杜莫中學周桃玉

1、教學設(shè)計課 題Module 7 Unit1 Alice was sitting with her sister by the river.學 科英語教學對象八年級一班設(shè)計者所在鄉(xiāng)鎮(zhèn)及學校一、教材內(nèi)容分析本模塊的主題是童話故事,主要講的是愛麗絲漫游奇境記的故事。功能是讓學生學會使用過去實行時講述故事或過去的經(jīng)歷、體驗。童話故事是很多學生童年的美好回憶，所以從主題來說，學生應該會對本模塊的話題產(chǎn)生強烈的興趣。而利用學生比較喜歡的童話故事來實行教學有助于激發(fā)學生的參與意識和學習動機。本節(jié)課是這個模塊的第一單元，其課型主要是聽說課，兼顧讀寫及語法。其對話內(nèi)容是玲玲向托尼介紹愛麗絲漫游奇境記的主要情節(jié)。

2、這個對話中的故事情節(jié)栩栩如生，引人遐想，并通過對話，自不過然地導入了過去實行時這個語法項目，讓學生在了解故事情節(jié)的同時感知過去實行時的表達方式。二、學習者特征分析本單元主要講的是愛麗絲漫游奇境記的故事，也許有部分學生已經(jīng)讀過這本書，或觀看過同名電影，學生對這個單元的內(nèi)容可能已經(jīng)擁有一定的背景知識。即使學生沒接觸過這個故事，因為學生本身對故事很感興趣，且在上個學期剛學了金鳳花和三只小熊的故事及現(xiàn)在實行時的用法，所以對學生來說，他們有一定的英語故事學習思維和語法基礎(chǔ)，本單元的學習難度整體不大，且能激發(fā)他們興趣。三、教學設(shè)計理念及依據(jù)1.任務(wù)型語言教學法這是一種強調(diào)“做中學”的語言教學方法，要求學生

3、在教師的指導下，通過感知、體驗、實踐、參與和合作等方式，實行自主的學習，學會“用語言做事”，在做事過程中發(fā)展使用所學語言，提升自己綜合使用語言的水平。在本單元的教學過程中，本人將結(jié)合教學內(nèi)容及學生的實際情況，設(shè)計各種任務(wù)，讓學生在完成任務(wù)過程中，體驗并掌握語言。2.情景教學法及交際教學法因為本單元主要是講故事，所以本人將提供給學生充足的看、聽、說、讀及演的機會，根據(jù)課文內(nèi)容，創(chuàng)設(shè)情景，引人話題及展示內(nèi)容，讓學生在了解故事過程中感知、體驗及使用語言。3.隱性教學法本單元的對話內(nèi)容是玲玲向托尼介紹愛麗絲漫游奇境記的主要情節(jié)，在故事情節(jié)的講述過程中，自然地導入了本模塊的語法重點過去實行時。如果將語法

4、學習隔離語言環(huán)境來講解，將會讓學生產(chǎn)生畏難及枯燥情緒，所以本人在本單元的教學過程中，將語法學習與故事講解相結(jié)合，采用隱性教學方式，使學生在了解故事情節(jié)的同時，感知、學習及掌握過去實行時的用法，真正做到語法為語義表達服務(wù)。四、教學目標（知識，技能，情感態(tài)度、價值觀）1. 知識目標：Key words and expressions： fall, follow, hole, rabbit, ground, strange, tea partyKey structure： Past continuous (was/ were doing)2. 技能目標：1) Listen and understan

5、d 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 th

6、e teachers guidance.3.情感目標：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 colo

7、rful. 五、教學重點、難點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

8、and play the story. 六、教學環(huán)境及資源準備Multi-Media, PPT, video教 學 過 程（具體教學環(huán)節(jié)）設(shè) 計 意 圖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 som

9、e 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

10、-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 pictur

11、es 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. th

12、e 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 p

13、oints.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)CharactersWha

14、t 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 a

15、bout 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 (

16、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 de

17、scribes 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.

18、 通過復習上個學期所學的故事導入本模塊要學的故事，既能激發(fā)學生的興趣，讓學生有說的欲望，又能展現(xiàn)學習的延續(xù)性。另外，通過展示及談?wù)搱D片，讓曾經(jīng)讀過或看過這個故事的學生來簡單講述一下這個故事，為接下來要學的對話內(nèi)容做鋪墊。本部分是新詞匯學習及聽力熱身，為下面的對話內(nèi)容學習做準備。因為書上的聽力活動一及活動二都涉及到了新詞匯及要學故事的一些角色名，直接讓學生聽，難度比較大，所以在進行聽力活動之前，本人先讓學生學習相關(guān)的詞匯及角色名。利用直觀、形象的圖片來感知、學習新單詞及故事的主要角色，有利于學生更快速有效掌握語言。另外在進行聽力活動二前，本人設(shè)計了一個任務(wù)，讓學生先和搭檔談?wù)搱D片，一是有利于培養(yǎng)

19、學生學會通過觀察圖片來預測聽力內(nèi)容的意識，二是為聽力掃除語言障礙。本部分是本單元的主要內(nèi)容，其對話內(nèi)容是玲玲向托尼介紹愛麗絲漫游奇境記的主要情節(jié)。本人在這個部分設(shè)計了幾個任務(wù)。任務(wù)一是讓學生觀看不帶字幕的關(guān)于對話內(nèi)容的動畫，讓學生通過看和聽，整體感知對話內(nèi)容。任務(wù)二是聽并按出現(xiàn)的順序?qū)⒐适轮械慕巧M行排序。讓學生通過注重聽故事中的角色，使其更好地理清故事的情節(jié)發(fā)展。任務(wù)三是聽對話并完成書上的填詞練習，核對完后齊讀這些句子，增強語感及熟知對話內(nèi)容。任務(wù)四是邊看動畫邊跟讀，通過看、聽和讀，領(lǐng)會故事情節(jié)。任務(wù)五是角色朗讀，培養(yǎng)語感及調(diào)動學生積極性。任務(wù)六是閱讀對話內(nèi)容，完成表格。目的是讓學生學會將文

20、字內(nèi)容轉(zhuǎn)換成表格形式，學會通過更清晰、直觀的表格形式，還原故事情節(jié)，更好地理解這個故事及對話內(nèi)容。任務(wù)七是將表格信息轉(zhuǎn)換為文字內(nèi)容，一可以讓學生通過對話中描述這些角色行為的句子來感知、提煉本模塊的語法結(jié)構(gòu)。二能鍛煉學生的口頭表達能力。這個部分可以采取單個學生回答方式，也可讓學生兩人組隊，采用對話形式，來進行一問一答。本部分是語言鞏固階段，本人也相應設(shè)計了幾個語言輸出任務(wù)。任務(wù)一是書上配的練習，主要是新詞匯的鞏固。核對完答案，讓學生通過齊讀這些句子感知這些詞匯的意義及運用。任務(wù)二是一個口語輸出活動，讓學生分組，共同復述故事。通過圖片及每人只需復述一小節(jié)，有助于消除學生的畏難情緒，讓學生敢說，能說，也有助于培養(yǎng)學生團隊合作精神，將語言輸