外研版英语七年级下册：Module 8 Unit 2 Goldilocks hurried of the house. 教学设计与反思.doc

教学设计与反思课题：Goldilocks and the Three Bears科目： English教学对象： Grade 7课时： 1提供者：单位： 一、内容分析本课出自外研社英语七年级下册Module8 Unit2。Fairy tales are part of the students childhood life and this module centers around the traditional English fairy tale Goldilocks and the Three Bears. The plot is simple and description is lively. The Ss are supposed to learn past simple regular verbs while watching and listening to the story.二、教学目标根据新英语课程标准中对八年级学生的知识能力等方面的具体要求以及学生实际水平，我确定本课时教学目标如下：1. The students will understand the story about Goldilocks told through the pictures and conversation.2. The students will grasp the main theme of the story.3. The students will retell the story briefly.三、学习者特征分析学生在小学就学习了一般过去时的用法，并且进行了听说读写的综合训练，为本模块继续学习做了充分的准备。通过与学生们的接触，虽然有些学生小学学的知识不扎实，但他们还是想在初中阶段迎头赶上，所以学习劲头还是挺足的。四、教学策略选择与设计针对学情特点我主要采用以说为主要教学方式，以讨论为主要方法，通过同桌讨论和小组以及全班讨论，让每个学生充分练习口语和说的能力，并将听说读写有机地贯穿一体。设立一些语言环境，结合童话故事金凤花姑娘和三只熊，最后一起学习本模块的重、难点，为突破重、难点再做一些课堂和课后的练习。鼓励学生不断尝试和实践，促进他们自主、协作，努力完成任务，达到目标，从而提高对英语语言的综合运用能力。由于我班学生基础不齐，我在教学中也采取了分层教学，使学生们各有所得。五、教学重点及难点Important points ：Key vocabulary- decide, go for a walk, pick, pick up, around, just rightKey structure- Did she often go for a walk? Yes, she did. / No, she didnt. She picked up/ She didnt like it.Difficult points：1. Words and phrases 2. Grammar六、教学过程教师活动学生活动设计意图Step 1: Warming-upAppreciate a song; Introduce the topic by showing some picturesAppreciate the song;Say the names of the fairy talesTo create the environment for the topic;To attract the Ss attentionStep 2: Pre-listeningAsk the Ss to listen to a short dialogueListen and check the sentencesTo arouse the Ss interest and prepare for the storyStept3:Ask the Ss to watch and listen carefully and pay attention to the form of the verbsWatch the movie;Answer the question: How many bowls did Goldilocks find?To let the Ss know the plot and be familiar with the storyStep 4: Language points and grammarExplain the important words and phrases;Explain the grammarRead the words and phrases aloud; learn the grammar by heartTo let Ss have a better understanding of the story;To learn past simple regular verbsStep 5: Read and number the picturesAsk the Ss to read individually and then number the picturesRead aloud and then number the picturesTo know the plot more clearlyStep 6: Follow the tape and then answer the questionsPlay the tape recorder;Then ask them to answer the questionsFollow the tape and imitate;Ask and answerTo let Ss know the story better and correct the Ss pronunciationStep 7: Role playAsk the Ss to practise reading the storyRead the story in pairs, then act it outTo practise the Ss listening &speaking abilityStep 8: Fill in the blanksAsk the Ss to fill in the blanksFill in the blanks and check in pairsTo check if the Ss have understood the storyStep 9: ConsolidationSummarize the key points of this classAnswer the questions and do some exercisesTo help the Ss learn better about the key pointsStep 10: Tell the storyGive some pictures and phrasesTell the story brieflyTo further improve the Ss ability of telling the storyFeed backFinish the exercises on the handoutFinish the exercises on the handoutLevel A: Read the story and remember the words and their past tense.Level B: Tell the story to your parents.七、教学评价设计ExcellentVery goodGoodJust so sovocabularyreadingwritingparticipation八、板书设计Goldilocks and the Three Bears 变化规则 原形 过去式1.一般动词结尾加-ed walk, listen, look, finish walked, listened, looked, finished 2.以“不发音的字母e结尾”的 动词后加-d live, notice, decide lived, noticed, decided3.以“辅音字母+y结尾”的动词，y变为i再加-ed hurry, marry4.以“元音字母+一个辅音字母结尾”的重读闭音节动词，先双写辅音字母，再加-ed stop, step stopped, stepped九教学反思我充分利用课件及互联网资源来辅助教学，在教学过程中，抓住了学生的兴趣，根据学生的对故事的兴趣去组织本节课。通过设置不同层次的问题，让学生带着问题通过三听，和各种形式的口语练习，认读单词短语句子课文层层递进，符合初一学生的实际能力，加强了学生的口语表达能力。首先，教学导入部分，我以一个个童话故事中的图片来展示，充分调动起了学生学习的积极性，让他们在快乐中学习。同时，学生在看和听的过程中如看电影一般对金凤花姑娘的故事有了直观的感受。其次，根据课文内容提取的多幅图片的展示，从视觉上给学生以冲击，让他们获得直观的动作表示。同时图片的递进展示，也帮助学生对故事的发生顺序进行有序地观察和学习，符合学生的学习特点。第三，小组之间进行了充分的自主互助，答案的展示是小组内解决、小组间交流而进行的。这些展示不仅仅起到了沟通学生个体和学生整体的作用。更重要的是，这些展示无疑是对学生提出问题、正确解决问题的肯定，是对他们自主、合作学习取得成绩的一种赞许。极大地鼓舞了学生自主、合作学习的积极性。