Module 9 Story time教學設計

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　　一、模塊分析：

　　本模塊題材為童話故事, 各單元內容由一個童話故事貫穿,內容和情節都很符合這一年齡段學生的興趣,語言簡單易懂, 描寫細致生動, 非常有利于開展聽、說、讀、寫方面的語言實踐活動，讓學生在使用語言的過程中學習語言,促使學生更有意識地自覺學習英語。語法重點是動詞的一般過去時句子的用法, 并能學會描述一個完整的故事或一件事情。通過操練,使學生在掌握語言結構的同時,既學習語言知識,感悟語言功能,又能欣賞到美麗的童話故事。本模塊的　 learning　to　learn欄目介紹了如何引入故事,通過學習可以加深對故事的理解。在閱讀故事的過程中,學會應用一般過去時,鼓勵學生多讀些簡寫的英文童話故事。中教師應隨時隨地以童話故事的情節吸引學生，靈活利用各種素材組織過程和內容。充分調動學生的積極性。

　　本模塊的詞匯短語比較重要，其中一些是考試的熱點重點詞匯，在教學中應該讓學生反復識記、比較、訓練，A層的學生最好適當進行造句練習。由于本模塊的話題貼近學生生活，而且牽涉到用一些規則動詞的過去式敘述簡單的事情等寫作，是考試中作文題的一大熱點，因此本模塊應該側重于讓學生熟讀課文，BC層的學生可借簽課文的語句進行模仿寫作，A層的學生應學會運用規則動詞的過去式敘述簡單的事情。

　　本模塊的語法內容是規則動詞的過去式，是中考一大熱點難點，但符合漢語習慣，理解起來應不難，關鍵在訓練中注意細節，如：不同的規則動詞在形式上的不同變化規則。A層次可適當補充些不規則動詞的過去式變形。

　　二、教學目標：

　　1、能聽懂簡單故事中的主要人物和事件.

　　2、能運用規則動詞的一般過去式敘述過去的事情

　　3、能讀懂簡單的故事,明白其中的主要人物,事件以及情節的先后順序。進行簡單的閱讀技能訓練。

　　4、學習運用恰當詞語講解童話故事。

　　5、試比較中國童話與外國童話的異同,通過外國童話了解世界不同地方的風俗習慣,從而拓展視野,激發學習英語的興趣。

　　6、能夠嘗試閱讀一些簡寫的英文童話故事。能注意發現語言現象背后的規律,并能運用規律舉一反三。

　　7、通過閱讀童話故事提高對英語的學習興趣,感受學習的樂趣，提高對英語的學習興趣。參加各種英語活動，克服困難，在新環境中進一步樹立準確的語言學習觀。

　　三、教學重點：

　　1、本模塊的重點詞匯和短語，理解并熟讀本模塊的對話和課文。

　　2、通過童話故事訓練學生的聽、說、讀、寫能力，掌握規則動詞的一般過去式。

　　3、通過本模塊的學習，提高學生聽說讀寫各項技能。

　　四、教學難點：

　　1、正確理解并熟練使用本模塊的詞匯短語。

　　2、掌握動詞的一般過去式的形式和逐步形成正確使用一般過去時的意識。

　　五、教學課時安排：

　　本模塊大致用一周的時間完成。新課用5個課時結束(不含習題課和測試)，其中Unit 1用兩個課時，Unit 2用兩個課時，Unit 3用一個課時。其他的課時用于講、練和測試及分析試題。

　　Unit 1 Once upon a time

　　I. Teaching Aims

　　1. Knowledge Objects:

　　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(重點)

　　2. Ability Objects:

　　To understand the story of Goldilocks told through the pictures and in the conversation. (難點)

　　To tell the story briefly

　　3. Moral Object:

　　To help students know the fairy story and make them interest in English.

　　II. Teaching important points

　　1. To enable the students to master the past simple regular verbs..

　　2. To memorize the new words and phrases in the unit.

　　3. To understand the story of Goldilocks told through the pictures and in the conversation..

　　III. Teaching difficult points

　　1.To use the past simple regular verbs to describe what happened in the past.

　　2.To master the new words and new structures.

　　IV. Teaching procedures：

　　The First Period

　　Step 1: Warm up

　　1.Tell a story called A Little Red Hat in English.

　　2.Duty report my past life.

　　Step 2: Lead in

　　1.Preparation:

　　Teacher: (Facing the class) Do you enjoy listening to a story?

　　Ss: Yes, we do.

　　Teacher: Well, could you tell me how you begin with a story? You can say it in Chinese.

　　Ss: 從前or很久很久以前。

　　Then introduce the topicUnit 1. Once upon a timeand write it on the blackboard.

　　Get students to read after the teacher.

　　(關于小紅帽的故事，對于A層學生可鼓勵他們自己說，老師給予幫助;對于B、C層的學生可鼓勵他們在老師的英文講述中聽懂。)

　　2.Introduce the past tense of a verb:

　　Show the words waswere from the story and then lead the usage of the past tense of verbs.

　　Show the following sentences to students :

　　I walk to school every day. I walked to school yesterday.

　　(walked is the past tense of the verb walk.)

　　She picked flowers in the garden every day.She picked flowers in the garden last week.

　　(picked is also the past tense of the verb pick.)

　　Get the class to read the four sentences and four words after teacher, and then encourage them to figure out how to get the past tense of a verb.------by adding ?ed to the end of the regular verb.

　　Exercise: look _______ push______ finish______ enter______ answer______

　　listen_______ count______ decide______ hurry______ knock______

　　3. Get students to read aloud the base and past tense forms of the verb after the teacher until they can pronounce them correctly.

　　4.Deal with new words, at the same time, have students sum up the rules of forming the past tense of a regular verb.

　　Step 3: Before listening ---Listen and number the pictures in the correct order

　　Have students look at the pictures carefully and try to understand what the pictures describe.

　　Play the recording for the students to listen and number the pictures.

　　Check the answers with their partners, and then check in a whole class setting.

　　Step 4: While listening

　　Have students read aloud the words in the box in Activity 6 and ensure them to understand them and what they are asked to do.

　　1.What did she pick in the forest?

　　2.Where in the house did she look into?

　　3.Where was the food?

　　4.Why did she pick up the bowl?

　　5.Which bowl did she like?

　　Play the tape for students to listen and answer the answers.

　　Check the answers in a whole class setting.

　　Step 5: After listening---Group works

　　Get students to look at the pictures, and use the following words to describe them:

　　be lost count enter hurry knock notice pick push

　　Ask some groups to describe the pictures using their own language.

　　Step 6: Reading

　　Have the whole class read the passage after the tape until they can read correctly and fluently.

　　Step 7: Homework

　　Try to talk about the fairy story about Goldilocks and pay attention to the past simple regular verbs.

　　教學反思：

　　The Second Period

　　Step 1: Revision

　　Step 2: Reading

　　Get the whole students to read the dialogue and ask some pairs to act it out.

　　Step 3: Key points

　　1. pick Goldilocks picked some beautiful flowers.

　　1) pick (v) 采;摘 pick apples

　　2) pick sth. up 撿拾;搭載;攜帶 e.g. The train stopped to pick up the passenger.

　　2. be lost Soon she was lost in the forest.

　　be/get lost = be missing 丟失;迷路 e.g. My key was lost

　　3. notice She noticed a little house in the forest.

　　notice sb do / doing sth e.g. He noticed a man standing there.

　　(see / hear / watch sb do / doing sth)

　　notice + n. / pron. / clause e.g. He noticed a man was standing there.

　　4. hurry = rush She hurried to the house.

　　hurry to = go / come to in a hurry e.g. She went to the house in a hurry.

　　5. knock She knocked on the door.

　　knock at / on e.g. He knocks on the desk when he was angry.

　　6. push She pushed the door open.

　　push sth (+ adj.) e.g. You cant push the door. Please pull it.

　　7. enter She entered the house and look around.

　　enter = walk into / go into / come into

　　8. count She counted three bowls on the table.

　　count from one to a hundred

　　9. She hurried to the house to ask where she was.

　　where she was作為ask的的賓語從句，疑問詞后用陳述語序。

　　10. Nobody answered. 反義疑問問形式 Nobody answered, did they?

　　11. maybe = perhaps (adv.) 也許，大概 (表猜測，常放在句首或句末作狀語)

　　may be 也許(情態動詞+動詞原形，表猜測，放在主語之后作謂語)

　　e.g. Maybe you are right. = You may be right.

　　12. She finished all the food in it. 她把碗里的飯都吃光了。

　　all(兩個以上)都 Cp: both(兩個)都 (兩個在句中的位置一樣)

　　e.g. All the students are listening to the teacher. (adj.)

　　All of the students are listening to the teacher. (pron.)

　　The students are all listening to the teacher. (adv.)

　　Not all the students are listening to the teacher. (部分否定) n.

　　設計意圖：通過對課文重點的講解和分析，使學生更好的了解對話，掌握重點。

　　Step 4: Presentation

　　【問題1】同學們我們已經掌握了be動詞的過去式，那么其他動詞的過去式是怎樣變化的呢?請同學們仔細觀察然后說一說出規則動詞的過去式是怎樣變化的?看誰說的最準確!

　　1. walk? walked look? looked watch? watched 一般在詞尾+___________

　　2. decide? decided die? died notice? noticed 以字母e結尾的+ ______________

　　3. hurry? hurried carry? carried marry? married 以輔音字母加y結尾的____________

　　4.stop?stopped step? stepped 以元音字母加一輔音字母結尾的重度閉音節_____________

　　【即時即練】

　　同學們你能根據總結出來的變化規則，完成下列7個小題嗎?看誰全能填對!

　　1. I __________ (walk) to school yesterday.

　　2. He ___________ (live) in Beijing last year.

　　3. They ____________ (pick) many apples yesterday.

　　4. His father____________ (hurry) to office to have a meeting.

　　5. The workers ________________ (stop) working last week.

　　6. Jim ___________ (look) around just now.

　　7. Goldilocks ______________ (enter) the small house last night.

　　(針對A層學生，老師可在此環節將一般現在時的一般疑問句轉化過渡講解到一般過去時的一般疑問句轉化。針對B/C層的學生，可在習題課里重點講解練習。)

　　Step 5: Consolidation---To retell the story: fill in the blank

　　Once upon a time, there was a little girl called Goldilocks. She lived near a big forest. One day, she decided to go for a walk in the forest. She was lost when she picked flowers in the forest. She noticed a little house, but there was no one in it. She looked into a small room. On the table she counted three bowls with rice in them. She was very hungry, so she finished all the food in the smallest bowl because it is not cold or hot.

　　Answers: was / lived / picked / decided / walk /was / noticed / counted / smallest / with / no one

　　was / into / finished / or

　　Step 6: Home work

　　1.Make three sentences for each word: finished . noticed . counted . lived . picked . decided

　　2.Rewrite the story using your own language. (針對B/C層學生，老師可以提供一些信息詞幫助學生用自己的語言來復述文章;A層學生可不需要提供信息詞。)

　　3.Do Exercise of Unit 1 in《基礎訓練》。

　　教學反思：

　　The Third Period

　　Step 1: Lead-in

　　1. Students retell the story in Unit 1

　　2. Students discuss the end of the story in groups of four.

　　設計意圖：通過課前練習復習U1所學的內容，幫助學生呈現所學重點知識點。