优品课件之Module9Storytime教学设计

1、优品课件 Module 9 Story time 教学设计 Module 9 Story time 一、 模块分析： 本模块题材为童话故事，各 单元内容由一个童话故事贯穿，内容和情节都很符合这一年龄段学生 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。语法重点是动词的一般过去时句子的 用法，并能学会描述一个完整的故事或一件事情。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。本模块的learningto learn栏目介绍了如何 引入故事

2、,通过学习可以加深对故事的理解。在阅读故事的过程中， 学会应用一般过去时，鼓励学生多读些简写的英文童话故事。教学中 教师应随时随地以童话故事的情节吸引学生，灵活利用各种素材组织 教学过程和内容。充分调动学生的积极性。本模块的词汇短语比较 重要，其中一些是考试的热点重点词汇，在教学中应该让学生反复识 记、比较、训练，A层的学生最好适当进行造句练习。由于本模块的 话题贴近学生生活，而且牵涉到用一些规则动词的过去式叙述简单的 事情等写作，是考试中作文题的一大热点，因此本模块应该侧重于让 学生熟读课文，BC层的学生可借签课文的语句进行模仿写作，A层的 学生应学会运用规则动词的过去式叙述简单的事情。本模

3、块的语法 内容是规则动词的过去式，是中考一大热点难点，但符合汉语习惯， 理解起来应不难，关键在训练中注意细节，如：不同的规则动词在形 式上的不同变化规则。A层次可适当补充些不规则动词的过去式变形。 二、教学目标：1、能听懂简单故事中的主要人物和事件.2、能运 用规则动词的一般过去式叙述过去的事情 3、能读懂简单的故事，明 白其中的主要人物，事件以及情节的先后顺序。进行简单的阅读技能 训练。4、学习运用恰当词语讲解童话故事。5、试比较中国童话与 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。6、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

4、背后的规律，并能运用规律举一反三。 7、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，提高 对英语的学习兴趣。参加各种英语活动，克服困难，在新环境中进一 步树立准确的语言学习观。三、教学重点：1、本模块的重点词汇 和短语，理解并熟读本模块的对话和课文。2、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。3、通过本 模块的学习，提高学生听说读写各项技能。四、教学难点：1、正 确理解并熟练使用本模块的词汇短语。2、掌握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、教学课时安排：本 模块大致用一周的时间完成。新课用5个课时结束（不含习题课和测 试），其

5、中Un it 1用两个课时，Unit 2用两个课时，Unit 3用一个 课时。其他的课时用于讲、练和测试及分析试题。 Unit 1 Once upon a time I. Teachi ng Aims 1. Knowledge Objects: Key vocabulary and phrases: once, hear, begin, decide, ride, golden, little, pick, notice, hurry, knock, nobody, push, open, enter, count, bowl, all, hungry, once upon a time, g

6、o for a ride, pick up Key structure: past simple regular verbs（重点）2. Ability Objects: To understand the story of Goldilocks told through the pictures and in the conv ersati on.（难点）To tell the story briefly 3. Moral Object: To help students know the fairy story and make them in terest in En glish. II

7、. Teachi ng important points 1. To enable the students to master the past simple regular verbs. 2. To memorize the new words and phrases in the unit. 3. To understand the story of Goldilocks told through the pictures and in the conv ersati on .HI. Teachi ng difficult poi nts 1. To use the past simpl

8、e regular verbs to describe what happened in the past. 2. To master the new words and new structures. IV. Teach ing procedures : The First Period Step 1: Warmup 1. Tell a story called A Little Red Hat in En glish. 2. Duty report my past life. Step 2: Lead in 1. Preparation: Teacher: （Facing the clas

9、s） Do you enjoy liste ning toa story? Ss: Yes, we do. Teacher: Well, could you tell me how you beg in with a story? You can say it in Chin ese. Ss:从前 or 很久很久以前。Then introduce the topic “Unit 1. Once upon a time ” and write it on the blackboard. Get students to read after the teacher.(关于小红帽的故事，对于 A层学

10、生可 鼓励他们自己说，老师给予帮助；对于 B C层的学生可鼓励他们在 老师的英文讲述中听懂。)2. Introduce the past tense of a verb: Show the words“was&wer6 from the story and then lead the usage of the past tense of verbs. Showthe followingsentences to students : I walk to school every day. I walked to sch ool yesterday. (walked is the past ten

11、se of the verb walk.) She picked flowers in the garden every day. She picked flowers in the garden last week. (picked is also the past tense of the verb pick.) Get the class to read the four sentences and four words after teacher, and then encourage them to figure out how to get the past tense of a

12、verb.by adding? Ced to the end of the regular verb. Exercise: lookpush finishen teran swerliste n countdecidehurryknock3. Get students to read aloud the base and past tense forms of the verb after the teacher until they can pronounce them correctly. 4. Deal with new words, at the same time, have stu

13、dents sum up the rules of forming the past tense of a regular verb. Step 3: Before listening -Listen and number the pictures in the correct order Have students look at the pictures carefully and try to un dersta nd what the pictures describe. Play the record ing for the stude nts to liste n and nu m

14、ber the pictures. Check the answers with their partners, and then check in a whole class sett ing. Step 4: While liste ning Have stude nts read aloud the words in the box in Activity 6 and en sure them to un dersta nd them and what they are asked to do. 1. What did she pick in the forest? 2. Where i

15、n the house did she look in to? 3. Where was the food? 4. Why did she pick up the bowl? 5. Which bowl did she like? Play the tape for students to listen and answer the answers. Check the answers in a whole class setting. Step 5: After liste nin g-Group works Get stude nts to look at the pictures, an

16、d use the following words to describe them: be lost count en ter hurry knock no tice pick push Ask some groups to describe the pictures using their ownlanguage. Step 6: Reading Have the whole class read the passage after the tape until they can read correctly and flue ntly. Step 7: Homework Try to t

17、alk about the fairy story about Goldilocks and pay attentionto the past simple regular verbs. 教学反思： The Second Period Step 1: Revision Step 2: Reading Get the whole students to read the dialogue and ask somepairs to act it out. Step 3: Key points 1. pick Goldilocks picked some beautiful flowers. 1)

18、pick (v) 采； 摘 pick apples 2) pick sth. up 捡拾； 搭载；携带 e.g. The train stopped to pick up the passenger. 2. be lost Soon she was lost in the forest. be/get lost = be missing 丢失；迷路 e.g. My key was lost 3. notice She noticed a little house in the forest. no tice sb do / doing sth e.g. He no ticed a man st

19、a nding there. (see / hear / watch sb do / doing sth) no tice + n. / pron. / clause e.g. He no ticed a man was sta nding there. 4. hurry = rush She hurried to the house. hurry to = go / come to in a hurry e.g. She went to the house in a hurry. 5. knock She kno cked on the door. knock at / on e.g. He

20、 kno cks on the desk whenhe was angry. 6. push She pushed the door open. push sth (+ adj.) e.g. You can t push the door. Please pull it. 7. enter She entered the house and look around. enter = walk into / go into / come into 8. count She counted three bowls on the table. count from one to a hun dred

21、 9. She hurried to the house to ask where she was. where she was 作为 ask 的的宾语从 句，疑问词后用陈述语序。10. Nobody answered.反义疑问问形式 Nobody an swered, did they? 11. maybe = perhaps (adv.)也许， 大概(表猜测，常放在句首或句末作状语)may be也许(情态动 词+动词原形，表猜测，放在主语之后作谓语)e.g. Maybe you are right. = You maybe right. 12. She finished all the f

22、ood in it. 她把碗里的饭都吃光了。all (两个以上)都Cp: both (两个)都(两 个在句中的位置一样)e.g. All the students are listeningto the teacher. (adj.) All of the students are listeningto the teacher. (pron.) The stude nts are all liste ning to the teacher. (adv.) Not all the students are listening to the teacher.(咅B分否定) n.设计意图：通过对课

23、文重点的讲解和分析，使学生更好的了解对 话，掌握重点。Step 4: Prese ntatio n【问题1】同学们我们已经 掌握了 be动词的过去式，那么其他动词的过去式是怎样变化的呢？ 请同学们仔细观察然后说一说出规则动词的过去式是怎样变化的？ 看谁说的最准确！L walk 眦ilkcd look looked watch watched 一般在词尾-2, d(xi血 decided die died riot.ice noticed 以字母 e 结尾的丄 hurry hurried carry carried marry married 以辅音字母力口 y 结尾的 4* slop stop

24、ped step stepped 以元音字母加一辅 音字母结尾的重度闭音节 【即时即练】同学们你能 根据总结出来的变化规则，完成下列7个小题吗？看谁全能填对！ 1. I(walk) to school yesterday. 2. He (live) in Beiji ng last year. 3. They(pick) many apples yesterday. 4. His father (hurry) to office to have a meeti ng. 5. The workers(stop) work ing last week. 6. Jim(look) around ju

25、st now. 7. Goldilocks (enter) the small house last night. (针对A层学生，老师可在此环节将一般现在时的一般疑问句转化过 渡讲解到一般过去时的一般疑问句转化。针对B/C层的学生，可在习 题课里重点讲解练习。)Step 5: Consolidation-To retell the story: fill in the blank Once upon a time, there was a little girl called Goldilocks. She lived n ear a big forest. One day, she dec

26、ided to go for a walk in the forest. She was lost whe n she picked flowers in the forest. She noticed a little house, but there was no one in it. She looked in to a small room. On the table she coun ted three bowls with rice in them. She was very hungry, so she finished all the food in the smallest

27、bowl because it is not cold or hot. Answers: was / lived / picked / decided / walk /was / no ticed / coun ted / smallest / with / no one was / in to / fini shed / or Step 6: Homework 1. Makethree sentences for each word: finished . noticed . counted . lived . picked . decided 2. Rewrite the story us

28、ing your own Ianguage. (针对B/C层学生，老师可以提供一些信息词帮助学生用自己的语言 来复述文章；A层学生可不需要提供信息词。)3. DoExercise of Unit 1 in基础训练。教学反思：The Third Period Step 1: Lead-in 1. Stude nts retell the story inUn it 1 2. Stude nts discuss the end of the story in groups of four.设计意图：通过课前练习复 习U1所学的内容，帮助学生呈现所学重点知识点。对篇章的理解。 Step 2 New

29、words study To pronounce some new words and expressi ons of Un it 2 1. Stude nts read the words after the tape. 2. Stude nts practice pronouncing the words by themselves. 3. Help some stude nts correct the pronun ciati ons of some words. 4. Match the words with the meanings: 1) something you carry t

30、hings in basketball 2) something you eat food out of bowl 3) something you siton chair 4) something you pick in the garden flower 5) somethi ng where there are lots of trees forest 6) somethi ng you see with eye 7) somethi ng you eat food 8) somethi ng you go to sleep in bed设计意图：通过新单词和词组 的学习，帮助学生呈现本

31、节课课文重点知识点。Step 3: Activity1 1. Students look at the pictures and discuss what happened next in Goldilocks and the Three Bears. 2. Students match the senten ces with the pictures. (Activity3) Picture a: The three Bears returned to their house. Picture b: Baby Bear pointed at Goldilocks ? C she was as

32、leep in Baby Bear s bed. Picture c: Goldilocks ope ned her eyes, jumped out of the bed and hurried out of the house. Picture d: Goldilocks destroyed the smallest chair. Picture e: Baby Bear cried because there was nothing in his bowl.设计意图：通过活动一训练，提高学生的听力的同时，使 学生初步了解课文内容。(针对B层学生中的基础较好的学生，可鼓 励其将书本关上，边

33、听边完成，基础弱的学生，可以边听边阅读在完 成习题；A层学生可鼓励其将此环节做听力练习完成；C层学生可做 阅读题边听边完成。)Step 4: Pre-reading Students put the pictures in correct order, and then check the answers by reading the story. (2) Picture a: The three Bears returned to their house. (4) Picture b: Baby Bear pointed at Goldilocks? C she was asleep in

34、Baby Bear s bed. (5) Picture c: Goldilo cks opened her eyes, jumped out of the bed and hurried out of the house. (1) Picture d: Goldilocks destroyed the smallest chair. (3) Picture e: Baby Bear cried because there was nothing in his bowl. 设计意图：通过top-down式的阅读，让学生对全文有一总体印象， 并注意培养学生在阅读过程中掌握浏览、跳读等阅读技巧。S

35、tep 5: Read ing for specific in formati on Check the true sen ten ce. 1. Goldilocks didn t like the smallest chair. ( ) 2. Goldilocks didn t like the smallest bed. ( ) 3. Baby Bear didn t look in the bedroom. ( ) 4. Baby Bear didn t notice the little girl i n his bed at first. ( ) 5. Baby Bear didn

36、t notice the little girl in his bed at first. ( ) 6. Goldilocks didn t like the three Bears.设计意图：第二次阅读篇章，旨在使学生掌握篇章是 的细节信息，并通过判断题来检查学生。Step 6: Reading Play the tape for students to listen and read after it. Put the whole class into groups of five to practice the passage. Step 7: Homework Practice the

37、 passage un til you read flue ntly and correctly. Do Exercise 1.2&3 in Workbook.教学反思： The Fourth Period Step 1: Revisi on Revise the words we lear nt yesterday. Show five pictures about the Goldilocks on the blackboard and en courage stude nts to describe them by using their own Ianguage. Step 2: Re

38、ading Play the tape for students to listen and read after it. Put the whole class into groups of five to practice it, and then underline the difficult words. Step 3 : Language points 1. tried & tired 1) try to do sth尽 力做某事 e.g. Let s try to find some information about the city of Qingdao. 2) try doi

39、ng sth试着做某事 e.g. The naughty boy tried climbing up the tall tree. 3) try + n.尝试某事物 4) try one s best 尽力某人最大能力 5) have a try 试一试2. destroy e.g. Now many people are destro ying the forest. 3. 1) sleep (v./n.) 2) sleepi ng (adj.)睡着的(在句中当定语) 3) asleep (adj.) 睡着的(在句中当表语) be / fall asleep e.g. Don t wake

40、her up. She is fast asleep. 4) sleepy (adj.) 困 倦的,想睡觉的 4. return 1) return (to )=go / comeback (to ) e.g. He returned to Paris from London.二 Hecameback from London to Paris. 2) return sth. (to )=bring / give / put / send sth back (to )return sb sth 5. be in pieces成为碎片，坏了 6. point at / to e.g. The li

41、ttle girl is pointing to the east. She is pointing at the beautiful sun. 7. There s the naughty girl! = The naughty girl is there. 倒装句(here 也可)e.g. Here is coming a bus! = A bus is coming here. 8. without (prep.) with (opposite) e.g. Fish can t live without water. He left without tellingus.设计意图：通过对文

42、章重点知识点的讲解，以达到学生 能更好的了解文章，以便更好的进行语言输出。Step 4: Writing. 1. Fill in the blank without looking at the story First, Goldilocks was a little tired, and she wan ted to sit on the smallest chair because the two big ones were un comfortable. She destroyed it because she was too heavy. Then she walked into th

43、e bedroom and was asleep in the smallest bed. Whe n the Bears retur ned, they were un happy with the empty bowl and the broke n chair. Next, the Baby Bear poi nted at the girl in his bed, and cried, “Look! There s the naughty girl!” Finally, Goldilocks opened her eyes, jumped out of bed and hurried

44、out of the house without her basket. She didn t return to the forest again. 2. Order the senten ces and the n use four words (first, the n, n est, fin ally) for the sen ten ces. 1) First, she looked around her. Then, she noticed a little house. Next, she knocked on the door. Fin ally, she en tered t

45、he house. 2) First, she looked into a small room. Then, she picked up the biggest bowl. Next, she picked up the big bowl. Fin ally,she picked up the smallest bowl. 设计意图：通过写作训练，培养学生语言输出的能力。Step 5: Homework 1. Copy the key words in Exercise Book. 2. Practise the passage and try to recite it. 3. Do Exercise of Un it 2 in 基础训练。教学反思： The Fifth Period Step 1: Prese ntatio n【问题 1】同学们我们已 经掌握了 be动词的过去式-was/ were ，那么其他动词的过去式是 怎样变化的呢？请同学们仔细观察然后说一说出规则动词的过去式 是怎样变化的？看谁说的