，用学生熟知的图片和内容导入新课。Step2Pre-reading1.GuideSstoretellthestory.(1)GuideSstolookatthepicturesandthephrases,andthenmatchthemcorrectly.(2)GuideSstoreadthepassageandfindthecorrectorderofthepicturesandthelinestheyarein.(3)GuideSstolookattheverbsandtrytoretellthestory.【设计意图】利用思维导图帮助学生回顾课文框架，并复述课文，为后续新创设情境做好铺垫。Step3While-readingGuideSstoreadthepassageandputthesentencesintherightorder【设计意图】借助排序练习，帮助学生理解课文框架，内化本课语言知识，为后续故事的发展做铺垫。Step4Post-reading1.GuideSstowatchavideocarefullyandanswer:WhatdidAlice’ssisterdoafterAliceranaftertherabbit?【设计意图】通过观看视频，了解故事的走向，并呈现新情境和语料，引出下一环节。2.GuideSstolearnthesentencestructure:findsb./sth.+adj./n.(phrase).(1)Lookatthetwosentencesandfillintheblanksaccordingtothevideo.(Shefoundherselfalone.Shefoundtheplacequiet.)GuideSstosummarize:findsb+adj.(2)GuideSstosay“findtheplacequiet”inanotherway.(Finditaquietplace.)(3)GuideSstoworkoutanothersentencestructure:findsb./sth.+n.(phrase).(4)GuideSstousethestructurestomakeupsentences.=1\*GB3①Alicefoundthedoorslocked.=2\*GB3②Manychildrenfinditaninterestingstory.=3\*GB3③Alicefoundtherabbitamazing.=4\*GB3④Alice’ssisterfoundtheriversideagoodplacetoread.【设计意图】借助情境（姐姐开始寻找妹妹。），开展findsb.+adj.和findsb./sth.+n.(phrase)的讲解和练习,指导学生一步步感知、体验、总结、运用。2.GuideSstolearnthedifferencesbetweenacrossandthrough.(1)GuideSstoanswer:WhatdidAlicetellhersisterinthefirstnote?AndaskSstotrytochoosethesuitablewordstofillintheblanks.=1\*GB3①Alicewalkedacrossthefield.=2\*GB3②Alicewalkedthroughtheforest.(2)GuideSstochoosethecorrectwordstocompletethesentences.【设计意图】借助情境，帮助学生区分across和through的用法。3.GuideSstolearnthestructure:seesb.doing.(1)GuideSstoreviewwiththehelpoftheshortvideos:Whatdidsheseeafterrunningacrossthefield?(Shesawtherabbitjumpingdownthehole.)(2)GuideSstomakesentenceswiththestructure:seesb.doingsth.IsawAliceandhersistergoingacrossthebridge.Isawtherabbitrunning.IsawAlicerunningaftertherabbit.IsawAlice’ssisterreadingabook.【设计意图】借助情境，帮助学生理解seesb.doing的用法，并会运用。4.GuideSstocompletethepassage.【设计意图】借助短文，帮助复习所讲知识点，内化本课所学内容，留下疑问，为下一环节做铺垫。5.GuideSstoreadthedialogueandanswerthequestions:DoyouthinkAlice’ssistercouldfindher?ButhowdidshefindAlice?AndwhatdidAlicetellhersister?WhatdidAlice’ssisterthinkoftherabbit?(1)GuideSstolearn:How+adj.(+S.+V.)!Howamazing!Howamazingtherabbitis!(2)GuideSstoworkout“How+adj.(+S.+V.)!”.【设计意图】借助对话，呈现情景（姐姐找到妹妹了。）和语料，通过回答问题巩固所学的结构，并讲解和总结How+adj.+S.+V.!结构。6.GuideSstousesomewordstodescribeAlice’sfeelingsfromthebeginningofthestorytotheendandtrytofillintheblanks.【设计意图】借助情境，帮助学生了解描述事物和心情的词汇的不同之处。7.GuideSstounderstandtheusageoffitandfillintheblankswiththecorrectformsof“fit”.【设计意图】帮助学生在情境中理解和练习fit的不同用法。8.GuideSstoimagine“Whathappenednextinthestory?”andshowthemthewriter’sidea.9.GuidSstothinkwhathappenednextinthestorybythemselves.10.GuideSstosharetheirideasaboutthenextpartofthestory.【设计意图】激励学生发挥想象猜测之后的故事走向，并分享自己创造的故事，提高综合应用语言技能的能力。11.GuideSstoconclude.(1)Imaginationismoreimportantthanknowledge.(2)Thereisnodoubtthatcreativityisthemostimportanthumanresourceofall.(3)Withoutcreativity,therewouldbenoprogress,andwewouldbeforeverrepeatingthesamepatterns.【设计意图】借助名言，引导学生提炼文本思想，升华文本。Step5SummaryHelpSssummarizewhatthey’velearnttoday.【设计意图】通过归纳总结本节课的语言点，为学生形成结构化知识提供帮助和机会。Step6Homework1.Sharetheirideaswiththeirclassmatesandaskthemforadvice.2.Readthere