Module 8 Story Time
Unit 1 Once upon a time …
一. Teaching Content: Listening 、 Vocabulary 、 Pronunciation and Speaking
二. Teaching Aims and Demands:
加油英文1. Language Knowledge
Key vocabulary and phras: 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 up
Key structure: past simple regular verbs(重点)
2. Listening skill: To understand the story of Goldilocks told through the pictures and in the conversation. (难点)
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 exercis.
三. Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)
四. Teaching Procedures:
Part I: Lead in:
Task 1: Talk about “watch的过去式What did you do?”
Task 11: U some pictures to introduce the new words.
Directions:
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Step one: Show some pictures about the new words.
Step two: Read after the teacher.
Step three: Practi reading the words.
Step four: Ask the students to look at the pictures. Elicit what they can e. If there are any new words, add them to the list on the board.
Part II: Listening
1. Listen and then check the true ntences in activity 1 and answer the questions in Activity 2on page 56.
Directions:
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Step one: Read through the ntences and make sure the Ss understand them all.
Step two: Play the recording and have them listen to the recording and focus on the ntences first time through.
Step three: Play the recording again and have them check the true ntences, then check with a partner.
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Step four: Then Call back the answer from the whole class.
Step five: Play the recording again for the Ss to answer the questions in Activity 2.
欢迎光临日语Step six: Answer the questions in complete ntences from the class in Activity 2 .
2. hcnTask: To understand conversations then complete the words.
Directions:
Step one: Ask the Ss to look at the pictures and try to decide what the order might be.
Step two: Play the recording and have them match the words with the pictures in Activity2 and then check their answer with a partner
Step three: Give Ss a paper about the conversations which some important words and phras had misd.
Step four: Play the recording again and have them listen, then write the words and phras.
Step five: Have some Ss to speak out their answers then check them.新东方英语口语培训
Step six: Show some questions about the conversations and ask Ss to read the conversations loudly ,then answer the questions.
jewelsPart III: Working in groups
Directions:
Step one: Ask Ss to leave ats to work in groups .
From group1 to 4 try to retell the story in English ,and Group 5 to 8 try to write it in English.
Step two: Give them five minutes to work in groups.
Step three: Ask two groups to retell the story .
Step four: Show a passage of the story that Ss wrote.
M8U1效果分析
在设计本课时，刚开始我有两个想法，第一个是童话版的课件，从刚开始导入就让学生置身于童话的氛围中，但是对于乡镇学生来说这种模式不是最佳的，于是我又开始想另外一个版本，将童话中的单词能与现实生活贴近，导入时将图片和新单词结合，并且呈现时将动词的过去式也一并呈现，通过上课发现学生不仅能快速学习掌握单词，还能在下一步理解对话上做好铺垫，学生还能将词汇运用到现实生活中。
这节课是在莘县实验初中讲的，学生程度比较好，且预习的很充分，在上课过程中学生们能很快的完成我所布置的任务。在听力这一块，学生能够很轻易的找到问题的答案，在表演对话方面，学生表现很积极。学生亲自创设情境，体现出教学中的“动”的过程。整个教学过程，胸有成竹，设计鲜明，给学生留有足够的思考时间，有条不紊，恰到好处，整节课动静相宜，恰到好处，受到学生的一致好评。
M8U1教材分析
1、教学内容分析
本教学设计所用教材选自义务教育课程标准外语教学与研究出版社七年级下Module8Unit1 Once upon 本单元为童话故事，主要是关于godilocks火星文翻译器的故事。内容和情节很容易引发学生的兴趣，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，本节课我强调英语课程要从学生的学习兴趣，生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，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英语。
