Module8Unit1教案

1、 Module8 Story time備課人：賈偉平本模塊題材為童話故事, 各單元內(nèi)容由一個(gè)童話故事貫穿,內(nèi)容和情節(jié)都很符合這一年齡段學(xué)生的興趣,語言簡單易懂, 描寫細(xì)致生動(dòng), 非常有利于開展聽、說、讀、寫方面的語言實(shí)踐活動(dòng)，讓學(xué)生在使用語言的過程中學(xué)習(xí)語言,促使學(xué)生更有意識(shí)地自覺學(xué)習(xí)英語。語法重點(diǎn)是動(dòng)詞的一般過去時(shí)句子的用法, 并能學(xué)會(huì)描述一個(gè)完整的故事或一件事情。通過操練,使學(xué)生在掌握語言結(jié)構(gòu)的同時(shí),既學(xué)習(xí)語言知識(shí),感悟語言功能,又能欣賞到美麗的童話故事。本模塊的learningtolearn欄目介紹了如何引入故事,通過學(xué)習(xí)可以加深對故事的理解。在閱讀故事的過程中,學(xué)會(huì)應(yīng)用一般過去時(shí),鼓勵(lì)

2、學(xué)生多讀些簡寫的英文童話故事。教學(xué)中教師應(yīng)隨時(shí)隨地以童話故事的情節(jié)吸引學(xué)生，靈活利用各種素材組織教學(xué)過程和內(nèi)容。充分調(diào)動(dòng)學(xué)生的積極性。教學(xué)目標(biāo)1） 語言知識(shí)：語音規(guī)則動(dòng)詞的一般過去時(shí)的發(fā)音詞匯once, hear, begin, decide, ride, golden, little, pick, notice, hurry, knock, nobody, push, open, enter, count, bowl, all, hungry, rush, try, destroy, unhappy, asleep, return, cry, point, without, die, emp

3、eror詞組once upon a time, go for a ride, pick up, look forward, change into語法規(guī)則動(dòng)詞的一般過去式。功能按時(shí)間順序描述事情。話題以“童話故事”為話題。2） 語言技能：聽能聽懂簡單故事中的主要人物和事件.說能運(yùn)用規(guī)則動(dòng)詞的一般過去式表述過去的事情 讀能讀懂簡單的故事,明白其中的主要人物,事件以及情節(jié)的先后順序。進(jìn)行簡單的閱讀技能訓(xùn)練。寫能用規(guī)則動(dòng)詞的一般過去式敘述簡單的事情。演示與表達(dá) 能向同學(xué)們講簡單的故事或事情。3)學(xué)習(xí)策略學(xué)習(xí)一定程度形成自主學(xué)習(xí)，有效交際、信息處理、英語思維能力。認(rèn)知聯(lián)系，歸納，推測等技能。觀察并歸納

4、規(guī)則動(dòng)詞的一般過去式,提高自學(xué)能力。調(diào)控從同伴處得到反饋，對自己在敘述及作文中的錯(cuò)誤進(jìn)行修改交際學(xué)習(xí)運(yùn)用恰當(dāng)詞語講解童話故事。資源通過其他資源獲取更多簡單英語的“童話故事”。自學(xué)策略能夠嘗試閱讀一些簡寫的英文童話故事。能注意發(fā)現(xiàn)語言現(xiàn)象背后的規(guī)律,并能運(yùn)用規(guī)律舉一反三。合作學(xué)習(xí)策略互相學(xué)習(xí)，取長補(bǔ)短，注意從他人的演示中汲取經(jīng)驗(yàn),注意學(xué)習(xí)策略共享. 4)文化意識(shí)：中外對比試比較中國童話與外國童話的異同,通過外國童話了解世界不同地方的風(fēng)俗習(xí)慣,從而拓展視野,激發(fā)學(xué)習(xí)英語的興趣。5)情感態(tài)度:通過閱讀童話故事提高對英語的學(xué)習(xí)興趣,感受學(xué)習(xí)的樂趣，提高對英語的學(xué)習(xí)興趣。參加各種英語活動(dòng)，克服困難，在新

5、環(huán)境中進(jìn)一步樹立準(zhǔn)確的語言學(xué)習(xí)觀。6)任務(wù):能夠運(yùn)用規(guī)則動(dòng)詞的一般過去式講述簡單的故事。教學(xué)重點(diǎn)和難點(diǎn) 重點(diǎn)：1通過童話故事訓(xùn)練學(xué)生的聽、說、讀、寫能力，掌握規(guī)則動(dòng)詞的一般過去式。難點(diǎn)： 掌握動(dòng)詞的一般過去式的形式和逐步形成正確使用一般過去時(shí)的意識(shí)。教學(xué)方法基于課程改革的理念及“第二語言習(xí)得論”,培養(yǎng)實(shí)現(xiàn)人的可持續(xù)發(fā)展和人的主體精神的自我完善和發(fā)展所必需的能力和素質(zhì)，運(yùn)用任務(wù)型教學(xué)途徑，圍繞核心任務(wù)，設(shè)定小任務(wù)，開展和諧愉悅的課堂活動(dòng)，強(qiáng)調(diào)興趣第一的原則,初步設(shè)計(jì)“PTP”自主學(xué)習(xí)立體模式：pre-tasktask-cyclepost-task。一、 教材處理核心任務(wù)：能夠運(yùn)用所學(xué)句型結(jié)構(gòu)講述

6、簡單的故事。三個(gè)環(huán)節(jié)如下：pre-task：學(xué)生聯(lián)系生活實(shí)際，激活背景知識(shí)，。task cycle：通過整個(gè)模塊的聽說讀寫的訓(xùn)練，強(qiáng)化講述童話故事的表達(dá)能力，為完成任務(wù)做好鋪墊post-task：達(dá)成任務(wù)，展示成果，反饋學(xué)習(xí)情況二、 教材安排根據(jù)學(xué)生學(xué)習(xí)英語的特點(diǎn)和規(guī)律，我們把本模塊劃分為4課時(shí)：Period 1: Vocabulary and Listening &Pronunciation and SpeakingPeriod 2: Reading and Vocabulary Period 3: Writing& Around the world &Module

7、TaskPeriod 4: Language in use注：教學(xué)時(shí)應(yīng)根據(jù)學(xué)生的學(xué)習(xí)水平、生活實(shí)際水平、接受程度及課堂出現(xiàn)的臨時(shí)狀況進(jìn)行運(yùn)用、調(diào)整及篩選。教學(xué)設(shè)計(jì)Title: Module8 Story timeUnit 1Period 1: Listening and Vocabulary &Pronunciation and SpeakingTeaching Content: Listening and Vocabulary and Pronunciation and Speaking Teaching Aims and Demands:1. Language Knowledge

8、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, go for a ride, pick upKey structure: past simple regular verbs(重點(diǎn)) 2, Listening skill: To understand the story of Goldilocks

9、 told through the pictures and in the conversation. (難點(diǎn)) 3.Speaking skill: To tell the story briefly 4. Attitudes: Develop the good habit of reading stories.Learning strategies:Bottom up approach and listening to the tape and do some exercises.Teaching Aids: Multi-Media (Tape recorder, video, OHP, h

10、andout)Teaching Procedures:Part I: Revision Task: Recall what we have learned in the last Module. Directions: Step one: Label the pictures with the phrases.(1). Read through the phrases in the box and have the Ss. Repeat them after you. (2).Ask them to label them in the pictures on the screen. (3).M

11、ake some sentences with the phrases. Ask students to speak out as many as they can.Step two: Talk about some famous people. Eg. When was he born? Where was he born? What was the name of ? Were he ? Yes, he was. / No, he wasnt. Ask students to speak out as many as they can. Part II: Lead in: Task 1:

12、Introduce to them the new words.Directions:Step one: Introduce the new words of this unit. And list them on the board.Step two: Read after the teacher.Step three: Practise reading the words.Step four: Ask the students to look at the pictures. Elicit what they can see. If there are any new words, add

13、 them to the list on the board.Step five: Make some sentences using the new words from the whole class. Task 2: Introduce to them the past tense as follows Directions:Step one. Write up “ I get up at 6 in the morning every day” on the blackboard and elicit what tense it is.Elicit some other sentence

14、s from the Ss. (e.g. I am in this classroom today.) and write them on the blackboard. Step two: Explain that if we want to talk about something we did in the past we have to use a different form of the verb.Then write the following: I was in this classroom yesterday. I , he, she, itwasyou, we , you,

15、 theywere I walked to school yesterday. I got up at 7oclock yesterday. Step three: underline the ed ending and expline that we use this for all persons( I / he/ she/ you/ we/ they/it)Step four: Elicit some other sentences : I cleaned this classroom yesterday. I looked at the flowers. I listened to t

16、he birds. And so on.Have the Ss. make some other sentences. (e.g. studied late last night/ finished my homework at 7 oclock last Saturday) Step five: Remind the Ss that we use the auxiliary verb”do” to make questions in the present simple. Explain that do is an irregular berb. Its past form is did.

17、Elict questions for the sentences:Eg. What did he look at? What did you listen to? Did you look at the flowers? Did you listen to the birds? Did you get up at 7 yesterday? Did you walk to school yesterday?2.Task: To understand conversations .Directions:Step one: Ask the Ss to look at the pictures an

18、d try to decide what the order might be. Step two: Play the recording and have them listen.Step three: Play the recording again and have them number the pictures in the correct order individually in Activity 3.Step four:. Play the recording and have them match the words with the pictures in Activity

19、 5 and then check their answer with a partnerStep five: Call back the answer from the whole class.3.Task: activity 6on page 57. Directions:Step one: Have them choose answer the questions individually in Activity 6. Have them check their answers with a partnerStep two: Play the recording again .Have

20、them check their answers with a partner Step three: Call back the answer in a whole- class setting.4 .Task: Listen and read: Directions:Step one: Play the recording and ask the Ss. to listen and read the conversation.Step two: Play the recording again and pause after each phrase, asking the Ss. to r

21、epeat chorally and individually.Step three: Put the Ss. into groups of 2 to practise the dialogue. Step four: They should repeat it several times, changing the roles each time.Part IV: Pronunciation Task: Listen and repeat in Activity 7 and 8 Directions:Step one: Play the recording and ask the Ss. to listen and repeat the words and sentences in Activity 7 and 8.Step two: Ask the Ss to pay particular attention to the pronunciation of the past forms of the verbs.Step three: Ask t