Unit 3 Language in use优秀教学设计内容

Module8 Unit 3教学设计

教材分析

课型：Revision and application

第三单元是对规则动词的一般过去式的操练和巩固。活动和任务涉及更多的童话故事，包含中国神话故事《精卫填海》，从而让学生在学习西方童话的同时也有机会阅读中国童话，帮助他们了解中国传统文化，并有意识地通过童话故事比较中西方文化的差异。

课时教学目标

1.知识目标

To summarize and consolidate the new vocabulary and some past simple regular verbs. 2.能力目标

To tell and write the story using past simple regular verbs. 3.情感目标

To learn about some Chinese traditional culture and the differences between Chinese and western culture.

教学重点与难点

重点：

To summarize and consolidate the new vocabulary and some past simple regular verbs. 难点：

To tell and write the story using past simple regular verbs. 教学辅助

教学方法

教学内容

Step 1 （5 min）

一、Lead-in

多媒体，黑板

Formal and interactive practice, task-based approach 教学活动

设计意图

1.让学生复述Unit 2的故事《Goldilocks and 复习了故事内容。

the Three Bears》

Step 2 （15 min）

二、Language practice

1.带领学生总结故事里出现的动词过去式。

让学生们从故事中挑出动词过去Activity 1: Complete the sentences with the correct 式，并一同总结其form of the words from the box. 规律。

answer

enter

hurry

jump

like notice

point

return

try

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

(2) She _______ the house.

(3) Goldilocks _______ out of bed.

(4) She _______ to the little house.

Activity 1旨在巩固学生的基础知识，提高其对动词过去式及其否定形式的熟练运用，同时也是词汇运用练(5) The Three Bears didn’t _______ the door 习。

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.

a.让学生读方框里的单词并提问其过去式。

b.完成练习并全班核对答案。

Activity 2: Complete the passage with the correct form of the words from the box. answer

ask

be

enter

knock look

notice

pick

walk

want

与活动1相同，本活动仍然是动词过去式的强化训练。活动1是句子Once upon a time there was a small boy called 层面的练习，而本Tom. One day Tom (1) _______ to go for a walk in 活动则上升到文段the dark forest. He (2) _______ for a short time and 层面，是综合语言then he (3) _______ some flowers. Next, he (4) 运用训练，将文段_______ a little house. He (5) _______ on the door 理解、动词过去式but nobody (6) _______. He (7) _______ the house. 的理解与运用相结There (8) _______ a big table, a big chair, a big 合，将阅读与口头

bowl and a big bear. Then Tom (9) _______ at the 表达相结合。

bowl of food with big eyes. The bear (10) _______ Tom, “Are you hungry? Try some of my food.” Tom tried the food. Then they were good friends.

1) Did Tom want to go for a walk in the dark forest?

2) Did he pick a lot of blue flowers?

3) Did he notice a house?

4) Did he knock on the door first?

a.让学生读方框里的单词并提问其过去式。

b.完成练习后全班核对答案，教师应提醒学生注意“-ed”的发音。

c.两人一组，回答问题。

Step 3 （5 min）

三、Around the world 1.介绍一些童话故事。

2.介绍格林童话和安徒生童话。

了解不同国家的童话故事

介绍著名的格林童话、安徒生童话，同时鼓励学生多阅读一些英文的童话故事。

Step 4 （15 min）

四、Module task: telling a story 1.看图，根据图片内容用所给单词造句。

介绍了一个中国传统神话故事《精卫2.两人一组，看图说故事。记得用上一些连词，填海》。首先就每如“and, so, but, because, first, next, and then and

一幅图说出尽可能finally”。

3.独立写故事，并和同伴交换，互相修改。

4.与其他组的同学交换故事阅读。

5.请一些小组向全班展示。

多的词、短语或句子；其次运用表示事情先后顺序的词将句子连起来，组成一个故事；