外研版七年级英语下册Module 8 Unit 2 Goldilocks hurried out of the house.教学设计

外研版《英语》七年级下册
Module 8 Unit 2 Goldilocks hurried out of the house.
教学设计
课题研究方向 《促进学生英语深度学习的教学评价研究》
课型 Reading and writing 课时 第1课时
教学背景分析 教材分析 第二单元课文围绕第一单元内容继续展开，激发了学生阅读的欲望，将学生引入丰富多彩的英语课外书的殿堂，使他们爱上阅读。金凤花的故事在西方有着很大的社会影响。金凤花原理告诉人们面临选择时，应该选择“just right”最合适的。学生通过对故事的学习，可以感悟这个道理，对学生有很好的教育意义。
学情分析 学生在第一单元已经对故事有所了解，但是不完整，好奇心驱使他们对第二单元学习充满期待。在情感方面，学生心智不成熟，学生可以通过这一课学会如何做出正确选择。在知识方面，学生可以通过故事语境的感知，故事的理解，以及故事复述，从而加深对一般过去时的认识。
教 学 目 标 1.语言知识目标： 词汇：go for a walk, in pieces, cry, at first, jump, asleep, return, point, shout, without 句型: Goldilocks wanted to …… It was not comfortable either. Next,…… Then, …… 语法：Past indefinite tense 2.语言技能目标： 听：To understand the story of Goldilocks and the Three Bears 说：To be able to retell stories using past simple regular verbs 读：To be able to grasp the main theme of the story 写：To be able to use some conjunctions to describe time sequences 3.情感态度目标： 通过阅读童话故事提高对英语的学习兴趣，感受学英语的乐趣 4.学习策略目标： 自学策略：能尝试阅读一些简写的英文童话故事 合作学习策略：注意从他人的演示中汲取知识 5.文化意识目标： 试比较中国童话故事与外国童话故事的异同 通过学习不同国家的童话故事，了解世界各地的风俗习惯
教学重难点 教学重点：一般过去时，规则动词的一般过去式 教学难点：一般过去时，规则动词的一般过去式
教学方法 Bottom-up approach
教 具 blackboard, PPT, handouts
教学过程
教学步骤 教学活动 设计意图
Step 1 Review and predict Task1：Review the pictures and try to tell the story. T: Do you remember the lovely girl What’s her name Ss: …… T: Do you remember the story about her Ss:…… T: Look at the pictures and the key words, and tell the story. Now 3 minutes for you to tell the story to your deskmates, and I will ask some of you to retell the story to the whole class.(展示图片和关键词, 3分钟后叫学生根据图片和提示词简单复述故事) 回忆前文内容，唤醒已有知识
Step 2 Pre-reading T: What would Goldilocks do after she finished the food？Can you make a prediction Ss:…… 预测故事，激活学生思维，为后面阅读做铺垫
Step 3 While-reading Task 1: Read the next part of the story and number the pictures in the correct order. T: Boys and girls, what is the correct order (阅读后核对) Ss: DAEBC Task 2: Match the sentences with the pictures. T: Please match the sentences with the pictures according to the story.(展示图片和句子) T: What is Picture D about Ss: She tried the small chair. T: (提取关键词 “try” 到黑板上) T: How about Picture A Ss: The Three Bears returned to their house. T: (提取关键词 “return to” 到黑板上) T: How about Picture E Ss: Baby Bear cried because there was nothing in his bowl and his chair was in pieces. T: (提取关键词 “cry, in pieces” 到黑板上) T: What about Picture B Ss: Baby Bear pointed at Goldilocks. She was asleep in his bed. T: (提取关键词 “point at, asleep” 到黑板上) T: What about the last one Ss: Goldilocks opened her eyes, jumped out of bed and hurried out of the house. T: (提取关键词 “open, jump out of, hurry out of” 到黑板上) Task 3: Describe the pictures with verbs. T: Please describe the pictures with verbs. S1: …… S2: …… 帮助学生理解讲故事的语言，明白故事中的主要任务、时间、地点、情节等 帮助学生准确理解句子意思，概括故事中的主要信息 加深学生对故事的认识，锻炼学生使用一般过去时讲述故事的能力
Step 4 Careful-reading Task 1. Read Para. 1,2 and answer the questions. Why did Goldilocks want to sit down (Ss: Because she was tired.) Which chair and which bed did she like (Ss: The small chair and the small bed.) Why did she make these choices (Because the small chair was nice and comfortable, and the small bed is also comfortable for her.) T: So, what can we learn from this Should we choose the biggest one Should we choose the most expensive one whether it is suitable or not When we choose something, we should choose something just right.(写到黑板上) Task2: Read Para. 3,4 and answer the question. 1. Why did Baby Bear cry 2. What did Baby Bear think of Goldilocks 3. Do you agree with Baby Bear Task3: Read Para. 5 and fill in the blanks with the suitable phrases. Goldilocks ______ her eyes. The Three Bears were ______ her, so she ______ bed and ______ the house ______ the basket. She didn’t ________ in the forest again. T: Why didn’t Goldilocks go for a walk in the forest again Ss:…… 旨在检测学生对课文细节内容和深层含义的理解 帮助学生懂得做选择时，应该选择“适合自己的才是最好的”这个道理 强化学生对动词过去式的熟练运用
Step 5 Post-reading: discussion T: If you are Goldilocks, what would you do when you saw the Three Bears around you Would you go back to the forest again Discuss in groups and make a presentation. 拓展学生思维，运用一般过去时讲述故事
Step 6 Home work Write down the ending, and share your story in next English class
板书 Unit 2 Goldilocks hurried out of the house. try return to cry, in pieces open, jump out of, hurry out of point at, asleep We should choose something just right.
教学反思 本节课是第二单元的课文，故事是第一单元的延续，所以我设计了故事重述环节，勾起学生对故事的记忆，让本节课如题更自然，也对两节课进行了一个很好的衔接。在正式进入本课学习之后，我将课文故事由粗到细，由整到零重新编排整合，让学生先从整体上把握故事走向，再从细节入手去了解故事的内容。快读部分让学生重排图片顺序，句子与图片配对，帮助学生准确理解句子意思，概括故事中的主要信息。后面的精读部分，我分段进行仔细阅读，并设置相应的问题供学生思考。初中阅读课强调深度，不能再停留在浅层的学习。所以我设置的问题都是由浅入深，由表层的信息读取到对文字，对表象的深层思考。例如：金凤花为什么要这么选择？小熊觉得金凤花是坏女孩，你同意它的看法吗？还有最后讨论部分，假如你是金凤花，你会不会被三只小熊吓到，会不会逃跑从此不在进入深林？这些问题都引导学生对文章有了更深层次的思考，并从中有所感悟。例如金凤花原理，不管面临什么样选择，只选最合适自己的。这些都是通过后面的设问让学生去思考而来的。所以我认为本节课做到了深度阅读。本课存在的不足是时间上的安排。因为时间有限，不能够让更多的学生有在全班同学面前展示自己的机会，也不能够让更多的学生来分享他们续写的故事。但课后让学生续写一小段故事，下一节课前再继续分享弥补了这个遗憾。