外研版英语新标准七年级下册Module 8 Story time教学设计.docx
- 文档编号:26714570
- 上传时间:2023-06-22
- 格式:DOCX
- 页数:17
- 大小:29.09KB
外研版英语新标准七年级下册Module 8 Story time教学设计.docx
《外研版英语新标准七年级下册Module 8 Story time教学设计.docx》由会员分享,可在线阅读,更多相关《外研版英语新标准七年级下册Module 8 Story time教学设计.docx(17页珍藏版)》请在冰豆网上搜索。
外研版英语新标准七年级下册Module8Storytime教学设计
Module8Storytime
一、教学内容:
Unit1Onceuponatime…
二、课型:
Listeningandspeaking
三、教学目标:
1、能够正确使用下列单词和词组:
hair,forest,decide,goforawalk,dark,pickup,soon,little,door,knockon,lookaround,answer,hungry,right,
2、能正确使用下列句型:
…didsheoftengoforawalkintheforestalone?
Shedecidedtogoforawalkintheparkwithherbasket.
Andsoonshewaslost.
Goldilockslookedaroundher.
Shepickeduptheverybigbowlbutshedidn’tlikeit.
3、能够听懂简单的故事情节,了解主要人物和故事梗概。
4、能用规则动词的过去式来叙述过去的事情。
5、通过学习本故事,了解别国的风俗习惯。
教学重难点:
1、能够熟练运用规则动词的过去式进行口头交际。
2、掌握规则动词的过去式的变化和一些过去时态的句型。
(难点)
四、教学准备:
课堂整体运用任务型教学模式,培养学生独立自主的学习能力。
本课指导学生通过听说获取信息,培养学生的听说技能。
在教学过程中,采用多媒体手段辅助教学,利用各种图片、实物和习题任务贯穿整个教学过程。
因此,本节课需准备:
PPT课件、挂图、录音机、实物、课堂练习表格、奖品
五、教学过程:
教学
步骤
教师活动
学生活动
设计意图
StepOne
Warming-up(3’)
Leadin
1.Greetings.
2.Freetalk:
“Whatdoyouliketodowhenyouhavetime?
Doyoulikereadingbooks?
Whatkindofbooksdoyouliketoread?
”
1.Greetings.
2.Freetalksaboutdifferentkindsofbooks,likenovels,comicbooks,storybooks,sciencebooks,magazinesandsoon.
以旧引新,先引导学生进入新的模块内容,训练了学生的反应的同时又在无形中培养学生大胆说英语的习惯。
活跃了课堂气氛。
StepTwo
Pre-task
(5’)
1.T:
Doyoulikereadingstorybooks?
Whatdotheyusuallybeginwith?
Itusuallybeginslikethis:
Longlongago,onceuponatime…
2.T:
Nowwearegoingtohaveaninterestingstory,listenandfindout:
What’sthenameofthestory?
Then,listenagainandcheckthetruesentencesofActivity1onPage48.
3.Showstudentssomepicturesofthestory,GoldilocksandtheThreeBearsandshowthenewwordsaswell.
Newwords:
gold,hair,forest,decide,goforawalk,dark,pickup,soon,little,door,knockon,lookaround,answer,hungry,right,
1.S:
从前……
2.Listenandfindouttheanswertothequestion.
3.Lookatthepicturesandtalkaboutthemwiththeteacher,thenlearnsomenewwords.
先听后说,引导学生听完后,简单地谈论图片,训练学生描述事情的能力。
在描述的同时学习新单词和句型,做到词不离句,为学生扫清听的障碍。
StepThree
While-task(24’)
1.Listenandanswer:
(1)Youdidagoodjob.Now,let’sgettoknowmoreaboutthestory,pleaselistentothetapeandfinishtheexerciseinActivity4.
(2)Readthedialoguebythemselvesandchecktheiranswersinpairs,theninclass.
2.Readandremember
(1)LettheSsreadtheconversationinActivity3andnumberthepicturesinActivity2inthecorrectorder.
(2)Askstudentstoreadthedialogueandtrytofindoutsomeimportantsentencesbythemselves:
Phrases:
pickedsomeflowers,lookedaround,hurriedtowards…,knockedon,pickedup…
Sentences:
Didsheoftengoforawalkintheforestalone?
Therewasnobodythere.Didn’tanyoneliveinthehouse?
3.Acompetitionofperformance.
(1)ListenandfinishthequestionsofActivity4.
(2)Readandchecktheanswersinpairs.Thenasksomepairstoaskandanswerinclass.
(1)ReadtheconversationinActivity3andnumberthepicturesinActivity2inthecorrectorder.
(2)Thestudentsreadthedialogueandfindoutthedifficultpoints.
3.Readingofthedialogue.Firstingroupsandthenactoutthedialogueinclass.Atlast,thewholeclassreadtogether.
此环节要求学生记住重点词组的搭配。
通过学生快速记忆,培养学生瞬间记忆的能力。
并且熟悉所学的新内容,为进一步的听说学习做好铺垫。
通过小组活动提高学生间的自主、合作学习,让学生充分地实践运用语言,并激发学生创造性思维的发展。
StepFour
Post-
task
(10’)
1.Retelling.
(1)LetthestudentscompletetheconversationwiththecorrectformofthewordsformofthewordsfromtheboxinActivity5.
(2)GettheSstoretelltheconversationwiththepicturesandkeywords(Theteacherwriteskeywordsineachpicture)inActivity2.
(1)Completetheconversationonthebookandask2volunteerstosayouttheiranswers.
(2)Trytoretelltheconversationwiththepicturesandkeywords(Theteacherwriteskeywordsineachpicture)inActivity2.
复述对话能使学生加深对课文内容的理解和记忆。
StepFive
Summary(2’)
1.Getthestudentsto
sumupthelanguagepoints.
T:
Whathavewelearnedtoday?
Ss:
……
2.Letthestudentstochoosethebestteaminthislesson.
1.Sumupthelanguagepoints.
TheSimplePastTense
Thepastformoftheverbs:
e.g.picked,knocked,noticed,hurried
2.Tochoosethebestgroups.
引导学生对这节课的总结,让学生做自由发言,培养学生自主学习,自主总结的良好学习习惯。
简短的评价使学生的课堂表现得到肯定并且可以激励学生的学习兴趣,树立学习英语的信心。
StepSix
Home-
work
(1’)
1.Readthedialogueafterschoolandtrytoretellthestorylikethis:
Onceuponatime,therewasalittlegirlcalledGoldilocks.Shelivednearabigforest.Shehadhairofgold…
Finishthehomework.
课后作业有助于学生巩固已学的知识。
七、板书设计:
Module8.Storytime
Unit1.Onceuponatime…(从前)
pick--picked1)picksomeflowers/pickupthebigbowl
notice--noticed
knock--knocked2)decidetodosth./decidenottodosth.(makeadecision做决定)
do--did3)Andsoonshewaslost.(belost=getlost)
is/am--was4)Shelookedaroundher.(lookaround/for/at/after/out)
达标训练题
一、用所给词的适当形式填空:
1.Herhair___________(be)brown.
2.Idecide____________(study)hardfromnowon.
3.Thegirl__________(push)thedoorandenteredthehouse.
4.Canyoufinish_________(pick)upalltheseapplessoon?
5.I__________(be)latetoschoolyesterday.
二、选择正确的答案:
()1.Mymotheroftengoestowork________.
A.hurriedB.hurriesC.inhurryD.inahurry
()2.Listen!
Whoisknocking________thedoor?
A.onB.inC.forD.into
()3.Thelittleboycouldn’tfindhismother,he_________hisway.
A.loseB.losesC.lostD.losing
()4.—Look,thereisabowlonthefloor.
—Don’t____________,it’sbroken.
A.pickupitB.pickitupC.pickeditupD.pickedupit
()5.—__________youfinishyourhomework?
—Yes,Idid.
A.DoesB.DoC.DidD.Are
Module8Storytime
六、教学内容:
Unit2Goldilockshurriedoutofthehouse.
七、课型:
Readingandwriting
八、教学目标:
1、能够正确使用下列单词和词组:
piece,inpieces,asleep,cry,return,point,shout,atfirst,jump,without
2、能够读懂本文的故事,明白其中的主要人物和事件以及情节的先后顺序。
3、并能用一般过去时给人讲简单的故事。
4、通过阅读童话故事提高对英语的学习兴趣,感受学习英语的乐趣。
九、教学重难点:
1、能够读懂简单的故事,明白故事的主要人物、事件和情节。
(重点)
2、能够尝试阅读一些简单的英文童话故事,并用一般过去时给人做简单的复述。
(难点)
一十、教学准备:
课堂整体运用任务型教学模式以及阅读课“四个阶段”教学模式。
本课指导学生通过阅读获取信息,培养学生阅读技能。
在教学过程中,采用多媒体手段辅助教学,利用各种图片和习题任务贯穿整个教学过程。
因此,本节课需准备:
PPT课件、挂图、录音机、课堂练习表格、奖品
一十一、教学过程:
教学
步骤
教师活动
学生活动
设计意图
StepOne
Warming-up(3’)
Leadin
1.Shareasongwiththestudents.
2.Haveatranslationcompetition:
1.散步;
2.捡起;3.环顾四周;4.等一会儿;5.敲门;6.决定做某事;7.从前……
3.ShowthepicturesofthestoryGoldilocksandtheThreeBearsinUnit1.Getthestudentstoretellthestory.
1.Listenandenjoythesong.
2.Haveatranslationcompetitioninclass.
3.RetellthestoryGoldilocksandtheThreeBearswiththepicturesandkeywords.
通过这个环节,既可以活跃课堂气氛,又可以放松心情。
StepTwo
Pre-
reading
(5’)
Freetalk:
T:
WeknowthatGoldilockswaslostintheforestandshenoticedalittlehouse,sheknockedonthedoor,butnobodywasthere.Sosheenteredthehouseandfinishedallthefoodinthebigbowl.Whatmayhappentohernext?
Now,let’sguess.
Havesomevolunteerstalkabouttheiropinionsinclass.
培养学生大胆说英语的习惯。
StepThree
While-
reading(24’)
1.Scanning
(1)Askstudentstoscan
thepassage.
2.Skimming
AskstudentstoskimthepassageandcheckthetruesentenceinActivity4.
3.Carefulreading.
(1)Paragraphs1&2:
①Readthese2paragraphsandanswer:
a.Howmanychairswerethereinthehouse?
b.Whichonedidshelikebest?
c.Whathappenedtothesmallchair?
d.WheredidGoldilockswalkinto?
e.Whatwerethereintheroom?
f.Whatdidshedointhesmallbed?
②AskavolunteertoreadParagraphs3&4inclassandfindoutdifficulties.
③Solvedifficulties:
Words:
either;piece;inpieces;asleep;beasleep
(2)Paragraphs3&4:
①Pleasereadthese2partsandfillintheblanks.
②Askastudenttobe“alittleteacher”tochecktheanswers.
③Thestudentslearnthenewwordstogetherafterfillingtheblanksandpointoutimportantpoints.
④Solvedifficulties.
a.TheThreeBearreturned.return=goback
b.atfirst
c.pointat/pointto
T:
Oh,dear,TheThreeBearsnoticedGoldilocksnow,wouldGoldilockssafe?
Let’stakealookatthelastparagraph.
(3)Paragraph5:
①Pleasereadthelastparttogetherandfindout:
WhatdidGoldilocksdoandwasshesafe?
②Havestudentsfindoutthedifficultpoints.
a.beallaroundsb.
b.jumpoutof/hurryoutof…
c.with&without
eg:
Itisabeautifulhousewithagarden.
Peoplecan’tlivewithoutair.
(4)T:
Now,boysandgirls,wehavefinishedallthepassage,howdoyoulikethestory?
Canwegoforawalkaloneintheforest?
1.Scanthepassageandfinishthequestion:
Whosehousewasthis?
Then,matchthesentenceswiththepicturesinActivity2(Activity3)
2.SkimthepassageandfinishtheexercisesofActivity4onPage51.
3.Carefulreading.
ReadParagraphs2&1andanswerthequestion.
②Listenandfindoutdifficultiesinfourofthesetwoparagraphs.
③Solvethedifficultiestogether.
(2)ReadParagraphs3&4
①Fillintheblanks:
TheThreebears1.__________.They2._______atthebowlsandthechairs.BabyBear3._________andhe4.___________veryhappy.Next,theydidn’t4.________Goldilocksintheirbedroom.Then,theBabyBear5.__________atherand6.__________:
“Look!
There’sthebadgirl!
”
②Astudenttobealittleteachertochecktheanswers.Otherstrytheirbesttoanswerthequestions.
③StudentsreadParagraph2andpointoutdifficultiespoints.
④Tosaythedifficulties
andsolvetogether.
(3)ReadParagraph5.
①Readandanswerthequestions.
②Findoutthedifficultpoints.
(4)Thestudentsreadthe
storytogether,makesureto
understandthepassage,andthinkthequestionover.
要求学生快速阅读短文,找出问题的答案,初步了解短文内容。
通过学生快速阅读,培养学生获取主旨的能力。
并且从整体把握文章的内容,为进一步学习做好铺垫。
让学生带着任务(问题)去阅读课文,去找答案,有助于学生更加准确地获取信息,提高阅读效果和技能。
学生通过分层次阅读文章,获取具体信息,把知识点和课文理解在分
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 外研版英语新标准七年级下册Module Story time教学设计 外研版 英语 新标准 年级 下册 Module time 教学 设计