Module 9 Story time上课教学方案设计Word文档格式.docx
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、本模块的重点词汇和短语，理解并熟读本模块的对话和课文。
2、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。
3、通过本模块的学习，提高学生听说读写各项技能。
四、教学难点：
、正确理解并熟练使用本模块的词汇短语。
2、掌握动词的一般过去式的形式和逐步形成正确使用一般过去时的意识。
五、教学课时安排：
本模块大致用一周的时间完成。
新课用5个课时结束（不含习题课和测试），其中Unit1用两个课时，Unit2用两个课时，Unit3用一个课时。
其他的课时用于讲、练和测试及分析试题。
Unit1
onceuponatime
I.TeachingAims
.knowledgeobjects:
keyvocabularyandphrases:
once,hear,begin,decide,ride,golden,little,pick,notice,hurry,knock,nobody,push,open,enter,count,bowl,all,hungry,onceuponatime,goforaride,pickup
keystructure:
pastsimpleregularverbs
2.Abilityobjects:
TounderstandthestoryofGoldilockstoldthroughthepicturesandintheconversation.
Totellthestorybriefly
3.moralobject:
TohelpstudentsknowthefairystoryandmaketheminterestinEnglish.
II.Teachingimportantpoints
.Toenablethestudentstomasterthepastsimpleregularverbs..
2.Tomemorizethenewwordsandphrasesintheunit.
3.TounderstandthestoryofGoldilockstoldthroughthepicturesandintheconversation..
III.Teachingdifficultpoints
.
Tousethepastsimpleregularverbstodescribewhathappenedinthepast.
2.
Tomasterthenewwordsandnewstructures.
IV.Teachingprocedures：
TheFirstPeriod
Step1:
warmup
TellastorycalledALittleRedHatinEnglish.
Dutyreportmypastlife.
Step2:
Leadin
Preparation:
Teacher:
Doyouenjoylisteningtoastory?
Ss:
yes,wedo.
well,couldyoutellmehowyoubeginwithastory?
youcansayitinchinese.
从前or很久很久以前。
Thenintroducethetopic“Unit1.onceuponatime”andwriteitontheblackboard.
Getstudentstoreadaftertheteacher.
Introducethepasttenseofaverb:
Showthewords“was&
amp;
were”fromthestoryandthenleadtheusageofthepasttenseofverbs.
Showthefollowingsentencestostudents:
Iwalktoschooleveryday.→Iwalkedtoschoolyesterday.
Shepickedflowersinthegardeneveryday.→Shepickedflowersinthegardenlastweek.
Gettheclasstoreadthefoursentencesandfourwordsafterteacher,andthenencouragethemtofigureouthowtogetthepasttenseofaverb.------byadding–edtotheendoftheregularverb.
Exercise:
look_______
push______
finish______
enter______
answer______
listen_______
count______
decide______
hurry______
knock______
3.
Getstudentstoreadaloudthebaseandpasttenseformsoftheverbaftertheteacheruntiltheycanpronouncethemcorrectly.
4.
Dealwithnewwords,atthesametime,havestudentssumuptherulesofformingthepasttenseofaregularverb.
Step3:
Beforelistening---Listenandnumberthepicturesinthecorrectorder
Havestudentslookatthepicturescarefullyandtrytounderstandwhatthepicturesdescribe.
Playtherecordingforthestudentstolistenandnumberthepictures.
checktheanswerswiththeirpartners,andthencheckinawholeclasssetting.
Step4:
whilelistening
HavestudentsreadaloudthewordsintheboxinActivity6andensurethemtounderstandthemandwhattheyareaskedtodo.
whatdidshepickintheforest?
whereinthehousedidshelookinto?
wherewasthefood?
whydidshepickupthebowl?
5.
whichbowldidshelike?
Playthetapeforstudentstolistenandanswertheanswers.
checktheanswersinawholeclasssetting.
Step5:
Afterlistening---Groupworks
Getstudentstolookatthepictures,andusethefollowingwordstodescribethem:
belost
count
enter
hurry
knock
notice
pick
push
Asksomegroupstodescribethepicturesusingtheirownlanguage.
Step6:
Reading
Havethewholeclassreadthepassageafterthetapeuntiltheycanreadcorrectlyandfluently.
Step7:
Homework
TrytotalkaboutthefairystoryaboutGoldilocksandpayattentiontothepastsimpleregularverbs.
教学反思：
TheSecondPeriod
Revision
Getthewholestudentstoreadthedialogueandasksomepairstoactitout.
keypoints
.pick
Goldilockspickedsomebeautifulflowers.
）pick采；
摘
pickapples
2）picksth.up
捡拾；
搭载；
携带
e.g.Thetrainstoppedtopickupthepassenger.
2.belost
Soonshewaslostintheforest.
be/getlost=bemissing
丢失；
迷路
e.g.mykeywaslost
3.notice
Shenoticedalittlehouseintheforest.
noticesbdo/doingsth
e.g.Henoticedamanstandingthere.
notice+n./pron./clause
e.g.Henoticedamanwasstandingthere.
4.hurry=rush
Shehurriedtothehouse.
hurryto=go/cometo…inahurry
e.g.Shewenttothehouseinahurry.
5.knock
Sheknockedonthedoor.
knockat/on
e.g.Heknocksonthedeskwhenhewasangry.
6.push
Shepushedthedooropen.
pushsth
e.g.youcan’tpushthedoor.Pleasepullit.
7.enter
Sheenteredthehouseandlookaround.
enter=walkinto/gointo/comeinto
8.count
Shecountedthreebowlsonthetable.
countfromonetoahundred
9.Shehurriedtothehousetoaskwhereshewas.
whereshewas作为ask的的宾语从句，疑问词后用陈述语序。
0.Nobodyanswered.
反义疑问问形式
Nobodyanswered,didthey?
1.maybe=perhaps也许，大概（表猜测，常放在句首或句末作状语）
maybe也许（情态动词+动词原形，表猜测，放在主语之后作谓语）
e.g.maybeyouareright.=youmayberight.
2.Shefinishedallthefoodinit.她把碗里的饭都吃光了。
all（两个以上）都
cp:
both（两个）都
e.g.Allthestudentsarelisteningtotheteacher.
Allofthestudentsarelisteningtotheteacher.
Thestudentsarealllisteningtotheteacher.
Notallthestudentsarelisteningtotheteacher.
n.
设计意图：
通过对课文重点的讲解和分析，使学生更好的了解对话，掌握重点。
Presentation
【问题1】同学们我们已经掌握了be动词的过去式，那么其他动词的过去式是怎样变化的呢？
请同学们仔细观察然后说一说出规则动词的过去式是怎样变化的？
看谁说的最准确！
.walk&
#61664;
walked
look&
looked
watch&
watched
一般在词尾+___________
2.decide&
decided
die&
died
notice&
noticed
以字母e结尾的+______________
3.hurry&
hurried
carry&
carried
marry&
married
以辅音字母加y结尾的____________
4.stop&
stopped
step&
stepped以元音字母加一辅音字母结尾的重度闭音节_____________
【即时即练】
同学们你能根据总结出来的变化规则，完成下列7个小题吗？
看谁全能填对！
.I__________toschoolyesterday.
2.He___________inBeijinglastyear.
3.They____________manyapplesyesterday.
4.Hisfather____________toofficetohaveameeting.
5.Theworkers________________workinglastweek.
6.jim___________aroundjustnow.
7.Goldilocks______________thesmallhouselastnight.
（针对A层学生，老师可在此环节将一般现在时的一般疑问句转化过渡讲解到一般过去时的一般疑问句转化。
针对B/c层的学生，可在习题课里重点讲解练习。
）
consolidation---Toretellthestory:
fillintheblank
onceuponatime,therewasalittlegirlcalledGoldilocks.Shelivednearabigforest.oneday,shedecidedtogoforawalkintheforest.Shewaslostwhenshepickedflowersintheforest.Shenoticedalittlehouse,buttherewasnooneinit.Shelookedintoasmallroom.onthetableshe
countedthreebowlswithriceinthem.Shewasveryhungry,soshefinishedallthefoodinthe
smallestbowlbecauseitisnotcoldorhot.
Answers:
was/lived/picked/decided/walk/was/noticed/counted/smallest/with/noone
was/into/finished/or
makethreesentencesforeachword:
finished.noticed.counted.lived.picked.decided
Rewritethestoryusingyourownlanguage.（针对B/c层学生，老师可以提供一些信息词帮助学生用自己的语言来复述；
A层学生可不需要提供信息词。
DoExerciseofUnit1in《基础训练》。
TheThirdPeriod
Lead-in
.StudentsretellthestoryinUnit1
2.Studentsdiscusstheendofthestoryingroupsoffour.
通过课前练习复习U1所学的内容，帮助学生呈现所学重点知识点。
对篇章的理解。
Step2Newwordsstudy
TopronouncesomenewwordsandexpressionsofUnit2
Studentsreadthewordsafterthetape.
Studentspracticepronouncingthewordsbythemselves.
Helpsomestudentscorrectthepronunciationsofsomewords.
matchthewordswiththemeanings:
）somethingyoucarrythingsin
basketball
2）somethingyoueatfoodoutof
bowl
3）somethingyousiton
chair
4）somethingyoupickinthegarden
flower
5）somethingwheretherearelotsoftrees
forest
6）somethingyouseewith
eye
7）somethingyoueat
food
8）somethingyougotosleepin
bed
通过新单词和词组的学习，帮助学生呈现本节课课文重点知识点。
Activity1www.
StudentslookatthepicturesanddiscusswhathappenednextinGoldilocksandtheThreeBears.
Studentsmatchthesentenceswiththepictures.
Picturea:
ThethreeBearsreturnedtotheirhouse.
Pictureb:
BabyBearpointedatGoldilocks–shewasasleepinBabyBear’sbed.
Picturec:
Goldilocksopenedhereyes,jumpedoutofthebedandhurriedoutofthehouse.
Pictured:
Goldilocksdestroyedthesmallestchair.
Picturee:
BabyBearcriedbecausetherewasnothinginhisbowl.
通过活动一训练，提高学生的听力的同时，使学生初步了解课文内容。
（针对B层学生中的基础较好的学生，可鼓励其将书本关上，边听边完成，基础弱的学生，可以边听边阅读在完成习题；
A层学生可鼓励其将此环节做听力练习完成；
c层学生可做阅读题边听边完成。
Pre-reading
Studentsputthepicturesincorrectorder,andthenchecktheanswersbyreadingthestory.
通过top-down式的阅读，让学生对全文有一总体印象，并注意培养学生在阅读过程中掌握浏览、跳读等阅读技巧。
Readingforspecificinformation
checkthetruesentence.
Goldilocksdidn’tlikethesmallestchair.
Goldilocksdidn’tlikethesmallestbed.
BabyBeardidn’tlookinthebedroom.
BabyBeardidn’tnoticethelittlegirlinhisbedatfirst.
6.
Goldilocksd
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