英语（七年级下册）
Unit 6 Outdoor fun
Reading (II)
无锡市天一实验学校 张华
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. master the usage of the important words and expressions;
2. retell the story with their own words;
3. use what they’ve learnt to describe what will happen to Alice.
II. Teaching contents
1. New words and phrases: rabbit, hole, by, pass, dear, watch, fall, hit, herself, alone, low, locked, notice, into, side, through, surprise, look up, pass by, take ... out of, stand up, run across, jump down, get down, hit the ground, find oneself alone, go through;
2. New sentences: She looked up and saw a white rabbit in a coat passing by. (see sb. doing sth.)
How amazing! (How + adj. + Subject + v.!)
She found herself alone in a long, low hall. (find sb. + n.)
III. Focus of the lesson and predicted area of difficulty
1. The usage of some important words and expressions.
2. To use what they’ve learnt to describe what will happen to Alice.
IV. Teaching procedures
Step 1 Lead-in
T: Look at the pictures. Who is she
S: Alice.
T: Yes. And we’ve learnt a story about her called Down the rabbit hole. Can you say something about the story
【设计意图：用学生熟知的图片导入新课。】
Step 2 Presentation
1. Retell the story.
T: There are four main places in the story. Look at the pictures and the phrases. Can you match them correctly
S1: Picture a is across the field.
S2: Picture b is in a hall.
S3: Picture c is by a river.
S4: Picture d is down a hole.
T: Right. Now please go over the passage and find the correct order of the pictures and the lines they are in.
S1: The correct order is by a river—across the field—down a hole—in a hall.
S2: Lines 1-5 are about by a river. Line 6 is about across the field. Lines 7-9 are about down a hole. Lines 10-16 are about in a hall.
T: Great. In each place, there are some main actions. Look at the verbs and try to retell the story.
S: Alice sat by the river. Then she heard a sound. She looked up and saw a rabbit in a coat passing by. She stood up and ran across the field. She jumped down the hole after the rabbit. She fell for a long time and hit the ground. After that, she found herself alone in a long low hall. There are locked doors around. Alice saw a small key on the table, but it didn’t fit. Then she noticed a small door and opened it. She tried to go through it but she was too big.
【设计意图：利用思维导图帮助学生回顾课文，为下面的活动做好铺垫。】
2. Look for Alice.
T: You’ve known the story very well. I have a question to ask you. What did Alice’s sister do after Alice ran after the rabbit
S: She looked for Alice.
T: Let’s watch a video carefully and find what she did.
【设计意图：合理猜测爱丽丝姐姐的举动，引出下一环节。】
3. find sb./sth. + adj./n. (phrase)
T: What did Alice’s sister do Look at the two sentences and fill in the blanks according to the video.
S1: She found herself alone.
S2: She found the place quiet.
T: Great. Please work out the sentence structure.
S: Find sb. + adj.
T: Yes. Can you say “find the place quiet” in another way
S: Find it a quiet place.
T: So we can work out another sentence structure.
S: Find sb./sth. + n. (phrase)
T: Practice makes perfect. Let’s use the structures to make sentences.
S1: Alice found the doors locked.
S2: Many children find it an interesting story.
S3: Alice found the rabbit amazing.
S4: Alice’s sister found the riverside a good place to read.
【设计意图：借助情境，开展find sb. + adj.和find sb./sth. + n. (phrase)的讲解和练习。】
4. across & through
T: Well done! Do you still remember what Alice told her sister in the first note Let’s review it with the help of the short videos.
T: Have you seen them clearly Try to choose the suitable words to fill in the blanks.
S1: In the first video, Alice walked across the field.
S2: In the second video, Alice walked through the forest.
T: Look at the screen and complete the sentences.
【设计意图：借助情境，区分across和through的用法。】
5. see sb. doing sth.
T: What about the second note What did she see after running across the field
S: She saw the rabbit jumping down the hole.
T: Yes. We can say “see sb. doing sth.” What else did you see about them Can you make sentences with the structure Let’s watch and say.
S1: I saw Alice and her sister going across the bridge.
S2: I saw the rabbit running. I saw Alice running after the rabbit.
S3: I saw Alice’s sister reading a book.
【设计意图：借助情境，讲解see sb. doing sth.的用法。】
6. Complete the passage.
T: By now, we’ve got the whole process of looking for Alice. Let’s complete a passage about it.
【设计意图：借助短文，复习所讲知识点。完成“寻找”环节，为“找到”环节铺垫。】
7. How + adj. + Subject + v.!
T: Do you think Alice’s sister could find her I think so. But how did she find Alice And what did Alice tell her sister Let’s read their dialogue and find the answer.
T: What did Alice’s sister think of the rabbit
S: How amazing!
T: Yes. How amazing the rabbit is! What do you think about it Can you use “How + adj. + Subject + v.” to describe her experience
S: How cool the hole is!/How wonderful it is!/How interesting the story is!/...
【设计意图：借助对话，呈现情景，讲解How + adj. + Subject + v.结构。】
8. Alice’s feelings.
T: Alice’s sister thought it was amazing. That means she felt amazed. Can you use some words to describe Alice’s feelings from the beginning of the story to the end Try to fill in the blanks.
【设计意图：了解描述事物和心情的词汇的不同之处。】
9. fit
T: Why did Alice worry about the doors Why couldn’t she open the door with the key
S: The key didn’t fit any of the doors.
T: Please choose the meaning of “fit” in the sentence.
S: Choose A.
T: Right! “Fit” also has other meanings. Do you know them Try to fill in the blanks with the correct forms of “fit”.
【设计意图：在情境中理解和练习fit的不同用法。】
Step 3 Production
1. What happened next in the story
T: Do you know what happened next in the story Let’s enjoy a video.
T: From the video, we can get the writer’s idea. Let’s read it.
Alice saw a bottle on the table and round its neck was a note saying “DRINK ME”. Alice opened the bottle and drank a little. Then she got smaller and smaller. Soon she was small enough to go through the door.
T: What do you think could happen Please discuss in groups. Try to think about these questions: What did Alice see/hear/do How did she feel What happened then How did she get out
T: Now please write down your ideas.
【设计意图：发挥想象，续写故事，综合应用语言技能。】
2. Conclusion.
T: Your ideas are really great. Boys and girls, try to remember: Imagination is more important than knowledge. There is no doubt that creativity is the most important human resource of all. Without creativity, there would be no progress, and we would be forever repeating the same patterns.
【设计意图：借助名言，提炼文本思想，升华文本。】
V. Homework
1. Share your ideas with your classmates and ask them for advice;
2. Read the rest part of the story;
3. Preview Grammar.英语（七年级下册）
Unit 6 Outdoor fun
Task
无锡市天一实验学校 张华芬
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. learn how to make an outline before writing;
2. choose suitable words and structures for an article;
3. write about what they think will happen to Alice next.
II. Teaching contents
1. New words and phrases: sweet, become, enough, decide, enter, towards, forget, reach, climb, fail, a little, too … to;
2. New sentences: She was too small to reach the key.
III. Focus of the lesson and predicted area of difficulty
1. To learn how to make an outline before writing;
2. To choose suitable words and structures for an article.
IV. Teaching procedures
Step 1 Warm-up
1. Revision.
T: Look at the pictures and describe what happened to Alice.
S: One Sunny day, Alice sat by a river with her sister. Then she heard a sound. She looked up and saw a rabbit passing by. She stood up and ran across the field after the rabbit. Then she jumped down a hole after the rabbit. She fell for a long time. At last she found herself in a hall. She noticed a small door and she could see a lovely garden on the other side, but she couldn’t go through the door, because she was too big.
2. Lead-in.
T: Do you want to learn more about Alice’s adventure Now, listen to the tape and get more information.
【设计意图：通过复习已学内容的方式，导入本课主题，让学生逐步进入状态。】
Step 2 Presentation
1. Listen and answer.
T: After listening, answer the following two questions.
(1) What did Alice see on the table
(2) Did Alice become smaller
2. Read and answer.
T: Turn to page 78 and read the passage. Then tell which of the statements on the screen are true and which are false.
T: Ask and answer.
【设计意图：采用听读结合的方式，帮助学生掌握文本的大意与细节。】
Step 3 Practice
1. Watch and match.
T: Let’s watch a short video to learn about what happened to Alice, and then match the main idea with each paragraph.
2. How to write a better story
(1) Learn to write details.
T: Alice opened the bottle and drank a little.
Her body became smaller and smaller.
Between the two sentences, we can add some details to make the story more interesting.
(2) Learn to use adverbs.
T: Adverbs can make our description more vivid.
(3) Learn to use conjunctions.
(4) Use the writing skills to fill in the blanks.
3. Have a discussion.
T: At the end of the story, Alice saw a cake under the desk. Would she eat it And what would happen to her if she ate the cake Talk about the five questions with your partner.
A: Will Alice eat the cake
B: …
A: What will happen to her after that
B: …
A: Where will she go next
B: …
A: What will she see
B: …
A: Will she meet the white rabbit again
B: …
4. Try to write a story.
T: Read the sample writing. This is one possible story. Now it’s your turn to write about what you think will happen to Alice next. You can divide your story into several parts according to the questions. You can also use the expressions in your story. Remember to use the simple past tense when writing.
【设计意图：本环节的各个步骤为最终的的写作做了很好的铺垫，解决“怎样写”“写什么”的问题。】
5. Self-assessment.
T: How many stars can you get
【设计意图：让学生学会评价作文，明确优秀作文的要求，从而规范自身的写作。】
V. Homework
1. Complete students’ own version of Alice in Wonderland;
2. Enjoy the cartoon film Alice in Wonderland.英语（七年级下册）
Unit 6 Outdoor fun
Comic strip & Welcome to the unit
无锡市天一实验学校 张华
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. learn about the names of outdoor activities;
2. talk about their favorite outdoor activities;
3. share happiness with others and learn to interact with others.
II. Teaching contents
1. New words and phrases: outdoor, hurry, complain, that, camping, cycling, riding, skating, ride, outside, hurry up, that heavy, complain too much, go riding/camping;
2. New Sentences: What outdoor activity would you like to try
What do you like about camping
I like being outside.
III. Focus of the lesson and predicted area of difficulty
To learn how to talk about the favourite outdoor activity and the reason.
IV. Teaching procedures
A Comic strip
Step 1 Lead-in
Watch and say.
T: Hello, boys and girls. Today we will learn Comic strip and Welcome to the unit of Unit 6. First, please watch a short video and tell me how you feel about it
S: (Very excited.)
T: What are the people doing in the video
S: (Different activities.)
T: Yes, they are doing outdoor activities. Today, we will talk about different outdoor activities.
【设计意图：借助震撼的户外运动视频引出话题“户外活动”，活跃气氛，导入新课。】
Step 2 Presentation
1. Look and say.
T: Look at the pictures of our friends, Eddie and Hobo. What outdoor activity are they doing
S: (They are hiking.)
2. Listen and answer.
T: Yes, they are hiking. Now let’s listen to their dialogue and find what is happening. Before listening, please read the questions and get ready.
(1) How does Eddie feel
(2) Why can’t Eddie hurry up
T: Can you guess the meaning of “hurry up” It is similar to “come on”. Let’s practice. Please fill in the blanks.
3. Read and answer.
T: Now, please open your books and read the dialogue with the tape. While reading, pay attention to the sounds and intonation. After reading, you should answer two questions.
(1) What does Hobo think of Eddie
(2) What does Hobo think of the bag
4. Answer and learn.
T: Let’s answer the questions one by one. “What does Hobo think of Eddie ”
S: (He thinks Eddie complains too much.)
(此处学生可能对complain不了解，教师可以帮助他们正音。)
T: Let’s practice the word “complain”. Please fill in the blanks.
S: (She never complains too much about anything.)
T: Boys and girls, read the sentence and try to find the use of complain. (稍作停顿) We often say “complain about something or somebody.”（圈出about）
T: Now try to answer the second question “What does Hobo think of the bag ”
S: (He thinks that the bag isn’t that heavy.)
T: Can you say “that heavy” in another way
(此处教师应鼓励学生通过上下文猜测that heavy的意思。)
S: (Really heavy/so heavy.)
T: Yes, you are right. Let’s practice the word “that”. Please fill in the blanks.
S: (The baby can’t walk that far.)
5. Act it out.
T: By now, we’ve known the dialogue better. Please work with your partner and read the dialogue again. Later, we will act as dubbing (配音) actors.
6. Tips for hiking.
T: Great! After acting the dialogue out, can you give Eddie some advice on hiking
S: (Don’t bring too many things while hiking.)
T: Yes. I agree with you. It’s said that the weight of your backpack should be less than one fourth of your weight.
【设计意图：借助问题，鼓励学生听对话、读对话；借助回答，给予学生支架，帮助他们扫除语言障碍，让他们在语境中感知生词的意义和用途，达到细化处理文本内容的目的。在此基础上，设计配音活动，鼓励学生进一步熟悉和理解对话内容，教师也可以通过该活动了解学生的掌握情况。最后借助问题，提醒学生远足的注意点，拓展文本。】
B Welcome to the unit
Step 1 Presentation
1. Learn to say.
T: We’ve known Eddie and Hobo are hiking. Hiking is a kind of outdoor activity. What other outdoor activities do you know Look at the pictures and say what outdoor activities they are.
T: In Picture One, what’s the man doing
S1: (Jogging.)
T: Good. Please move on.
S2: (In Picture Two, the man is swimming.)
S3: (In Picture Three, the lady is skating.)
S4: (In Picture Four, the girl is riding a bike.)
T: Yes. And we can call it “cycling”.
S5: (In Picture Five, the boy is riding a horse.)
T: Yes. And we can call it “horse riding” or “riding” for short. What can you see in Picture Six
Ss: (A tent and a fire.)
T: Yes. We call it “camping”.
2. Learn and match.
T: I am sure it’s easy for you to finish the exercises in A1 on page 69.
T: Now, let’s check the answers. I’d like you to talk about the pictures one by one like this:
A: What outdoor activity would you like to try
B: I want to go …
T: Let’s review the phrases again. They are “go jogging/camping/skating/swimming/cycling/ horse riding or riding.”
3. Brainstorm.
T: Do you know other outdoor activities I will show you some pictures for help. Try to say as many outdoor activities as you can, such as go hiking.
Ss: (Go fishing/boating/roller skating/skiing/walking/running/sailing/surfing …)
T: Great! There are so many outdoor activities. Which is your favourite
4. Listen and answer.
T: Daniel and Amy are also talking about outdoor activities. Let’s close our books and listen to their conversation. Try to find the answer to the questions.
(1) What outdoor activity would Amy like to try
(2) What about Daniel
5. Read and learn.
T: Now, please open your books and read their conversation with the tape. After reading, try to fill in the table on the screen.
T: I’d like you to answer like this: Amy/Daniel wants to go ________ because ___________.
S1: Amy wants to go riding because she loves horses and she really wants to ride one.
S2: Daniel wants to go camping because he likes being outside, near beautiful lakes and hills.
6. Useful expressions.
T: Try to find some useful expressions in the conversation.
T: Can you put the English sentences into Chinese
S: What do you like about your school
【设计意图：从Eddie和Hobo进行的hiking导入其他的户外活动。借此环节呈现部分生词，完成书本练习，复习拓展户外活动词汇，操练go … 结构。设问学生最爱的户外活动，导入Amy和Daniel的对话。先听后读，设置问题，细化文本内容，为下面的对话活动打好基础。】
Step 2 Production
1. Pair work.
T: Now I’d like you to share your ideas with your friends. Please make a conversation to talk about outdoor activities, using Amy and Daniel’s conversation as a model.
2. Learn more about outdoor activities.
T: Do you want to know more about outdoor activities Let’s listen to Susan for more information.
Fill in the blanks according to Susan’s words. You can discuss with your partners first.
T: Well done. Now let’s find out the main idea of each paragraph.
Paragraph One: About seasons.
Paragraph Two: About group activities.
Paragraph Three: Old people and young people do different outdoor activities.
Paragraph Four: Be careful because some outdoor activities are dangerous.
T: Perfect. We should be careful while doing outdoor activities. If we do so, we can get fun from them. That’s the topic of this unit. Let’s read together.
【设计意图：铺垫和积累至此，学生已经具备开展活动的知识储备。本部分旨在鼓励学生灵活应用所学，实现语用价值。同时，本部分以合作形式开展活动，学生在小组合作中互相学习。借助外教视频，拓展户外活动知识，概括文本，讨论总结户外活动注意点，回应课外活动主题outdoor fun，体现了“乐”的升华。】
V. Homework
1. Review the contents of this lesson;
2. Talk about your favourite outdoor activity with friends.英语（七年级下册）
Unit 6 Outdoor fun
Grammar
无锡市天一实验学校 张华
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. know the structure of the simple past tense;
2. learn how to make negative sentences correctly;
3. learn how to use the simple past tense to ask and answer questions correctly.
II. Teaching contents
New phrases: at home, put up, the camping trip
III. Focus of the lesson and predicted area of difficulty
How to use the simple past tense to talk about the things in the past.
IV. Teaching procedures
Step 1 Lead-in
Find the secret word.
T: Boys and girls, I have a secret word. You can get it by finishing the word puzzle. Look at the pictures and get the suitable words one by one.
T: Well done. Look! What’s the secret word
S: Rabbit.
T: Yes. It’s Mr Rabbit.
【设计意图：利用猜词游戏，复习本单元部分词汇的同时，得出“兔子”这个秘密单词，为下文的开展做好铺垫。】
Step 2 Presentation
1. Finish the diary.
T: Mr Rabbit wrote a diary, but some words are missing. Please help him finish it with the correct forms of the given words.
【设计意图：利用兔先生的日记复习动词的过去式。】
2. Past forms of verbs.
T: Very good! Look at some verbs and the past forms on the screen. And they can be divided into two groups. What are they
S: Regular verbs and irregular verbs.
T: Right. And do you still remember the changing rules of regular verbs Let’s review them. No.1, pass and passed.
S: 结尾直接加ed。
T: Yes. No. 2, notice and noticed.
S: 结尾是e的动词加d。
T: Correct. No. 3, try and tried.
S: 结尾是“辅音字母 + y”的动词，先变y为i，再加ed。
T: Great. No. 4, stop and stopped.
S: 结尾只有一个辅音字母的重读闭音节词，先双写这个辅音字母，再加ed。
3. Time expressions.
T: Look at the two sentences. Why should we use the simple past tense
S: Because of “that day” and “the other day”.
T: Yes. Do you know any other time expressions referring to the simple past tense Look at the screen, and I’ll give you some hints.
【设计意图：复习动词过去式的构成规则以及过去时的时间标志。】
4. Look and say.
T: Fill in the blanks using the simple past tense.
S: Alice was outside one sunny day.
T: Yes. That means …
S: She was not at home one sunny day.
T: That’s it. We use “wasn’t” or “was not” to form the negative sentence. Then look at the next picture and fill in the blanks.
S: They were in the field.
S: They weren’t on the playground.
T: Right. We use “weren’t” or “were not” to form the negative sentence. We know that Alice jumped into the hole after the rabbit. Why
S: She didn’t want the rabbit to get away.
T: So we can also use “didn’t do” or “did not do” to form negative sentences.
T: Now let’s work out the rule. If we want to make negative sentences with simple past tense, we can use wasn’t, weren’t and didn’t.
5. Practice.
(1) Change the sentences into the negative ones.
(2) Talk about last weekend’s activities.
【设计意图：以旧带新，利用阅读中的文本内容导出过去时的三种否定形式，借助练习题进行巩固。】
(3) Finish Part A on page 74.
(4) Ask and answer in pairs.
(5) Work out the rule.
T: Please pay attention to the questions. Can you work out the rule How can we ask and answer questions with the simple past tense
(6) Change the sentences as directed.
(7) Complete Sandy and Simon’s conversation.
T: Do you know the meaning of “put up a tent” Look at the picture. What are the children doing
S: They are putting up a tent.
【设计意图：因势利导，借助上一环节的内容进行问答练习，归纳出过去时的疑问句型和回答形式，并练习巩固。】
Step 3 Production
1. Weekend activities.
T: From the dialogue and the passage, we can find many weekend activities. What are they And what other activities can we do at weekends
T: What activities did you do last weekend Please talk with your partners and make up a dialogue. You can use these sentence patterns for help.
【设计意图：借助周末活动话题，鼓励学生自编对话谈论上周末的活动。通过联系生活实际，巩固过去时的各种句型，达成语言学习的目标。】
2. Conclusion.
T: Today we learned something more about the simple past tense. Let’s draw a conclusion.
T: And here are some sentences to help you remember the use of the simple past tense.
动词一般过去时， 表示过去发生事；
be用was或者were， do、does成did；
谓语动词过去式， 过去时间做标志；
一般动词加-ed， 若是特殊得牢记。
否定句很简单， 主语之后didn’t添；
疑问句也不难， did放在主语前；
如果谓语之前有did， 谓语动词需还原；
动词若是was、were， 否定就把not添。
【设计意图：借助图表，将所学内容系统化；借助诗歌，帮助学生记忆用法。】
V. Homework
1. Review the usage of the simple past tense;
2. Write about your last weekend.英语（七年级下册）
Unit 6 Outdoor fun
Study skills
无锡市天一实验学校 张华芬
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. learn the usage of the English dictionary;
2. know the words in a dictionary are in alphabetical order;
3. find words in the dictionary quickly.
II. Focus of the lesson and predicted area of difficulty
To learn how to use a dictionary.
III. Teaching procedures
Step 1 Lead-in
1. Have a guess.
T: It can’t speak or write, but it has much knowledge. When you have problems with learning, it can give you lots of help. What is it
S: It’s a dictionary.
T: Yes, that’s right. I think a dictionary is one of the most valuable tools.
【设计意图：通过猜谜的方式导入，有效激发学生的兴趣。】
2. Free talk.
T: Do you have an English-Chinese dictionary Can you show me your dictionary Have you ever read your dictionary carefully
T: Today, let’s try to understand it further.
【设计意图：让学生自然地拿出词典，关注词典。】
Step 2 Presentation
1. Try to understand your dictionary.
(1) Choose the right dictionary.
Learner’s Dictionary or Advanced Learner’s Dictionary
(2) Study your dictionary.
T: The words in a dictionary are in alphabetical order, from A to Z. Do you know why
T: It helps us find words quickly. If two words start with the same letter, we look at the second letter of the word we want to look up.
【设计意图：作为过渡，简要说明词典里单词的排列规则，并举例说明，帮助理解。】
2. Enjoy an alphabet song.
T: Can you recite the alphabet Now let’s enjoy an alphabet song. Listen and sing along.
【设计意图：通过字母歌，帮助学生明确字母的排列顺序。】
Step 3 Practice
1. Fill in the blanks according to the sequence of the letters.
2. Write the numbers 1-8 in alphabetical order.
3. Choose the right answer.
【设计意图：通过多种练习形式，帮助学生掌握词典中单词的排列顺序。】
Step 4 Presentation
1. Guide words.
T: Turn to page 77 and find out what the guide word is.
2. Finish Part B.
【设计意图：解释引导词的功能，并提供实例操练学生的应用能力。】
Step 5 Practice
1. Look up the words in the dictionary.
【设计意图：让学生练习如何查阅生词，可用图片说明生词含义，加深学生印象。】
2. Read the comics.
T: There are some new words in the comics. You can look up the news words in your dictionary.
【设计意图：以漫画图片及内容为载体，再次训练学生查阅字典辅助理解文本的能力。】
3. Enjoy an essay.
T: Read the essay about happiness. If there are some new words, you can guess their meanings according to the context or look up the words in your dictionary.
【设计意图：从词、句再到文章的理解，围绕板块主题层层递进。】
4. Discussion.
T: Nowadays online dictionaries are popular. Do you like to use paper dictionaries or online dictionaries Have a discussion with your partner and express your opinion to the class.
【设计意图：拓展关于在线词典的信息，让学生思考并抒发自己的观点。】
T: Dictionaries are really useful. Do you know what information we can get from the dictionary
【设计意图：引导学生更多地关注字典的其他丰富用途。】
IV. Homework
1. Sing the Alphabet Song;
2. Find five words in your dictionary, and try to read their definitions and the sentences given.英语（七年级下册）
Unit 6 Outdoor fun
Reading (I)
无锡市天一实验学校 张华
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. develop the ability to infer the general meaning from the title and the context;
2. pay attention to the time order of the action during the reading procedure;
3. encourage the students to be brave, optimistic, imaginative and creative;
4. revise and expand vocabulary in the story and conversation.
II. Teaching contents
1. New words and phrases: rabbit, hole, by, pass, dear, watch, fall, hit, herself, alone, low, locked, notice, into, side, through, surprise, look up, pass by, take … out of, stand up, run across, jump down, get down, hit the ground, find oneself alone, go through;
2. New sentences: She looked up and saw a white rabbit in a coat passing by.
How amazing!
She found herself alone in a long, low hall.
The strange rabbit surprised Alice.
III. Focus of the lesson and predicted area of difficulty
1. To develop the ability to infer the general meaning from the title and context;
2. To reinforce students’ ability to skim the text for overall meaning and scan for details.
IV. Teaching procedures
Step 1 Lead-in
Free talk.
T: Look at the pictures. What are they
S: (Story books.)
T: Yes. And we can call them fairy tales. Among them, what is your favourite
T: Well. Different people have different ideas. Today we will talk about one of them called Alice in wonderland. It’s a book written by Lewis Carroll. The book is very famous and has been made into a cartoon film.
【设计意图：用学生熟知的童话故事图片导入新课。】
Step 2 Presentation
1. Pre-reading.
T: Let’s watch a short video about part of the story. Try to find the two main characters in it.
S: A rabbit and Alice.
T: Yes. Look, the rabbit is a bit strange. Why
S: It wears clothes.
T: Yes. It is a white rabbit in a coat.
【设计意图：观看相关视频，找出主人公，为阅读做好铺垫。】
2. Fast reading.
T: The video just shows us the beginning of the story. Now let’s read the passage and know more about them. Open your books and read the passage by yourselves. Please read silently. Don’t worry about new words. You can use the wordlist for help. After reading, try to get the main idea of it.
S: The passage is about Alice down the rabbit hole.
【设计意图：快速阅读，掌握大意。】
3. Watch and learn.
T: You have got the main idea of the passage. Now, let’s follow another piece of video to go over the passage. While watching it, pay attention to Alice and Mr Rabbit’s actions.
T: After watching the video, I think you can understand these phrases better. Read them and match them with the right pictures
T: Let’s finish the exercises in B1 on page 71.
T: By now, we’ve learned many phrases with verbs. Let’s review them and try to get the past forms of the verbs.
T: Well done. Please read them together.
【设计意图：借助视频和图片，讲解生词以及短语，扫除精读障碍。】
4. Skimming and scanning.
T: Please go over the whole passage again and try to find right places for the three pictures and put them in the right order.
S: The first picture is by the river. The second is in the field and the third is in the hall.
T: Right. And there are five paragraphs in the passage and we can divide them into three parts according to the three places.
Paragraphs 1 & 2 are about “by the river”. Paragraph 3 is about “in the field”. Paragraphs 4 & 5 are about “in the hall”.
【设计意图：根据地点顺序将文章分成三部分，为精读做好铺垫。】
5. Detailed reading.
T: Now we’ll read the story for more details. Let’s read Paragraphs 1 & 2 together and tell “T” or “F”. If it is true, just read it. If it is false, try to correct it.
【设计意图：精读第一部分，借助判断题呈现细节。】
T: Read Paragraph 3 by yourselves, and then answer three questions.
【设计意图：借助问题，辅助阅读，获得信息。】
T: Read Paragraphs 4 & 5 and fill in the blanks.
【设计意图：借助表格，呈现最后两段的要点。】
6. Further reading.
T: Let’s read the whole passage again, and then finish the dialogue.
【设计意图：整体复习文本，完成对话，巩固细节。】
Step 3 Production
1. Put the sentences in the right order.
T: First, put the sentences in the right order.
T: Can you use another way to say the sentence “The strange rabbit surprised Alice.”
【设计意图：借助排序练习，回顾全文，为复述做好铺垫。】
2. Retell the story.
T: Now, let’s try to retell the story with the help of these sentences. And I will show you some pictures for help too. You can prepare it with your partners.
S: One Sunny day, Alice sat by a river with her sister. Then she heard a sound. She looked up and saw a rabbit passing by. She stood up and ran across the field after the rabbit. Then she jumped down a hole after the rabbit. She fell for a long time. At last she found herself in a hall. She noticed a small door and she could see a lovely garden on the other side, but she couldn’t go through the door, because she was too big.
【设计意图：借助图片，用自己的话复述课文，旨在培养学生的理解能力、口头表达能力和逻辑思维能力。】
3. What do you think of Alice
T: You’ve done a great job. What do you think of Alice Can you use some words to describe her You may use the sentence structure: I think she was … because …
T: I think Alice was curious, brave and careful. Let’s enjoy a short passage.
Alice was curious, brave and careful, so she found her wonderland in the story. In fact, everybody has a dream world, if you are curious, brave and careful, maybe someday, you can find your wonderland in your life!
【设计意图：提炼文本思想，升华文本。】
V. Homework
1. Review the contents of this lesson;
2. Read the book Alice in Wonderland to know more about this story.英语（七年级下册）
Unit 6 Outdoor fun
Integrated skills
无锡市天一实验学校 张华芬
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. learn about the history of Chinese kites;
2. talk about a day out for outdoor activities;
3. arrange a day out and enjoy the day out.
II. Teaching contents
1. New words and phrases: wood, period, dynasty, century, Italian, province, excited, mobile phone, make a bird out of wood, use bamboo to make kites, in the 13th century, become famous for, from then on
2. New sentences: It’s dangerous to swim in the lake.
Remember to take your mobile phone.
Now everything is ready.
Shall we go
III. Focus of the lesson and predicted area of difficulty
To learn about the history of kites and talk about a day out.
IV. Teaching procedures
A Chinese kites
Step 1 Lead-in
1. Enjoy a video about outdoor activities.
T: Hi, everyone. Doing outdoor activities is fun. Now, let’s enjoy a video and you’ll learn a lot about outdoor activities.
2. Free talk.
(1) Do you like outdoor activities
(2) What is your favourite outdoor activity
(3) Can you guess what outdoor activity I like best
【设计意图：以学生熟悉且感兴趣的 “户外活动”导入衔接下文，让学生猜测老师最喜欢的“户外活动”，引出“风筝”这个话题。】
Step 2 Presentation
1. Present a photo of kite flying.
2. Answer the following questions.
(1) Do you like flying kites
(2) Where do you usually fly kites
(3) Who often goes with you
(4) What does your kite look like
T: This is my kite. What does the kite look like
【设计意图：自然地引出有关风筝外形的话题，正式进入文本的A部分。】
Step 3 Listening (A1)
1. Listen and write.
T: What do the students’ kites look like Let’s listen to the conversation between Mr Wu and his students, and write correct names under the kites.
2. Ask some questions to check the answers.
T: Please listen to the conversation again and answer my questions.
(1) What does Millie’s kite look like
(2) Whose kite looks like a square
(3) What about Amy’s
(4) By the way, who is good at making models
【设计意图：听力之前，提高要求，确保听力训练的效率，让学生养成良好的听力习惯。】
Step 4 Presentation
Famous people in history.
T: Do you know the history of kites First, let’s meet four famous people in history.
Pictures 1-2: There were two famous men over 2000 years ago, in the Warring States period. This is Mozi. This is Lu Ban. Lu Ban is Mozi’s student.
Pictures 3-4: This is Cai Lun. He is a famous inventor. He invented paper in the Eastern Han dynasty. This is Marco Polo. He is from Italy. He visited China in the 13th century.
【设计意图：一方面介绍人物及年代，提前渗透听力涉及的内容；另一方面，也是对水平有限的学生的一种提示，以此帮助他们更好地融入课堂活动。】
Step 5 Listening (A2 and A3)
1. Listen and choose.
T: Listen to Mr Wu’s talk about the history of kites and match each person with the correct event. Write the letters in the boxes.
2. Talk about the materials of kites.
T: People used wood to make kites in history. It means, “People made kites out of wood.”
【设计意图：旨在巩固听力所得，更是对两种表达法的讲解与比较，便于学生更好地掌握运用这两种方式。】
3. Listen and complete.
T: Listen to Mr Wu’s talk again. Help Millie write down what he said. You can use the information in Part A2.
T: Check the answers and read the passage.
T: Fill in the blanks with the right answers.
【设计意图：培养学生合作学习、共同解决困难的意识与能力。校对完答案之后，让学生自主练习朗读，在相对宽松的条件下操练口语，争取更大的学习空间。】
4. Language points.
in the West
from then on.
B Speak up: We’re having a picnic.
Step 1 Lead-in
Some advice on a day out.
T: Amy and her cousin Shirley are going for a picnic. They are very excited. What can they do and what do they need to take Can you give them some advice
T: If they get lost and want to call their family, what do they need (Present the mobile phone.)
【设计意图：进行主题的切换与过渡，引出外出日的活动与新的词汇mobile phone。】
Step 2 Presentation
1. Listen and answer.
T: Listen to the conversation between Shirley and Amy and tell me: Can they swim there Why
2. Read and learn.
A day out
Feeling
What they can do
What they cannot do
Things they need
【设计意图：通过表格的形式更好地归纳、整合文本信息，也为下面的自编对话提供更好的借鉴。】
Step 3 Practice
1. Practice reading the conversation and do role-play activities.
2. Pair work.
T: Work in pairs and discuss the outdoor activities you like.
T: Suppose you are going camping this Saturday. Make up a new dialogue to talk about your plan.
【设计意图：先朗读对话，再进行讨论，最终完成自己的一日外出活动计划。铺垫和积累至此，学生已经具备开展活动的知识储备。本部分旨在鼓励学生灵活应用所学，实现语用价值。同时，本部分以合作形式开展活动，学生可在合作中互相学习，增进友谊，培养情感。】
3. Summary.
T: It is fun to do outdoor activities. Outdoor activities are good for our health and mind.
【设计意图：通过总结收尾，升华学生对户外活动的理解。】
V. Homework
1. Introduce the history of kites to your family;
2. Search the information about Chinese tea or silk on the Internet.
