Module 7 A famous story Unit 1 Alice was sitting with her sister by the river表格式教案

教学设计
课 题 Module7 unit1 Alice was sitting with her sister by the river
学 科 英语 教学对象 八年级学生
设计者
所在乡镇及学校
一、教材内容分析
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服务。本节课是本模块的第一节课，也是学生第一次接触过去进行时、是一节讲练课。在授课中，以故事为线索，以过去进行时为语言学习目标，激发学生对故事内容的理解，从而由浅入深的学习过去进行时态的作用、谓语结构、句型结构及相关的时间状语和标志词。达到在语言交流中理解并且会使用过去进行时的目的。教学中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。
二、学习者特征分析
本节课所面对的是八年级的学生，他们积极、好动。对英语的学习有一定的策略。尤其是在学习了第一模块How to learn English 之后。他们对英语学习又有了进一步的认识。我认为我们应做好下列几点：1、增加了教学的难度，如何让学生掌握词汇，适应教材的要求，是我们长期研究探索的课题。2、注重培养学生自学的能力是词汇教学的关键，在教单词时，要求教师自己示范到位，发音清晰，讲解发音要点。同时培养学生认真听，专心看，积极模仿的好习惯。听清后再跟说。确定学生大都听清，模仿正确后，再出示单词卡片，以免分散学生的注意力。对直观的单词配以图片、体态语帮助学生理解。顺利完成音——形——义的逐步过度。这样既便于学生理解，印象也深刻。3、在教学中注重 “以旧带新”或叫“相互迁移”。教英语的最好的方法就是能引起学生学习英语兴趣的那种方法。我们在教学中不能让学生死记硬背，而应尝试运用多种形式巧记。学习的目的是为了运用，并能正确运用到笔头表达之中。在英语教学中创设一定的语言情景，使学生宛如置于一种真实的语言环境中，就能使学生自然而然使用所学习词汇来表达他们的思想感情，从而达到学以至用的目的。
三、教学设计理念及依据
本节课以"英语课程表标准"的一些核心理念为依据,建构和谐的教学环境,关注学生情感,提高人文素养。采用以学生为主题,以主体任务为切入口以完成任务为中心的"任务型教学法"教育形式，根据教学内容,设计由易到难的教学任务。在教学过程中，布置学生课前预习、搜集相关信息,根据题材和体裁布置预习任务,然后进行课文的预习教学。让学生充分发挥自主性和创造性,把各种生活情景引入课堂,让课堂成为生活的一部分,在课堂教学情景中去感悟、去体验并从中获取知识去指导现实的生活,在具体的生活实践中再去感悟、升华学识,从而让课堂教学更生动、更有效、更具生活化。
四、教学目标（知识，技能，情感态度、价值观）
1、能够正确使用下列单词和词组： fall, fall down, follow, hole, ground, by the river, have a tea party 2、能够正确使用过去进行时。
3、能够听懂包含过去进行时的童话故事，掌握故事的大意，理解主要的人和事。
4、能够询问或描述有关过去正在发生的事情和动作。
5、能够与故事中的人物共情，在欣赏故事的同时培养知识的迁移能力。
五、教学重点、难点
1、能够听懂包含过去进行时的童话故事，掌握故事的大意，理解主要的人和事。（重点）
2、能够询问或描述有关过去正在发生的事情和动作。（难点）
六、教学环境及资源准备课堂整体运用任务型教学模式，培养学生独立自主的学习能力。本课指导学生通过听说获取信息，培养学生的听说技能。在教学过程中，采用多媒体手段辅助教学，利用各种图片和习题任务贯穿整个教学过程。因此，本节课需准备：PPT课件、挂图、课堂练习表格。
教 学 过 程（具体教学环节） 设 计 意 图
Step I Lead-in
1、Show some pictures of fairy tales, introduce the story briefly, and explain some new words.
T: Do you like to read fairy stories? (Explain 揻airy story.) A fairy tale is a story written for, or told to, children. The story often includes elements of magic.
S: Yes, I like reading fairy stories
T: Good! Now look at the following pictures? Can you tell me the name of the stories?/
2、T: Do you know the name of the story?
S: Alice’s Adventure in Wonderland
T: Good. It’s a famous English story. Today we’ll start with this fairy tale.
Step II Listening
vocabulary
Introduce the new words of this unit. And list them on the board.
Read after the teacher.
Practise reading the words.
Ask the students to look at the pictures about the story. Elicit what they can see. If there are any new words, add them to the list on the board.
Make some sentences using the new words from the whole class.
Listening
1、Ask the students to read the words in activity 1.
Play the tape and number the words in the order. Call back the answers from the whole class.
2、Ask the students to look at the three pictures, and then discuss the pictures with a partner.
Play the tape and ask students to number the pictures in the order. Call back the answers from the whole class.
Step III Reading and grammar
1、Ask students to read the conversation individually and find out the sentences with the form of “v-ing”.
Write the sentences on the board:
I’m reading.
Alice was sitting with….
Why was it running?
And where was it going?
It was sitting in a tree and smiling at everyone.
He was sitting with the Mad Hatter and a mouse.
She was playing a strange game!
2、Point out the structure:
T: “Was/were doing” is used to describe past on-goings. Now read aloud the following sentences.
Show the following.
I didn’t hear the phone. My father was watching TV then.
I was reading a book at that time.
3、work in pairs
Look at the pictures ,ask and answer in pairs
Listening
Ask students to listen to the recording of the conversation and complete the sentences using the words in the box to help.
Check the answers. Call their names from the whole class in order.
Ask the students read the conversation again and do activity 4. then, check the answers from the whole class.
Step IV Explain the important and difficult points
1. fall down 掉下、掉落
2. tea party 茶会—have a tea party
3.arrive at 与arrive in 的区别。
Step V Pronunciation and speaking
First ask students to read through the sentences in activity 5. Play the tape and have them follow. Then play the tape again, pausing to let the students repeat chorally and individually.
After this, ask them to do activity 6, write notes on a piece of paper and then have conversations with their partners, ask and say what they were doing at these times.
Sample answers:
S: What were you doing at 5 am yesterday?
S: I was getting up..
…
Step VI Homework
Ask students to:
1. Read the conversation in activity 3 repeatedly.
2. Try to find some information about the writer of the story.
通过展示一些著名的国内童话故事图片，激起学生的学习热情和兴趣，为本模块单元的学习打下铺垫
展示《爱丽丝漫游奇境记》的vedio让学生了解有关这个童话故事的人物，为本单元的学习做好准备。
板书新单词在黑板上，注意单词与音标的结合教学
用所学的新单词造句，学练结合，学以致用。
听力练习，练习学生对新单词的掌握和理解，达到提高听力的目的。
让学生找出对话中的过去进行时的句子，板书在黑板上并加以大声朗读，注意这些句子的语感和结构。让学生注意这一个时态谓语构成的特点并对比现在进行时的异同。激发学生参与课堂的积极性。在发现的过程中获得学习上的成就感。
讲解过去进行时的用法、谓语结构特点、句型变化及时间状语和标志词
学以致用。练习过去进行时，达到及时巩固的作用。
熟悉课文句型，加强语感
板书设计： Fall /f?:l/ follow /f ?ll ??/
Hole/h ??l/ Rabbit /r?e b ? t/?
ground /gra?nd/
Alice was sitting with….
Why was it running?
And where was it going?
It was sitting in a tree and smiling at everyone.
He was sitting with the Mad Hatter and a mouse.
She was playing a strange game!


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