外研版八年级英语上册教案 Module7 Alice was sitting with her sister by the river.（共4课时）

Module 7 A famous story
I. Teaching goals 教学目标
技能目标 听 Listen to fairy tales including past on-goings
说 Ask and introduce events happening in the past
读 Read fairy tales including past on -goings
写 Write a description of things happened in the past
语言目标 功能句式 Saying what you were doing at a specific time：Alice was sitting with her sister by the river.It was sitting in a tree and smiling at everyone.They were having a tea party in the garden.Where was it going
词汇 重点词汇fall, follow, hole, rabbit, ground, twice, suddenly, pink, pocket, field, deep, while, dry 短语tea party, once or twice, think about, go down
语法 Past continuous: were/ was doing.
重点句子 1. Alice was sitting with her sister by the river.2. Why was it running 3. It was sitting in a tree and smiling at everyone.4. She did not think it was strange.5. While she was falling, she was thinking about her cat …
II. Teaching material analyzing 教材分析
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。
III. Class types and periods 课型设计与课时分配
Period 1 Listening and speaking (Unit 1)
Period 2 Reading and writing (Unit 2)
Period 3 Language in use (Unit 3)
Ⅳ.Teaching plans for each period分课时教案
Period 1 Listening and speaking
Language goals语言目标
1. Key vocabulary重点词汇
fall, follow, hole, rabbit, ground, strange
2. Key structures重点句式
Were/was doing
Ability goals能力目标
Enable students to talk about past on-goings.
Teaching methods教学方法
Communicative approach.
Teaching aids教具准备
A tape recorder, some pictures or handout.
Teaching procedures and ways教学过程与方式
Step I Lead-in
Show some pictures of fairy tales, introduce the story briefly, and explain some new words.
T: Do you like to read fairy stories (Explain “fairy story”.) 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 name 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: It’s about a beautiful girl. At first, Cinderella is living happily with her mother and father until her mother dies. Cinderella's father remarries a cold, cruel woman. The woman has two daughters. When the father dies, Cinderella's stepmother turns her into a servant in her own house.
T: Well done. Do you know anything about picture 3
S: Aladdin 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: Alice’s Adventure in Wonderland
T: Good. It’s a famous English story. Today we’ll start with this fairy tale.
Step II Listening
vocabulary
Introduce to them the new words.
Introduce the new words of this unit. And list them on the board.
Read after the teacher.
Practise reading the words.
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.
Make some sentences using the new words from the whole class.
Listening
Listen to a short
Ask the students to read the words in activity 1.
Play the tape and number the words in the order. Call back the answers from the whole class.
Ask the students to look at the three pictures, and then discuss the pictures with a partner.
Play the tape and ask students to number the pictures in the order. Call back the answers from the whole class.
Step III Reading and grammar Ask students to read the conversation individually and find out the sentences with the form of “v-ing”.
Write the sentences on the board:
I’m reading.
Alice was sitting with….
Why was it running
And where was it going
It was sitting in a tree and smiling at everyone.
He was sitting with the Mad Hatter and a mouse.
She was playing a strange game!
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 didn’t hear 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 don’t know if the letter 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 complete the sentences using the words in the box to help.
Check the answers. Call their names from the whole class in order.
Ask the students read the conversation again and do activity 4. then, check the answers from the whole class.
Step IV Explain the important and difficult points
Step V Pronunciation and speaking
First ask students to read through the sentences in activity 5. 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 6, write notes on a piece 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 5 am yesterday
S: I was getting up..
…
Step VI Homework
Ask students to:
1. Read the conversation in activity 3 repeatedly.
2. Do activities.
3. Try to find some information about the writer of the story.
Period 2 Reading and writing
Language goals 语言目标
1. Key vocabulary重点词汇
twice, suddenly, pink, pocket, field, deep, while, dry
2. Key structures重点句式
Were/was doing
Ability goals能力目标
Enable students to read and write about fairy tales.
Teaching methods教学方法
Communicative approach.
Teaching aids 教具准备
A tape recorder, some pictures and handouts.
Teaching procedures and ways教学过程与方式
Step I Revision and lead-in
Review past on-goings through asking and answering questions; encourage them to recall the characters in the story Alice’s 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-goings.
T: Which story were we talking about
S: Alice’s 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 Alice
T: Great. Now let’s look at the picture in activity please. Who’s in the picture
S: It’s a rabbit
T: Do you think it is strange
S: Yes. It’s wearing clothes.
T: Yes, that’s the point. Usually rabbits don’t wear clothes. Is there anything else strange
S: It is carrying a stick. It is standing on its back legs. It’s looking at a watch.
T: Good. Why is it so strange Today let’s learn more about Alice’s adventures in wonderland.
Step II Reading
In this procedure, students will read the start of Alice’s 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.
twice, suddenly, pink, pocket, field, deep, while, dry
And then ask students to read individually and number the events in the order they happened.
Check the answers. Ask them to read again and discuss the questions with a partner in activity 4.
Check the answers.
Step III Writing
In this step, students will do the match work first to know something about the.
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 ask 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
write the story. When they have finished, ask some of them to read their story to the class.
Step IV Homework
Ask students to
1. make sentences with the phrases: Once or twice, look into, what…for…, be doing…when…, think of, grow up, have a picnic.
2. do activities 5-6 in the workbook.
Period 3 Language in use (I)
Language goals语言目标
Key structures重点句式
Were/was doing
Ability goals能力目标
Enable students to use the past continuous tense correctly.
Teaching methods教学方法
Communicative and practice.
Teaching aids教具准备
A projector, a tape recorder and a computer.
Teaching procedures and ways教学过程与方式
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
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. I’m going to be a pilot when I grow up.
Step II Practice
Ask students to do activities 1-2, first individually and then check their answers 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.
Samples answers:
Last Sunday, during the day, I was doing some washing. At about seven o’clock 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 was cleaning my room.
Step III Games
Read 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 o’clock last night, and the police are 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 o’clock. If you cannot remember or don’t know what you were doing, you will be treated as a suspect.
Sample dialogue:
(P = Police)
P: Excuse me, may I ask you some questions 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: What 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 was doing.
Step IV Listening
Ask 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 Homework
Ask students to:
1. finish the rest activities in the workbook.
2. read more about Alice’s adventure in wonderland.
Period 4 Language in use (II)
Language goals语言目标
1. Key vocabulary重点词汇
look into; run across; smile at; think about
2. Key structures重点句式
Were/was doing
Ability goals能力目标
Enable students to write a short story about their past experience.
Teaching methods教学方法
Communicative approach.
Teaching aids教具准备
A computer and a projector.
Teaching procedures and ways教学过程与方式
Step I Lead-in
Encourage 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 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 Alice’s adventure in wonderland. Can you tell me some characters 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: It’s wearing clothes. It’s carrying a stick. It’s wearing a watch.
T: Who is the cat like Who else is in the story Now let’s look at the pictures in activity 8 and find 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 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 room and found nobody was there.
I saw him run across the street.
She is always smiling at her students.
Don’t 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 Twain 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 Finn, which are classic examples of American children’s 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 children’s stories, 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 well 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 something which really happened to them, or invent something.
T: It’s 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 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, and got into the car.
“Where are you going ” she asked.
“I’m going home from school.” I said.
“Tell me where it is, and I’ll 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 around 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 when she saw it.
Step V Homework
Ask students to
1. finish the rest activities in the workbook.
2. make a self assessment of the module.
Teaching resources教学资源库
I. Lewis Carroll
Lewis Carroll’s real name is Charles Lutwidge Dodgson, the first of 11 children of a clergyman. Born on Jan. 27, 1832, he soon 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 Christchurch) in the late 1850s, and started by photographing them. Dodgson was something of a pioneer in the early days of photography.
It was a trip up the river from Oxford to Godstow with Lorina(13), Alice(10) and Edith (8) on 4th July 1862 which laid the foundations of the first Alice story, although many of the elements were things he had already invented. The book was finally published as Alice’s Adventures in Wonderland in 1868, with illustrations by John Tenniel, which have become as famous as the story itself. It was an instant success, and has remained a classic of children’s literature in English. His pen-name--Lewis Carroll--was a word-play from a Latinised inversion of his own first two names.
Unlike many writers, Dodgson made the sequel Through the Looking Glass and What Alice Found There equally interesting and amusing. It was published in 1871. His long nonsense poem The Hunting of the Snark was published in 1876, and towards the end of his life the two long Sylvie and Bruno novels, but were neither as good nor as successful as the Alice books.
Dodgson died on 14th January 1898.
II. 过去进行时
构成：过去进行时是由was/were +v.-ing构成的。与现在进行时类似，只是现在进行时中的am/is/are 变成了was/were.
过去进行时的用法：
1． 表示过去某时正在进行的动作或情况
It was raining all night /all yesterday.
2． 过去某时并行的动作
While I was working in the garden, my wife was cooking dinner
3. 表示过去重复的动作
When he worked here, roger was always making mistakes.
过去进行时和一般过去时：
一般过去时通常表示过去发生的而现在已经结束的事件，动作或情况
Sam phoned a moment ago.
I saw Fred in town.
I had a word with Juliann this morning.
用一般过去时通常指动作何时发生，而不指动作持续多久。过去进行时和一般过去时经常同在一个句子里使用。过去进行时表示过去正在进行的情况或动作，一般过去时则表示比较短暂的动作或事件。正在进行中的动作或情况往往由连词when, as, just as, while等引导。
Jane met frank when she was living in Hollywood.
Just as I was leaving the house, the phone rang.
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