1、教學(xué)設(shè)計(jì)課 題Module 7 Unit1 Alice was sitting with her sister by the river.學(xué) 科英語教學(xué)對(duì)象八年級(jí)一班設(shè)計(jì)者所在鄉(xiāng)鎮(zhèn)及學(xué)校一、教材內(nèi)容分析本模塊的主題是童話故事,主要講的是愛麗絲漫游奇境記的故事。功能是讓學(xué)生學(xué)會(huì)使用過去實(shí)行時(shí)講述故事或過去的經(jīng)歷、體驗(yàn)。童話故事是很多學(xué)生童年的美好回憶，所以從主題來說，學(xué)生應(yīng)該會(huì)對(duì)本模塊的話題產(chǎn)生強(qiáng)烈的興趣。而利用學(xué)生比較喜歡的童話故事來實(shí)行教學(xué)有助于激發(fā)學(xué)生的參與意識(shí)和學(xué)習(xí)動(dòng)機(jī)。本節(jié)課是這個(gè)模塊的第一單元，其課型主要是聽說課，兼顧讀寫及語法。其對(duì)話內(nèi)容是玲玲向托尼介紹愛麗絲漫游奇境記的主要情節(jié)。

2、這個(gè)對(duì)話中的故事情節(jié)栩栩如生，引人遐想，并通過對(duì)話，自不過然地導(dǎo)入了過去實(shí)行時(shí)這個(gè)語法項(xiàng)目，讓學(xué)生在了解故事情節(jié)的同時(shí)感知過去實(shí)行時(shí)的表達(dá)方式。二、學(xué)習(xí)者特征分析本單元主要講的是愛麗絲漫游奇境記的故事，也許有部分學(xué)生已經(jīng)讀過這本書，或觀看過同名電影，學(xué)生對(duì)這個(gè)單元的內(nèi)容可能已經(jīng)擁有一定的背景知識(shí)。即使學(xué)生沒接觸過這個(gè)故事，因?yàn)閷W(xué)生本身對(duì)故事很感興趣，且在上個(gè)學(xué)期剛學(xué)了金鳳花和三只小熊的故事及現(xiàn)在實(shí)行時(shí)的用法，所以對(duì)學(xué)生來說，他們有一定的英語故事學(xué)習(xí)思維和語法基礎(chǔ)，本單元的學(xué)習(xí)難度整體不大，且能激發(fā)他們興趣。三、教學(xué)設(shè)計(jì)理念及依據(jù)1.任務(wù)型語言教學(xué)法這是一種強(qiáng)調(diào)“做中學(xué)”的語言教學(xué)方法，要求學(xué)生

3、在教師的指導(dǎo)下，通過感知、體驗(yàn)、實(shí)踐、參與和合作等方式，實(shí)行自主的學(xué)習(xí)，學(xué)會(huì)“用語言做事”，在做事過程中發(fā)展使用所學(xué)語言，提升自己綜合使用語言的水平。在本單元的教學(xué)過程中，本人將結(jié)合教學(xué)內(nèi)容及學(xué)生的實(shí)際情況，設(shè)計(jì)各種任務(wù)，讓學(xué)生在完成任務(wù)過程中，體驗(yàn)并掌握語言。2.情景教學(xué)法及交際教學(xué)法因?yàn)楸締卧饕侵v故事，所以本人將提供給學(xué)生充足的看、聽、說、讀及演的機(jī)會(huì)，根據(jù)課文內(nèi)容，創(chuàng)設(shè)情景，引人話題及展示內(nèi)容，讓學(xué)生在了解故事過程中感知、體驗(yàn)及使用語言。3.隱性教學(xué)法本單元的對(duì)話內(nèi)容是玲玲向托尼介紹愛麗絲漫游奇境記的主要情節(jié)，在故事情節(jié)的講述過程中，自然地導(dǎo)入了本模塊的語法重點(diǎn)過去實(shí)行時(shí)。如果將語法

4、學(xué)習(xí)隔離語言環(huán)境來講解，將會(huì)讓學(xué)生產(chǎn)生畏難及枯燥情緒，所以本人在本單元的教學(xué)過程中，將語法學(xué)習(xí)與故事講解相結(jié)合，采用隱性教學(xué)方式，使學(xué)生在了解故事情節(jié)的同時(shí)，感知、學(xué)習(xí)及掌握過去實(shí)行時(shí)的用法，真正做到語法為語義表達(dá)服務(wù)。四、教學(xué)目標(biāo)（知識(shí)，技能，情感態(tài)度、價(jià)值觀）1. 知識(shí)目標(biāo)：Key words and expressions： fall, follow, hole, rabbit, ground, strange, tea partyKey structure： Past continuous (was/ were doing)2. 技能目標(biāo)：1) Listen and understan

5、d the major characters, the sequence of events and the plot development of Alices Adventures in Wonderland. 2) Listen for specific information and understand the description of past on-going actions.3) Talk about past on-going actions.4) Retell the story briefly.5) Participate in a role-play with th

6、e teachers guidance.3.情感目標(biāo)：To arouse students interests of reading western classical fairy stories and learn about western culture through reading fairy stories. Make students learn about that animals also have their own world and humans should get along well with animals to make the world more colo

7、rful. 五、教學(xué)重點(diǎn)、難點(diǎn)1. Master the new words and expressions: fall, follow, hole, rabbit, ground, strange, tea party.2. Understand the major characters, the sequence of events and the plot development of Alices Adventures in Wonderland. 3. Master the structure: past continuous (was/ were doing).4. Retell

8、and play the story. 六、教學(xué)環(huán)境及資源準(zhǔn)備Multi-Media, PPT, video教 學(xué) 過 程（具體教學(xué)環(huán)節(jié)）設(shè) 計(jì) 意 圖Step 1  Warming-up ( 3 minutes)1. Show two pictures of the story “Goldilocks and the Three Bears” learned last term to lead in the new story.2. Show the picture of the book- Alices Adventures in Wonderland. Then ask som

9、e students to tell something about the story.Step 2  Listening and vocabulary (Activity1&2) ( 8 minutes)1. Learn the following words through pictures: fall, follow, hole, rabbit, ground, strange, tea party.2. Introduce the major characters of the book by showing pictures: Alice and her cat

10、-Dinah, the White Rabbit, the Cheshire Cat, the Mad Hatter, the March Hare, the Red King and the Queen of Hearts (also called the Red Queen).3. Listen and number the words. ( Activity 1)4. Look at and talk about the three pictures in Activity 2 in pairs. Then ask some students to describe the pictur

11、es briefly.5. Listen again and number the pictures. (Activity 2) Step 3 Listen and read (Activity3) ( 22 minutes)1. Show the video of the conversation without subtitles.2. Listen and number the characters in the story.a. the White Rabbit b. the Mad Hatter and the March Hare c. the Cheshire Cat d. th

12、e Queen of Hearts e. Alice3. Listen to the conversation and complete the notes on the book at the same time. (Activity 3)4. Listen again and Check answers.5. Read and repeat the conversation through the video with subtitles to let students be familiar with the conversation.6. Explain some language p

13、oints.called, one day, by the river, a rabbit with a watch, run past, fall down, in a tree, smile at, arrive at7. Role-read: Girls read Linglings part, and boys read Tonys part.8. Read the conversation individually and complete notes about what they were doing. (the table showed on PPT)CharactersWha

14、t they were doingAlicesitting with her sister by the river,not readingthe White Rabbit running past, looking at his watchthe Cheshire Catsitting in a tree, smilingthe March Hare sitting with the Mad Hatter and a mouse,having a tea partythe Queen of Heartsplaying a strange game in the garden9. Talk a

15、bout what they were doing in complete sentences by using notes in the table.e.g. Alice was sitting with her sister by the river. She was not reading.The White Rabbit was running past Alice. He was looking at his watch.10. Summarize the structure of past continuous: was/ were doingStep 4 Exercises (

16、9 minutes)1. Complete the sentences with the words in the box, and then read the sentences together. (Activity 4)2. Retell the story: divide students into groups. Each group has seven students. Then ask them to talk about and retell the story through the seven pictures showed on PPT. Each student de

17、scribes one picture.3. Present their story through the pictures.Step 5 Summary ( 2 minutes)1. Key language points.2. The structure of past continuous: was/ were doing3. Tell students that animals also have their own world and humans should get along well with animals to make the world more colorful.

18、 通過復(fù)習(xí)上個(gè)學(xué)期所學(xué)的故事導(dǎo)入本模塊要學(xué)的故事，既能激發(fā)學(xué)生的興趣，讓學(xué)生有說的欲望，又能展現(xiàn)學(xué)習(xí)的延續(xù)性。另外，通過展示及談?wù)搱D片，讓曾經(jīng)讀過或看過這個(gè)故事的學(xué)生來簡(jiǎn)單講述一下這個(gè)故事，為接下來要學(xué)的對(duì)話內(nèi)容做鋪墊。本部分是新詞匯學(xué)習(xí)及聽力熱身，為下面的對(duì)話內(nèi)容學(xué)習(xí)做準(zhǔn)備。因?yàn)闀系穆犃顒?dòng)一及活動(dòng)二都涉及到了新詞匯及要學(xué)故事的一些角色名，直接讓學(xué)生聽，難度比較大，所以在進(jìn)行聽力活動(dòng)之前，本人先讓學(xué)生學(xué)習(xí)相關(guān)的詞匯及角色名。利用直觀、形象的圖片來感知、學(xué)習(xí)新單詞及故事的主要角色，有利于學(xué)生更快速有效掌握語言。另外在進(jìn)行聽力活動(dòng)二前，本人設(shè)計(jì)了一個(gè)任務(wù)，讓學(xué)生先和搭檔談?wù)搱D片，一是有利于培養(yǎng)

19、學(xué)生學(xué)會(huì)通過觀察圖片來預(yù)測(cè)聽力內(nèi)容的意識(shí)，二是為聽力掃除語言障礙。本部分是本單元的主要內(nèi)容，其對(duì)話內(nèi)容是玲玲向托尼介紹愛麗絲漫游奇境記的主要情節(jié)。本人在這個(gè)部分設(shè)計(jì)了幾個(gè)任務(wù)。任務(wù)一是讓學(xué)生觀看不帶字幕的關(guān)于對(duì)話內(nèi)容的動(dòng)畫，讓學(xué)生通過看和聽，整體感知對(duì)話內(nèi)容。任務(wù)二是聽并按出現(xiàn)的順序?qū)⒐适轮械慕巧M(jìn)行排序。讓學(xué)生通過注重聽故事中的角色，使其更好地理清故事的情節(jié)發(fā)展。任務(wù)三是聽對(duì)話并完成書上的填詞練習(xí)，核對(duì)完后齊讀這些句子，增強(qiáng)語感及熟知對(duì)話內(nèi)容。任務(wù)四是邊看動(dòng)畫邊跟讀，通過看、聽和讀，領(lǐng)會(huì)故事情節(jié)。任務(wù)五是角色朗讀，培養(yǎng)語感及調(diào)動(dòng)學(xué)生積極性。任務(wù)六是閱讀對(duì)話內(nèi)容，完成表格。目的是讓學(xué)生學(xué)會(huì)將文

20、字內(nèi)容轉(zhuǎn)換成表格形式，學(xué)會(huì)通過更清晰、直觀的表格形式，還原故事情節(jié)，更好地理解這個(gè)故事及對(duì)話內(nèi)容。任務(wù)七是將表格信息轉(zhuǎn)換為文字內(nèi)容，一可以讓學(xué)生通過對(duì)話中描述這些角色行為的句子來感知、提煉本模塊的語法結(jié)構(gòu)。二能鍛煉學(xué)生的口頭表達(dá)能力。這個(gè)部分可以采取單個(gè)學(xué)生回答方式，也可讓學(xué)生兩人組隊(duì)，采用對(duì)話形式，來進(jìn)行一問一答。本部分是語言鞏固階段，本人也相應(yīng)設(shè)計(jì)了幾個(gè)語言輸出任務(wù)。任務(wù)一是書上配的練習(xí)，主要是新詞匯的鞏固。核對(duì)完答案，讓學(xué)生通過齊讀這些句子感知這些詞匯的意義及運(yùn)用。任務(wù)二是一個(gè)口語輸出活動(dòng)，讓學(xué)生分組，共同復(fù)述故事。通過圖片及每人只需復(fù)述一小節(jié)，有助于消除學(xué)生的畏難情緒，讓學(xué)生敢說，能說，也有助于培養(yǎng)學(xué)生團(tuán)隊(duì)合作精神，將語言輸