M6U1八年级上教学设计.doc

Module 6 Unit 1 She was sitting by the river.大连第六十八中学 孙丽君学生年级：初中二年级教学内容：外研版新标准英语Module 6 Unit 1一、教学内容分析本模块以童话故事为主题,通过对爱丽丝漫游奇境这一故事内容的叙述，介绍过去进行时的结构和用法。使学生在了解故事片的同时掌握过去进行时的表达方式。语法重点是正确使用过去进行时。通过讲故事,采用隐性的教学方式，通过讨论可以加深对学习的兴趣，既可学习语法，又可培养叙述能力，使学生在无意识的情况下掌握语言结构,既学习语言知识, 又感悟语言功能,真正做到了语法为语义表达服务。本单元是本模块的第一单元，是一节听说课。本课以玲玲和托尼有关于爱丽丝漫游奇境这个故事的对话为主要内容，引入过去进行时态，使学生在语境中了解过去进行时的构成和语意功能。二、学情分析：初中二年级学生已经学习了现在进行时态和一般过去时态，因此，运用知识迁移来学习过去进行时，学生易于理解。利用学生比较喜欢的童话故事进行教学有助于激发学生的参与意识和学习动机。三、教学目标1语言知识目标语音：能正确朗读含有过去进行时的句子。词汇：正确使用以下单词：名词：rabbit, party, hole动词：fall, carry形容词：strange副词：suddenly语法：掌握使用过去进行时：主语+was/were doing如：What was the Cheshire Cat doing in the tree? It was smiling at everyone.话题：童话故事功能：能够描述过去正在进行的动作。2语言技能目标听：能听懂包含有过去进行时的句子。说：能询问、介绍过去正在发生的事情和动作。3.情感态度：能够与故事中的人物共同感受，在欣赏故事的同时培养移情能力。4学习策略自学策略：能自己预习课文，了解大意。合作学习策略：能够与小组其他成员合作表演。5文化意识：通过童话故事以及中英名著的介绍，了解西方国家的文化。4重点：通过讲述童话故事培养学生的听、说、读、写能力，掌握过去进行时的用法。5. 难点：运用恰当词语介绍过去正在发生的事情。四、教学策略选择与设计及学法指导本课题设计的基本理念：让学生在充分感知的基础上，领悟学习语法知识，再通过创设真实的情境，让学生在贴近生活的情境运用语言知识。教学与活动策略： 本课在教学策略上主要采用交际法，情境教学法和任务型教学法等几种教学手段。在活动策略上主要采用自主学习策略和小组活动策略两种方法。关键是让学生提高自主学习的意识和小组合作意识。五、教学过程I experience 体验感知Step I Lead-in 操作方式 展示几幅童话故事的图片，简单地做介绍以引出本课的重点。通过图片介绍故事的梗概并学习新的词汇。运用图片简洁介绍故事中的人物。1.To show some pictures about fairy tales and talk about something the students have known. Then give the picture about Alices Adventures in Wonderland2. To introduce the story by pictures and learn the key words and structures Alice suddenly a white rabbit ran past her ran after it fall down a rabbit hole and went to a stranger world3. Introduce the characters in the story and read after the names of the characters after the teacher.T: In the story, theres a lovely girl, called Alice and many interesting characters. Who are they? First, therere two important people, the Red Queen and the Red King. They look very strange just like the pictures on the back of the cards. And therere some animals, like the White Rabbit who is carrying the watch and the Cheshire Cat who always smiles. And theres the March Hare. He was having a tea party with the Mad Hatter all the time. 这一阶段是热身活动过程,利用童话故事引导学生在短时间内投入英语课堂教学活动。教师设有对这本童话的简洁介绍，让学生了解简单的故事背景，认知故事人物，以及感知本模块的语法。通过跟读，能够熟读故事中的人物，为下一步的故事谈论做好铺垫。Step II Listening and reading操作方式，学生边听故事简介，边完成给人物排序，感知故事内容。播放录音，回答两个问题，分角色朗读课文，根据文章内容完成选择题，加深对课文以及文章中有关语法的理解。小组活动完成Activity3人物动作细节填空，获取主要信息，体验过去进行时。1 .Play the tape and ask students to number the characters in the story in the order. (Activity1)and show the answers.2. Listen to the tape an answer two questions, (Whats the book about? What was Alice doing?) then read the diaologue between Lingling and Tony. 3.Ask students to write the notes about what the people were doing in the form.本环节，以听懂对话为目的,以了解语法意义为核心，有台阶地引导学生进入使用过去进行时谈论童话故事的对话中。有效地从体验、感知逐步向理解、迁移过度。最后通过听录音以及分角色地朗读，培养学生地道的语音语调和语流，进一步感知对话的话题以及对话中使用的过去进行时。II. practice 强化操练Step III. Practice 操作方式根据屏幕上的语法结构，操练表格中提炼出来的对话内容，两个人一小组运用基本句式问答。归纳总结本课所学的语法项目，利用所学时态填写整篇文章。1.The students ask and answer with the structure on the screen and the information in the form.T: What was Alice doing?S: She was sitting by the river, but she wasnt reading.T: Now, please ask and answer in pairs about the story like this.2.To conclude the tense by the form on the screen.The grammar过去进行时The structurewas/were+doingThe timeat this time yesterdayat that timeat 5:00 last Sundayfrom 2 to 5 yesterday afternoon3. To fill in the blanks about the whole passage.(Use the past continuous tense)Lingling _. It was about a girl called Alice. One day Alice _ by the river with a book, but she _ not _ it. A white rabbit _ past her. It _ at its watch. It _ to a tea party with the King and the Queen. The Queen _ in the garden and the King _ on the grass. The Cheshire Cat was sitting in a tree and _ at everyone. 这个环节是语法操练的环节，学生可以根据老师在屏幕上展示的语法结构进行操练，学生能够摸到语言结构，通过小组活动，培养合作意识。通过文章整体的填空设计，又体现了语言学习实践的梯度，符合认知规律，能够达到掌握语言知识的目标。III. Use 交际运用Step V. Lets talk. 操作方式教师展示多副图片，让学生以小组为单位编对话，看图来问答图片上的内容。 T: What was the boy doing at 2 yesterday? S: He was swimming. Make some dialogues like this in pairs or groups. 给学生提供图片，通过图片模拟较为真实的生活情景，在情境中实践语言知识,有助于提高学生的语言口语能力及交际能力。学生兴趣较高，效果较好。Step VI. HomeworkHomework:1 Group A:To describe the picture and use the past continuous tense correctly.2.Group B: To recite the key structures in the lesson给学生提供较为真实的实践语言知识的情景，分层次科学实际地布置作业，让不同层次的学生都有所收获，体验成功的喜悦。附加练习题：一、动词填空：1. My family _ (watch) TV at 9 yesterday evening.2. I _ (have) lunch when he came.3. It was 7 oclock, my father _(wash) clothes.4. I _ (write) a letter at ten last night.5. It was six. The Greens _ (have) supper.二、单项选择1. The old man was running _ the river carefully.A through B across C down D over2. Alice was sitting _ the river_ her sister.A by, with B by, for C in , for D in, with3. He fell _ his bike and got hurt.A down B off C over D on4. There is a cat _the tree and she cant get down.A on B in C with D under5. When I arrived at his office, he _ on the phone. A. was speaking B. spoke C. is speaking D. speaks6. . She often smile _ others and she is very friendly.A to B at C in D with六、教学反思本课的成功之处：1 本课的教学设计非常合理，层次分明，训练循序渐进，有一定的梯度。2 课堂上面向全体同学而进行，设计活动丰富，有利于学生全面参与。3 课常的教学氛围很好，充分调动了学生参与学习的积极性，学生参与活动面很广。尤其是对于班级的几个学习较差的学生，我也在活动设计时想到了他们，保护了他们的自尊心，使其也能加入课堂活动中。4 课堂上训练到位，听说部分进行的很到位。前半部分的新授知识为下一步的说的训练做了很好的输入工作，到了听说部分进行的很顺利，做到有输出才有输入。5 教师的主导地位，学生的主体地位得到了充分的体现。新授词汇部分是通过看图来完成，并由学生来当“小老师”