Module 8 Unit 1 Once upon a time教案

MODULE 8 Unit 1
1、 题材内容
本模块题材为童话故事, 各单元内容由一个童话故事贯穿,内容和情节都很符合这一年龄段学生的兴趣,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，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习英语。语法重点是动词的一般过去时句子的用法, 并能学会描述一个完整的故事或一件事情。通过操练,使学生在掌握语言结构的同时,既学习语言知识,感悟语言功能,又能欣赏到美丽的童话故事。本模块的　learning　to　learn栏目介绍了如何引入故事,通过学习可以加深对故事的理解。在阅读故事的过程中,学会应用一般过去时,鼓励学生多读些简写的英文童话故事。教学中教师应随时随地以童话故事的情节吸引学生，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
1） 语言知识：
语音 规则动词的一般过去时的发音
词汇 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, emperor
词组 once upon a time, go for a ride, pick up, look forward, change into
语法 规则动词的一般过去式。
功能 按时间顺序描述事情。
话题 以“童话故事”为话题。
2） 语言技能：
听 能听懂简单故事中的主要人物和事件.
说 能运用规则动词的一般过去式表述过去的事情
读 能读懂简单的故事,明白其中的主要人物,事件以及情节的先后顺序。进行简单的阅读技能训练。
写 能用规则动词的一般过去式叙述简单的事情。
演示与表达 能向同学们讲简单的故事或事情。
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。观察并归纳规则动词的一般过去式,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 学习运用恰当词语讲解童话故事。
资源 通过其他资源获取更多简单英语的“童话故事”。
自学策略 能够尝试阅读一些简写的英文童话故事。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 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.
4)文化意识：
中外对比 试比较中国童话与外国童话的异同,通过外国童话了解世界不同地方的风俗习惯,从而拓展视野,激发学习英语的兴趣。
5)情感态度:
通过阅读童话故事提高对英语的学习兴趣,感受学习的乐趣，提高对英语的学习兴趣。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:能够运用规则动词的一般过去式讲述简单的故事。
教学重点和难点
重点：1．通过童话故事训练学生的听、说、读、写能力，掌握规则动词的一般过去式。
难点： 掌握动词的一般过去式的形式和逐步形成正确使用一般过去时的意识。
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，强调兴趣第一的原则,初步设计“P—T—P”自主学习立体模式：pre-task…task-cycle…post-task。
1、 教材处理
核心任务：能够运用所学句型结构讲述简单的故事。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，强化讲述童话故事的表达能力，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
1、 教材安排
根据学生学习英语的特点和规律，我们把本模块划分为4课时：
Period 1: Vocabulary and Listening &Pronunciation and Speaking
Period 2: Reading and Vocabulary
Period 3: Writing& Around the world &Module Task
Period 4: Language in use
注：教学时应根据学生的学、生活实际水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。
『教学设计』
Title: Module 8Story time
Unit 1
Period 1: Listening and Vocabulary &Pronunciation and Speaking
Teaching ( http: / / zk. / " \o "全品中考网 ) Content: Listening and Vocabulary and Pronunciation and Speaking
Teaching ( http: / / zk. / " \o "全品中考网 ) Aims and Demands:
1. Language Knowledge
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 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 exercises.
Teaching ( http: / / zk. / " \o "全品中考网 ) Aids: Multi-Media (Tape recorder, video, OHP, handout)
Teaching ( http: / / zk. / " \o "全品中考网 ) 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).Make 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 wasn’t.
…
Ask students to speak out as many as they can.
Part II: Lead in:
Task 1: 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 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 sentences 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, it was
you, we , you, they were
I walked to school yesterday.
I got up at 7o’clock 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 the birds.
And so on.
Have the Ss. make some other sentences. (e.g. studied late last night/ finished my homework at 7 o’clock 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. 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
Part III: Listening
1. Task: Listen and then check the true sentences in activity 1 and answer the questions in Activity 2on page 56.
Directions:
Step one: Read through the sentences and make sure the Ss understand them all.
Step two: Play the recording and have them listen to the recording and focus on the sentences first time through.
Step three: Play the recording again and have them check the true sentences, then check with a partner.
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.
Step six: Answer the questions in complete sentences from the class in Activity 2 .
2.Task: To understand conversations .
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 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 5 and then check their answer with a partner
Step 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 partner
Step two: Play the recording again .Have 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 repeat 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 the Ss to listen and practise the words and sentences in activity 7 and 8.
Step four: Explain that the regular past simple is pronounced in 3 different ways,depending upon the consonant sound at the end of the base verb: it can be pronounced / t/, /d/ and /id/.
Step five: Draw a table on the board like this:
/t/ /d/ /id/
knocked picked walked pushed liked finished stopped noticed answered entered hurried lived counted decided
Let the Ss to practice the different pronunciations.
Part V: speaking
Task: tell the story
Directions:
Step one: Ask the Ss to close their books. Run through the story with the class, eliciting different parts of it from different Ss.
Step two: Ask the Ss to retell it to each other, taking it in turns.
Step three: Circulate and monitor production, paying special attention to the use of the past simple tense.
Part VI: A test
Ask the Ss to retell the story.
Part VI: Homework:
Recite the short story as fluently as possible.