1、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 objectives1. Language ability goalsStudents 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 continuou
2、s tense.Students can correctly express their own ideas and opinions in the communication, and improve their oral expression ability.2. Learning ability goalsThrough reading and discussion, cultivate students reading comprehension and reasoning ability.Guide students to improve their cooperative lear
3、ning ability and problem-solving ability through group cooperative learning.3. Thinking quality goalsEncourage 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 a
4、nd ending of the story.4. Cultural awareness goalsUnderstand 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 points1. Teaching focusUnderstand the beginning of the story, and master the ke
5、y 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 difficultiesHow to guide students to use rich imagination and reasonable logical thinking to write the st
6、ory.How to help students to correctly use the past tense to describe the plot of the story.III. teaching method1. Task-based teaching method 2. situational teaching method 3. Cooperative learning methodIV. teaching process(I) Leading in (5 minutes)1. Show a picture of the fisherman and a magic bottl
7、e, 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 sho
8、uld 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 discussio
9、n (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 e
10、nd?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 t
11、he 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
12、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.(VI)Teaching
13、reflectionThrough 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 cooper
14、ative 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.
