上海市建平实验中学马琰OxfordEnglish7BU5ThehappyfarmerandhiswifeApr1,20157BUnit5Thehappyfarmerandhiswife(Period1)LearningplanSchool:JianpingExperimentalMiddleSchoolMaterial:Thehappyfarmerandhiswife(OxfordEnglish7BUnit5)Students’worksheetMultimediadeviceBlackboardTeacher:MaYan(马琰)一．学生情况分析本次执教的七年级（一）班，绝大多数的学生在课堂上都能很积极的参与，愿意表达自己的想法，想说就说。但是还有少部分的同学，基础不好，在英语的学习上尤其缺乏的是自信心。造成了一种“想说也不愿意说”“想说怕说不好”的现象。二．教材分析Thehappyfarmerandhiswife是一个童话寓言故事。生词对初一的学生来说并不算多。因此，在理解文本上问题应该不大。但是，怎样来引导学生剖析人物的性格，并能通过学习了解文本的深层含义，这可能就是一个难点了。三．教学设计思路作为一节听说课，我的目的就是让学生通过“听”来捕捉课文的信息，通过“说”加强对文本的理解，并进而能剖析出人物的性格。在通过猜测wishes这一活动后，让学生通过“听”来求证猜测的正确与否。之后分层次“听”来寻找specificinformation。通过对文本的了解，剖析出人物的性格，为分角色朗读打下基础。在信息的输出部分，我让学生假设自己遇到fairy，可能会要什么样的愿望？并希望他们最终能明白“知足常乐”这一道理。Learningobjectives:Attheendofthisperiod,studentsareexpectedto1.understandthefollowingnewwords:fairy,hut,although，greedy2.improvetheirlisteningskillsforgistandspecificinformation3.practicespeakingskillsbyrole-play4.learngoodvirtuesfromotherpeopleLearningapproaches:Task-basedapproachCollaborativeapproachProcedures:StagesLearningactivitiesPurposesPre-taskpreparations1.T:Leadinwithquestionsandpictures&ExplainnewwordsS:Answerthequestions&GettoknowtheToelicitthetopicandinvolvethestudents.1上海市建平实验中学马琰OxfordEnglish7BU5ThehappyfarmerandhiswifeApr1,2015newwords2.T:AskSstopredictwhatmayhappeninthestoryandwhatthewisheswouldbeS:GuessanddiscusswiththepartnersToactivatethestudentsandlearnnewwordsWhile-taskproceduresT:AskSstolistentothewholepassageS:ListenandcircletherealwishesTolistenforthegistT:LetSslistentothefirstpart(para1-3)andfinishlisteningexercise1S:Listenanddoexercise1TolistenforspecificinformationandhaveabetterunderstandingofthetaleT:Playpart2(para4-9)forSsandaskthemtocompletethetableS:Listenandcompletethetable(exercise2)T:LetSsusekeywordsontheblackboardtoretellthefourreasonsS:RetellthefourreasonsT:AskSstolistentopart3(para10).S:Listenandfindtheanswerstothequestions(exercise3)T:LetSsthinkandfindwhatkindofpeopletheFairyandthefarmersareS:ThinkandtellaboutthemaincharactersaccordingtotheirunderstandingTodeepertheirunderstandingofthepassageT:AskstudentstoreadthetaleemotionallyS:Dotherole-readingemotionallyTopracticetheirspeakingskillPost-taskactivityT:AskstudentstohaveadiscussionanddrawaconclusionS:DiscussandexpresstheirownopinionsTodrawaconclusionfromwhatstudentshavelearnedintoday’slessonandencouragethemtoexpresstheirownideas.Assignments1.Readthestoryemotionallyatleast4times.2.Fourstudentsinagroupandactoutthefairy.Students’WorksheetTask1Listeningforgist-----Circlethecorrectanswers2上海市建平实验中学马琰OxfordEnglish7BU5ThehappyfarmerandhiswifeApr1,2015Task2Listeningcomprehension(forspecificinformation)ListeningExercise1(paragraph1-3)⑴WhywouldtheFairyliketogiveFredthreewishes?BecauseFredwasa________and__________farmer.(2)DidFredandhiswifeneedanywishes?_______________________(3)Whatdidtheysay?Theysaid,“Althoughwe’re________,we__________________everyday.”ListeningExercise2(paragraph4-9)TheLuckFairyDorisandhiswifeYoudon’t______much.Icangiveyousome______coinsAlthoughwe’re_______,welive_________.Your______isoldandsmall.Icangiveyoua__________house.Althoughourhutisoldandsmall,it’svery___________.Howaboutsome________clothes?Althoughour________areold,they’restillcomfortable.Theykeepus________inwinter.ListeningExercise3(paragraph10)DidtheFairygivethefarmersawishatlast?____________________Task3Role-readingNarrator:Longago,therewasapoorfarmer.…….3上海市建平实验中学马琰OxfordEnglish7BU5ThehappyfarmerandhiswifeApr1,2015TheLuckFairy:Fred,you’reagoodandhard-workingfarmer.……..FredandDoris:Thankyouverymuch.…..……..4
