外研版 (新标准)七年级下册Unit 3 Language in use教学设计

教学设计

外语教学与研究出版社《新标准》英语初中一年级下册

 Module Eight Story time

Unit Three Language in use

一、教材分析

本模块以童话故事为话题，通过阅读童话故事激发学生的阅读欲望，让学生在阅读童话、学习英语的同时，体会童话的精神美、形态美、语言美，促进学生人格的培养。本单元为复习单元，学生在前两个单元的感受和体验之后，在本课，通过教师的引导，对本模块的重点知识，包括动词的过去式及其规则变化，讲故事的时候连词的灵活使用等进行梳理、归纳和总结，并利用故事，在创设的语境中帮助学生熟练和准确地使用。在本模块学习结束后，能够讲述自己喜欢的故事以及描述自己做过的事情。

二、教学目标

1．知识目标

(1) To summarise and consolidate the new vocabulary and some past simple regular verbs

(2) Consolidate the usage of “and, but, because, so, first, next, and then, finally” in telling a story

(3) Past simple tense (肯定句，否定句，一般疑问句及回答)

2．技能目标

(1) Tell a story with past simple regular verbs

(2) Talk about something did with past simple regular verbs

3．学习策略目标

(1) 采用问题化教学模式引导学生对知识总结归纳

(2）通过小组合作的方式，学会合作学习；

4．情感与态度目标

在教学过程中，学生们通过实践、参与有意义的各种形式的活动，体验与他人合作，共同完成学习任务的乐趣。在本课中，通过对童话故事的阅读，培养阅读的乐趣。

5．教学重点和难点

学会准确使用动词过去式的规则变化来讲故事。学会准确使用一般过去式的肯否定句，一般疑问句及回答来讨论发生过的事情。

6．教具准备

视频课件、白板、学案等。

三、教学过程与方法

I. Leading-in

Talk about the story

T: Do you remember what happened after Goldilocks was lost in the forest? What happened first?

S: She noticed a little house.

T: What happened then? / What happened finally?

S:…

[设计意图]通过提问，引导学生快速进入本课，回顾文本，为总结动词的一般过去时和讲故事的结构做铺垫。

II. Conclusion, consolidation and classification

1. Watch a short video about how to change the forms of the regular verbs and the pronunciation of them.

2. Write down the proper forms of the verbs and classify them

finish—finished  stop—stopped   answer—answered   enter—entered

decide—decided  study—studied  play—played    point—pointed  

3. Give the sounds of these changing parts and classify them then read together

[t]: finished    stopped

[d]: answered  entered  studied  played

[id]: decided  pointed

4. Complete the sentences with the correct forms of the words in the box.

1) Baby Bear _______ at the girl in his bed.

2) She ________ the house.

3) Goldilocks ________ out of bed.

4) She ________ to the little house.

5) The three Bears didn’t ________the door because they were out in the forest.

6) The three Bears didn’t ________ Goldilocks in bed at first.

7) Goldilocks didn’t ________ to that part of the forest again.

8) — Did she ________ the small chair first? — No, she didn’t. She tried the big chair first.

9) — Did she ________ the small bed? — Yes, she did.

[设计意图]学生通过对课文的回顾，了解讲故事需要使用到动词的一般过去时，通过微课的学习，总结出一般过去时的规则变化及其发音归类。由词过度到句子，了解一般过去时肯定句、否定句、一般疑问句及其肯否定回答。

III．How to tell a story

1. Put the sentences into correct order and make up a story then answer questions

T: What special words do we often use to tell a story?

S: First, then, finally, and, but, because, so…

2. Read another story and fill in the blanks            

[设计意图] 通过将打乱顺序的故事重新排序，帮助学生了解到在讲故事的时候使用的连词，帮助学生对一般过去时的各个句式进行充分练习，巩固并突破语言知识的同时，为接下来的应用打好基础。学生通过思考，结合实际情况，将故事联系实际生活，学习故事中教会大家的道理。

IV. Use

1. Tell a story in groups

(1). Show pictures on PPT and let Ss give verbs they can use to describe the pictures then make sentences

(2). Use the conj. and adv. to put the sentences together

(3). Present in groups to tell the story and ask a question about the story.

2. Share a story in groups then to the whole class

[设计意图]这个环节是让学生对本课所学内容进行综合运用的过程，也是检验教师教学目标是否达成的一个途径。学生以小组为单位完成本组或者自己的故事，其他小组点评，注意动词过去时的用法及句子之间的逻辑联系词，在实际中运用本课所学的知识。

3. 作业：

A1: Finish your own story.               

B1: Tell your story to your partner.  

[设计意图]作业是课堂学习的延伸和巩固，是所学知识的反馈。学生在作业中再次巩固操练词汇和句子结构，同时通过完成自己的故事，拓展学生的思维，提高写作能力。分层作业，关注到每一个孩子，同时体现作业的有效性。