Module 8 Unit 2 Goldilocks hurried out of the house. 表格式教案

授课 教师 学科 英语 时间
课题 Module 8 Story time Unit 2 Goldilocks hurried out of the house. 所用 教材 外研版七年级下册
一、教材分析
本模块以童话故事为题材，要求学生读懂故事，并能用一般过去时描述故事发生经过。课文第二单元的短文围绕《金凤花姑娘和三只熊》这个传统的英文童话展开，在内容和情节上是第一单元对话的继续。文章中细致生动的描写了金凤花姑娘对于不同椅子和床铺的感受，从而做出的选择，以及三只熊回来之后发生的故事，能吸引学生、激发学生兴趣。 同时通过学习金凤花理论，帮助同学更多地了解西方文化。并且通过分析挖掘金凤花姑娘的行为，引导学生自主审辨，从而辅助学生学会礼貌和尊重他人等正确价值观的养成。
二、教学目标
By the end of the class, students will be able to: learn more about the reading strategy of skimming. get detailed information from the reading material about the behaviors of Goldilocks and the three bears. tell the story by using conjunctions like “first, then, next, finally, because, so, either” properly and the simple past. write a different ending for this story with 3-5 sentences with conjunctions and the simple past. deepen their knowledge about the “Goldilocks principle” in western culture and establish the value of respecting others .
三、学情分析
学习风格与特点： 学生对阅读童话故事题材的文章有阅读兴趣和阅读欲望，所以教师要运用语篇，引导学生在阅读的过程中不断思考、感悟，了解故事中隐含的文化知识、语篇知识。 知识与经验 学生在第7模块已经学习了含有“be(was/were）”的一般过去时；在本模块的第一单元中，学生学习了部分不规则动词的一般过去式的陈述句和一般疑问句，都为本课获取文本信息以及语言输出垫定了基础。 可能存在的问题：学生在阅读过程中不能关注“first, then, next, finally, because, so, either”等连词的使用，不能深入挖掘文本信息之后的人物情感，因此教师要引导学生在获取文本信息的同时关注语言知识，挖掘人物情感，促进价值观的形成。
四、教学重点、难点
Key points in teaching: get detailed information from the reading material about the behaviors of Goldilocks and the three bears. tell the story by using conjunctions like “first, then, next, finally, because, so, either” properly and the simple past Difficult points in teaching: deepen their knowledge about the “Goldilocks principle” in western culture and establish the value of respecting others .
五、教学方法
Task-based Language Teaching Method Communicative Language Teaching Method PWP Method
六、、教学资源
Multi-media, handouts, blackboard
七、教学流程图
(
Lead in
) (
Warming up
)Pre-reading (
Read, match the paragraphs with the pictures
) (
Read and answer questions
) (
Read and finish the mind map
)While-reading (
Read after the speaker
) (
Task1: retell the story
) Post-reading (
Task2: talk about Goldilocks
’
behavior
) (
Task3: write a different ending for the story
)
八、板书设计
Module 8 Story time Unit 2 Goldilocks hurried out of the house.
教学过程
环节 教师活动 学生活动 设计意图
Step 1 Pre-reading (6min) 1. Lead in: Play the video clip and ask some questions. 2. Present the four basic elements of the story and let Ss tell the first part of the story. 3. Give two questions to ask Ss to predict what happened next. Watch a video clip and answer questions. Tell the story. Answer questions to predict. 以视频导入，既能活跃课堂气氛，又能为以下教学内容作好铺垫 。 总结故事的四个基本要素，复习已学知识，提出问题让学生预测，为下面阅读做铺垫。
Step 2 While- reading (17min) Fast reading-skimming 1. Ask Ss to read match the pictures with the paragraphs. 2. Get Ss to find the key words of each paragraph. Read and match. Read the key words chorally. 理清故事经过，反馈时解释依据，出示关键词，进行策略指导——找关键词。
Careful reading Paragraph1-2 1. Ask Ss to read and answer 5 questions. Then call back the answers from the whole class. 2. Guide Ss to summarize the usage of conjunction. 3. Let Ss discuss and later show Ss the Goldilocks principle. Careful reading Paragraph 3-5 Read and answer questions individually. Summarize the usage of conjunctions. Talk about how Goldilocks choose things to learn Goldilocks principle. 读第二遍，以回答问题的形式读1-2段，让学生提取细节信息，反馈答案时让学生给出线索句（包含连词），引导学生关注连词的语用功能。 渗透“金凤花原理。
1. Present the mind map on PPT. Ask Ss to read and fill in the blanks. Then check the answers. 2. Guide Ss to think about Goldilocks’ feelings and involve in deeper understanding Read and fill in the blanks. Some of the students read the sentences. Think about Goldilocks feelings. 第二遍读，通过思维导图形式读3-5段，让学生提取细节信息。引导学生通过语篇信息挖掘人物情感，进行深入理解。
Read aloud 1. Ask Ss to read the passage by themselves to get more familiar with the content. Listen and read. 跟读课文，规范语音，加深理解。 学生进一步熟悉课文内容。为复述课文做好铺垫。
Step 3 Post- reading （16min） Task 1. Summarize first and show the form on PPT and ask Ss to tell the story. Summarize first and then tell the story in groups of 4. 让学生回顾整合后的课文信息，以小组合作的形式复述课文。
Task 2. Ask Ss to talk about Goldilocks’ behavior and lead them to develop the concept of being polite and respecting others. Discuss and write. Share with the classmates. 引导学生开展小组活动，将本节课所学知识应用到实际运用，实现 知识迁移, 和思维品质的发展。
Task 3 Ask Ss to rewrite the last paragraph to make up a new ending for the story. Discuss in pairs and develop the concept of being polite. 读后环节，改写文章最后一段，促进思维品质的自主发展。
Step 4 Home- work (1min) Assign homework. Give a new ending to the story and illustrate. 复习、落实课堂内容。 发挥学生的想象力，根据已知的信息合理推断。
十、教学反思 本节课设计步骤清晰、明了，设置上步步递进，最终达成语言和内容的产出，即帮助Wyatt解决问题。 教学目标达成度高。学生在阅读的过程中不断思考、感悟，了解故事中隐含的文化知识、语篇知识。学生在阅读过程中不能关注“first, then, next, finally, because, so, either”等连词的使用，深入挖掘文本信息之后的人物情感，引导学生在获取文本信息的同时关注语言知识，挖掘人物情感，促进价值观的形成。 学生参与度高，从复习阶段的前文复述，到阅读阶段的活动，以及最终给Wyatt讲故事的后续并给出建议，学生积极参与。 最后学生作业改写故事结尾是一个很大的亮点。学生的思路非常开阔并且在短短几分钟之内已经有了很多有意思的想法，下次英语课上由学生唱主角，分享改写结尾。相信这样的英语写作课会是学生喜爱欢迎的。
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