外研版八年级英语上册Module 7 A famous story unit3 Language in use.教案

New
Standard
English:
Book
8A
M7
A
famous
story
Unit
3
Language
in
use
Analysis
of
learning
material:
Topic:
stories
Function:
Telling
a
story
Task:
Creating
a
short
story
Learning
material:
The
learning
material
is
from
NSE
8A
M7
U3
talking
about
stories.
Based
on
Alice’s
Adventure
in
Wonderland,
in
this
unit
several
stories
from
the
book
are
reviewed
and
also
some
new
ones
are
introduced
through
different
tasks.
Considering
students
might
be
hard-pressed
to
create
a
story
on
their
own,
several
ways
are
introduced
throughout
the
tasks.
Also,
several
tasks
are
adapted
from
the
book
for
students
to
practise
the
target
language
and
lay
the
foundation
for
the
final
output.
Analysis
of
students:
The
topic
“Story”
is
no
stranger
to
students.
And
they
are
familiar
with
the
beginning
of
the
book
Alice’s
Adventure
in
Wonderland.
So
they
won’t
find
it
difficult
to
understand
the
following
stories
in
different
tasks.
Besides,
my
students
are
good
at
discussing
in
groups.
So
group
work
will
be
of
great
help
to
them,
and
it
can
also
stimulate
them
to
express
themselves.
Most
students
from
Grade
Eight
are
still
developing
their
listening,
speaking,
reading,
viewing
and
writing
skills.
Thus,
students
can
be
easily
intrigued
by
different
types
of
tasks.
Besides,
my
students
possess
the
ability
to
imagine
in
context,
so
they
will
find
it
easier
to
imagine
some
unusual
things
when
given
a
certain
context.
Learning
objectives:
By
the
end
of
the
class,
students
will
be
able
to
create
an
entertaining
story
under
guidance
(amazing
names;
magical
things;
unusual
behaviors).
And
this
objective
will
be
achieved
by
talking
about
what
they
were
doing
in
Wonderland.
discussing
the
names
from
Alice’s
Adventure
in
Wonderland.
telling
the
story
from
the
book
about
the
rabbit
and
Alice’s
unusual
behaviors.
watching
the
story
about
what
happened
to
Alice
next
and
discussing
how
she
got
out
of
the
room.
discussing
what
they
think
of
Alice.
listening
to
the
story
and
filling
in
the
blank
about
unusual
behaviors.
reading
the
story
and
discussing
what
even
more
unusual
things
will
happen
next.
discussing
the
ideas
about
how
to
create
an
entertaining
story.
Learning
focuses:
Students
are
expected
to
understand
how
to
create
an
entertaining
story
through
different
tasks.
2.
discuss
the
ideas
about
how
to
create
an
entertaining
story.
Anticipated
difficulties
Students
may
find
it
difficult
to
understand
how
to
create
an
entertaining
story
through
different
tasks.
Solutions:
After
the
tasks,
students
will
be
given
a
chance
to
discuss
the
ideas
about
how
to
create
an
entertaining
story
in
groups.
Throughout
the
tasks,
the
teacher
will
emphasize
some
key
words
on
the
blackboard
to
remind
students.
Students
may
find
it
difficult
to
apply
three
ways
to
create
an
entertaining
story.
Solution:
Before
creating
the
story,
students
are
encouraged
to
think
about
what
kind
of
story
they
want
to
create
and
accordingly
work
together
to
make
notes
about
the
story.
Teaching
methods:
Task-based
methods
Learning
methods:
Summarizing
and
discussion
Teaching
aids:
Multimedia
and
blackboard
Learning
procedures
Stages-timing
Activities
Purpose
Lead-in
Step
1
Free
talk
Answer
“At
that
time,
what
were
you
doing
in
Wonderland?”
The
teacher
greets
the
class
by
sharing
his
unusual
dream
last
night.
Students
share
what
unusual
things
they
were
doing
at
that
time,
suppose
they
were
in
Wonderland.
Some
unusual
behaviors
will
be
emphasized
on
the
blackboard.
This
step
is
to
lead
to
the
topic
of
stories
and
attract
students’
attention.
The
question
“What
were
you
doing
in
Wonderland
at
that
time?”
is
to
stimulate
students’
imagination
and
practise
target
language.
Step
2
Talking
about
names
Students
talk
about
the
names
from
Alice’s
Adventure
in
Wonderland.
Students
discuss
what
they
think
of
the
names.
Step
3
Tell
a
story
Students
work
in
groups
and
tell
a
story
using
key
words.
Students
will
be
reminded
to
use
the
correct
tenses.
Some
unusual
behaviors
of
the
rabbit
and
Alice
will
be
emphasized
on
the
blackboard.
Step
4
Watch
a
story
Students
watch
a
story
about
what
happened
to
Alice
next
and
think
about
how
Alice
got
out
of
that
room.
Students
have
a
discussion
about
what
they
think
of
Alice
according
to
the
two
stories
mentioned.
Step
5
Listen
to
＆read
a
story
Students
listen
to
a
story
and
fill
in
the
blank.
Students
imagine
what
even
more
unusual
things
will
happen
next.
This
step
is
to
review
the
characters
in
the
book.
And
talking
about
students’
impression
of
these
names
can
deepen
their
understanding
about
the
importance
of
amazing
names
in
creating
an
entertaining
story.
1.This
step
is
to
understand
Alice
and
rabbit’s
unusual
behaviors
better.
The
New
Curriculum
advocates
it
is
also
important
to
foster
students’
ability
of
viewing.
Thus
this
step
is
to
foster
the
ability
of
viewing
and
solve
the
problem.
Also,
students
can
have
a
deep
understanding
of
the
importance
of
magical
things
in
creating
an
entertaining
story.
By
talking
about
Alice,
students
can
understand
her
better
from
the
aspect
of
her
unusual
behaviors.
This
step
is
to
lead
students
to
focus
on
unusual
behaviors
in
a
story
and
foster
their
ability
of
imagining.
Also
students
can
know
how
to
use
target
language
properly.
Step
6
Summary
Students
give
a
summary
of
how
to
create
an
entertaining
story
according
to
today’s
lesson.
Step
7
Create
a
story
Students
think
about
what
kinds
of
stories
they
want
to
create
in
groups.
And
some
options
will
be
provided.
Students
in
groups
make
notes
about
their
stories
individually.
(S1
for
amazing
names;
S2
for
magical
things;
S3-4
for
unusual
behaviors)
Students
start
to
create
their
stories.
Students
will
be
told
that
they
can
get
one
more
star
if
there
are
conversations
or
pictures
in
their
stories.
(After
creating
the
stories)
Students
share
their
stories
and
the
whole
class
check
the
stories
with
the
checklist.
This
step
is
to
check
students’
understanding
of
how
to
create
an
entertaining
story.
This
steps
aims
at
offering
a
real
situation
for
students
to
consolidate
what
they
have
learnt
today
to
create
an
entertaining
story.
Homework
Some
groups
may
find
they
do
not
have
enough
time
to
create
the
story
well,
in
which
case
they
are
required
to
polish
their
story
after
class.
Also,
students
can
finish
the
pictures
if
they
are
good
at
drawing.
Blackboard
design
The
blackboard
design
shows
not
only
the
module
task,
but
also
three
aspects
involved
in
this
lesson
and
their
respective
items.
The
main
content
on
the
blackboard
helps
students
to
make
a
summary
before
they
start
to
create
the
story.
The
target
language
is
at
the
bottom
to
support
the
creation
of
the
story.
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