Moduleampnbsp9ampnbspStoryampnbsptime教学设计

　　module 9 story time
　　一、模块分析：
　　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。
　　本模块的词汇短语比较重要，其中一些是考试的热点重点词汇，在教学中应该让学生反复识记、比较、训练，a层的学生最好适当进行造句练习。由于本模块的话题贴近学生生活，而且牵涉到用一些规则动词的过去式叙述简单的事情等写作，是考试中作文题的一大热点，因此本模块应该侧重于让学生熟读课文，bc层的学生可借签课文的语句进行模仿写作，a层的学生应学会运用规则动词的过去式叙述简单的事情。
　　本模块的语法内容是规则动词的过去式，是中考一大热点难点，但符合汉语习惯，理解起来应不难，关键在训练中注意细节，如：不同的规则动词在形式上的不同变化规则。a层次可适当补充些不规则动词的过去式变形。
　　二、教学目标：
　　1、能听懂简单故事中的主要人物和事件.
　　2、能运用规则动词的一般过去式叙述过去的事情
　　3、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。
　　4、学习运用恰当词语讲解童话故事。
　　5、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。
　　6、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。
　　7、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。
　　三、教学重点：
　　1、本模块的重点词汇和短语，理解并熟读本模块的对话和课文。
　　2、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。
　　3、通过本模块的学习，提高学生听说读写各项技能。
　　四、教学难点：
　　1、正确理解并熟练使用本模块的词汇短语。
　　2、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。
　　五、教学课时安排：
　　本模块大致用一周的时间完成。新课用5个课时结束（不含习题课和测试），其中unit 1用两个课时，unit 2用两个课时，unit 3用一个课时。其他的课时用于讲、练和测试及分析试题。
　　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(重点)
　　2. ability objects:
　　to understand the story of goldilocks told through the pictures and in the conversation. (难点)
　　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: 从前or很久很久以前。
　　then introduce the topic＂unit 1. once upon a time＂and write it on the blackboard.
　　get students to read after the teacher.
　　(关于小红帽的故事，对于a层学生可鼓励他们自己说，老师给予帮助；对于b、c层的学生可鼓励他们在老师的英文讲述中听懂。)
　　2.introduce the past tense of a verb:
　　show the words ＂was&were＂ 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.
　　教学反思：
　　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 捡拾；搭载；携带 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 丢失；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 can’t 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作为ask的的宾语从句，疑问词后用陈述语序。
　　10. nobody answered. 反义疑问问形式 nobody answered, did they?
　　11. maybe = perhaps (adv.) 也许，大概 （表猜测，常放在句首或句末作状语）
　　may be 也许（情态动词+动词原形，表猜测，放在主语之后作谓语）
　　e.g. maybe you are right. = you may be right.
　　12. she finished all the food in it. 她把碗里的饭都吃光了。
　　all（两个以上）都 cp: both（两个）都 (两个在句中的位置一样)
　　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.
　　设计意图：通过对课文重点的讲解和分析，使学生更好的了解对话，掌握重点。
　　step 4: presentation
　　【问题1】同学们我们已经掌握了be动词的过去式，那么其他动词的过去式是怎样变化的呢？请同学们仔细观察然后说一说出规则动词的过去式是怎样变化的？看谁说的最准确！
　　1. walk walked look looked watch watched 一般在词尾+___________
　　2. decide decided die died notice noticed 以字母e结尾的+ ______________
　　3. hurry hurried carry carried marry married 以辅音字母加y结尾的____________
　　4.stopstopped step stepped 以元音字母加一辅音字母结尾的重度闭音节_____________
　　【即时即练】
　　同学们你能根据总结出来的变化规则，完成下列7个小题吗？看谁全能填对！
　　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.
　　（针对a层学生，老师可在此环节将一般现在时的一般疑问句转化过渡讲解到一般过去时的一般疑问句转化。针对b/c层的学生，可在习题课里重点讲解练习。）
　　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. （针对b/c层学生，老师可以提供一些信息词帮助学生用自己的语言来复述文章；a层学生可不需要提供信息词。）
　　3.do exercise of unit 1 in《基础训练》。
　　教学反思：
　　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.
　　设计意图：通过课前练习复习u1所学的内容，帮助学生呈现所学重点知识点。
　　对篇章的理解。
　　step 2 new words study
　　to pronounce some new words and expressions of unit 2
　　1.students read the words after the tape.
　　2.students practice pronouncing the words by themselves.
　　3.help some students correct the pronunciations of some words.
　　4.match the words with the meanings:
　　1) something you carry things in basketball
　　2) something you eat food out of bowl
　　3) something you sit on chair
　　4) something you pick in the garden flower
　　5) something where there are lots of trees forest
　　6) something you see with eye
　　7) something you eat food
　　8) something you go to sleep in bed
　　设计意图：通过新单词和词组的学习，帮助学生呈现本节课课文重点知识点。
　　step 3: activity1 www.
　　1.students look at the pictures and discuss what happened next in goldilocks and the three bears.
　　2.students match the sentences with the pictures. (activity3)
　　picture a: the three bears returned to their house.
　　picture b: baby bear pointed at goldilocks – she was asleep in baby bear’s bed.
　　picture c: goldilocks opened her eyes, jumped out of the bed and hurried out of the house.
　　picture d: goldilocks destroyed the smallest chair.
　　picture e: baby bear cried because there was nothing in his bowl.
　　设计意图：通过活动一训练，提高学生的听力的同时，使学生初步了解课文内容。（针对b层学生中的基础较好的学生，可鼓励其将书本关上，边听边完成，基础弱的学生，可以边听边阅读在完成习题；a层学生可鼓励其将此环节做听力练习完成；c层学生可做阅读题边听边完成。）
　　step 4: pre-reading
　　students put the pictures in correct order, and then check the answers by reading the story.
　　(2) picture a: the three bears returned to their house.
　　(4) picture b: baby bear pointed at goldilocks – she was asleep in baby bear’s bed.
　　(5) picture c: goldilocks opened her eyes, jumped out of the bed and hurried out of the house.
　　(1) picture d: goldilocks destroyed the smallest chair.
　　(3) picture e: baby bear cried because there was nothing in his bowl.
　　设计意图：通过top-down式的阅读，让学生对全文有一总体印象，并注意培养学生在阅读过程中掌握浏览、跳读等阅读技巧。
　　step 5: reading for specific information
　　check the true sentence.
　　1.goldilocks didn’t like the smallest chair. ( )
　　2.goldilocks didn’t like the smallest bed. ( )
　　3.baby bear didn’t look in the bedroom. ( )
　　4.baby bear didn’t notice the little girl in his bed at first. ( )
　　5.baby bear didn’t notice the little girl in his bed at first. ( )
　　6.goldilocks didn’t like the three bears.
　　设计意图：第二次阅读篇章，旨在使学生掌握篇章是的细节信息，并通过判断题来检查学生。
　　step 6: reading
　　play the tape for students to listen and read after it.
　　put the whole class into groups of five to practice the passage.
　　step 7: homework
　　practice the passage until you read fluently and correctly.
　　do exercise 1.2&3 in workbook.
　　教学反思：
　　the fourth period
　　step 1: revision
　　revise the words we learnt yesterday.
　　show five pictures about the goldilocks on the blackboard and encourage students to describe them by using their own language.
　　step 2: reading
　　play the tape for students to listen and read after it.
　　put the whole class into groups of five to practice it, and then underline the difficult words.
　　step 3：language points
　　1.tried & tired
　　1)try to do sth 尽力做某事
　　e.g. let’s try to find some information about the city of qingdao.
　　2)try doing sth 试着做某事
　　e.g. the naughty boy tried climbing up the tall tree.
　　3)try + n. 尝试某事物
　　4)try one’s best 尽力某人最大能力
　　5)have a try 试一试
　　2.destroy e.g. now many people are destroying the forest.
　　3.1) sleep (v./n.)
　　2) sleeping (adj.) 睡着的（在句中当定语）
　　3) asleep (adj.) 睡着的（在句中当表语） be / fall asleep
　　e.g. don’t wake her up. she is fast asleep.
　　4) sleepy (adj.) 困倦的，想睡觉的
　　4.return
　　1)return (to…) = go / come back (to…)
　　e.g. he returned to paris from london. = he came back from london to paris.
　　2)return sth. (to…) = bring / give / put / send sth back (to …)
　　return sb sth
　　5.be in pieces 成为碎片，坏了
　　6.point at / to …
　　e.g. the little girl is pointing to the east. she is pointing at the beautiful sun.
　　7.there’s the naughty girl! = the naughty girl is there. 倒装句（here也可）
　　e.g. here is coming a bus! = a bus is coming here.
　　8.without (prep.) with (opposite)
　　e.g. fish can’t live without water. he left without telling us.
　　设计意图：通过对文章重点知识点的讲解，以达到学生能更好的了解文章，以便更好的进行语言输出。
　　step 4: writing.
　　1. fill in the blank without looking at the story
　　first, goldilocks was a little tired, and she wanted to sit on the smallest chair because the two big ones were uncomfortable. she destroyed it because she was too heavy. then she walked into the bedroom and was asleep in the smallest bed. when the bears returned, they were unhappy with the empty bowl and the broken chair. next, the baby bear pointed at the girl in his bed, and cried, ＂look! there’s the naughty girl!＂ finally, goldilocks opened her eyes, jumped out of bed and hurried out of the house without her basket. she didn’t return to the forest again.
　　2. order the sentences and then use four words (first, then, nest, finally) for the sentences.
　　1) first, she looked around her. then, she noticed a little house. next, she knocked on the door. finally, she entered the house.
　　2) first, she looked into a small room. then, she picked up the biggest bowl. next, she picked up the big bowl. finally, she picked up the smallest bowl.
　　设计意图：通过写作训练，培养学生语言输出的能力。
　　step 5: homework
　　1. copy the key words in exercise book.
　　2. practise the passage and try to recite it.
　　3. do exercise of unit 2 in《基础训练》。
　　教学反思：
　　the fifth period
　　step 1: presentation
　　【问题1】同学们我们已经掌握了be动词的过去式---was/ were，那么其他动词的过去式是怎样变化的呢？请同学们仔细观察然后说一说出规则动词的过去式是怎样变化的？看谁说的最准确！
　　1. walk walked look looked 一般在词尾+___________
　　2. decide decided die died 以字母e结尾的+ ______________
　　3. hurry hurried carry carried 以辅音字母加y结尾的______________
　　4. stop stopped step stepped 以元音字母加一辅音字母结尾的重度闭音节___________
　　【即时即练】
　　同学们你能根据总结出来的变化规则，完成下列4个小题吗？看谁全能填对！
　　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.
　　【问题2】请同学们按照要求完成句子:
　　he walks to school every day.
　　否定句：
　　疑问句：
　　肯定回答：
　　否定回答：
　　【问题3】请同学们考虑一下下面这个句子的变化和【问题3】句子的变化一样吗？如果不一样怎样变呢？
　　he walked to school yesterday.
　　否定句：
　　疑问句：
　　肯定回答：
　　否定回答：
　　对划线部分提问：
　　【即时即练】
　　1. they ______________ (not live) in england two years ago.
　　2. she did her homework at home last night. (改为否定句)
　　she _________ ___________ her homework at home last night.
　　3. the girl helped her mother do some housework yesterday. (对划线部分提问)
　　__________ _________ the girl ____________ yesterday.
　　4. she didn’t stop to talk to us. (改为肯定句) she ___________ ____________ talk to us.
　　5. the old man often walks in the forest. ( 用yesterday 换often)
　　the old man __________ in the forest_______________.
　　step 2: around the world
　　1.t students read the passage and answer a question ---- what do the stories often tell about? (around the world)
　　2.check the answer ---- they often tell about animals that can speak or people who change into animals.
　　3.detail explanation:
　　1) again and again e.g. the teacher said the sentence again and again.
　　2) change into e.g. water can change into ice.
　　3) begin with e.g. the meeting began with the national song.
　　4) die (died, dying) dead (adj.) death (n.)
　　设计意图：通过这一环节，使学生掌握更多的童话故事，扩充自己的知识范围
　　step 3: homework
　　sum up the key phrases and sentences.
　　finish the exercise of module 9 in《基础训练》。
　　教学反思：