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1、外研英語八年級上Module 6 A famous story全模塊教案I. Teaching goals 教學目標技能目標聽說讀寫Listen to fairy tales including past on-goingsAsk and introduce events happening in the pastRead fairy tales including past on -goingsWrite a description of things happened in the past 語言目標功能句式Saying what you were doing at a specific
2、time Yesterday evening my father was watching TV. Were you reading a story? What were you doing last night? I was reading an English book. 詞匯1.重點詞匯suddenly, rabbit, party, fall, hole, strange, carry, tired, nothing, once, pink, by, pocket, across, field, under, storm, outside, jump, during, noon, bo
3、okshop, wear, clap, cheer, gold, ring, hall, stop 2.認讀詞匯daisy, chain, hedge, scream, staff, worn, perform, follow3.短語look into, go off 語法Past continuous: were/ was doing. 重點句子1. She was sitting by the river.2. I called you dozens of times but no one answered.3. Alice was getting very tired.4. There
4、was nothing so strange in that.II. Teaching material analyzing 教材分析本模塊以童話故事為主題，把語法與故事結合起來，采用隱性教育的方式讓學生在了解故事的同時掌握過去進行時的結構和用法。Unit 1共設計了7個活動。1 要求根據(jù)錄音材料給故事中人物排序。2是談論故事Alices Adventures in Wonderland的一段對話。3為細節(jié)理解活動，要求學生聽懂故事情節(jié)，記下故事中每個人物的活動。4要求辨認單詞，按照提示為其分類。5要求用4中詞匯完成句子。通過活動，學生可以從中學到用英語解釋新單詞的方法。6通過聽讀語音語調訓練
5、，幫助學生掌握含有過去進行時的句子的讀音。7 要求寫出在所給的過去時間內自己做的事情，然后結對進行問答練習（8）。Unit 2通過討論圖片導入故事，以激發(fā)學生興趣，并熟悉相關詞匯，為閱讀提供詞匯、句法及背景知識的準備（1）。2是節(jié)選自Alices Adventures in Wonderland的一段小故事，要求學生讀后回答問題。3要求將問句和答語進行匹配，通過問答匹配了解故事的創(chuàng)作背景，為活動4的寫作任務做準備。 這一活動訓練的是閱讀理解能力，可幫助學生更好地理解課文。4是寫作活動。要求根據(jù)活動3中內容寫一則關于Lewis Carroll and Alice Liddell的小故事。本活動不
6、僅僅訓練過去進行時的用法，還要求掌握敘述故事的時間順序以及時間銜接詞的用法，如：One day Then and Finally。 Unit 3 屬于語言實踐活動。1要求辨識過去進行時的正確結構形式。2采用選擇答案完成句子的形式，通過語境訓練進一步強化對過去進行時的認識，并能正確區(qū)分一般過去時與過去進行時的用法。3屬于語言輸出活動。要求學生根據(jù)所供語境，運用過去進行時態(tài)描述自己所做的事。4利用游戲方式，口頭問答過去某時自己所做的事。 5仍是一個游戲活動。游戲的內容是警察捉小偷。通過問答練習，調查每個人過去某時的行為活動，借以判斷小偷身份。 6要求將上一活動中被調查人員的活動結果記錄下來。7要求
7、聽一段小故事后，回答問題。8 要求根據(jù)語篇內容選擇適當?shù)脑~匯完成短文?；顒? 要求先根據(jù)語意及句子結構知識完成句子，然后用句中短語造句，旨在培養(yǎng)學生的創(chuàng)造性思維能力。Around the world 部分主要是讓學生了解一些和冒險經歷有關的英文名著。Module task 是一個寫作活動。寫作要求突出真實性和交際性?；顒?0要求學生收集信息和精煉句子。先回想自己做了哪些事，用關鍵詞把自己要表達的意思寫下來?；顒?1 按提綱寫故事。學生可模仿提示來寫作?；顒?2 是一個展示過程，可讓學生把自己寫的故事讀給全班聽。 III. Class types and periods 課型設計與課時分配Per
8、iod 1 Listening and speaking (Unit 1)Period 2 Reading and writing (Unit 2) Period 3 Language in use (Unit 3：1-7)Period 4 Language in use (Unit 3：8-12).Teaching plans for each period分課時教案 Period 1 Listening and speaking Language goals語言目標1.Key vocabulary重點詞匯suddenly, rabbit, party, fall, hole, strang
9、e, carry 2. Key structures重點句式Were/was doing Ability goals能力目標Enable students to talk about past on-goings. Teaching methods教學方法Communicative approach. Teaching aids教具準備A tape recorder, some pictures or handout.Teaching procedures and ways教學過程與方式Step I Lead-in Show some pictures of fairy tales, intr
10、oduce the story briefly, and explain some new words.T: Do you like to read fairy stories? (Explain fairy story, in Chinese if necessary.) A fairy tale is a story written for, or told to, children. The story often includes elements of magic. Now look at the following pictures? Can you tell me the nam
11、e of the stories?Show the following. S: Snow White.T: What is the story about?S: A little princess was saved from the evil deeds of her step-mother, the queen, by a group of seven dwarfs.T: Good. How about picture 2?S: Cinderrela. T: Do you know the story?S: Its about a beautiful girl. At first, Cin
12、derella is living happily with her mother and father until her mother dies. Cinderellas father remarries a cold, cruel woman. The woman has two daughters. When the father dies, Cinderellas stepmother turns her into a servant in her own house.T: Well done. Do you know anything about picture 3?S: Alad
13、din and the wonderful lamp. Time permits, talk about more fairy tales. T: Do you know the name of the story?Show the following picture.S: Alices Adventure in WonderlandT: Good. Its a famous English story. Today well start with this fairy tale. Step II ListeningRead through the list of characters wit
14、h the students. Explain hatter, then play the tape and ask the students to listen and focus.T: We are going to listen to a short introduction of the story, Alices Adventures in Wonderland. Before listening, lets read through the list of the characters first. Pay attention to hatter please. We know t
15、he word hat. A hatter is someone who makes hats. Play the tape and ask students to number the characters in the story in the order. Call back the answers from the whole class.Step III Vocabulary Do activity 4. Ask students to group the words first in order to make them remember all the words easily
16、and then go on with activity 5. T: There are some words in the box of activity 4. Please read these words first and then try to find out the words for animals. S: Cat, mouse, rabbit.T: Find out two words mean important people.S: King and queenT: The places outside home.S: Garden, grass.Ask them to r
17、ead through the words chorally. For activity 5, tell them to guess the words and complete the sentences. Check the answers by asking some students to read the sentences. Step IV Reading and grammar Ask students to read the conversation individually and find out the sentences with the form of v-ing.
18、Write the sentences on the board:Im reading. She was sitting by the river.She was not reading. The queen was playing in the gardenWhat were they doing?Point out the structure: T: Was/were doing is used to describe past on-goings. Now read aloud the following sentences. Show the following. I didnt he
19、ar the phone. My father was watching TV then.I was reading a book at that time.Explain the difference between the past simple tense and past continuous.Show the following. I wrote a letter yesterday morning. (The letter is finished)I was writing a letter yesterday morning. (We dont know if the lette
20、r is finished or not.) I saw a very good film last night. (It happened in the past)I was reading a book this time yesterday. (It was going on during the past time)Listening Ask students to listen to the recording of the conversation and do activity 3.Check their answer. Call their names from the who
21、le class in order.Step V Pronunciation and speakingFirst ask students to read through the sentences in activity 6. Play the tape and have them follow. Then play the tape again, pausing to let the students repeat chorally and individually. After this, ask them to do activity 7, write notes on a piece
22、 of paper and then have conversations with their partners, ask and say what they were doing at these times.Sample answers:S: What were you doing at 7 am yesterday?S: I was going to school.S: What were you doing at 1 pm?S: I was helping my mother to do some washing.Step VI HomeworkAsk students to:1.
23、read the conversation in activity 2 repeatedly.2. do activities 1-4 in the workbook.3. Try to find some information about the writer of the story.Period 2 Reading and writingLanguage goals 語言目標1.Key vocabulary重點詞匯tired, nothing, twice, conversation, suddenly, pink, by, pocket, across, field2. Key st
24、ructures重點句式Were/was doing Ability goals能力目標Enable students to read and write about fairy tales.Teaching methods教學方法 Communicative approach. Teaching aids 教具準備 A tape recorder, some pictures and handouts. Teaching procedures and ways教學過程與方式Step I Revision and lead-inReview past on-goings through ask
25、ing and answering questions; encourage them to recall the characters in the story Alices adventures in wonderland and lead in new lesson.T: Hello, boys and girls. What were you doing this time yesterday?S: We were having an English lesson.T: What did we learn yesterday?S: We learned to use past on-g
26、oings.T: Which story were we talking about?S: Alices adventure in Wonderland.T: Good. Do you remember the characters in the story?S: Yes. The mad hatter and the march hare, the white rabbit, the red king, the red queen and AliceT: Great. Now lets look at the picture on page 44 please. Whos in the pi
27、cture?S: Its a rabbitT: Do you think it is strange?S: Yes. Its wearing clothes.T: Yes, thats the point. Usually rabbits dont wear clothes. Is there anything else strange?S: It is carrying a stick. It is standing on its back legs. Its looking at a watch.T: Good. Why is it so strange? Today lets learn
28、 more about Alices adventures in wonderland.Step II ReadingIn this procedure, students will read the start of Alices adventure in Wonderland and answer the questions to learn more about the details of the story: what, who, when, where and why.Learn the following new words. tired, nothing, twice, con
29、versation, suddenly, across, pocketAnd then ask students to read individually and discuss the questions with a partner.Check the answers. Ask them to read again and decide whether the following sentences are true or false.1.Alice was reading a book.2.The book had a lot of pictures in it.3.Alice want
30、ed to make daisy chain.4.A white rabbit ran past Alice and her sister.5.The rabbit was wearing clothes.6.The rabbit went into a hole under a big tree.7.Alice entered the hole after the rabbit.Check the answers. Step III Writing In this step, students will do the match work first to know something ab
31、out Lewis Carroll. Introduce more about Lewis Carroll to them and then ask them to write the story of Lewis Carroll and Alice Liddell T: Last period, I asked you to find some information about the writer of the story, have you finished?S: Yes.T: Can you tell me who the writer is?S: Lewis Carroll.T:
32、Good. Today lets learn more about the writer. Lets learn why and how he wrote this story?Ask students to read the questions and answers fast, make sure they understand each one, and then let them do the match work.After a few minutes, call back the answers from the whole class, having one student as
33、k a question and another answer. Explain when necessary.If possible, introduce more about the writer. (See Teaching resources: I) Then ask students to make a list of the information of Lewis Carroll and Alice Liddell and then join the sentences with one day, then, and finallyto write the story. When
34、 they have finished, ask some of them to read their story to the class.Sample version: Lewis Carrolls real name was Charles Dodgson. He was teaching math at the University of Oxford, England. One day he saw Alice in a garden. She was playing with her sisters. Carroll went to meet the girls and they
35、asked him to take their photos. He became good friends with the Liddell children. One day they were having a picnic by the river, and Carroll was telling the girls lots of stories. Alice asked him to write down the stories. Then Carroll wrote Alices Adventures in Wonderland. Finally Alices Adventure
36、s with Lewis Carroll ended when she grew up.When they have finished, ask some of them to read their story to the class.Step IV HomeworkAsk students to1.make sentences with the phrases: Once or twice, look into, whatfor, be doingwhen, think of, grow up, have a picnic.2.do activities 5-6 in the workbo
37、ok.Period 3 Language in use (I)Language goals語言目標1. Key vocabulary重點詞匯go off, under, thief, outside 2. Key structures重點句式Were/was doing Ability goals能力目標Enable students to use the past continuous tense correctly. Teaching methods教學方法Communicative and practice. Teaching aids教具準備A projector, a tape re
38、corder and a computer. Teaching procedures and ways教學過程與方式Step I Revision Check the homework by asking several students to read the sentences they made.Sample sentences:1.She goes to travel once or twice a year.2.He looked into the room and found nobody was there.3. What are you going to Beijing for
39、?4. They were having a party when the teacher came.5. She was thinking of making a paper boat to give the little girl.6. We are going to have a picnic this weekend.7. Im going to be a pilot when I grow up.Step II PracticeAsk students to do activities 1-2, first individually and then check their answ
40、ers with their partners. Draw their attention to the different forms of the past simple tense and past continuous tense.Ask students to do activity 3. Read the list of the time through first and then ask them to write down what they were doing at these times. Ask several students to read their work.
41、 Samples answers:Last Sunday, during the day, I was doing some washing. At about seven oclock last night I was playing computer games. This morning, on my way to school, I was singing a song. This time last year, I was doing a part-time job in a restaurant. On Saturday, from about 12 noon to 2 pm I
42、was cleaning my room.Step III GamesRead through the example with the whole class and ensure that they understand what to do. Ask students to play the game in activity 4 in groups Go on with activity 5. T: Look at the pictures. We can see there was a robbery at 9 oclock last night, and the police are
43、 looking for the criminal. Now work in groups of six. One member of your group is a policeman; ask and say what you were doing at 9 oclock. If you cannot remember or dont know what you were doing, you will be treated as a suspect.Sample dialogue:(P = Police) P: Excuse me, may I ask you some question
44、s? You know, there was a robbery last night. Well, what were you doing at eight last night, Sonly?Sonly: I was having dinner then.P: What were you doing at nine last night, liming?Liming: I was watching a football match on TV with my family.P: What about you, Lily?Lily: I was writing a letter.P: Wha
45、t were you doing, Sue?Sue: I was sleeping at home. Liz: I was on the bus with my sister.P: Well, many thanks to you all. See you!Further practice If students are interested in the game, ask them to make a story and solve robbery. After this, ask students to write down what each member of the group w
46、as doing.Step IV ListeningAsk students to read through the questions in activity 7, and then listen to the tape and answer the questions. Check the answers by asking some students to retell the story in the recording. Step V HomeworkAsk students to:1. finish the rest activities in the workbook.2. re
47、ad more about Alices adventure in wonderland. Period 4 Language in use (II) Language goals語言目標1. Key vocabulary重點詞匯look into; run across; smile at; think about2. Key structures重點句式 Were/was doing Ability goals能力目標Enable students to write a short story about their past experience. Teaching methods教學方
48、法Communicative approach. Teaching aids教具準備A computer and a projector. Teaching procedures and ways教學過程與方式Step I Lead-inEncourage students to recall the start of the story, and then read the pictures in activity 8 and complete the passage. Sample retelling story: Alice was sitting with her sister by
49、the river and saw a white rabbit with pink eyes ran by her. The rabbit was strange. It said something and took a watch out and looked at it. Then it went down a large hole. Alice went down after it. T: Well, everyone. We have learned a lot about Alices adventure in wonderland. Can you tell me some c
50、haracters in the story? S: Yes.T: Can you tell me the animals in the story?S: A cat and a rabbit. S: What is the rabbit look like?S: Its wearing clothes. Its carrying a stick. Its wearing a watch. T: Who is the cat like? Who else is in the story? Now lets look at the pictures in activity 8 and find
51、out. Step II Practice Ask students to do activity 8 individually and then read the completed passage. Then go on with activity 9. First ask them to do the match work and then retell the story in activity 8. Sample retelling story: When Alice was sitting near the river, she saw a strange rabbit going
52、 down a hole and followed it. Then she found a cat smiling in the garden. She then met the Mad Hatter and the March Hare. They were having a tea party. Finally she met a queen and a king. Ask several students to make new sentences with the phrases in activity 9. Samples sentences:He looked into the
53、room and found nobody was there.I saw him run across the street.She is always smiling at her students.Dont you think about other people?Step III Around the world Ask students to read the information in Around the world and make a brief introduction of the three authors. Show the following. Mark Twai
54、n was an American journalist and writer who led an adventurous life in 19th century America, fighting in the civil war, working on the Mississippi steamboats and as a printer, and living in different places. His most famous books are The Adventures of Tom Sawyer and the Adventures of Huckleberry Fin
55、n, which are classic examples of American childrens literature. They tell the story of two boys growing up near the Mississippi, and their adventures with their friends.Robert Louis Stevenson was Scot who trained as a lawyer, but became a famous novelist. He wrote a number of classic childrens stori
56、es, including Treasure Island, Kidnapped and Dr. Jekyll and Mr. Hyde, many of them set in Scotland. Treasure Island is a wonderful story of Jim Hawkins adventures with a group of dangerous pirates.Daphne du Maurier was an English author, who wrote a great many plays, short stories and novels, as wel
57、l as biography. Her most famous novels are Jamaica Inn, Rebecca and My Cousin Rachel. She often uses Cornwall in south-west England as the back drop to her romantic stories. Step IV Module task Deal with activity 10-12.Read through the instructions with the class. Ask them to choose to write about s
58、omething which really happened to them, or invent something.T: Its time for you to write your story. Please write a short story about your past experience. You need to think about the following points: the time, the event, what you were doing at that time, what happened, what happened next and what
59、happened finally. Make notes first and then join the sentences. You can follow the example in your book.Sample version:It was raining and I was waiting at the bus stop when a car stopped. The driver opened the door. It was Britney Spears! Then she said, Would you like a lift?Yes, please, I answered,
60、 and got into the car.Where are you going? she asked. Im going home from school. I said. Tell me where it is, and Ill take you there, she said. So I explained how to get there and she drove me. She told me that she was having a day off as she had no concert that night. She said she enjoyed driving a
61、round new cities and seeing what people were doing.When we got home, I invited her in for a coup of tea, and, to my surprise, she accepted. My mother just stood there with her mouth open when we walked in.We made some tea and took it to my room. I had a big Britney poster on my wall. Britney laughed
62、 when she saw it. Step V HomeworkAsk students to 1.finish the rest activities in the workbook.2.make a self assessment of the module. Teaching resources教學資源庫I. Lewis Carroll Lewis Carrolls real name is Charles Lutwidge Dodgson, the first of 11 children of a clergyman. Born on Jan. 27, 1832, he soon
63、became the family entertainer, with magic tricks, puppet shows, parodies, poems, word play puzzles and a family newspaper. He went to Rugby school and studied mathematics at Christchurch College, Oxford. After graduating, he remained at Christchurch as a lecturer in mathematics; however he was not a good teacher- perhaps because of his stammer-and was better known as a writer on maths and logic, writing more than 30 papers. He also held various administrative posts at the university.He met the Liddell children (daughters of the Dean of Christch
外研版八年級英語上冊Module 6 A famous story全模塊教案
