1、七下外研版英语 Module9 第 2 课时教学设计 一、教材分析本模块题材为童话故事，主要是关于 Goldilocks 的故事，另外增加了精卫填海的故事。内容和情节很容易引发学生的兴趣，语言简单易懂，描写细致生动，非常有利于开展听、说、读、写方面的语言实践活动，让学生在使用语言的过程中学习语言，促使学生更有意识地自觉学习英语。讲故事须使用一般过去时，所以本模块继续以一般过去时作为语法学习重点。通过操练、使学生在掌握语言结构的同时、既学习语言知识、感悟语言功能、又能欣赏到美丽的童话故事 ，并能学会描述一个完整的故事或一件事情二、教学目标1. 知识目标:语音：规则动词的一般过去时的发音词汇： o
2、nce、hear、begin、decide 、ride、golden、little、pick、notice、hurry、knock 、nobody、push、 open、enter、count、bowl、all、hungry、rush、try、destroy、unhappy、asleep 、return、cry、point、without、die、emperor、once upon a time、go for a ride、pick up、look around、 change into语法：规则动词的一般过去式。功能：按时间顺序描述事情。话题：以“童话故事” （fairy tales)为话题
3、。2. 能力目标：听：能听懂简单故事中的主要人和事。说：运用一般过去时表述事件，讲简单的 故事。读：能读懂简单的故事，明白主要的人物、事件以及情节。进行简单的技能训练。写：运用一般过去时写简单的事情。 3. 情感目标：通过阅读童话故事提高对英语的学习兴趣、感受学习的乐趣。三、学习策略、文化意识1. 学习策略：形成自主学习、有效交际、信息处理、英语思维能力。认知: 联系，归纳，推测等技能。观察并归纳规则动词的一般过去式、提高自学能力。调控：从同伴处得到反馈，对自己在叙述及作文中的错误进行修改交际 ：学习运用恰当词语讲解童话故事 。资源 ：通过其他资源获取更多简单英语的 “童话故事” 自学策略 ：
4、能够尝试阅读一些简写的英文童话故事。能注意发现语言现象背后的规律、并能运用规律举一反三。合作学习策略 ：互相学习，取长补短，注意从他人的演示中汲取经验、注意学习策略共享。 2.文化意识：比较中国童话与外国童话的异同、通过外国童话了解世界不同地方的风俗习惯、从而拓展视野、激发学习英语的兴趣。 四、教学重点与难点重点：通过童话故事训练学生的听、说、读、写能力，掌握规则动词的一般过去式。难点：掌握规则动词的一般过去式的形式和逐步形成正确使用一般过去时的意识。五、模块任务（Module Task）能够运用规则动词的一般过去式讲述简单的故事。 六、教材处理及教学设计我们把本模块划分为 4 课时：Peri
5、od 1: Vocabulary and Listening 、Pronunciation and SpeakingPeriod 2: Reading and Vocabulary Period 3: Writing、Around the world 、Module TaskPeriod 4: Language in use教学设计 *Period 2 Reading and VocabularyUnit2 Goldilocks rushed out of the houseStep1 Warming up & Revision1. Can you read these? knocked pi
6、cked walked pushed liked finished stopped noticed answered entered hurried livedcounted decided 2. Can you retell the story of Goldilocks?设计理念：复习环节要突出实效，一般刚开始上课学生注意力更集中，有利于对前面的知识及时有效的复习。Step2 Preread1. Guess:-Whose house was it? 2. Work in pairs. Say what happened next in Goldilocks and Three Bears.
7、(Activity1)3. Learn some new words:trytried destroydestroyedcrycried returnreturned pointpointed jump-jumped设计理念：阅读故事前应该先进行热身活动，有 利于对故事先有一个词汇上的准备Step3 Read 1. What can you see in the picture ?设计理念:借助对图片的认识，对故事有一个大致的了解。2. Read the story and number the pictures in the correct order.设计理念:改变以往快速阅读后回答一二个
8、简单的问题的形式，重新排列图片使学生对故事有进一步的认识。3.Read and check the true sentences.1) Goldilocks didnt like the smallest chair. ( )2) Goldilocks didnt like the smallest bed. ( )3) Baby Bear didnt look in the bedroom. ( ) 4)Baby Bear didnt notice the little girl in his bed at first. ( )5) Goldilocks didnt notice the t
9、hree Bears at first ( )6) Goldilocks didnt like the three Bears. ( )设计理念: 精读故事之后，对故事的细节需要有一定的认识，可以自己另外设计一些选择题目。Step4 Listen and repeatFirst, Goldilocks wanted to sit down because she was tiredThe two big chairs were uncomfortableShe didnt like them，so she tried the smallest chairIt was nice, but Gol
10、dilocks was very heavy and she destroyed itShe was unhappy and tiredShe walked into the bedroomThere were three bedsShe didnt like the two big bedsThe smallest bed was very comfortableVery soon she was asleep in itThe three Bears returnedThey looked at the bowls and the chairsBaby Bear cried, “There
11、s nothing in my bowl and my chair is in pieces! He was very unhappy!Next, the Bears looked in their bedroomThey didnt notice Goldilocks at firstThen Baby Bear pointed at the little girl in his bed，and cried,“Look! Theres the naughty girl!”Finally, Goldilocks opened her eyesThe three Bears were aroun
12、d her，so Goldilocks jumped out of bed and hurried out of the house without her basketShe didnt return to the forest again设计理念:学生关上书本，对故事进行听和跟读的活动，既能练习听力又对故事进行了更深的了解。Step5 Expression1. unhappy-adj. 不高兴2. asleep-adj. 睡着的3. point at-指着4. without-prep. 没有设计理念: 将剩余的词汇以解释的形式学习，并适当举例进行活动。Step6 Read the sto
13、ry again1.Read the story again and match the sentences with the pictures.(Activity3)2.Look at these sentences.-First, they looked at the bowls and the chairs.-Next the Bears looked in their bedroom.-Then Baby Bear pointed at the little girl in his bed.-Finally, Goldilocks opened her eyes.设计理念: 这些句子实际是为以后的写作打下铺垫。Homework1. Use first, next, then, finally to write a short passage or retell the story. (part)2. Read the story loudly three times. (all)设计理念：读完故事要求最好会说故事，考虑到难度问题故此分层做。*
