2019-2020年八年級(jí)英語(yǔ)上冊(cè) Module 6 A famous story全模塊教案 外研版.doc

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2019-2020年八年級(jí)英語(yǔ)上冊(cè) Module 6 A famous story全模塊教案 外研版 I. Teaching goals 教學(xué)目標(biāo) 技 能 目 標(biāo) 聽(tīng) Listen to fairy tales including past on-goings 說(shuō) Ask and introduce events happening in the past 讀 Read fairy tales including past on -goings 寫(xiě) Write a description of things happened in the past 語(yǔ) 言 目 標(biāo) 功 能 句 式 Saying what you were doing at a specific 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(diǎn)詞匯 suddenly, rabbit, party, fall, hole, strange, carry, tired, nothing, once, pink, by, pocket, across, field, under, storm, outside, jump, during, noon, bookshop, wear, clap, cheer, gold, ring, hall, stop 2. 認(rèn)讀詞匯 daisy, chain, hedge, scream, staff, worn, perform, follow 3. 短語(yǔ) look into, go off 語(yǔ) 法 Past continuous: were/ was doing. 重 點(diǎn) 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 was nothing so strange in that. II. Teaching material analyzing 教材分析 本模塊以童話(huà)故事為主題，把語(yǔ)法與故事結(jié)合起來(lái)，采用隱性教育的方式讓學(xué)生在了解故事的同時(shí)掌握過(guò)去進(jìn)行時(shí)的結(jié)構(gòu)和用法。 Unit 1共設(shè)計(jì)了7個(gè)活動(dòng)。1 要求根據(jù)錄音材料給故事中人物排序。2是談?wù)摴适翧lice’s Adventures in Wonderland的一段對(duì)話(huà)。3為細(xì)節(jié)理解活動(dòng)，要求學(xué)生聽(tīng)懂故事情節(jié)，記下故事中每個(gè)人物的活動(dòng)。4要求辨認(rèn)單詞，按照提示為其分類(lèi)。5要求用4中詞匯完成句子。通過(guò)活動(dòng)，學(xué)生可以從中學(xué)到用英語(yǔ)解釋新單詞的方法。6通過(guò)聽(tīng)讀語(yǔ)音語(yǔ)調(diào)訓(xùn)練，幫助學(xué)生掌握含有過(guò)去進(jìn)行時(shí)的句子的讀音。7 要求寫(xiě)出在所給的過(guò)去時(shí)間內(nèi)自己做的事情，然后結(jié)對(duì)進(jìn)行問(wèn)答練習(xí)（8）。 Unit 2通過(guò)討論圖片導(dǎo)入故事，以激發(fā)學(xué)生興趣，并熟悉相關(guān)詞匯，為閱讀提供詞匯、句法及背景知識(shí)的準(zhǔn)備（1）。2是節(jié)選自Alice’s Adventures in Wonderland的一段小故事，要求學(xué)生讀后回答問(wèn)題。3要求將問(wèn)句和答語(yǔ)進(jìn)行匹配，通過(guò)問(wèn)答匹配了解故事的創(chuàng)作背景，為活動(dòng)4的寫(xiě)作任務(wù)做準(zhǔn)備。 這一活動(dòng)訓(xùn)練的是閱讀理解能力，可幫助學(xué)生更好地理解課文。4是寫(xiě)作活動(dòng)。要求根據(jù)活動(dòng)3中內(nèi)容寫(xiě)一則關(guān)于Lewis Carroll and Alice Liddell的小故事。本活動(dòng)不僅僅訓(xùn)練過(guò)去進(jìn)行時(shí)的用法，還要求掌握敘述故事的時(shí)間順序以及時(shí)間銜接詞的用法，如：One day … Then … and Finally。 Unit 3 屬于語(yǔ)言實(shí)踐活動(dòng)。1要求辨識(shí)過(guò)去進(jìn)行時(shí)的正確結(jié)構(gòu)形式。2采用選擇答案完成句子的形式，通過(guò)語(yǔ)境訓(xùn)練進(jìn)一步強(qiáng)化對(duì)過(guò)去進(jìn)行時(shí)的認(rèn)識(shí)，并能正確區(qū)分一般過(guò)去時(shí)與過(guò)去進(jìn)行時(shí)的用法。3屬于語(yǔ)言輸出活動(dòng)。要求學(xué)生根據(jù)所供語(yǔ)境，運(yùn)用過(guò)去進(jìn)行時(shí)態(tài)描述自己所做的事。4利用游戲方式，口頭問(wèn)答過(guò)去某時(shí)自己所做的事。 5仍是一個(gè)游戲活動(dòng)。游戲的內(nèi)容是“警察捉小偷”。通過(guò)問(wèn)答練習(xí)，調(diào)查每個(gè)人過(guò)去某時(shí)的行為活動(dòng)，借以判斷小偷身份。 6要求將上一活動(dòng)中被調(diào)查人員的活動(dòng)結(jié)果記錄下來(lái)。7要求聽(tīng)一段小故事后，回答問(wèn)題。8 要求根據(jù)語(yǔ)篇內(nèi)容選擇適當(dāng)?shù)脑~匯完成短文?；顒?dòng)9 要求先根據(jù)語(yǔ)意及句子結(jié)構(gòu)知識(shí)完成句子，然后用句中短語(yǔ)造句，旨在培養(yǎng)學(xué)生的創(chuàng)造性思維能力。 Around the world 部分主要是讓學(xué)生了解一些和冒險(xiǎn)經(jīng)歷有關(guān)的英文名著。 Module task 是一個(gè)寫(xiě)作活動(dòng)。寫(xiě)作要求突出真實(shí)性和交際性?；顒?dòng)10要求學(xué)生收集信息和精煉句子。先回想自己做了哪些事，用關(guān)鍵詞把自己要表達(dá)的意思寫(xiě)下來(lái)?；顒?dòng)11 按提綱寫(xiě)故事。學(xué)生可模仿提示來(lái)寫(xiě)作?；顒?dòng)12 是一個(gè)展示過(guò)程，可讓學(xué)生把自己寫(xiě)的故事讀給全班聽(tīng)。 III. Class types and periods 課型設(shè)計(jì)與課時(shí)分配 Period 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) Ⅳ.Teaching plans for each period分課時(shí)教案 Period 1 Listening and speaking Language goals語(yǔ)言目標(biāo) 1. Key vocabulary重點(diǎn)詞匯 suddenly, rabbit, party, fall, hole, strange, carry 2. Key structures重點(diǎn)句式 Were/was doing Ability goals能力目標(biāo) Enable students to talk about past on-goings. Teaching methods教學(xué)方法 municative approach. Teaching aids教具準(zhǔn)備 A tape recorder, some pictures or handout. Teaching procedures and ways教學(xué)過(guò)程與方式 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”, 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 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. 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: 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 Read through the list of characters with 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, Alice’s Adventures in Wonderland. Before listening, let’s read through the list of the characters first. … Pay attention to “hatter” please. We know the 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 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 queen T: The places outside home. S: Garden, grass. Ask them to read through the words chorally. … For activity 5, tell them to guess the words and plete 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”. Write the sentences on the board: I’m reading. She was sitting by the river. She was not reading. The queen was playing in the garden What 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 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 do activity 3. Check their answer. Call their names from the whole class in order. Step V Pronunciation and speaking First 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 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 Homework Ask students to: 1. 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 writing Language goals 語(yǔ)言目標(biāo) 1. Key vocabulary重點(diǎn)詞匯 tired, nothing, twice, conversation, suddenly, pink, by, pocket, across, field 2. Key structures重點(diǎn)句式 Were/was doing Ability goals能力目標(biāo) Enable students to read and write about fairy tales. Teaching methods教學(xué)方法 municative approach. Teaching aids 教具準(zhǔn)備 A tape recorder, some pictures and handouts. Teaching procedures and ways教學(xué)過(guò)程與方式 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 on page 44 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. tired, nothing, twice, conversation, suddenly, across, pocket And 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 wanted 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 about 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: Good. Today let’s learn more about the writer. Let’s 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 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 Lewis Carroll and Alice Liddell and then join the sentences with “one day…, then…, and finally…”to write the story. When they have finished, ask some of them to read their story to the class. Sample version: Lewis Carroll’s 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 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 Alice’s Adventures in Wonderland. Finally Alice’s Adventures 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 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語(yǔ)言目標(biāo) 1. Key vocabulary重點(diǎn)詞匯 go off, under, thief, outside 2. Key structures重點(diǎn)句式 Were/was doing Ability goals能力目標(biāo) Enable students to use the past continuous tense correctly. Teaching methods教學(xué)方法 municative and practice. Teaching aids教具準(zhǔn)備 A projector, a tape recorder and a puter. Teaching procedures and ways教學(xué)過(guò)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? 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 puter 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語(yǔ)言目標(biāo) 1. Key vocabulary重點(diǎn)詞匯 look into; run across; smile at; think about 2. Key structures重點(diǎn)句式 Were/was doing Ability goals能力目標(biāo) Enable students to write a short story about their past experience. Teaching methods教學(xué)方法 municative approach. Teaching aids教具準(zhǔn)備 A puter and a projector. Teaching procedures and ways教學(xué)過(guò)程與方式 Step I Lead-in Encourage students to recall the start of the story, and then read the pictures in activity 8 and plete 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 pleted 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教學(xué)資源庫(kù) 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 th