Module7教案新部編本

優(yōu)選授課授課方案設(shè)計|Excellentteachingplan教師學(xué)科授課方案[20–20學(xué)年度第__學(xué)期]任授課科：_____________任教年級：_____________任教老師：_____________市實驗學(xué)校育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰優(yōu)選授課授課方案設(shè)計|ExcellentteachingplanMODULE7TEACHINGPLAN一、題材內(nèi)容本模塊以童話故事為主題,主要講的是愛麗絲游覽奇境的故事。利用學(xué)生比較喜歡的童話故事進行授課有助于激發(fā)學(xué)生的參加意識和學(xué)習(xí)動機。要求同學(xué)們認(rèn)識一些童話故事，用過去進行時描述過去正在發(fā)生的事情。語法重點是正確使用過去進行式。經(jīng)過講故事,采用隱性的授課方式，使學(xué)生在沒心識的情況下掌握語言結(jié)構(gòu),既學(xué)習(xí)語言知識,又感悟語言功能,真切做到了語法為語義表達(dá)服務(wù)。本模塊的learningtolearn欄目和Aroundtheworld欄目介紹了一些出名的英語故事書,經(jīng)過談?wù)摽梢约由顚W(xué)習(xí)的興趣，既可學(xué)習(xí)語法，又可培養(yǎng)表達(dá)能力。授課中教師應(yīng)隨時隨地以童話故事吸引學(xué)生，靈便利用各種素材組織授課過程和內(nèi)容。充分調(diào)動學(xué)生的積極性。授課目的1）語言知識：語音可以朗讀含有過去進行時的句子詞匯suddenly,rabbit,party,fall,hole,strange,carry,tired,nothing,once,daisy,chain,pink,by,pocket,across,field,under,hedge,storm,outside,jump,scream,during,noon,bookshop,staff,wear(wore,worn),clap,cheer,perform,gold,ring,hall,follow,stop詞組gooff,語法可以正確使用過去進行時。功能可以描述過去正在進行的動作。話題以“童話故事”為話題。2）語言技術(shù)：聽能聽懂含有過去進行時的童話故事，提取詳盡信息。說能咨詢、介紹過去正在發(fā)生的事情和動作。讀能讀懂包含過去進行時的童話故事，掌握文章的細(xì)節(jié)。進行簡單的閱讀技術(shù)訓(xùn)練。寫可以用過去進行時描述過去正在發(fā)生的事情、動作。演示與能結(jié)合圖片、影視等資料向同學(xué)們講簡單的故事。育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰優(yōu)選授課授課方案設(shè)計|Excellentteachingplan表達(dá)3)學(xué)習(xí)策略學(xué)習(xí)必然程度形成自主學(xué)習(xí)，有效交際、信息辦理、英語思想能力。認(rèn)知聯(lián)系，歸納，推測等技術(shù)。觀察并歸納現(xiàn)在進行時的用法,提高自學(xué)能力。調(diào)控從伙伴處獲取反響，對自己在表達(dá)及作文中的錯誤進行更正交際學(xué)習(xí)運用合適詞語介紹過去正在發(fā)生的事情。資源經(jīng)過其他資源獲取更多童話故事。自學(xué)策略可以依照自己的情況預(yù)習(xí)教材和拓展。能注意發(fā)現(xiàn)語言現(xiàn)象背后的規(guī)律,并能運用規(guī)律貫穿交融。合作學(xué)習(xí)可以依照小組內(nèi)同學(xué)的專長分工合作，互相學(xué)習(xí)，揚長避短，注意從他策略人的演示中汲取經(jīng)驗,注意學(xué)習(xí)策略共享.4)文化意識：中外比較經(jīng)過童話故事以及中英文名著的介紹，認(rèn)識西方國家的文化。5)感神態(tài)度:可以與故事中的人物共同感覺，在欣賞故事的同時培養(yǎng)移情能力。參加各種英語活動，戰(zhàn)勝困難，在新環(huán)境中進一步成立正確的語言學(xué)習(xí)觀。6)任務(wù):可以以講故事的方式介紹自己過去的經(jīng)歷也許利用招貼畫，介紹故事等。授課重點和難點重點：1．經(jīng)過表達(dá)童話故事培養(yǎng)學(xué)生的聽、說、讀、寫能力，掌握現(xiàn)在進行時的用法。難點：運用合適詞語介紹過去正在發(fā)生的事情。授課方法基于課程改革的理念及“第二語言習(xí)得論”,培養(yǎng)實現(xiàn)人的可連續(xù)發(fā)展和人的主體精神的自我完滿和發(fā)展所必需的能力和素質(zhì)，運用任務(wù)型授課路子，圍繞核心任務(wù)，設(shè)定小任務(wù)，睜開友善歡喜的課堂活動，重申興趣第一的原則,初步設(shè)計“P—T—P”自主學(xué)習(xí)立體模式：pre-tasktask-cyclepost-task。二、教材辦理核心任務(wù)：可以收集童話故事的信息制作招貼畫，運用所學(xué)句型結(jié)構(gòu)、運用合適詞語介紹過去正在發(fā)生的事情。三個環(huán)節(jié)以下：pre-task：學(xué)生聯(lián)系生活實質(zhì)，激活背景知識，。育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰優(yōu)選授課授課方案設(shè)計|Excellentteachingplantask–cycle：經(jīng)過整個模塊的聽聞讀寫的訓(xùn)練，增強運用合適詞語介紹過去正在發(fā)生的事情的表達(dá)能力，為完成任務(wù)做好鋪墊post-task：完成任務(wù)，顯現(xiàn)成就，反響學(xué)習(xí)情況三、教材安排依照學(xué)生學(xué)習(xí)英語的特點和規(guī)律，我們把本模塊劃分為4課時：Period1:ListeningandVocabulary&PronunciationandSpeakingPeriod2:ReadingandVocabulary&LearningtolearnPeriod3:Writing&Aroundtheworld&ModuleTaskPeriod4:Languageinuse注：授課時應(yīng)依照學(xué)生的學(xué)習(xí)水平、生活實質(zhì)水平、接受程度及課堂出現(xiàn)的臨時情況進行運用、調(diào)整及優(yōu)選。『授課方案』Title:Module7AFamousStoryPeriod1:ListeningandVocabulary&PronunciationandSpeakingTeachingContent:ListeningandVocabularyandPronunciationandSpeakingTeachingAimsandDemands:1.LanguageKnowledgeKeyvocabularyandphrases:suddenly,rabbit,party,fall,hole,strange,carryKeystructure:were/wasdoing(重點)2,Listeningskill:Togetspecificinformationofastoryandunderstanddescriptionofpaston-goings.(難點)3.Speakingskill:Totalkaboutpaston-goings.Attitudes:Totakeactivepartinthegameoftellingstories.Learningstrategies:Bottom–upapproachandlisteningtothetapeanddosomeexercises.TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)TeachingProcedures:PartI:Revision育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰優(yōu)選授課授課方案設(shè)計|ExcellentteachingplanTask:RecallwhatwehavelearnedinthelastModule.Directions:Stepone:Labelthepictureswiththephrases.(1).ReadthroughthephrasesintheboxandhavetheSs.Repeatthemafteryou.(2).Askthemtolabeltheminthepicturesonthescreen.(3).Makesomesentenceswiththephrases.Askstudentstospeakoutasmanyastheycan.Steptwo:Talkaboutyourexperiences.Eg.haveyoueverbeentoLondon?Yes,Ihave.HasBeverbeentoLondon?Yes,he/shehas.-You’vebeentoBeijing,haveyou?.-Yes,Ihave./No,Ihaven’t.HehasseenBeijingOpera,hasn’the?Hetookmanyphotosofstoneanimals,didn’the?Theydidn’tvisitthePalaceMuseum,didthey?Yes,theydid./No,theydidn’t.Askstudentstospeakoutasmanyastheycan.PartII:Leadin:Task:Introducetothemthenewwords.Directions:Stepone:Introducethenewwordsofthisunit.Andlistthemontheboard.Steptwo:Readaftertheteacher.Stepthree:Practisereadingthewords.Stepfour:Askthestudentstolookatthepicturesaboutthestory.Elicitwhattheycansee.Ifthereareanynewwords,addthemtothelistontheboard.Stepfive:Makesomesentencesusingthenewwordsfromthewholeclass.PartIII:Listening育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰優(yōu)選授課授課方案設(shè)計|ExcellentteachingplanTask:Listenandnumberthecharactersinthestoryintheorderyouheartheminactivity1onpage42.Directions:Stepone:ReadthroughthewordsintheboxandintroducethecharactersinthestorySteptwo:Playtherecordingandhavethemlistentotherecordingandfocusonthecharactersfirsttimethrough.Thenlistenagainandnumberthecharacters.Stepthree:ThenCallbacktheanswerfromthewholeclass.Stepfour:PlaytherecordingagainfortheSstocheckandconsolidate.Task:Tounderstandconversations.Directions:Stepone:AsktheSstolookatthethequestionsonthescreen.WhatisLinglingreading?Whywastherabbitrunning?WhatweretheKingandtheQueendoing?Steptwo:Playtherecordingandhavethemlisten.Stepthree:Playtherecordingagainandhavethemanswerthequestionsindividually.Stepfour:Callbacktheanswerfromthewholeclass,havingonestudentaskaquestionandanotheranswer.3.Task:Activity3onpage43.Directions:Stepone:HavethemreadthepassageandwritenotesaboutwhatthepeopleweredoingindividuallyinActivity3.HavethemchecktheiranswerswithapartnerSteptwo:HavethemchecktheiranswerswithapartnerStepthree:Callbacktheanswerinawhole-classsetting.Stepfour:Playtherecordingagainandhavethemcheck.4.Task:Activities4and5onpage43.Directions:Stepone:HavethemdotheExxindividuallyinActivities4and5.Havethemchecktheir育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰優(yōu)選授課授課方案設(shè)計|ExcellentteachingplananswerswithapartnerSteptwo:Callbacktheanswerfromthewholeclass.5.Task:Listenandread:Directions:Stepone:PlaytherecordingandasktheSs.tolistenandreadtheconversation.Steptwo:Playtherecordingagainandpauseaftereachphrase,askingtheSs.torepeatchorallyandindividually.Stepthree:PuttheSogroupsof2topractisethedialogue.Stepfour:Theyshouldrepeatitseveraltimes,changingtheroleseachtime.PartIV:PronunciationTask:ListenandrepeatinActivity6Directions:Stepone:PlaytherecordingandasktheSs.tolistenandrepeatinActivity6.Steptwo:AsktheSstopractisewithapartner.Stepthree:PlayitoncemorefortheSstorepeatchorallyandindividually.PartV:SpeakingTask:AskandsaywhatyouweredoingatthesetimesDirections:Stepone:Thinkaboutwhatyouweredoingatthesetimes.AsktheSstomakealistofwhattheyweredoing.Steptwo:AsktheSstoaskandanswerwitheachother.Stepthree:Circulateandmonitorproduction,payingspecialattentiontotheuseofthepastcontinoustense.Stepfour:Letsomepairscometothefronttoactitout.Stepfive:PairtheSsforfurtherpractice.PartVI:AtestAsktheSstodoEx2onpage132andhandinimmediately.育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰優(yōu)選授課授課方案設(shè)計|ExcellentteachingplanPartVI:Homework:Recitetheshortdialogueasfluentlyaspossible.Period2ReadingandVocabularyTeachingContent:ReadingandVocabularyTeachingAimsandDemands:1.Languageknowledge:Newwords:tired,nothing,once,daisy,chain,pink,by,pocket,across,field,under,hedgeKeystructures:were/wasdoing.(重點)2.Tounderstandastoryconcerningitsdetails,especiallywhat,who,when,whereandwhy.(難點)Towriteastoryofpaston-goings.Attitudes:Totakeactivepartinthegameoftellingstories.Learningstrategies:Communicativeapproach.TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)TeachingProcedures:PartI:RevisionHelpstudentstorevisewhatislearntinPeriodoneofthismodule.Showthemsomepicturesaboutthenewwordsinlastperiod.HavetheSs.spellthemchorallyandindividually.Revisethep.p.formsofsomeirregularverbsAskandsaywhatyouweredoingatthesetimes:Yesterday:5am6am7am8amLastSunday5am6am7am8amEg:-Whatwereyoudoingat6amyesterday?-Iwasgoingtoschool.育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰優(yōu)選授課授課方案設(shè)計|ExcellentteachingplanPartII:PreparationTask1:Learnthenewwords.Directions:Labelthepictureswiththewords.(1).Readthroughthewordsonthescreen.HavetheSs.Repeatthemafteryou.(2).Readthewordsseparatelyandhavethemrememberthem.(3).Makesomesentenceswiththewords.(4)Callbacktheanswersfromthewholeclass.Task2:Talkaboutthepicture,sayingwhatyouthinkisstrange.Directions:(1).LettheSslookatthepictureoftheWhiteRabbitindividuallyandthendiscusswhatisstrangeaboutitwithapartner.ElicitsomesuggestionsfromtheSs,andnotethemontheboard.Acceptanythingtheygive.(2).PairtheSstotalkaboutthestoryAlice’sAdventuresinWonderland.PartIII:ScanningandSkimming1.Task:Readthepassageandre-arrangethepicturesaccordingtothestory.Directions:Stepone:TheteachergivetheSssomepicturesaboutthestoryandasktheSstoreadthepassage.Steptwo:Ssreadthepassageandre-arrangethepicturesaccordingtothestoryindividually.Stepthree:Callbacktheanswersfromthewholeclass.2.Task:Readthepassageandanswerthequestionsinactivity2.Directions:Stepone:FirstmakesuretheSsunderstandwhattheyshoulddo.Ssreadthepassageanddoactivity2onpage44individuallyandcheckwithapartner.Steptwo:Callbacktheanswersfromthewholeclass,havingonestudentaskandanother育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰優(yōu)選授課授課方案設(shè)計|Excellentteachingplananswer.PartIV:Dealingwithexpressions:1.Alicewasgettingverytired.tired表示“疲倦”也可以表示“厭煩”；在文中表示“厭煩”。Hefelttired.他感覺疲倦。2．Onceortwiceshelookedintohersister’sbook,butithadnopicturesorconversationsinit.她看了幾眼姐姐得書，發(fā)現(xiàn)書上既沒有插圖又沒有對話。Onceortwice意思是：幾次，一兩次。比方：Shegoesswimmingonceortwiceamonth.3．“Andwhatisaboutfor,”thoughtAlice.“withoutpicturesorconversations?”“沒有插圖又沒有對話的書有什么用呢？”愛麗絲想。Whatfor?表示“為什么？”比方：-I’mgoingtoParis.我要去巴黎。-Whatfor?(=WhatareyougoingtoPairsfor?)做什么？Soshewasthinkingofmakingadaisychainwhensuddenlyawhiterabbitwithpinkeyesranbyher.她正在想著做一個雛菊花環(huán)，突然，一只粉色眼睛的小白兔從她身邊跑過。1）bedoingwhen表示一個動作在進行，另一個動作又發(fā)生聊。比方：Theywereworkinginthefieldswhenitbegantorain.他們正在田里干活，這時天開始下起雨來。Theywerereadingthestorywhentheteachercamein.當(dāng)老師進來時，他們正在讀故事。(2)daisychain是西方孩子們用雛菊梗和花編成的一個圈，可戴在頭上、掛在頸上或墻上。Therewasnothingstrangeaboutthat.這沒什么好奇怪的。注意不定代詞nothing，anything，something的用法。Something用于必然句，nothing用于否定句，anything用于疑問句和否定句。比方：上句可以換成別的一種說法Therewasnotanythingstrangeaboutthat.育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰優(yōu)選授課授課方案設(shè)計|ExcellentteachingplanThereissomethingwrongwithmywatch.IsthereanythingIcandoforyou?PartV:Languageuse1.Activity3onpage45intheTB.Direction:Ssdoitbythemselves.Let’sseewhocanfinishitassoonasThenpossible.discussinpairsandfinallysharetheiranswerswiththeclass.Thenaskandanswerinpairs.2.Givethestudentssometimetorecallwhatthey’hisclassPartVI:Homework:Retellthetext.PartVII:Atest:Exercise10onpage134intheWB.Period3:Writing&Aroundtheworld&ModuleTaskTeachingContent:Writing&Aroundtheworld&ModuleTaskTeachingAimsandDemands:1.Writingskill:Towriteastoryofpaston-goings.Improvethestudents’writing(ability難點).TolearnaboutfamousbooksinEnglish.Tosummarizeandconsolidatepastcontinuoustense.(重點)Attitudes:Weshouldreadasmanybooksaspossible.LearningstrategiesTop-downandInteractiveapproachanddosomeexercises.TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)TeachingProcedures:PartI:RevisionTask:Helpstudentstorevisewhatwaslearntinlastmodule.Directions:(1).Revisethewordsandphrases.(2).PuttheSs.inpairstoretellthetext.PartII:Writing育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰優(yōu)選授課授課方案設(shè)計|ExcellentteachingplanTask:WritethestoryofLewisCarrollandAliceLiddell.DirectionsStepOne:RunthroughthesentenceswiththeSs.inActivity3andmakesurethattheyrememberthem.Steptwo:AsktheSstowritethethestoryofLewisCarrollandAliceLiddellindividually.Stepthree:Callbacksomeanswersfromthewholeclass.Stepfour:Readthemloudly.Task:Writeastoryaboutsb.’spastexperienceaccordingtosomepictures.DirectionsStepOne:Givethemanexampleandmakesurethattheyknowwhattodo.Steptwo:AsktheSstocompletethestoryaccordingtosomepictures.Thenexchangebooksforapeercheckforlanguageaccuracy.Stepthree:Callbackafewexamplesfromthewholeclass.Stepfour:ThensummarizePartIII:AroundtheworldTask:LearnsomethingaboutfamousbooksinEnglish.DirectionsStepOne:AsktheSs.tolookatthedifferentpicturesaboutsomefamousbooksinEnglish.TelltheSs.someknowledgeaboutthem.Steptwo:ReadthetextandansweranyquestionstheSshave.Stepthree:Chooseonechapterforthemtoreadifpossible.PartIV:ModuleTaskWriteashortstoryaboutyourpastexperienceDirections:Readthroughtheinstructionswiththewholeclass.Choosesth.Whichreallyhappenedtothem,orinventsomething.LettheSswritesentencesaboutthesubject.Thenputthesentencestogethertomakeastory.育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰優(yōu)選授課授課方案設(shè)計|ExcellentteachingplanCirculateandmonitortheirproduction.LettheSsreadtheirstoriestotheclassmatesorputthemuponthewall.Note:LettheSslookatitwhentheyhaveasparemoment.PartV:RecallingRecallwhatwehavelearnedtoday.PartVII:AtestDoEx.4onpage133andhandinimmediately.PartVIII:Homework:DotheSelf-assessmentonpage135.Period4.LanguageinuseTeachingContent:LanguageinuseKeystructures:were/wasdoing.(重點)TeachingAimsandDemands:Tosummarizeandconsolidatetheuseofpastcontinuoustense.Tosummarizeandconsolidateexpressionsandvocabulary.3.Affectionandattitudes:Weshouldreadasmanybooksaspossible.Learningstrategies:Formalinstructionandtask-basedapproachandinteractivepractice.TeachingAids:Multi-Media(video,OHP,handout)TeachingProcedures:PartIRevisionHelpstudentstorevisewhatislearntin3periodsofthismodule.PartIILanguagepracticeTask1:Tosummarizeandconsolidatetheusageofpastcontinuoustense.Directions(1).RunthroughtheexampleswiththeSs.andmakesurethattheyarefamiliarw