杜莫中学 周桃玉.doc

学科： 英语 课题： 外研社新标准八上 Module 7 Unit1 年级: 八年级上 乡镇： 杜莫镇 所属学校： 杜莫中学 设计者： 周桃玉 教学设计课 题Module 7 Unit1 Alice was sitting with her sister by the river.学 科英语教学对象八年级一班设计者周桃玉所在乡镇及学校杜莫镇初级中学一、教材内容分析本模块的主题是童话故事,主要讲的是爱丽丝漫游奇境记的故事。功能是让学生学会运用过去进行时讲述故事或过去的经历、体验。童话故事是很多学生童年的美好回忆，因此从主题来说，学生应该会对本模块的话题产生强烈的兴趣。而利用学生比较喜欢的童话故事来进行教学有助于激发学生的参与意识和学习动机。本节课是这个模块的第一单元，其课型主要是听说课，兼顾读写及语法。其对话内容是玲玲向托尼介绍爱丽丝漫游奇境记的主要情节。这个对话中的故事情节栩栩如生，引人遐想，并通过对话，自然而然地导入了过去进行时这一语法项目，让学生在了解故事情节的同时感知过去进行时的表达方式。二、学习者特征分析本单元主要讲的是爱丽丝漫游奇境记的故事，也许有部分学生已经读过这本书，或观看过同名电影，学生对这个单元的内容可能已经拥有一定的背景知识。即使学生没接触过这个故事，由于学生本身对故事很感兴趣，且在上个学期刚学了金凤花和三只小熊的故事及现在进行时的用法，所以对学生而言，他们有一定的英语故事学习思维和语法基础，本单元的学习难度整体不大，且能激发他们兴趣。三、教学设计理念及依据1.任务型语言教学法这是一种强调“做中学”的语言教学方法，要求学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，进行自主的学习，学会“用语言做事”，在做事过程中发展运用所学语言，提高自己综合运用语言的能力。在本单元的教学过程中，本人将结合教学内容及学生的实际情况，设计各种任务，让学生在完成任务过程中，体验并掌握语言。2.情景教学法及交际教学法因为本单元主要是讲故事，所以本人将提供给学生足够的看、听、说、读及演的机会，根据课文内容，创设情景，引人话题及展示内容，让学生在了解故事过程中感知、体验及运用语言。3.隐性教学法本单元的对话内容是玲玲向托尼介绍爱丽丝漫游奇境记的主要情节，在故事情节的讲述过程中，自然地导入了本模块的语法重点过去进行时。如果将语法学习隔离语言环境来讲解，将会让学生产生畏难及枯燥情绪，所以本人在本单元的教学过程中，将语法学习与故事讲解相结合，采用隐性教学方式，使学生在了解故事情节的同时，感知、学习及掌握过去进行时的用法，真正做到语法为语义表达服务。四、教学目标（知识，技能，情感态度、价值观）1. 知识目标：Key words and expressions: fall, follow, hole, rabbit, ground, strange, tea partyKey structure: Past continuous (was/ were doing)2. 技能目标：1) Listen and understand the major characters, the sequence of events and the plot development of Alices Adventures in Wonderland. 2) Listen for specific information and understand the description of past on-going actions.3) Talk about past on-going actions.4) Retell the story briefly.5) Participate in a role-play with the teachers guidance.3.情感目标：To arouse students interests of reading western classical fairy stories and learn about western culture through reading fairy stories. Make students learn about that animals also have their own world and humans should get along well with animals to make the world more colorful. 五、教学重点、难点1. Master the new words and expressions: fall, follow, hole, rabbit, ground, strange, tea party.2. Understand the major characters, the sequence of events and the plot development of Alices Adventures in Wonderland. 3. Master the structure: past continuous (was/ were doing).4. Retell and play the story. 六、教学环境及资源准备Multi-Media, PPT, video教 学 过 程（具体教学环节）设 计 意 图Step 1 Warming-up ( 3 minutes)1. Show two pictures of the story “Goldilocks and the Three Bears” learned last term to lead in the new story.2. Show the picture of the book- Alices Adventures in Wonderland. Then ask some students to tell something about the story.Step 2 Listening and vocabulary (Activity1&2) ( 8 minutes)1. Learn the following words through pictures: fall, follow, hole, rabbit, ground, strange, tea party.2. Introduce the major characters of the book by showing pictures: Alice and her cat -Dinah, the White Rabbit, the Cheshire Cat, the Mad Hatter, the March Hare, the Red King and the Queen of Hearts (also called the Red Queen).3. Listen and number the words. ( Activity 1)4. Look at and talk about the three pictures in Activity 2 in pairs. Then ask some students to describe the pictures briefly.5. Listen again and number the pictures. (Activity 2) Step 3 Listen and read (Activity3) ( 22 minutes)1. Show the video of the conversation without subtitles.2. Listen and number the characters in the story.a. the White Rabbit b. the Mad Hatter and the March Hare c. the Cheshire Cat d. the Queen of Hearts e. Alice3. Listen to the conversation and complete the notes on the book at the same time. (Activity 3)4. Listen again and Check answers.5. Read and repeat the conversation through the video with subtitles to let students be familiar with the conversation.6. Explain some language points.called, one day, by the river, a rabbit with a watch, run past, fall down, in a tree, smile at, arrive at7. Role-read: Girls read Linglings part, and boys read Tonys part.8. Read the conversation individually and complete notes about what they were doing. (the table showed on PPT)CharactersWhat they were doingAlicesitting with her sister by the river,not readingthe White Rabbit running past, looking at his watchthe Cheshire Catsitting in a tree, smilingthe March Hare sitting with the Mad Hatter and a mouse,having a tea partythe Queen of Heartsplaying a strange game in the garden9. Talk about what they were doing in complete sentences by using notes in the table.e.g. Alice was sitting with her sister by the river. She was not reading.The White Rabbit was running past Alice. He was looking at his watch.10. Summarize the structure of past continuous: was/ were doingStep 4 Exercises ( 9 minutes)1. Complete the sentences with the words in the box, and then read the sentences together. (Activity 4)2. Retell the story: divide students into groups. Each group has seven students. Then ask them to talk about and retell the story through the seven pictures showed on PPT. Each student describes one picture.3. Present their story through the pictures.Step 5 Summary ( 2 minutes)1. Key language points.2. The structure of past continuous: was/ were doing3. Tell students that animals also have their own world and humans should get along well with animals to make the world more colorful. 通过复习上个学期所学的故事导入本模块要学的故事，既能激发学生的兴趣，让学生有说的欲望，又能展现学习的延续性。另外，通过展示及谈论图片，让曾经读过或看过这个故事的学生来简单讲述一下这个故事，为接下来要学的对话内容做铺垫。本部分是新词汇学习及听力热身，为下面的对话内容学习做准备。因为书上的听力活动一及活动二都涉及到了新词汇及要学故事的一些角色名，直接让学生听，难度比较大，所以在进行听力活动之前，本人先让学生学习相关的词汇及角色名。利用直观、形象的图片来感知、学习新单词及故事的主要角色，有利于学生更快速有效掌握语言。另外在进行听力活动二前，本人设计了一个任务，让学生先和搭档谈论图片，一是有利于培养学生学会通过观察图片来预测听力内容的意识，二是为听力扫除语言障碍。本部分是本单元的主要内容，其对话内容是玲玲向托尼介绍爱丽丝漫游奇境记的主要情节。本人在这个部分设计了几个任务。任务一是让学生观看不带字幕的关于对话内容的动画，让学生通过看和听，整体感知对话内容。任务二是听并按出现的顺序将故事中的角色进行排序。让学生通过注重听故事中的角色，使其更好地理清故事的情节发展。任务三是听对话并完成书上的填词练习，核对完后齐读这些句子，增强语感及熟知对话内容。任务四是边看动画边跟读，通过看、听和读，领会故事情节。任务五是角色朗读，培养语感及调动学生积极性。任务六是阅读对话内容，完成表格。目的是让学生学会将文字内容转换成表格形式，学会通过更清晰、直观的表格形式，还原故事情节，更好地理解这个故事及对话内容。任务七是将表格信息转换为文字内容，一可以让学生通过对话中描述这些角色行为的句子来感知、提炼本模块的语法结构。二能锻炼学生的口头表达能力。这个部分可以采取单个学生回答方式，也可让学生两人组队，采用对话形式，来进行一问一答。本部分是语言巩固阶段，本人也相应设计了几个语言输出任务。任务一是书上配的练习，主要是新词汇的巩固。核对完答案，让学生通过齐读这些句子感知这些词汇的意义及运用。任务二是一个口语输出活动，让学生分组，共同复述故事。通过图片及每人只需复述一小节，有助于消除学生的畏难情绪，让学生敢说，能说，也有助于培养学生团队合作精