Unit 3 Language in use名师教学视频（文字实录）

英语学科教学设计

【教材依据】外语教学与研究出版社

【授课年级】七年级下册

课题：Module 8Unit 3 Language in use.

指导思想和理论依据

《英语课程标准》（2011）指出义务教育阶段的英语课程承担着培养学生基本英语素养和发展学生思维能力的任务，即学生通过英语课程掌握基本的英语语言知识，发展基本的英语技能，初步形成用英语与他人交流的能力，进一步促进思维能力的发展。

《学科能力标准与教学指南：初中英语》一书中提出，课文教学通常包括语言、信息和思想三个层次。其中信息层次，是基于对语言的掌握，自然获取意义，得到事实信息，理解信息之间的逻辑关系；思想层次，是让学生体会隐含的意义，形成自己的评价和判断。

本节课力求在学生阅读和回答问题的过程中，培养学生获取细节信息的能力；在分析故事的过程中，引导学生体会隐含的意义，形成自己的评价与判断；在编写剧本、表演的过程中，学生锻炼语言能力、建构信息、发展思维。

教材分析

本课为外研社版《初中英语》七年级下册第8模块第2单元，模块话题是Story time。本模块共3个单元，第1、2单元都与寓言故事《金凤花姑娘和三只小熊》有关。第1单元是讲述这段寓言故事前半部分的对话；第2单元是寓言故事的后半部分。第3单元中，基于对第1、2单元学过的讲故事的时间顺序的表达以及动词过去式的学习，在语言训练的同时，培养学生用英语讲故事的能力。

【What】Unit 2是寓言故事的后半部分，讲述了金凤花姑娘误入森林小熊家，在家中无人的情况下，在椅子上和床上休息，最后被回到家的小熊一家发现于是慌忙离开的故事。

【How】故事使用一般过去时，运用first，then，finally，next等连接词，按照事情的发展顺序进行讲述。语言生动、简单易懂，情节引人入胜。

【Why】故事作者通过讲述金凤花姑娘在小熊家发生的事情，引发学生思考，增强学生懂礼仪、守规矩的意识。

学情分析

我所教班级学生学习英语兴趣较浓，有良好的英语学习习惯，课堂上能够主动地思考、积极回答问题，有一定的想象力。

已有基础：由于本模块Unit 1、Unit 2是一个故事的两部分，因此学生在第一模块的时候已经对故事的人物、发生的时间和地点有了简单地了解，并对故事接下来的发展十分感兴趣。

1

同时，对于一般过去时的意义和用法学生在模块

7以及本模块Unit 1中已经学习过，对这一语法点有了一定的积累和储备；而且，学生具备一定的获取信息与理解信息的能力。

存在问题：学生在理解故事的基础之上，把故事改编成剧本，并形象恰当地表演出来存在一定难度。

解决措施：改编剧本时，教师通过引导学生进行对比观察、组织学生进行小组讨论并示范举例，降低剧本表演难度。

教学目标

在本课结束之后，学生能够：

1.

借助图片，复述Goldilocks误入小熊家后做的事情及小熊们回家后发生的事情的相关信息。

2.

将课文故事改编成短剧，并形象恰当地表演出来。

3.

分析故事的寓意，深入思考，提高学生懂礼仪、守规矩的意识。

教学重点和难点

教学重点：

通过复述文本信息，梳理这则寓言故事的主要情节。

教学难点：

1.

1. 将课文故事改编成短剧，并形象恰当地表演出来。

2.

2. 分析故事的寓意，深入思考，增强学生懂礼仪、守规矩的意识。

教学资源

教材、学案、多媒体课件、Seewo 教学过程

教学步骤

Plot combing (15mins) 教学过程（师生活动）

Step 1

Ss talk about what Goldilocks did in the house. T: Yesterday we have learned unit 2.

T: Who can tell us what Goldilocks did in the house?

Ss tell what Goldilocks did. wanted to sit down

tried the big chair

tried the middle chair

tried the small chair

walked into the bedroom lay on the small bed

was asleep T: Let’s say what Goldilocks did together.

Ss tell what Goldilocks did together.

Step 2 Ss talk about what the Bears did in the house. T: Who can tell us what the Three Bears did? 2 设计意图

回顾上节课的故事情节

学生复述1-2段，梳理金凤花小姑娘在小熊家做的事情的相关信息。

学生复述3-4段，梳理三只小熊回到家

Ss tell what the Three Bears did. They looked at...

Baby Bear cried:... They looked in...

The Baby Bear pointed... shouted.. T: Let’s say what the Bears did together.

Ss tell what the Bears did together.

Step 3Talking about what happened at last and why Goldilocks hurried out of the house. T: The Three Bears found the little girl.

T: What did Goldilocks do?

T: After reading the whole story, do you know why Goldilocks hurried out of the house? Please share your ideas in groups. Ss discuss in groups. Ss share their ideas in class. Acting the T: Now, we have recalled the story. Do you want to act the story? We have a chance. story （25mins）

Next month, our school will have an “English Drama

Contest”(英语短剧比赛). Our class will act out this story.

Step 1Leading Ss to adapt part of the first paragraph.

1.

Leading Ss to think about how to adapt the story.

T: If we want to act out the story, we need to adapt the story

into a play. How to adapt the story into a play? Do you have some ideas?

Ss talk about what we should pay attention to in class.

2.

Leading Ss to adapt the first 3 sentences of the first paragraph. A.

Leading Ss to adapt the 1st sentence. T: What would the narrator say?

Ss answer the question. T: What would Goldilocks say?

Ss answer the question. T: If I were Goldilocks, I would say...

B.

Leading Ss to adapt the 2nd sentence. C.

Leading Ss to adapt the 3rd sentence. Step 2. Ss adapting one paragraph and practising acting it out in groups. 1.

Ss adapting each paragraph in groups. T: Now it’s your time. Please adapt the paragraph in groups.

Ss work in groups and write the script on the worksheet.

3 之后做的事情。

师生共同回顾第5段，梳理接下来的故事情节。

设置真实情境，激发学生的创作欲与表演热情。

教师为学生做示范，带领学生改编剧本，引导学生在改编剧本时关注故事人物、语言、动作、神态等。

通过将故事还原成剧本，学生体会故事人物的心理活动，更好地理解人物特征。

2.

Ss acting out the script in groups. T: Now you can practise acting.

Ss practise acting out the script.

Step 3 Ss acting out the whole story in class. 1.

Leading the Ss to know what makes an excellent acting. T: When we are acting, what should we pay attention to? Ss answer in class. T: Now it’s your show time. Let’s welcome Group 1. Ss in group 1 act out the first paragraph.

Step 4 Talking about the opinion about Goldilocks. T: We have recalled and acted the story. Do you like Goldilocks? Why? You can share your ideas in groups. Ss think about the question. Ss discuss it in groups. Some Ss share their ideas in class. T: Most of you don’t like Goldilocks. If you were Goldilocks, what would you do? You can talk about the question in groups. Ss discuss in groups. Ss share their opinions in class. T: I believe if you were Goldilocks, you can do much better. Homework 1.

Tell the story to your partner. 2.

If you were Goldilocks, what would you do? Write at least

3 sentences on the notebook. 板书设计

Module 8

Story time.

What did Goldilocks do?

wanted to sit down

tried the big chair

tried the middle chair

tried the small chair

walked into the bedroom

lay on the small bed

was asleep

4 学生表演剧本，对所学内容进行迁移创新。

分析Goldilocks的人物特征。

联系自身实际，引发学生思考，在分析中提高学生懂礼仪、守规矩的意识。

What did the Three Bears do?

They looked at...

Baby Bear cried ...

They looked in...

The Baby Bear pointed... shouted...