《七年級英語下冊：Module9 Story time課件外研版》由會員分享，可在線閱讀，更多相關《七年級英語下冊：Module9 Story time課件外研版（54頁珍藏版）》請在裝配圖網(wǎng)上搜索。

1、7B-Modlue9 備課材料 一、教材分析一、教材分析本模塊題材為童話故事，主要是關于Goldilocks的故事，另外增加了精衛(wèi)填海的故事。內容和情節(jié)很容易引發(fā)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。教材分析 講故事須使用一般過去時，所以本模塊繼續(xù)以一般過去時作為語法學習重點。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 ，并能學會描述一個完整的故事或一件事情二、教學目標1. 知識目標:語音：規(guī)則動詞的一般過去式的發(fā)音詞匯： onc

2、e、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、once upon a time、go for a ride、pick up、look around、change into語法：規(guī)則動詞的一般過去式。功能：按時間順序描述事情。話題：以“童話故事”（fairy tales)為話題。教學目標2

3、. 能力目標：聽：能聽懂簡單故事中的主要人和事。說：運用一般過去時表述事件，講簡單的 故事。讀：能讀懂簡單的故事，明白主要的人物、事件以及情節(jié)。進行簡單的技能訓練。寫：運用一般過去時寫簡單的事情。 教學目標3. 情感目標：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。 三、學習策略、文化意識1. 學習策略：形成自主學習、有效交際、信息處理、英語思維能力。 認知：聯(lián)系，歸納，推測等技能。觀察并歸納規(guī)則動詞的一般過去式、提高自學能力。 調控：從同伴處得到反饋，對自己在敘述及作文中的錯誤進行修改。學習策略、文化意識交際 ：學習運用恰當詞語講解童話故事 。資源 ：通過其他資源獲取更多簡單英語的

4、 “童話故事” 自學策略 ：能夠嘗試閱讀一些簡寫的英文童話故事。能注意發(fā)現(xiàn)語言現(xiàn)象背后的規(guī)律、并能運用規(guī)律舉一反三。合作學習策略 ：互相學習，取長補短，注意從他人的演示中汲取經驗、注意學習策略共享。 學習策略、文化意識文化意識：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(fā)學習英語的興趣。 四、教學重點與難點重點：通過童話故事訓練學生的聽、說、讀、寫能力，掌握規(guī)則動詞的一般過去式。難點：掌握規(guī)則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、模塊任務（MODULE TASK）能夠運用規(guī)則動詞的一般過去式講述簡單的故事。 六、教材處理及教學

5、設計我們把本模塊劃分為4課時：Period 1: Vocabulary and Listening 、Pronunciation and SpeakingPeriod 2: Reading and Vocabulary Period 3: Writing、Around the world 、Module TaskPeriod 4: Language in use教學設計Period 1: Vocabulary and Listening 、Pronunciation and SpeakingUnit1 Once upon a timeSTEP1 WARMING UP & REVISION 1.

6、Guess : Where the teacher was last night? S1:-Were you at home last night? T:- No, I wasnt. S2:-Were you at school? T:- No, I wasnt. 設計理念:通過設置懸念，引發(fā)學生探究欲望、從而激起學習動機；同時又復習了前一模塊的知識重點2. ASK AND ANSWER IN GROUPS OF FOUR:LEARN WHERE YOUR FRIEND WAS LAST NIGHT. ASK ONE TO STAND UP. S1:-Were you at the cinem

7、a?S2:-No, I wasnt.S3:-Was he/she (S4) at the cinema?S4:-No, he/she wasnt.S1:-Were you at home?S2:-Yes, I was.設計理念：通過學生之間的活動，既復習舊課又了解朋友、增進友情。STEP2 PRESENTATIONLast night I was at the cinema, I saw a fairy film “The Snow White” (白雪公主）Snow White設計理念：以學生熟悉的童話故事人物the Snow White 為引子，很自然地導入新課DO YOU KNOW TH

8、EM?The Little MermaidThe Emperors New ClothesDO YOU KNOW THEM?The Little Girl Who Is Selling MatchesGoldilocks設計理念：展示一些童話人物，并以Goldilocks為結束，以引出新內容的學習活動。STEP3 LEARN SOME WORDSWe usually begin （開始）a story with “Once upon a time（從前）” golden 金黃色decide to do 決定去做某事go for a rideridebear 熊設計理念：無論多新的教法，單詞還得

9、實實在在得教、讀。STEP4 LISTEN AND CHECKActivity1The story is The Three Bears. ( )Goldilocks lived in the forest. ( )The story begins: Once upon a time ( )She decided to go for a ride in the forest.( ) FFTF設計理念：剛剛學好單詞，可以趁熱打鐵，訓練聽的能力，使學習活動更加有效。STEP5 LOOK AND LEARN1. Learn：little=very small2. Look at the pictur

10、es and answer the questions. 1)Who is Goldilocks ? 2) Where is she ?1) Goldilocks was a little girl with golden hair.2) She was in the forest.3. LEARN knockpickpushenterV.敲v.采摘v.推v.進入設計理念:根據(jù)圖片學習單詞有助于學生掌握。abcdefgh12345678設計理念: 初步感知一般過去時的讀音及鞏固剛才所學abcdefghpickedwas lostnoticedhurriedknockedpushedentere

11、dcounted設計理念:以剛獲得的知識進行鞏固并借此認識規(guī)則動詞的一般過去式，同時將第五部分處理好。Step7 Look and learn（Activity5）STEP8 LISTEN AND REPEAT （PRONUNCIATION）Activity7 knocked picked walked pushed liked finished stopped noticed answered entered hurried livedcounted decided 設計理念: 簡要理解一下規(guī)則動詞的一般過去時的構成STEP9 LISTEN AND ANSWERActivity41.List

12、en to the tape and answer: -What did she pick in the forest? -Where was Goldilocks?2. Read the dialogue in pairs，read it in pairs, ask them to read it more loudly. 3. Ask some students to act it out. 4. Explain: bowl碗 nobody無人 all全部的 hungry饑餓的設計理念:聽力的訓練離不開知識的積累，這一步驟力爭與前面更好的銜接。STEP10 SPEAKING1.Listen

13、 and repeat of activity82. Work in pairs, retell the story if possible.設計理念: 一方面先鞏固故事情節(jié)，一方面又可以鍛煉說英文故事的能力。考慮到內容較多，針對學習能力強的同學可以課堂內完成復述。HOMEWORK：1. Read and copy the new words. (All)2. Retell the story for your friend (Part)設計理念:課后單詞一定要讀，否則容易忘記。分層作業(yè)對不同的學生有不同的要求，體現(xiàn)以人為本的教育理念。UNIT2 GOLDILOCKS RUSHED OUT O

14、F THE HOUSE Period 2 Reading and VocabularySTEP1 WARMING UP & REVISION1. Can you read these? knocked picked walked pushed liked finished stopped noticed answered entered hurried lived counted decided 2. Can you retell the story of Goldilocks? 設計理念：復習環(huán)節(jié)要突出實效，一般剛開始上課學生注意力更集中，有利于對前面的知識及時有效的復習。STEP2 PRE

15、READ1.Guess:-Whose house was it? 2.Activity6 on page57, read and answer.3. Work in pairs. Say what happened next in Goldilocks and Three Bears.(Activity1)4. Learn some new words: trytried destroydestroyed crycried returnreturned pointpointed jumpjumped設計理念：閱讀故事前應該先進行熱身活動，有 利于對故事先有一個詞匯上的準備。STEP3 READ

16、 1. What can you see in the picture ?設計理念:借助對圖片的認識，對故事有一個大致的了解。2. Read the story and number the pictures in the correct order.設計理念:改變以往快速閱讀后回答一二個簡單的問題的形式，重新排列圖片使學生對故事有進一步的認識。24533.Read and check the true sentences.1) Goldilocks didnt like the smallest chair. ( )2) Goldilocks didnt like the smallest

17、bed. ( )3) Baby Bear didnt look in the bedroom. ( ) 4) Baby Bear didnt notice the little girl in his bed at first. ( )5) Goldilocks didnt notice the three Bears at first. ( )6) Goldilocks didnt like the three Bears. ( )設計理念: 精讀故事之后，對故事的細節(jié)需要有一定的認識，可以自己另外設計一些選擇題目。First, Goldilocks wanted to sit down b

18、ecause she was tiredThe two big chairs were uncomfortableShe didnt like them，so she tried the smallest chairIt was nice, but Goldilocks was very heavy and she destroyed it She was unhappy and tiredShe walked into the bedroomThere were three bedsShe didnt like the two big bedsThe smallest bed was ver

19、y comfortableVery soon she was asleep in it The three Bears returnedThey looked at the bowls and the chairsBaby Bear cried, “Theres nothing in my bowl and my chair is in pieces! He was very unhappy! Next, the Bears looked in their bedroomThey didnt notice Goldilocks at first Then Baby Bear pointed a

20、t the little girl in his bed，and cried,“Look! Theres the naughty girl!” Finally,Goldilocks opened her eyesThe three Bears were around her，so Goldilocks jumped out of bed and hurried out of the house without her basketShe didnt return to the forest again設計理念:學生關上書本，對故事進行聽和跟讀的活動，既能練習聽力又對故事進行了更深的了解。STE

21、P5 EXPRESSION1. unhappy-adj. 不高興2. asleep-adj. 睡著的3. point at-指著4. without-prep. 沒有設計理念: 將剩余的詞匯以解釋的形式學習，并適當舉例進行活動。STEP6 READ THE STORY AGAIN1.Read the story again and match the sentences with the pictures.(Activity3)2.Look at these sentences.-First, they looked at the bowls and the chairs.-Next the

22、Bears looked in their bedroom.-Then Baby Bear pointed at the little girl in his bed.-Finally, Goldilocks opened her eyes.設計理念: 這些句子實際是為以后的寫作打下鋪墊。HOMEWORK1.Use first, next, then, finally to write a short passage or retell the story. (part)2. Read the story loudly three times. (all)設計理念：讀完故事要求最好會說故事，考

23、慮到難度問題故此分層做。 Period3 Writing & Around the world & Module taskSTEP1 REVISION1.Use first, next, then, finally to retell the story.2. Revise the words and phrases in last period.設計理念:本節(jié)課時主要完成寫作任務，在寫作之前對上一課時的詞匯與短語進行復習是必要的，復述課文有利于寫作的開展。STEP2 NUMBER THE SENTENCES IN ACTIVITY6 1.Ask the students to number

24、the sentences individually and check their answer with a friend.2.Rewrite them using first, next, then and finally.3.Read these sentences loudly.設計理念： 把寫作可能出現(xiàn)的難處預先處理好，為寫作做好充分的準備。STEP3 WRITE1.If possible, give them an example.2.Ask the students to rewrite the story of Goldilocks and the Three Bears.3

25、.Check some examples from the class.4.Give them some summarize.設計理念：課堂效益的提高不是在口頭上或是花樣上，而應該是實用性較強的雙基上。寫作課一定要讓學生去實踐、去體驗、去交流。STEP4 AROUND THE WORLDLearn something about fairy tales.If they have questions about it, help them.設計理念：這一環(huán)節(jié)可以簡單處理，若沒有時間則不處理。我們是用教材去教而不是教教材。STEP5 MODULE TASKTelling a story:1.Act

26、ivity3 on P61. Ask the students to talk about what they can see.2.Let them put the sentences together. 3.Check their answers.設計理念：模塊任務體現(xiàn)在寫作課時中，能更好地幫助學生學習整個模塊。HOMEWORK1.Do the Self-assessment of the workbook. (all)2.Write a fairy tale that you knew. (part)設計理念：拓展學生學習資源，利用已有的經驗進行寫故事對學生是一種更好的激勵。自我評價也是各

27、類評價中的一種，也可以互相評價。PERIOD4Unit3 Language in useSTEP1 REVISIONehgcdfbacountedenteredhurriedknockedpickedpushednoticed was lost設計理念：重復前面的內容，以便于學生因熟悉而更好掌握。STEP2 SUMMARY規(guī)則動詞過去式的構成： 一般動詞加-ed。如：looked, stayed 以e結尾的動詞只加-d。如：hoped, lived 末尾只有一個輔音字母結尾的重讀閉音節(jié)的動詞，應先雙寫這個輔音字母，再加-ed.如：stopstopped, plan(計劃) planned 結尾

28、是“輔音字母+y”的動詞，先將y改為i,再加-ed. 如：studystudied, carrycarried ed(或-d)的讀音： 在清輔音結尾的詞后讀t.如：workworked kt, helphelpedpt; 在濁輔音和元音后讀d。如：callcalledld, playplayedpleid; 在t和d音后面發(fā)id。如：wantwantedtid，needneededdid.設計理念：語法的歸納，雖然老套， 但必不可少。STEP3 PRACTICEActivity2 Complete the sentences with the correct form of the words

29、 in the box answer enter hurry jump like notice point return rush Goldilocks rushed out of the house Goldilocks didnt live (not) in the forestBaby Bear _ to the girl in his bedShe _ the houseGoldilocks _ out of bedShe _ to the little houseThe three Bears _ (not) the door because they were out in the

30、 forestGoldilocks _ (not) the food in the biggest bowlThe three Bears _ (not) Goldilocks in bed at first.Goldilocks _(not) to that part of the forest againpointedenteredjumpedhurrieddidnt answerdidnt likedidnt noticedidnt return設計理念：運用過去式的基本形式，通過練習，幫助學生查漏補缺。STEP4 PRACTISEActivity1:Do it individually

31、.The answers:1.didnt live 2. picked 3. noticed 4.knocked 5. entered 6. counted 7. picked 8. didnt like9. finished 10. tried 11. destroyed 12. looked 13. returned 14. didnt notice 15. cried 16. pointed 17. cried 18. jumped 19. hurried 20. didnt look 21. returned設計理念：繼續(xù)運用過去式，對課本進行更深入的研究學習。STEP5 WORK I

32、N PAIRSLook at the picture and make sentences using the words given設計理念：重回模塊任務，以實例驗證學生掌握的情況。STEP5 MAKE A STORYPut the sentences together to make a story. Use words like and, so, but, because, first, next, then and finally.設計理念：根據(jù)學生掌握的情況，決定這一環(huán)節(jié)是否需要。HOMEWORK1.Finish the workbook. (all)2.Recite all the

33、 words and expressions. (all)3.Write your own fairy tale. (part)設計理念：背誦單詞與詞組是不可少的，而自己編寫一個童話故事，則有利于激發(fā)學生的學習興趣。整體設計理念 新課程的理念要求我們以人為本進行素質教育，如果我們的學生本身英語基礎一般，那我們應該有一個站得高看得遠的終身學習的理念。NSE教材我們已經使用了一個學期，這時期內，我們因接觸新事物而欣喜過，也因教材起點高、難度大而困惑過，但我們有比以前更加豐富多彩的教學探究，這對我們來說，也是一種更具挑戰(zhàn)的學習和提高。相信通過我們教師自身的努力，我們的課改會真正落實在課堂教學的實踐中。