教学内容

The topic of this unit is “a green world”. We’ll learn different ways to help people live in a better world and live a greener life.

教学对象

The seventh grade students just contact with the reading of the lengthy discourse. They also need the guidance of a teacher in reading ability, so at the beginning I teach students to learn new words. Then let students use the scanning or skimming method to read the story several times with different ways. And I focus on training them how to seize the key words in the sentences and the topic sentence in paragraphs.

教学目标

1. To know an amazing thing happened on Millie and Amy.

2. To learn to guess meanings of new words from the context

3. To learn to skim text for overall meanings and scan for details

4. To know the style of writing a narration.

5. To develop students’ true attitude towards their life and science.

教学策略

1. Ask students to guess what they are according to some strange sounds and pictures.

2. Guess and understand the meanings of new words according to the text.

3. Get information about the ghost in the park by reading several times. 

4. Use the text and the skills of reading to review and consolidate what they have learned.

教学过程（可续页）

教学步骤

所用时间

教 师 活 动

学 生 活 动

设计说明

Step 1  

Lead-in

Step 2

Presentation

Step 3

Reading

Step 4

Practice

Step 5

Interview

Step 6

Emotional sublimation

 Step7

Homework

3 mins

10 mins

12 mins

7 mins

7 mins

5 mins

1 min

Good morning, boys and girls! It’s a pleasure to have an English class with you.

1. First of all, I’d like to ask you a question:

Do you know a popular film called Zootopia? Did you watch it?

2. Play a short video about “Zootopia”.

3. Ask questions: How do you feel about the film/animals?

Now look at the main character of this film. She is Judy and she works in the police station. She is a clever and brave rabbit.

1. Introduce what happened to Judy by telling a story.

2. Read new words and expressions together.

3. Ask students to find the meanings by circling the correct letter.

4. Ask students to read with the video by themselves and find out what happened to the ghost at last.

Judy wants to know all the details of the ghost in the park, so let’s read this story again:

1. Read Line 1-7 together and fill in the blanks on the test paper.

2. Group work: Read and do True or False questions.

3. Pair work: Ask and answer in pairs with the information in Line 14-16.

 Millie wrote a diary for Judy to help her know the whole story better but the sentences are not in the right order. Please work in groups and help Judy rearrange the sentences according to the story.

One reporter from BBC wants to know about the story. Now she is asking Judy some questions. Please work in pairs and make up a dialogue like this. Remember when we interview someone, it’s better to start with “May I ask you some questions?” You can also choose some of the questions below:

1. When did Millie and Amy go to Sunshine Park ?

2. What did they hear?

3. Were they afraid?

4. What did Andy find?

5. Who made the sound?

6. Why did the little cat sound like a ghost?

7. Where’s the little cat now?

8. What do you think of Andy?

You did a good job today. But I still have a question:

Among Millie, Amy and Andy, who is brave enough to find the truth? Why?

(Andy. Because he believes in science and he believes in truth. There is no ghost in the world at all. And we should try our best to do everything.)

1. Read this story fluently and emotionally.

2. Find more amazing things on the Internet and share them with your classmates.

Watch the video and answer the questions about the feelings.

1. Listen to the teacher carefully and learn the new words by heart.

2. Choose the right meanings of the new words. (P59 B1)

3. Skim the text and answer: Millie, Amy and Andy took the little cat to the animal centre.

Read the text again and try to do some exercises.

1. Discuss in groups and put the sentences into the right order.

2. Read Millie’s diary together loudly and fluently.

Prepare by themselves in pairs and try to make the dialogue long and interesting.

Enjoy the song and learn to enjoy the amazing world.

Arouse students’ interest in this class.

Learn new words and expressions in the context.

Know some details about the text.

Pay attention to the key sentences and the sequence of the story.

Learn to use their own words to tell a story and to organize a complete dialogue.

Develop students’ true attitude towards their life and science.

教学反思：本节课是我对牛津新教材八年级教学的一次尝试。U8 Welcome to the unit部分的新授内容与阅读课等相比，涉及的生词、交际用语、句型不多，正是因为素材少，我觉得这节课要上出新意来，需要时间思考。所以当我知道赛课课题的时候，我一直都没有想到很好的思路来导入和整合，打开以前的课件，网上找找，基本相似。立足于整个单元来看，本课是为了引导学生意识到人类污染对环境的破坏，呼吁学生保护环境，从reduce减排、reuse重复利用、recycle回收等角度做力所能及的事情。

我觉得本节课我做到了以下几点：

　  1、学生在课堂中是主体，教师是参与者、合作者、引导者。英语教学在互动合作探究的过程中进行，体现了学生核心素养的培养。

通过本节课的学习，培养了学生的表演能力、组织能力、和表达能力。教学中通过对话交流和世界环境日的官方宣传片，很自然地导入到地球面临的严重问题。结合图片，复习曾经学过的一些污染的单词词组，比如根据空气污染中，人为污染造成的全球气候变化，补充了一些二氧化碳、全球变暖等词汇。通过一问一答拉近了师生之间的距离，随即对于学生不太熟悉的World Environment Day，教师给予适当的帮助，让学生了解环境日是在每年的6月5日，其目的是为了让人类生活在一个绿色环保的世界。在思考讨论保护环境措施的板块，小组合作互问互答，共同探究的操练方式，既活跃了课堂气氛，也让学生自然地运用新学的词汇句型来交流，让他们大胆使用英语表达自我，为他们提供了一个自主学习直接交流的机会。学生此时充分地表现自我，发展自我，敢于说，敢于犯错。真正目的就是每一位学生都参与课堂用英语来交流。

2、重组教材，体现了跨学科文化的特点。

根据学生的心理特点、生理特点以及他们的兴趣，爱好来处理教材。让学生感觉好奇，不是按部就班照本宣科。学生毫无兴趣可言，没有了兴趣就谈不上参与其中。环境保护话题是社会的热点问题，也是中高考中的热门话题，重组文本，让学生尽可能多地运用学过的表达。在漫画板块引入植树节时，我抛出了一个问题，What do we need to plant trees? 进而补充铲子、幼苗、种子、喷壶等书上没有出现的词汇来拓展学生的知识面，本课拓展内容涉猎多门学科，如生物地理等。

3、创设说语言的情景，让学生为交际而运用语言。

具体不同的垃圾废弃物，是否可以分类回收，这是实际生活中解决实际问题。所以我事先准备了塑料瓶、毛巾、餐巾纸、废报纸、一次性筷子、塑料袋等实物，引导他们来回答每样物品是否可以被回收，简单的实物教学可以让学生对垃圾分类回收形成判断，这样使课堂气氛被调动起来。这时我再让学生适当地归纳，比单纯的讲授要扎实具体。另外，在教学最后，通过学生的讨论得出保护环境的其他方法，集思广益，我便引入一首关于地球的诗歌，伴着音乐和同学们一起朗诵，让学生们在英语的韵律美感中升华了对地球的热爱，对环保的认同感，对英语学习的兴趣。

不足之处：

1、在漫画表演部分，时间不够紧凑，导致最后诗歌欣赏的时间减少； 

2、学生举手的自主性还没能充分地调动起来，课堂气氛比较慢热。

从这节课的准备到真正的上课，我深入地体会到赛课虽然比较累，但是收获还是很多，特别是在探索和思考中，我们教师要深入挖掘教材编纂者的意图，勇于创新，灵活运用教材，大胆以教材我基础，充分发挥学生的自主能动性，基于教材去拓展而不受教材束缚。