Module 8Unit 2I was trying to pick it up when it bit me again.-教案- 外研版八年级英语上册.docx

TitleUnit 2I was trying to pick it up when it bit me again.Teachi ng AimsKnowledge1. Students can master the key words and phrases.e.g. bite; hide;pick up etc.2. Students get familiar with the sentence structure. when.; while.;As as soon as.3. Students master the grammar: Past Continuous.Ability1. Students are able to predict the general plot of the passage through the pictures and title.2. Students develop the reading skills of analyzing a narrative according to time order.3. Students are able to write a news report introducing an accident.4. Students learn how to react to such sudden accidents.Emotion1. Students realize the importance of self-protection, and develop the safety awareness.2. Students learn to keep calm facing an emergency.3. Students develop a humorous and positive attitude to life.Teachi1. Students grasp and are able to use the grammar: Past Continuous.2. Students improve their reading skills of narrative.3. Students can write a news report describing an accident.ngDifficultiesTeachi ng Metho dActivity-based Language Teaching MethodTeaching AidsMulti-media; blackboard; card paperTeaching Procedures:sStepActivitiesPurposes1. Show a picture and discuss what happened.2. Students have a free-talk about what to do if bitten by a snake.引起学生的兴趣。Step 1 Lead-in让学生自由讨论， 熟悉话题与词汇， 培养学生发散思维。通过对图片和标题Step 2Pre- readingShow the picture and the title and ask students to predict what happened.的观察，培养学生对文章内容的联想和预能力。为阅读做好准备。A. Fast-reading1. Students read the passage for the first time to check their predictions and to choose the main idea.(provide a reading tip)If a snake bites you, take a photo of it.2. Analyse the main structure of the passage, and students divide the passage into 3 parts.Part 1: Beginning(para. 1) Part 2: Details(para. 26) Part 3: Ending(para. 7)B. Careful-reading1. Provide a strategy for reading narrative.The narrative is usually developed in time and spatial order.Pay attention to the Wh-questions.2. Students read Part 1(para. 1) to answer the two “What” questions.What is the mans name? What happened to the man?Ask students to think about other Wh-questions in para.1.3. Students read Part 2(para. 26) and answer the“when” questions.When did the snake arrived from Asia? When did the snake bite Henry again? When did Henry take a photo of the snake? When did Henrys hand begin to hurt badly?Ask students to match the sentence according to time order.Henry hurried to the hospital.1But the doctors couldnt help him.2Henry suddenly remembered the photo.3 They gave him the right medicine.4Ask students to work in groups and retell the passage.4. Students read the suggestion in Part 3(para. 7)通过快速阅读，让 学生熟悉文章内容。提供阅读技巧，提高学生阅读技能。提高学生对文章结构的分析能力。让学生了解记叙文阅读的技巧。Step 3 While- reading帮助学生理解挖掘文章内容。启发学生自主对文章提出问题，进行生成性学习，培养学生思维品质。帮助学生梳理事件发生的先后顺序。关注when/what/why/how问题。培养学生复述的能力。Step4 Post- readingtogether.1. Let students think about the title ”Smile, please”Can the snake smile?Why does the writer say ”Smile, please? When should we smile?2. Enjoy a beautiful poem, called smile, please!引导学生思考文章题目的深层含义， 学习作者积极，幽默，冷静的良好品质。欣赏英文短诗,提升情感。3. Write a short story about an accident and tell us how you solved itTips:A few days earlier One day While /WhenwasAs As soon as 4. Homework Polish their writingwatch Bear's Worst-Case Scenario 安全自救手册写作部分给出提示， 有助于学生对本节 课内容进行创造性 的生成。对作文进行进一步打磨修改，提高写作能力。观看贝尔安全自救手册学习自救方法Step4 Post- reading