1、1外研版八年级上外研版八年级上 Module7 Unit3 教学设计教学设计教学年级：八年级教学内容：Module 7 Afamous story Unit 3 Language in use课型：复习课授课时间：45 分钟一、题材内容一、题材内容本模块以童话故事为主题,主要讲的是爱丽丝漫游奇境的故事。利用学生比较喜欢的童话故事进行教学有助于激发学生的参与意识和学习动机。 要求同学们了解一些童话故事， 用过去进行时描述过去正在发生的事情。语法重点是正确使用过去进行式。通过讲故事,采用隐性的教学方式， 使学生在无意识的情况下掌握语言结构,既学习语言知识, 又感悟语言功能,真正做到了语法为语义表达
2、服务。本模块的learningtolearn 栏目和 Around the world栏目介绍了一些著名的英语故事书,通过讨论可以加深对学习的兴趣，既可学习语法，又可培养叙述能力。 教学中教师应随时随地以童话故事吸引学生， 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。教学目标教学目标1) 语言知识：语音能够朗读含有过去进行时的句子词汇suddenly, rabbit, party, fall, hole, strange, carry, tired, nothing, once, daisy,chain, pink, by, pocket, across, field, unde
3、r, hedge, storm, outside, jump,scream, during, noon, bookshop, staff, wear( wore, worn), clap, cheer,perform, gold, ring, hall, follow, stop词组go off,语法能够正确使用过去进行时。功能能够描述过去正在进行的动作。话题以“童话故事”为话题。2) 语言技能：听能听懂含有过去进行时的童话故事，提取具体信息。说能询问、介绍过去正在发生的事情和动作。读能读懂包含过去进行时的童话故事，掌握文章的细节。进行简单的阅读技能训练。写能够用过去进行时描述过去正在发生的事
4、情、动作。演示与表达能结合图片、影视等材料向同学们讲简单的故事。3) 学习策略学习一定程度形成自主学习，有效交际、信息处理、英语思维能力。认知联系，归纳，推测等技能。观察并归纳现在进行时的用法,提高自学能力。调控从同伴处得到反馈，对自己在叙述及作文中的错误进行修改交际学习运用恰当词语介绍过去正在发生的事情。资源通过其他资源获取更多童话故事。自学策略能够根据自己的情况预习教材和拓展。能注意发现语言现象背后的规律,并能运用规律举一反三。合 作 学 习策略能够根据小组内同学的特长分工合作，互相学习，取长补短，注意从他人的演示中汲取经验,注意学习策略共享.24) 文化意识：中外对比通过童话故事以及中英
5、文名著的介绍，了解西方国家的文化。5)情感态度:能够与故事中的人物共同感受，在欣赏故事的同时培养移情能力。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。6)任务:能够以讲故事的方式介绍自己过去的经历或者利用招贴画，介绍故事等。教学重点和难点教学重点和难点重点：1通过讲述童话故事培养学生的听、说、读、写能力，掌握现在进行时的用法。难点：运用恰当词语介绍过去正在发生的事情。教学方法教学方法基于课程改革的理念及“第二语言习得论”,培养实现人的可持续发展和人的主体精神的自我完善和发展所必需的能力和素质，运用任务型教学途径，围绕核心任务，设定小任务，开展和谐愉悦的课堂活动，强调兴趣第
6、一的原则,初步设计“PTP”自主学习立体模式：pre-tasktask-cyclepost-task。二、教材处理二、教材处理核心任务：能够收集童话故事的信息制作招贴画，运用所学句型结构、运用恰当词语介绍过去正在发生的事情。三个环节如下：pre-task：学生联系生活实际，激活背景知识， 。task cycle：通过整个模块的听说读写的训练，强化运用恰当词语介绍过去正在发生的事情的表达能力，为完成任务做好铺垫post-task：达成任务，展示成果，反馈学习情况Teaching Aims and Demands:1. To learn about famous books in English.
7、2. To summarize and consolidate the use of past continuous tense.3. To summarize and consolidate expressions and vocabulary.4. Writing skill: To write a story of past on-goings. Improve the students writing ability (难点).4.Affection and attitudes: We should read as many books as possible.Key structur
8、es:were/ was doing. (重点)Learning strategiesTop-down and Interactive approach and do some exercises.Formal instruction and task-based approach and interactive practice.Teaching Aids:Multi-Media (Tape recorder , video, OHP, handout)Teaching Procedures:Step 1 Lead-inIntroduce two famous story books to
9、start the topic through a simple question: “Do you knowwhat they are and what they are about?”3Step 2 Around the worldTask: Learn something about famous books in English.1.Ask the Ss. to look at the different pictures about some famous books in English.2. Tell the Ss. some knowledge about them.3. Re
10、ad the text and answer any questions the Ss have.4. Choose one chapter for them to read if possible.Step 3 Retell the storyWho are they? Whats the story about?Task: Help students to revise what is learnt in 3 periods of this module and revise the wordsand phrases.The Beginning of the Story:Alice _ w
11、ith her sister by the river and her sister _ a book. Alice had_to do. _ Alice looked into her sisters book. “_ is the book_ withoutpictures or _”，thought Alice. Suddenly a white rabbit with pink eyes _ her.She _ the field after it. She _ it go down a large rabbit hole under the ground. ThenAlice _ a
12、fter it and never _ how she _ get out again.In WonderlandAlice found a small _ on a table. She opened a small _ with the key and saw abeautiful _. She found _ with the words “DRINK ME” on it. She became very_.Alice met some _ people when she went to Wonderland. She found a cat in the garden.When she
13、 spoke to the cat, she saw it was _. When she _ the Mad Hatter and the MarchHare, they were _having a tea party.Step 4 Complete the passage with the words in the box in Activity 8.1.Ask students to read the pictures in activity 8 and complete the questions.2.Ask the Ss. to complete the passage with
14、the words in the box.3.Ask students to do activity 8 individually and then read the completed passage.4. Call the answers back from the class.5. Then role-play the conversation in Activity 8.Step 5 Language practiceTask1: To summarize and consolidate the usage of past continuous tense.1. Run through
15、 the examples with the Ss. and make sure that they are familiar with the use ofpresent perfect tense.2.Ask the Ss. to repeat the sentences in the box.3.Ask “Can you make other similar examples?”4. Focus the studentsattention on the structure: were/ was doingTask2: To summarize and consolidate the us
16、e of past continuous tense.41. Do activities 1and 2 on page 46.2.Ask the Ss. to call out the answers from the whole class.3.Ask the Ss. to read the complete sentences.4. Summarize: the formation of the present perfect tense.Step 6 Listen to this interview and answer the questions in Activity 7.1.Ask
17、 the Ss. to listen to the interview and answer the questions.2. Exchange work and peer correct with their deskmates for accuracy.3. Call the answers back from the class as complete sentences.Step 7 Module TaskWrite a short story about a little cat going fishing.(小猫钓鱼)1. Read through the instructions
18、 with the whole class.2. Let the Ss make notes about the story. Then put the sentences together to make a full story.3. Circulate and monitor their production.4. Let the Ss read their stories to the classmates or put them up on the wall.Step 8 Homework1. Write the story. Use your notes to help you.2
19、. Read your story to your classmates, using the past continuous.三三、板书设计板书设计：四、教学反思：四、教学反思：本课设计是在围绕学生听、说、读、写四个方面能力培养的思路下展开的，大胆的对教材进行删改，并有顺序调整。对于传统的 unit3 教学来说，已经有很大的突破。但是课后反思，我的这堂课还是局限于教材，没有真正地做到“用教材教” 。因此，我认为，对于一个模块的 unit3 教学来说，教师应在充分把握教材和掌握学生学情的情况下教师应在充分把握教材和掌握学生学情的情况下，大胆调整和选用大胆调整和选用教材内容，并不断开发适合学情的教学内容教材内容，并不断开发适合学情的教学内容。Write a storywhenwherewhatwhowhyhow
