资源简介

Topic Module 8 Story time Unit 1 Once upon a time...
Teacher Time
Teaching aims Language Ability: Enable Ss to apply the new words and simple past tense. Learning Ability: Empower Ss to learn by themselves, pair work and group work. Thinking Capacity: Enhance Ss' creative, critical and divergent thinking ability. Cultural Awareness: Enrich Ss' awareness of cultural diversity.
Analysis of learning situation The students of Grade Seven are curious, active, confident and cooperative. They show great interest in stories, but their abilities of telling a story in English is very limited. Besides, they have difficulty in listening and speaking both English and Chinese stories. Luckily, our school pays attention to cultivating Ss’ abilities of telling stories by holding a series of English storytelling competitions.
Key points & difficult points Key points: Students can master the new words and phrases. Students can apply simple past tense to tell stories briefly. Difficult points: Enhance Ss' creative, critical and divergent thinking ability by themselves, pair work and group work.
Teaching methods Bottom-up approach, Task-based Teaching and Interactive approach.
Learning methods Cooperative learning.
Teaching aids Multimedia, Seewoo, phones.
Teaching Procedures Teacher’s activities Students’ activities IT application and intention Purpose
Warming up (1min) T introduces the topic of the class by playing a video of one student telling a story. T: Several weeks ago, some of our classmates told some wonderful stories to us, let’s enjoy one of them. Students get to know the topic through watching the video. 课前使用剪映软件剪辑学生讲故事的视频，在课堂导入部分播放关于学生用英语讲故事的视频，故事内容是一只小鸟通过学习如何唱歌而拯救了同伴，实现了与音乐学科的融合。 在欣赏同班同学课前讲故事的气氛中进入课堂，并借助剪映视频剪辑的功能，带领学生轻松进入本课时的教学。
Lead-in (3 mins) Play a guessing game. What stories do you know Play an AR game. Use the AR technique to show some story heroes in the classroom. Let the students and the story heroes greet with each other. Guess: What are the stories Say hello to the AR story heroes. 使用希沃白板播放电影效果提出问题：What stories do you know 为课堂创建活灵活现的情景，实现情景教学。 通过希沃蒙层、玻璃雨珠蒙层、动态图、影视片段等效果让学生猜出故事名，融合各种信息技术。 运用软件神奇AR通过手机投屏将一些故事角色带入课堂，并让AR故事角色生动活泼的走进教室与学生打招呼。此活动激发了学生强烈的好奇心，利用新型教学空间，创设开放式教学情境，有效支持教学活动的开展，助力达成教学目标。 通过希沃白板播放电影的效果提出问题“你知道哪些故事呢？”，让老师能实时了解同学们的知识储备，为接下来的教学铺垫。 通过一系列信息技术的使用，让本节课关于不同故事的主要人物赋予更加生动、直观、可视化、可操作的形象，充分调动学生们课前的积极性和兴趣。
Pre-listening (3 mins) T shows some pictures and let the students say out the story names. T acts out a small part of the story of Goldilocks and the Three Bears. Ss say out the story names . Ss enjoy the first part of the story of Goldilocks and the Three Bears. 在讲故事的环节增加背景音频，让整个故事增加了神秘感和趣味性，让学生快速进入故事情节，促使学生积极参与课堂教学。 让全身心地投入到接下来的各项学习任务中，享受学习的快乐。
While-listening (15 mins) Task 1: Listen and choose the right answers (4 mins) Ask 3 questions: Where was Goldilocks lost What did Goldilocks see Who did Goldilocks find in the house Task 2: Listen again and complete the table. (8 mins) T teaches the important phrases “once upon a time” by using the e-dictionary in Seewoo. T asks “Why do we use -ed at the end of every verbs T teaches the pronunciation of -ed by listening to the tape. Task 3: Read after the video. (3 mins) T plays the video of the story of Goldilocks and the Three Bears. Ss listen to the tape and choose the right answers of the three questions. Ss check their answers in pairs and answer the questions. Ss listen to the tape again and complete the table. Ss check their answers in group and then say out the missing words. Ss get to know the meaning of “once upon a time” through e-dictionary in Seewoo. Ss pronounce -ed by reading after the tape. 插入课文音频，学生听音频提高听力能力。 运用希沃白板计时器，限时训练学生听前审题的能力。 运用希沃白板英汉字典功能，通过点读希沃白板单词发音以及学习希沃翻译工具在线词典的例句突破重点词汇的教学。 运用希沃白板播放录音功能，现场链接规则动词过去式-ed的读音，让学生归纳-ed的三种读音。 插入课文视频，让学生更直观感知本节课故事情节，实现情景教学。 听简短文章的听力录音，让学生们重点了解故事的背景和开头，识别故事中的主要人物，为接下来的大听力材料，做好铺垫。 此设计具备人机协同教学设计和教学实施的思维与方法，能够将知识传授交由数字技术、智能技术完成，凸显自身育人价值及功能属性。 听中三个活动能够根据学生学情，结合既定教学目标和内容，围绕“任务群”，综合所选用的教学资源，引导学生个性自主学习，帮助学生多元合作学习，促进学生小组探究学习。教学方法运用合理，科学恰当。
Post-listening (15 mins) Retelling task 1: Put the pictures in order. (1 min) T asks the Ss to say out the right order of the pictures. Retelling task 2: Retell the story of Goldilocks and the Three Bears. (4 mins) T sets an example of how to retell the whole by using key phrases and linking words. Let Ss to have a try. T asks two more questions: Did Goldilocks like the big bowl Why did she choose the little one T cultivates Ss consciousness of choosing the right thing of their own. Group work: Tell a Chinese story (10 mins) T introduces three Chinese stories briefly to the students and say out the rules and evaluation of group works. Ss say out the right order of the pictures. Ss retell the whole story by using key phrases and linking words. Ss answer the questions freely. Any answers are accepted if reasonable. 1. Group members choose one out of three Chinese stories. 2. Three students tell the story and three students act out the story. 运用希沃白板计时器，限时训练学生故事复述的能力。 运用希沃白板胶卷滚动播放的功能，让故事的图片通过滚动的方式呈现，此活动激发了学生复述故事的热情，同时也让整个故事情节以更生动的形式展现出来，实现了情景教学。同时，融合了信息技术的使用。 围绕“问题链”开展个性自主、多元合作、小组探究学习活动，关注学生核心素养的发展和教学目标的达成。 运用希沃白板计时器，限时5分钟让小组成员分别完成选故事、讲故事和演故事三个环节，培养小组合作的能力，鼓励学生人人参与。 通过给出5个维度的评分方式，树立“教-学-评-改”一体化意识，科学选择评价方式，围绕学生知识、能力和素养等方面进行综合评价，注重鼓励学生，激发学生学习积极性。 运用计时器的功能让学生在既定的时间内有效地完成故事复述的任务，培养学生自主、高效的学习。 复述任务设计由易到难，特别强调与故事发展相关的人物动作。通过胶卷滚动的方式让学生进行故事复述，既减低了复述的难度，又激发了学生复述故事的热情。 由说课本的故事扩展到其他故事，训练学生掌握本故事梗概的同时，学会用规则动词的过去式叙述其他故事，将前面的听读说活动真正地学以致用，落实能力目标；同时渗透情感人文教育，实现英语工具性和人文性的统一，落实情感目标。
Summary (2mins) T plays a video of the winner of English Storytelling Competition last year. Review the structure of story telling through mind map. Review linking words through mind map. Ss watch a video and enjoy it. Ss say the importance of learning English. Ss say out the structure and linking words in telling stories. 利用手机剪映软件提前把去年学校七年级英语讲故事比赛获得一等奖学生的视频剪辑出来，让学生通过观看现场视频领略学生风采，通过聆听中国故事从而培养中外文化差异意识，实现了与语文和历史跨学科的融合。 利用希沃白板思维导图的方式让学生总结故事复述的组成部分以及经常使用的过渡语，从而培养学生的思维品质。 截取去年本校七年级学生英语讲故事比赛视频片段让学生体会个中的魅力，由心发出感慨，让学生体会到原来用英语讲故事也能闪闪发光。
Homework (1min) Basic homework：Make a vlog of English storytelling. 【must do】 Practical homework: Imagine what would happen and write it down.【choose to do】 Finish homework. 多样化作业设计，积极响应国家“双新”、“双减”教育改革要求，分层布置作业，因层施教。 学生运用网络工具，拍摄vlog，一方面提高了学生学习的兴趣，同时彰显教学数字化转型。 根据国家“双新”、“双减”教育改革要求，分层布置作业，因层施教。
Blackboard design Module8 Story time Unit1 Once upon a time... 加分机制展示
Reflection Shining points: Flexible application of information technology, multi-subject integration and practical activities. Pay attention to the integration of teaching, learning and assessment. Have achieved the objectives. Have broadened students’ horizon and trained their listening and speaking abilities. Be able to evaluate students effectively. Problem: Not all the students have the chance to present in class because time is limited.

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