Unit 3 Language in use优质教案设计

Module 8 Story Time

Unit 1 Once Upon a time… 【教材分析】 Module 8本模块的题材是童话故事，语言简单易懂，内容生动活泼，容易被学生接受和喜欢。本单元是这个模块的第一课，主要以听说为主，通过学习金凤花姑娘的故事，使学生掌握有用的表达，进一步提高学生用英语表达的交际能力，从而培养学生的综合语言运用能力。

【教学目标】 1.语言知识目标：

1）Key vocabulary: once upon a time; decide; golden; pick; notice; knock; push; enter; count; bowl; hurry; right 2）Key structures：—Did she often go for a walk? —Yes, she did./ No, she didn’t.

Didn’t anyone…?

She picked…

语言技能目标： 1）能听懂简单故事中的主要人物和事件。

[来源:Z&xx&k.Com]

2）能够读懂简单的故事，明白其中的人物关系，并能就故事作答。而且，掌握短文通篇大意，学习使用上下文猜测词义的学习方法。

3）能用规则动词的过去式叙述简单的事情或故事。

3. 情感目标：

1）通过阅读童话故事，提高学习英语的兴趣，感受学习英语的乐趣。

2）通过金凤花姑娘的选择，引导学生关注“恰好适当”—-just right这一选择原理。当我们面临多种选择时，不要因大小，长短，好坏等因素影响选择，而应该选择最恰当的。【教学重难点】 1．重点：

1）能够掌握并运用重点词汇和词组。

2）能够正确朗读对话并表演对话。

[来源:学科网]

3）能够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。

2．难点：

1）规则动词的一般过去式的肯定否定句和一般疑问句。

2）掌握规则动词变过去式的规律，逐步形成正确使用一般过去式的意识。能够运用规则动词的一般过去式来进行描述的提问。

2. 语言技能目标：

1）能听懂简单故事中的主要人物和事件。

2）能用一些规则动词的过去式

描述过去的事情或讲一个故事。

3. 情感目标：通过阅读通话故事，提高学习英语的兴趣，感受学习英语的乐趣。

教学思路

_科_网]童话故事是所有孩子都喜欢的话题，也是他们在一起聊不完的内容。本单元围绕童话故事开展多种教学活动，创设容易让学生进行语言实践的情境。这样既加强了血神对教材内容的理解与掌握，也培养了学生的想象力、创造力和语言运用你能力。

教学过程

Step1 Leading in 1. Ask a question“ What did you liked doing when you were little?” and collect the answer. 2.Then tell them what I liked when I was little：I liked listening to stories, especially fairy tales. Such as Snow White , the Empero’s New clothes,

Sleeping Beauty and so on. But today I will introduce another story to them

Goldilocks and the Three Bears. Snow White Sleeping Beauty Goldilocks and the Three BearsThe Emperor's New Clothes

设计意图：热身活动，导入话题，激发学生的兴趣。

Step2 Listen to the tape , check the true sentences.

Listen and check (√) the true sentences. (P 48)√1.The story is Goldilocks and theThree Bears.√2.The story begins: Once upon atime…3. Goldilocks wasa girl with hair of √gold.×4. Goldilocks livedin the forest.×5. She decidedto go for a walk in the park with her basket.

设计意图：培养学生获取特定信息的能力。

Step3 Listen to the next part of the story to number the pictures as you hear them. Now listen andnumber the pictures in Activity 2 in the correct order.87451632

设计意图：培养学生整体感知的能力，提高听力技能。

Step4 Watch the video, read the conversation one sentence by one sentence.

设计意图：让学生观看生动活泼的对话视频并跟读、模仿，能提高学生的语感，提高对英语语音、语调感悟力和正确语音、语调进行口语输出的能力。

Step5 Read the conversation with your partner. Then choose someone to read it. 设计意图：分角色朗读对话，感知对话内容。

Step 6 According to the passage to think over the questions ,

ask and answer them with your partner. Then check them. Answer the questions.1. Did she pick any flowers in the forest?Yes ，she did.2. Did she notice a big tree in the forest?No, she didn’t. 3. Was the door open?Yes, it was.4. Was there food in the bowls?Yes, there was.5. Did she want to eat the food?Yes, she did.6. Did she like the big bowl?No ,she didn’t.

设计意图：增强学生对对话的理解和认识。

Step7 Talk about why Goldilocks choose the little bowl? At last, tell them the Goldilocks principle--------do things just right.

Goldilocks Principle金凤花原理Just rightIn western countries, the story is very famous. There are many choices in our life, we should also do things just right.

设计意图：小故事大道理-——金凤花原理。培养他们的正确生活观。

Step8 Complete the passage with the correct form of the words in the box.

设计意图：培养学生“获取——整理——运用”信息的能力。

Step9 Show some pictures, talk about what Goldilocks did. Ask and answer in pairs.

设计意图：培养学生实践运用语言，通过合作学习培养学生的团结合作精神。

Step 10 Tell the story about Goldilocks in groups. Then have them tell the story by themselves in class. Groupwork: Work in groups.Tell the story about Goldilocks.picked flowers1went

fora walk2noticeda little house3was lost5so6finallypushednobody8andknockedon

4hurried towards7enteredStudent A: One day, …Student B: Soon…waslost. Student C: …saw three bowlsStudent D: …

设计意图：通过小组合作，运用本单元学习的一般过去时，小组合作Golilocks的故事，为学生创设成果展示平台。

Step 11 Homework Level A:Tell the story about Goldilocks to your family/friends. Level B:

Write down what happened to Goldilocks with your imagination. Level A:Tell the story about Goldilocks to your family/friends.Level B: Write down what happened to Goldilocks with your imagination.

设计意图：针对不同层次的学生进行不同层次的要求，让学生充分地实践运用语言。