阅读教学案例2

1、阅读教学案例2：Module 9 Story time Unit 2 Goldilocks rushed out of the house大连市西岗中学 苏宏芸学生年级：初中一年级教学内容：外研版新标准英语初中一年级下 Module 9 Unit 2一、教学内容分析1. 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。2. 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

2、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。3. 本模块的难点是掌握动词过去式的形式和逐步形成正确使用一般过去时的意识。4. 第二单元为阅读教学主要内容是通过 “Goldilocks and the Three Bears”的童话故事的学习，加深对故事的理解，并学会如何引入故事及使用一般过去时。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并鼓励学生多读些简写的英文童话故事。二、教学目标1. 语言知识: 能够拼写并正确运用下列词汇try, destroy, unhappy, asleep, r

3、eturn, cry, without, point at，look around ; 能够准确掌握规则动词want，walk，destroy，point，hurry的一般过去式的拼写及读音2. 语言技能: 能读懂简单的童话故事,明白其中的主要人物,事件以及情节的先后顺序，如first, next, then and finally。能用规则动词的一般过去式叙述简单的事情。3. 文化意识和情感态度：通过尝试阅读一些简写的英文童话故事，了解世界不同地方的风俗习惯,从而拓展视野, 感受到英语学习的乐趣，并乐于通过其他资源获取更多简单英语的，从而进一步习得语言。三、教学步骤Experience: 感

4、知语言Step1 Lead-in操作方式 播放Disney童话的音乐故事作为课前热身，感受纯正的英语童话故事.为本堂课营造一个很好学习英语的氛围。学生通过事先上网查找资料，了解东西方童话故事并回答如下问题：What fairy tale do you like best?What is it about?What happens in the end? Why do you like the story? 环节点评：通过Disney童话的音乐故事激发学生学习兴趣，调动学习积极性，为下一步教学的展开做好铺垫。同时培养学生自主通过其他资源获取更多简单英语的童话故事，从而习得语言的能力。 Step2

5、 Predict操作方式温习UNIT1故事图片,通过前面的故事情节，预测童话故事“Goldilocks rushed out of the house”的结尾，然后学生小组活动，各自交流自己的想法,并说出猜测理由。T：Read the four possible next events given. What happened next in Goldilocks and the Three Bears? Work in groups and have a guess. I think Goldilocks decided to go home.Somebody walked into the

6、 house.Perhaps she stayed in the house.She looked into the other rooms.环节点评：培养学生预测故事情节的发展和可能的结局的能力，为接下来的阅读做了进一步的准备。 Step3 Scan操作方式 快速浏览全文，核对所做预测是否正确。 T: Read the text very quickly and tell me if you get the right prediction.环节点评：快速阅读，核查预测， 培养阅读技巧。Step4 Read the story. 操作方式 细读全文从细节上进一步理解短文，同时判断正误。T：

7、Read the story again and decide which sentences are true individually, then check with a partner.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 di

8、dnt notice the three Bears at first.6. Goldilocks didnt like the three bears.环节点评：逐一阅读并分析文中提及的具体问题，锻炼学生仔细阅读获取有效信息的能力，通过交流，互相学习，在老师的引导下，逐步形成好的正确的英语阅读方法。培养学生英语阅读的策略。Practice信息转换练：Step5 Fill in the mind map操作方式 根据故事情节的先后顺序，填充mind map。并根据已填入的信息复述课文。 环节点评：培养学生理解段落中各句子之间的逻辑关系，学会使用常见的连接词表示顺序和逻辑关系。Step6 Lan

9、guage practice操作方式语法讲解，学习重点词汇用法，并练习巩固。Grammar focus:The two big chairs were uncomfortable. uncomfortable= un +comfortable Very soon she was asleep again. asleep是形容词,表示“睡着的”意思. go to bed是动词短语,表示动作“上床睡觉”,但不一定睡着.Im tired. Im going to bed. He fell asleep in the car. My chair is in pieces! Then Baby Bear

10、 pointed at the little girl in his bed.She pointed at one of the things.My teacher pointed to the high mountains far away.Vocabulary： to do something more quickly than usual because there is not much time _ to stretch out your finger to sb/sth in order to show sb where a person or thing is _ to come

11、 or go back from one place to another _ to damage sth so badly that it no longer works _Use a word in the text to replace the underlined partGoldilocks ran quickly out of the forest.The Little Bear saw Goldilocks in the small bed.The Three Bears went back home.Goldilocks broke the small chair and th

12、en went to bed.Goldilocks suddenly got out of bed and hurried out of the house.Vocabulary in use:return destroy point hurry up rush“Thats my mother,” she _at a photo on the wall and said.When did she _ home from the trip? _! Were going to be late. The fire _ the building completely. Weve got a lot o

13、f time; theres no need to _. 环节点评：巩固文中出现的生词，使学生正确掌握核心词汇，并进行运用性的操练。Use 模仿运用：Step7 Retell the story操作方式 要求学生根据已填入的信息复述课文，注意first, then, next, finally四个词的使用。T: Read the text aloud and try to retell the story based on the mind map. Pay more attention to the using of the four words: first, then, next and

14、 finally.环节点评：在诵读和复述中加深理解，使学生学会描述一个完整的故事，让学生在使用语言的过程中学习语言。Step8 Activities操作方式设置讨论任务，学生分小组讨论，任选其一： Suppose you are the Baby Bear, tell us what happened to you. Suppose you are Goldilocks, will you stay in the house or hurry out of it? Why? Can you make up another ending of the story?环节点评：通过以上的训练,深化了

15、阅读篇章的内涵，拓宽了学生的思维.从而激发学生的学习兴趣，增强和提高阅读理解能力，进一步帮助学生提高实际应用语言的能力。Step9 Make a story操作方式学生分小组讨论，续说雪人的故事。Make up a story using your imaginationHooray! It was snowing! It was time to make a snowman. I put a big snowball on top and added a scarf and a hat. I added an orange for the noseIn the evening, I open

16、ed the door. What did I see? The snowman was moving! Here are some suggestions: Use the past simple tense. Join ideas and events with words like and, so, but, and then, because, first, next, then and finally.环节点评：在教师的指导下，通过交流、合作和体验，逐步完成预定的教学任务；并使学生在完成任务的过程中，感受成功；培养学生发现问题、分析问题和解决问题的能力。Step10 Homework作业布置WritingRead Cinderella