Unit 3 Language in use教学实录与评析

Module 8 Unit 1 Once upon a time 一．Teaching objectives &.Aims on the knowledge （1）Words: Hair, gold, forest, once, upon, basket, notice, decide, all alone, dark, pick, etc. 24 words （2)Phrases: go for a walk, once upon a time, all alone, etc. &.Aims on the abilities Students can tell simple stories or things in the past and we can describe the storyline in the past tense of regular verbs. &.Aims on the emotion (1) Improve students’

interest in learning English by reading fairy tales and feel the joy of learning English. (2) Let the students know that what is right for them is the best.

(The minimum bowl’

temperature is most moderate.) 二．Analysis of the students. （1）This module focuses on cultivating students' listening and speaking abilities, taking reading abilities into account , and includes vocabulary and grammar learning activities. （2）Because students have been in contact with the past in M7, they will not be unfamiliar with the tense of this unit. （3）The student's English foundation is relatively weak and poor in verbal and written expression, but they are still very active in the

classroom. 三．Analysis of the teaching material. 1.Analysis of the content of the textbook &.Combined with the task-based teaching methods &.Close to the language materials of students' life Analysis of unit content &.Listening and speaking course with a fairy tale as a topic &.To train students' listening and speaking ability through fairy tales and understand the past tense of verbs in narrating the past in English &.Develop the training of listening, speaking, reading and writing, and use the context to help students understand the meaning of the past and the rules of inductive grammar. 四．The teaching procedure(45mins). &.Preparation before class (1)

Read and memorize the vocabulary The aim: Let students develop a good habit of pre-reading and learning, and cultivating students' self-learning of vocabulary and make fully preparation for dialogue reading. (2)

Guess the story The aim: Let students guess the story according to the pictures, not only exercise the students' verbal ability and cooperation ability, but also the preparation of this unit.

&.Previewing test (4mins) (1)

Check the vocabulary previewing. The aim:Prepare words in advance to lay the foundation for the study of this lesson; (2)

Check the details of the student's guessing storyline. The aim: Through the group guessing the story, let the students better participate in the unit learning, and more easily understand the meaning of the story. &.Lean-in (7mins) (1)

Review the structure of the past tense. Let the students rewrite the sentences according to the prompt words. The aim: To review the past tense of the verbs. (2) Scene importing: Let students observe pictures and learn the new words of this unit. (3) Scene importing: Let students observe pictures and tell fairy tales's names,such as: Beauty and the Beast, Sleeping Beauty etc. (4) Teachers use the following questions to guide students to answer, such as: Do you like fairy tales? What fairy tales do you like? What stories did you like when you were very little? The aim:Importing in the form of pictures, leading to new words,

through the teachers and students

questioning and answering, it will greatly stimulate students' interest in the content of this lesson. According to the picture to understand fairy tales, it can stimulate students to learn.

&. listening training (10mins)

(1) Complete Activity1: Listen and check the true sentences. (2) Complete the Activity2: Look at the pictures and answer the questions. (3) Design questions to do listening training, so that students have a deeper understanding of the story. a. What did she pick in the forest? A. trees B. grass C. flowers b. Where in the house did she look into? A small room B.A window C.A door c. Where was the food? A. On the chair B. On the floor C. In the bowl d. Why did she pick up the bowl? A. Because she was hungry. B. Because she liked it. C. Because she was thirsty. e. Which bowl did she pick? A. the biggest one B. the big one C. the little one

(4) Complete the image sorting task.

The aim:Let students listen, watch, grasp the story, cultivate students' listening ability, and improve their English learning ability. &. intensive training (10mins) (1) Complete Activity 4. (2) Draw all the verb past tense in the text, and let the students summarize the change rules and pronunciation of the past tense and complete Activity 6.

(3) Complete Activity 5. The aim:By adopting a task-based approach, students are allowed to discuss the content in detail and obtain detailed information. &. comprehensive training (10mins) (1)

Let students learn to tell stories: How can we tell a story? How can we tell a story? Reduce the difficulty, and let students know some information needed for storytelling, such as time, people, etc., but also remind the tense. (2)

Provide eight pictures for students to repeat it. The aim:Let students learn to retell the story in the past according to the picture, which reduces the difficulty and improves the students' comprehensive ability. &. Summary

(3mins)

(1)

Have the students read the vocabulary and key sentences of the text aloud again. (2)

Let the students summarize the composition and usage of the past tense and the past tense of the verb. The aim: As a first-year student, learning knowledge should develop a good habit of thinking and summarizing. This is very necessary. Only in this way can we grasp the key points and difficulties of the content we have learned in order to learn English more smoothly in the future. &. Homework(1mins) (1)

Read and write the vocabulary and the structures. The aim: As a first-year student, learning knowledge should develop a good habit of thinking and summarizing. This is very necessary. Only in this way can we grasp the key points and difficulties of the content we have learned in order to learn English more smoothly in the future. (2)

Retell the story of Goldilocks and the Three Bears to your family or deskmate. The aim:By repeating the story to train students' organizational and expressive skills, students can truly learn to use the knowledge they have learned, thus improving students' comprehensive language skills. 五．Blackboard design.

六．Teaching effect and reflection. &.Effect 1. Using a variety of media-assisted teaching, students' interest in learning has been improved a lot, the classroom is active and the class concentrates more. 2. In the classroom, I took the method of instant evaluation, which greatly enhanced the students' self-confidence. 3. This class is student-centered, adopting autonomous and cooperating with others, and the students' competitive awareness and teamwork ability are obviously improved. &.Reflection The student' base is relatively weak, and the oral expression is a little poor. It is necessary to encourage them to participate actively in the future classrooms, read more and write more, apply the knowledge to life, so that progress can be made.