英語七年級(jí)下外研版Module 9 備課材料

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1、 7B-Modlue9 備課材料 秀洲區(qū)新塍鎮(zhèn)中學(xué)——熊國(guó)輝 一、教材分析 本模塊題材為童話故事，主要是關(guān)于Goldilocks的故事，另外增加了精衛(wèi)填海的故事。內(nèi)容和情節(jié)很容易引發(fā)學(xué)生的興趣，語言簡(jiǎn)單易懂，描寫細(xì)致生動(dòng)，非常有利于開展聽、說、讀、寫方面的語言實(shí)踐活動(dòng)，讓學(xué)生在使用語言的過程中學(xué)習(xí)語言，促使學(xué)生更有意識(shí)地自覺學(xué)習(xí)英語。 講故事須使用一般過去時(shí)，所以本模塊繼續(xù)以一般過去時(shí)作為語法學(xué)習(xí)重點(diǎn)。通過操練、使學(xué)生在掌握語言結(jié)構(gòu)的同時(shí)、既學(xué)習(xí)語言知識(shí)、感悟語言功能、又能欣賞到美麗的童話故事 ，并能學(xué)會(huì)描述一個(gè)完整的故事或一件事情 二、教學(xué)目標(biāo) 1. 知識(shí)目標(biāo)

2、: 語音：規(guī)則動(dòng)詞的一般過去時(shí)的發(fā)音 詞匯： once、hear、begin、decide、ride、golden、little、pick、notice、hurry、knock、nobody、push、 open、enter、count、bowl、all、hungry、rush、try、destroy、unhappy、asleep、return、cry、point、without、die、emperor、once upon a time、go for a ride、pick up、look around、change into 語法：規(guī)則動(dòng)詞的一般過去式。 功能：按時(shí)間順序描述事情。

3、 話題：以“童話故事”（fairy tales)為話題。 2. 能力目標(biāo)： 聽：能聽懂簡(jiǎn)單故事中的主要人和事。 說：運(yùn)用一般過去時(shí)表述事件，講簡(jiǎn)單的 故事。 讀：能讀懂簡(jiǎn)單的故事，明白主要的人物、事件以及情節(jié)。進(jìn)行簡(jiǎn)單的技能訓(xùn)練。 寫：運(yùn)用一般過去時(shí)寫簡(jiǎn)單的事情。 3. 情感目標(biāo)：通過閱讀童話故事提高對(duì)英語的學(xué)習(xí)興趣、感受學(xué)習(xí)的樂趣。 三、學(xué)習(xí)策略、文化意識(shí) 1. 學(xué)習(xí)策略：形成自主學(xué)習(xí)、有效交際、信息處理、英語思維能力。 認(rèn)知: 聯(lián)系，歸納，推測(cè)等技能。觀察并歸納規(guī)則動(dòng)詞的一般過去式、提高自學(xué)能力。 調(diào)控：從同

4、伴處得到反饋，對(duì)自己在敘述及作文中的錯(cuò)誤進(jìn)行修改 交際 ：學(xué)習(xí)運(yùn)用恰當(dāng)詞語講解童話故事 。 資源 ：通過其他資源獲取更多簡(jiǎn)單英語的 “童話故事” 自學(xué)策略 ：能夠嘗試閱讀一些簡(jiǎn)寫的英文童話故事。能注意發(fā)現(xiàn)語言現(xiàn)象背后的規(guī)律、并能運(yùn)用規(guī)律舉一反三。 合作學(xué)習(xí)策略 ：互相學(xué)習(xí)，取長(zhǎng)補(bǔ)短，注意從他人的演示中汲取經(jīng)驗(yàn)、注意學(xué)習(xí)策略共享。 2.文化意識(shí)：比較中國(guó)童話與外國(guó)童話的異同、通過外國(guó)童話了解世界不同地方的風(fēng)俗習(xí)慣、從而拓展視野、激發(fā)學(xué)習(xí)英語的興趣。 四、教學(xué)重點(diǎn)與難點(diǎn) 重點(diǎn)：通過童話故事訓(xùn)練學(xué)生的聽、說、讀、寫能力，掌握規(guī)則動(dòng)詞的一般過去式。 難點(diǎn)：掌握規(guī)則動(dòng)詞的一般

5、過去式的形式和逐步形成正確使用一般過去時(shí)的意識(shí)。 五、模塊任務(wù)（Module Task） 能夠運(yùn)用規(guī)則動(dòng)詞的一般過去式講述簡(jiǎn)單的故事。 六、教材處理及教學(xué)設(shè)計(jì) 2 / 18 我們把本模塊劃分為4課時(shí)： Period 1: Vocabulary and Listening 、Pronunciation and Speaking Period 2: Reading and Vocabulary Period 3: Writing、Around the world 、Module Task Period 4: Language in use 教學(xué)設(shè)計(jì) Period

6、1: Vocabulary and Listening 、Pronunciation and Speaking Unit1 Once upon a time Step1 Warming up & Revision 1. Guess : Where the teacher was last night? S1:---Were you at home last night? T:---- No, I wasn’t. S2:---Were you at school? T:---- No, I wasn’t 設(shè)計(jì)理念:

7、通過設(shè)置懸念，引發(fā)學(xué)生探究欲望、從而激起學(xué)習(xí)動(dòng)機(jī)；同時(shí)又復(fù)習(xí)了前一模塊的知識(shí)重點(diǎn) 2. Ask and answer in groups of four: Learn where your friend was last night. Ask one to stand up. S1:---Were you at the cinema? S2:---No, I wasn’t. S3:---Was he/she (S4) at the cinema? S4:---No, he/she wasn’t. S1:---Were you at home? S2:--

8、-Yes, I was. 設(shè)計(jì)理念：通過學(xué)生之間的活動(dòng)，既復(fù)習(xí)舊課又了解朋友、增進(jìn)友情。 Step2 Presentation Last light I was at the cinema, I saw a fairy film “The Snow White” (白雪公主） Snow White 設(shè)計(jì)理念：以學(xué)生熟悉的童話故事人物－－－the Snow White 為引子，很自然地倒入新課 Do you know them? The Little MermaidThe Emperor’s New Clothes The Little Girl Who Is S

9、elling Matches Goldilocks 設(shè)計(jì)理念：展示一些童話人物，并以Goldilocks為結(jié)束，以引出新內(nèi)容的學(xué)習(xí)活動(dòng)。 Step3 Learn some words We usually begin （開始）a story with “Once upon a time…（從前）” golden 金黃色decide to do 決定去做某事　 go for a ride＝ride bear 熊 設(shè)計(jì)理念：無論多新的教法，單詞還得實(shí)實(shí)在在得教、讀。 Step4 Listen and check Activity1 The story is The T

10、hree Bears. ( ) Goldilocks lived in the forest. ( ) The story begins: Once upon a time… ( ) She decided to go for a ride in the forest. ( ) 設(shè)計(jì)理念： 剛剛學(xué)好單詞，可以趁熱打鐵，訓(xùn)練聽的能力，使學(xué)習(xí)活動(dòng)更加有效。 Step5 Look and learn 1. Learn：little=very small 2. Lo

11、ok at the pictures and answer the questions. 1)Who is Goldilocks ? 2) Where is she ? 1) Goldilocks was a little girl with golden hair. 2) She was in the forest. 3. Learn knock V.敲pick v.采摘push v.推enter v.進(jìn)入 設(shè)計(jì)理念: 根據(jù)圖片學(xué)習(xí)單詞有助于學(xué)生掌握。 Step6 Listen and number a(8)

12、 b(7) c(4) d(5) e(1) f(6) g(3) h(2) 設(shè)計(jì)理念: 初步感知一般過去時(shí)的讀音及鞏固剛才所學(xué) Step7 Look and learn（Activity5） Picked was lost noticed hurried Knocked pushed

13、 entered counted 設(shè)計(jì)理念:以剛獲得的知識(shí)進(jìn)行鞏固并借此認(rèn)識(shí)規(guī)則動(dòng)詞的一般過去時(shí)，同時(shí)將第五部分處理好。 Activity7 Step8 Listen and repeat （Pronunciation） knocked picked walked pushed liked finished stopped noticed answered entered hurried lived counted decided 設(shè)計(jì)理念: 簡(jiǎn)要理解一下規(guī)則動(dòng)詞的一般過去時(shí)的構(gòu)成 Step9 Li

14、sten and answer Activity4 and activity6 1. Listen to the tape and answer: ---What did she pick in the forest? ---Where was Goldilocks? 2. Read the dialogue in pairs，and answer the questions of activity6 3. Ask some students to act it out. 4. Explain: bowl—碗 nobody—無人 all

15、—全部的 hungry—饑餓的 設(shè)計(jì)理念: 聽力的訓(xùn)練離不開知識(shí)的積累，這一步驟力爭(zhēng)與前面更好的銜接。 Step10 Speaking 1. Listen and repeat of activity8 2. Work in pairs, retell the story if possible. 設(shè)計(jì)理念: 一方面先鞏固故事情節(jié)，一方面又可以鍛煉說英文故事的能力。考慮到內(nèi)容較多，針對(duì)學(xué)習(xí)能力強(qiáng)的同學(xué)可以課堂內(nèi)完成復(fù)述。 Homework： 1. Read and copy the new words. (All) 2. Retell the story for

16、your friend (Part) 設(shè)計(jì)理念: 課后單詞一定要讀,否則容易忘記。分層作業(yè)對(duì)不同的學(xué)生有不同的要求，體現(xiàn)以人為本的教育理念。 Period 2 Reading and Vocabulary Unit2 Goldilocks rushed out of the house Step1 Warming up & Revision 1. Can you read these? knocked picked walked pushed liked finished stopped noticed answered ente

17、red hurried lived counted decided 2. Can you retell the story of Goldilocks? 設(shè)計(jì)理念：復(fù)習(xí)環(huán)節(jié)要突出實(shí)效，一般剛開始上課學(xué)生注意力更集中，有利于對(duì)前面的知識(shí)及時(shí)有效的復(fù)習(xí)。 Step2 Pre－read 1. Guess:---Whose house was it? 2. Work in pairs. Say what happened next in Goldilocks and Three Bears.(Activity1) 3. Learn some new words

18、: try—tried destroy—destroyed cry—cried return—returned point—pointed jump--jumped 設(shè)計(jì)理念：閱讀故事前應(yīng)該先進(jìn)行熱身活動(dòng)，有 利于對(duì)故事先有一個(gè)詞匯上的準(zhǔn)備 Step3 Read 1. What can you see in the picture ? 設(shè)計(jì)理念:借助對(duì)圖片的認(rèn)識(shí)，對(duì)故事有一個(gè)大致的了解。 2. Read the story and number the pictures in the correct o

19、rder. 設(shè)計(jì)理念:改變以往快速閱讀后回答一二個(gè)簡(jiǎn)單的問題的形式，重新排列圖片使學(xué)生對(duì)故事有進(jìn)一步的認(rèn)識(shí)。 3.Read and check the true sentences. 1) Goldilocks didn’t like the smallest chair. ( ) 2) Goldilocks didn’t like the smallest bed. ( ) 3) Baby Bear didn’t look in the bedroom. ( )

20、 4)Baby Bear didn’t notice the little girl in his bed at first. ( ) 5) Goldilocks didn’t notice the three Bears at first ( ) 6) Goldilocks didn’t like the three Bears. ( ) 設(shè)計(jì)理念: 精讀故事之后，對(duì)故事的細(xì)節(jié)需要有一定的認(rèn)識(shí)，可以自己另外設(shè)計(jì)一些選擇題目。 Step4 Listen and repeat First, Goldi

21、locks wanted to sit down because she was tired．The two big chairs were uncomfortable．She didn’t like them，so she tried the smallest chair．It was nice, but Goldilocks was very heavy and she destroyed it． She was unhappy and tired．She walked into the bedroom．There were three beds．She didn’t like

22、the two big beds．The smallest bed was very comfortable．Very soon she was asleep in it． The three Bears returned．They looked at the bowls and the chairs．Baby Bear cried, “There’s nothing in my bowl and my chair is in pieces!’’ He was very unhappy! Next, the Bears looked in their bedroom

23、．They didn’t notice Goldilocks at first． Then Baby Bear pointed at the little girl in his bed，and cried,“Look! There’s the naughty girl!” Finally, Goldilocks opened her eyes．The three Bears were around her，so Goldilocks jumped out of bed and hurried out of the house without her basket．She

24、didn’t return to the forest again． 設(shè)計(jì)理念: 學(xué)生關(guān)上書本，對(duì)故事進(jìn)行聽和跟讀的活動(dòng)，既能練習(xí)聽力又對(duì)故事進(jìn)行了更深的了解。 Step5 Expression 1. unhappy---adj. 不高興 2. asleep---adj. 睡著的 3. point at---指著 4. without---prep. 沒有 設(shè)計(jì)理念: 將剩余的詞匯以解釋的形式學(xué)習(xí)，并適當(dāng)舉例進(jìn)行活動(dòng)。 Step6 Read the story again 1.Read the story again and match the sentences wi

25、th the pictures.(Activity3) 2.Look at these sentences. --First, they looked at the bowls and the chairs. --Next the Bears looked in their bedroom. --Then Baby Bear pointed at the little girl in his bed. --Finally, Goldilocks opened her eyes. 設(shè)計(jì)理念: 這些句子實(shí)際是為以后的寫作打下鋪墊。 Homework 1. Use first, ne

26、xt, then, finally to write a short passage or retell the story. (part) 2. Read the story loudly three times. (all) 設(shè)計(jì)理念：讀完故事要求最好會(huì)說故事，考慮到難度問題故此分層做。 Period3 Writing & Around the world & Module task Step1 Revision 1. Use first, next, then, finally to retell the story. 2. Re

27、vise the words and phrases in last period. 設(shè)計(jì)理念:本節(jié)課時(shí)主要完成寫作任務(wù)，在寫作之前對(duì)上一課時(shí)的詞匯與短語進(jìn)行復(fù)習(xí)是必要的，復(fù)述課文有利于寫作的開展。 Step2 Number the sentences in activity6 1. Ask the students to number the sentences individually and check their answer with a friend. 2. Rewrite them using first, next, then and finally. 3. Rea

28、d these sentences loudly. 設(shè)計(jì)理念： 把寫作可能出現(xiàn)的難處預(yù)先處理好，為寫作做好充分的準(zhǔn)備。 Step3 Write 1. If possible, give them an example. 2. Ask the students to rewrite the story of Goldilocks and the Three Bears. 3. Check some examples from the class. 4. Give them some summarize. 設(shè)計(jì)理念：課堂效益的提高不是在口頭上或是花樣上，而應(yīng)該是實(shí)用性較強(qiáng)

29、的雙基上。寫作課一定要讓學(xué)生去實(shí)踐、去體驗(yàn)、去交流。 Step4 Around the world Learn something about fairy tales. If they have questions about it, help them. 設(shè)計(jì)理念：這一環(huán)節(jié)可以簡(jiǎn)單處理，若沒有時(shí)間則不處理。我們是用教材去教而不是教教材。 Step5 Module Task Telling a story: 1. Activity3 on P61. Ask the students to talk about what they can see. 2. Let them put

30、 the sentences together. 3. Check their answers. 設(shè)計(jì)理念：模塊任務(wù)體現(xiàn)在寫作課時(shí)中，能更好地幫助學(xué)生學(xué)習(xí)整個(gè)模塊。 Homework 1. Do the Self-assessment of the workbook. (all) 2. Write a fairy tale that you knew. (part) 設(shè)計(jì)理念：拓展學(xué)生學(xué)習(xí)資源，利用已有的經(jīng)驗(yàn)進(jìn)行寫故事對(duì)學(xué)生是一種更好的激勵(lì)。自我評(píng)價(jià)也是各類評(píng)價(jià)中的一種，也可以互相評(píng)價(jià)。 Period4 Unit3 Language in use Step1 Revisio

31、n picked was lost noticed hurried knocked pushed entered counted 設(shè)計(jì)理念：重復(fù)前面的內(nèi)容，以便于學(xué)生因熟悉而更好掌握。 Step2 Summary 規(guī)則動(dòng)詞過去式的構(gòu)成： ? 一般動(dòng)詞加-ed。如：looked, stayed ? 以e結(jié)尾的動(dòng)詞只加-d。如：hoped, lived ? 末尾只有一個(gè)輔音字母結(jié)尾的重讀閉音節(jié)的動(dòng)詞，應(yīng)先雙寫這個(gè)輔音字母，再加-e

32、d.如：stop→stopped, plan(計(jì)劃) →planned ? 結(jié)尾是“輔音字母+y”的動(dòng)詞，先將y改為i,再加-ed. 如：study－studied, carry－carried ? –ed(或-d)的讀音： ? 在清輔音結(jié)尾的詞后讀[t].如：work→worked [kt], help－h(huán)elped[pt]; 在濁輔音和元音后讀[d]。如： call→called[ld], play－played[pleid]; 在[t]和[d]音后面發(fā)[id]。如：want－wanted[tid]，need－needed[did]. 設(shè)計(jì)理念：語法的歸納，雖然老套，但必

33、不可少。 Step3 Practice ? Activity2 Complete the sentences with the correct form of the words in the box ? answer enter hurry jump like notice point return rush ? Goldilocks rushed out of the house ? Goldilocks didn’t live (not) in the forest ? Baby Bear _________ to

34、 the girl in his bed ? She _______________ the house ? Goldilocks ______________ out of bed ? She _____________ to the little house ? The three Bears ____________ (not) the door because they were out in the forest ? Goldilocks __________ (not) the food in the biggest bowl ? The three Bears _

35、_____________ (not) Goldilocks in bed at first. ? Goldilocks _______________(not) to that part of the forest again 設(shè)計(jì)理念：運(yùn)用過去式的基本形式，通過練習(xí)，幫助學(xué)生查漏補(bǔ)缺。 Step4 Practise Activity1: Do it individually. The answers: 1.didn’t live 2. picked 3. noticed 4.knocked 5. entered 6. counted 7. picked 8. didn’t li

36、ke 9. finished 10. tried 11. destroyed 12. looked 13. returned 14. didn’t notice 15. cried 16. pointed 17. cried 18. jumped 19. hurried 20. didn’t look 21. returned 設(shè)計(jì)理念：繼續(xù)運(yùn)用過去式，對(duì)課本進(jìn)行更深入的研究學(xué)習(xí)。 Step5 Work in pairs Look at the picture and make sentences using the words given 設(shè)計(jì)理念：重回模塊

37、任務(wù)，以實(shí)例驗(yàn)證學(xué)生掌握的情況。 Step5 Make a story Put the sentences together to make a story. Use words like and, so, but, because, first, next, then and finally. 設(shè)計(jì)理念：根據(jù)學(xué)生掌握的情況，決定這一環(huán)節(jié)是否需要。 Homework 1.Finish the workbook. (all) 2.Recite all the words and expressions. (all) 3.Write your own fairy tale. (part) 設(shè)計(jì)理念：背誦單詞與詞組是不可少的，而自己編寫一個(gè)童話故事，則有利于激發(fā)學(xué)生的學(xué)習(xí)興趣。 整體設(shè)計(jì)理念 教材是供我們使用的，我們是用教材教，而不是教教材。新課程的理念要求我們以人為本進(jìn)行素質(zhì)教育，如果我們的學(xué)生本身英語基礎(chǔ)一般，那我們應(yīng)該有一個(gè)站得高看得遠(yuǎn)的終身學(xué)習(xí)的理念。相信通過教師自身的努力，我們的課改會(huì)真正落實(shí)在課堂教學(xué)的實(shí)踐中。 希望對(duì)大家有所幫助，多謝您的瀏覽！