外研版八年级英语上册教案 Module 7 Unit 1 Alice was sitting with her sister by the river.（共4课时）

MODULE 7 TEACHING PLAN
1、 题材内容
本模块以童话故事为主题,主要讲的是爱丽丝漫游奇境的故事。利用学生比较喜欢的童话故事进行教学有助于激发学生的参与意识和学习动机。要求同学们了解一些童话故事，用过去进行时描述过去正在发生的事情。语法重点是正确使用过去进行式。通过讲故事,采用隐性的教学方式，使学生在无意识的情况下掌握语言结构,既学习语言知识, 又感悟语言功能,真正做到了语法为语义表达服务。本模块的　learning　to　learn栏目和 Around the world栏目介绍了一些著名的英语故事书,通过讨论可以加深对学习的兴趣，既可学习语法，又可培养叙述能力。教学中教师应随时随地以童话故事吸引学生，灵活利用各种素材组织教学过程和内容。充分调动学生的积极性。
教学目标
1） 语言知识：
语音 能够朗读含有过去进行时的句子
词汇 suddenly, rabbit, party, fall, hole, strange, carry, tired, nothing, once, daisy, chain, pink, by, pocket, across, field, under, hedge, storm, outside, jump, scream, during, noon, bookshop, staff, wear( wore, worn), clap, cheer, perform, gold, ring, hall, follow, stop
词组 go off,
语法 能够正确使用过去进行时。
功能 能够描述过去正在进行的动作。
话题 以“童话故事”为话题。
1） 语言技能：
听 能听懂含有过去进行时的童话故事，提取具体信息。
说 能询问、介绍过去正在发生的事情和动作。
读 能读懂包含过去进行时的童话故事，掌握文章的细节。进行简单的阅读技能训练。
写 能够用过去进行时描述过去正在发生的事情、动作。
演示与表达 能结合图片、影视等材料向同学们讲简单的故事。
3)学习策略
学习一定程度形成自主学习，有效交际、信息处理、英语思维能力。
认知 联系，归纳，推测等技能。观察并归纳现在进行时的用法,提高自学能力。
调控 从同伴处得到反馈，对自己在叙述及作文中的错误进行修改
交际 学习运用恰当词语介绍过去正在发生的事情。
资源 通过其他资源获取更多童话故事。
自学策略 能够根据自己的情况预习教材和拓展。能注意发现语言现象背后的规律,并能运用规律举一反三。
合作学习策略 能够根据小组内同学的特长分工合作，互相学习，取长补短，注意从他人的演示中汲取经验,注意学习策略共享.
4)文化意识：
中外对比 通过童话故事以及中英文名著的介绍，了解西方国家的文化。
5)情感态度:
能够与故事中的人物共同感受，在欣赏故事的同时培养移情能力。参加各种英语活动，克服困难，在新环境中进一步树立准确的语言学习观。
6)任务:能够以讲故事的方式介绍自己过去的经历或者利用招贴画，介绍故事等。
教学重点和难点
重点：1．通过讲述童话故事培养学生的听、说、读、写能力，掌握现在进行时的用法。
难点：运用恰当词语介绍过去正在发生的事情。
教学方法
基于课程改革的理念及“第二语言习得论”,培养实现人的可持续发展和人的主体精神的自我完善和发展所必需的能力和素质，运用任务型教学途径，围绕核心任务，设定小任务，开展和谐愉悦的课堂活动，强调兴趣第一的原则,初步设计“P—T—P”自主学习立体模式：pre-task…task-cycle…post-task。
1、 教材处理
核心任务：能够收集童话故事的信息制作招贴画，运用所学句型结构、运用恰当词语介绍过去正在发生的事情。三个环节如下：
pre-task：学生联系生活实际，激活背景知识，。
task –cycle：通过整个模块的听说读写的训练，强化运用恰当词语介绍过去正在发生的事情的表达能力，为完成任务做好铺垫
post-task：达成任务，展示成果，反馈学习情况
1、 教材安排
根据学生学习英语的特点和规律，我们把本模块划分为4课时：
Period 1: Listening and Vocabulary &Pronunciation and Speaking
Period 2: Reading and Vocabulary & Learning to learn
Period 3: Writing& Around the world &Module Task
Period 4: Language in use
注：教学时应根据学生的学、生活实际水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。
『教学设计』
Title: Module 7 A Famous Story
Period 1: Listening and Vocabulary &Pronunciation and Speaking
Teaching Content: Listening and Vocabulary and Pronunciation and Speaking
Teaching Aims and Demands:
1. Language Knowledge
Key vocabulary and phrases: suddenly, rabbit, party, fall, hole, strange, carry
Key structure: were/ was doing (重点)
2, Listening skill: To get specific information of a story and understand description of past on-goings. (难点)
3.Speaking skill: To talk about past on-goings.
4. Attitudes: To take active part in the game of telling stories.
Learning strategies:
Bottom –up approach and listening to the tape and do some exercises.
Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)
Teaching Procedures:
Part I: Revision
Task: Recall what we have learned in the last Module.
Directions:
Step one: Label the pictures with the phrases.
(1). Read through the phrases in the box and have the Ss. Repeat them after you.
(2).Ask them to label them in the pictures on the screen.
(3).Make some sentences with the phrases. Ask students to speak out as many as they can.
Step two: Talk about your experiences. Eg.
A: have you ever been to London
B: Yes, I have.
C: Has B ever been to London
A: Yes, he/she has.
-You’ve been to Beijing, have you .
-Yes, I have./No, I haven’t.
He has seen Beijing Opera, hasn’t he
He took many photos of stone animals, didn’t he
They didn’t visit the Palace Museum, did they
Yes, they did. / No, they didn’t.
…
Ask students to speak out as many as they can.
Part II: Lead in:
Task: Introduce to them the new words.
Directions:
Step one: Introduce the new words of this unit. And list them on the board.
Step two: Read after the teacher.
Step three: Practise reading the words.
Step four: Ask the students to look at the pictures about the story. Elicit what they can see. If there are any new words, add them to the list on the board.
Step five: Make some sentences using the new words from the whole class.
Part III: Listening
1. Task: Listen and number the characters in the story in the order you hear them in activity 1 on page 42.
Directions:
Step one: Read through the words in the box and introduce the characters in the story
Step two: Play the recording and have them listen to the recording and focus on the characters first time through. Then listen again and number the characters.
Step three: Then Call back the answer from the whole class.
Step four: Play the recording again for the Ss to check and consolidate.
2. Task: To understand conversations .
Directions:
Step one: Ask the Ss to look at the the questions on the screen.
What is Lingling reading
Why was the rabbit running
What were the King and the Queen doing
Step two: Play the recording and have them listen.
Step three: Play the recording again and have them answer the questions individually.
Step four: Call back the answer from the whole class, having one student ask a question and another answer.
3. Task: Activity 3 on page 43.
Directions:
Step one: Have them read the passage and write notes about what the people were doing individually in Activity 3. Have them check their answers with a partner
Step two: Have them check their answers with a partner
Step three: Call back the answer in a whole- class setting.
Step four: Play the recording again and have them check.
4. Task: Activities 4 and 5 on page 43.
Directions:
Step one: Have them do the Exx individually in Activities 4 and 5. Have them check their answers with a partner
Step two: Call back the answer from the whole class.
5 .Task: Listen and read:
Directions:
Step one: Play the recording and ask the Ss. to listen and read the conversation.
Step two: Play the recording again and pause after each phrase, asking the Ss. to repeat chorally and individually.
Step three: Put the Ss. into groups of 2 to practise the dialogue.
Step four: They should repeat it several times, changing the roles each time.
Part IV: Pronunciation
Task: Listen and repeat in Activity 6
Directions:
Step one: Play the recording and ask the Ss. to listen and repeat in Activity 6.
Step two: Ask the Ss to practise with a partner.
Step three: Play it once more for the Ss to repeat chorally and individually.
Part V: Speaking
Task: Ask and say what you were doing at these times
Directions:
Step one: Think about what you were doing at these times .Ask the Ss to make a list of what they were doing.
Step two: Ask the Ss to ask and answer with each other.
Step three: Circulate and monitor production, paying special attention to the use of the past continous tense.
Step four: Let some pairs come to the front to act it out.
Step five: Pair the Ss for further practice.
Part VI: A test
Ask the Ss to do Ex 2 on page 132 and hand in immediately .
Part VI: Homework:
Recite the short dialogue as fluently as possible.
Period 2 Reading and Vocabulary
Teaching Content: Reading and Vocabulary
Teaching Aims and Demands:
1. Language knowledge:
New words: tired, nothing, once, daisy, chain, pink, by, pocket, across, field, under, hedge
Key structures: were/ was doing. (重点)
2. To understand a story concerning its details, especially what, who, when, where and why. (难点)
3. To write a story of past on-goings.
4. Attitudes: To take active part in the game of telling stories.
Learning strategies: Communicative approach.
Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)
Teaching Procedures:
Part I: Revision
1. Help students to revise what is learnt in Period one of this module.
Show them some pictures about the new words in last period. Have the Ss. spell them chorally and individually.
2. Revise the p.p. forms of some irregular verbs
Ask and say what you were doing at these times:
Yesterday: 5 am 6am 7 am 8 am
Last Sunday 5 am 6am 7 am 8 am
Eg: -What were you doing at 6 am yesterday
-I was going to school.
Part II : Preparation
Task 1 : Learn the new words.
Directions: Label the pictures with the words.
(1). Read through the words on the screen. Have the Ss. Repeat them after you.
(2).Read the words separately and have them remember them.
(3).Make some sentences with the words.
(4) Call back the answers from the whole class.
Task 2: Talk about the picture, saying what you think is strange.
Directions:
(1). Let the Ss look at the picture of the White Rabbit individually and then discuss what is strange about it with a partner. Elicit some suggestions from the Ss, and note them on the board. Accept anything they give.
(2). Pair the Ss to talk about the story Alice’s Adventures in Wonderland.
Part III: Scanning and Skimming
1.Task: Read the passage and re-arrange the pictures according to the story.
Directions:
Step one: The teacher give the Ss some pictures about the story and ask the Ss to read the passage.
Step two: Ss read the passage and re-arrange the pictures according to the story individually.
Step three: Call back the answers from the whole class.
2. Task: Read the passage and answer the questions in activity 2.
Directions:
Step one: First make sure the Ss understand what they should do. Ss read the passage and do activity 2 on page 44 individually and check with a partner.
Step two: Call back the answers from the whole class, having one student ask and another answer.
Part IV : Dealing with expressions:
1. Alice was getting very tired.
tired表示“疲劳”也可以表示“厌烦”；在文中表示“厌烦”。
He felt tired. 他觉得疲倦。
2． Once or twice she looked into her sister’s book, but it had no pictures or conversations in it. 她看了几眼姐姐得书，发现书上既没有插图又没有对话。
Once or twice 意思是：几次，一两次。例如：
She goes swimming once or twice a month.
3．“And what is about for,” thought Alice. “ without pictures or conversations ”“没有插图又没有对话的书有什么用呢？”爱丽丝想。
What… for 表示“为什么… ？”例如：
- I’m going to Paris. 我要去巴黎。
- What for ( = What are you going to Pairs for ) 做什么？
4. So she was thinking of making a daisy chain when suddenly a white rabbit with pink eyes ran by her.她正在想着做一个雏菊花环，突然，一只粉色眼睛的小白兔从她身边跑过。
（1） be doing… when… 表示一个动作在进行，另一个动作又发生聊。例如：
They were working in the fields when it began to rain.他们正在田里干活，这时天开始下起雨来。
They were reading the story when the teacher came in.当老师进来时，他们正在读故事。
(2)daisy chain 是西方孩子们用雏菊梗和花编成的一个圈，可戴在头上、挂在颈上或墙上。
5. There was nothing strange about that.这没什么好奇怪的。
注意不定代词nothing ，anything， something 的用法。Something 用于肯定句，nothing 用于否定句，anything用于疑问句和否定句。例如：上句可以换成另外一种说法
There was not anything strange about that.
There is something wrong with my watch.
Is there anything I can do for you
Part V: Language use
1.Activity 3 on page 45 in the TB.
Direction: Ss do it by themselves .Let’s see who can finish it as soon as possible. Then discuss in pairs and finally share their answers with the class. Then ask and answer in pairs.
2.Give the students some time to recall what they’ve learned in this class.
Part VI: Homework: Retell the text.
Part VII: A test: Exercise 10 on page 134 in the WB.
Period 3: Writing & Around the world &Module Task
Teaching Content: Writing & Around the world &Module Task
Teaching Aims and Demands:
1.Writing skill: To write a story of past on-goings. Improve the students’ writing ability (难点).
2. To learn about famous books in English.
3. To summarize and consolidate past continuous tense. (重点)
4. Attitudes: We should read as many books as possible.
Learning strategies
Top-down and Interactive approach and do some exercises.
Teaching Aids: Multi-Media (Tape recorder , video, OHP, handout)
Teaching Procedures:
Part I: Revision
Task: Help students to revise what was learnt in last module.
Directions:
(1). Revise the words and phrases.
(2).Put the Ss. in pairs to retell the text.
Part II: Writing
1. Task: Write the story of Lewis Carroll and Alice Liddell.
Directions
Step One: Run through the sentences with the Ss. in Activity 3 and make sure that they remember them.
Step two: Ask the Ss to write the the story of Lewis Carroll and Alice Liddell individually .
Step three: Call back some answers from the whole class.
Step four: Read them loudly.
2. Task: Write a story about sb.’s past experience according to some pictures.
Directions
Step One: Give them an example and make sure that they know what to do.
Step two: Ask the Ss to complete the story according to some pictures. Then exchange books for a peer check for language accuracy.
Step three: Call back a few examples from the whole class.
Step four: Then summarize
Part III: Around the world
Task: Learn something about famous books in English.
Directions
Step One: Ask the Ss. to look at the different pictures about some famous books in English.
Tell the Ss. some knowledge about them.
Step two: Read the text and answer any questions the Ss have.
Step three: Choose one chapter for them to read if possible.
Part IV: Module Task
Write a short story about your past experience
Directions:
1. Read through the instructions with the whole class. Choose sth. Which really happened to them, or invent something.
2. Let the Ss write sentences about the subject. Then put the sentences together to make a story.
3. Circulate and monitor their production.
4. Let the Ss read their stories to the classmates or put them up on the wall.
Note: Let the Ss look at it when they have a spare moment.
Part V: Recalling
Recall what we have learned today.
Part VII: A test
Do Ex.4 on page 133 and hand in immediately.
Part VIII: Homework: Do the Self-assessment on page 135.
Period 4. Language in use
Teaching Content: Language in use
Key structures: were/ was doing. (重点)
Teaching Aims and Demands:
1. To summarize and consolidate the use of past continuous tense.
2. To summarize and consolidate expressions and vocabulary.
3.Affection and attitudes: We should read as many books as possible.
Learning strategies: Formal instruction and task-based approach and interactive practice.
Teaching Aids: Multi-Media (video, OHP, handout)
Teaching Procedures:
Part I Revision
Help students to revise what is learnt in 3 periods of this module.
Part II Language practice
Task1: To summarize and consolidate the usage of past continuous tense.
Directions
(1).Run through the examples with the Ss. and make sure that they are familiar with the use of present perfect tense.
(2). Ask the Ss. to repeat the sentences in the box.
(3). Ask“Can you make other similar examples ”
(4).Focus the Ss’s attention on the structure: were/ was doing
Task2: To summarize and consolidate the use of past continuous tense.
Directions:
(1). Do activities 1and 2 on page 46.
(2). Ask the Ss. to call out the answers from the whole class.
(3). Ask the Ss. to read the complete sentences.
(4). Then do activities 3 and 4 and 5 and 6 on page 47. Then role-play the conversation in Activity
(5) Summarize: the formation of the present perfect tense.
Task 3: Complete the passage with the words in the box in Activity 8.
Directions:
(1) Ask the Ss. to complete the passage with the words in the box.
(2) Exchange work and peer correct with another pair for accuracy.
(3) Call the answers back from the class.
Task 4: Listen to this interview and answer the questions in Activity 7.
Directions:
(1) Ask the Ss. to listen to the interview and answer the questions.
(2) Exchange work and peer correct with their deskmates for accuracy.
(3) Call the answers back from the class as complete sentences.
Task 5: Match 1-4 with a-d and make sentences with the phrases in Activity 9.
Directions:
(1) Ask the Ss. to Match 1-4 with a-d and make sentences with the phrases in Activity 9.
(2) Exchange work and peer correct with their deskmates for accuracy.
(3) Call the answers back from the class.
Part IV: A test
Do Ex 7 on page 133 in the WB. Let’s see who can finish it as soon as possible.
Part V: Homework:
Finish all the exercises in the WB.