M7 A famous story教案

本单元教材分析

题目：Module 7 A famous story

内容：本模块以童话故事为主题，把语法与故事结合起来，采用隐性教育的方式让学生在了解故事的同时掌握过去进行时的结构和用法。Around the world 部分主要是让学生了解一些和冒险经历有关的英文名著。

重点: 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

难点：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.

易错点：the past continuous tense: were/ was doing.

突破方法：Interactive approach, co-operating approach task-based approach

结构和课时分配：

Period 1 Listening and speaking (Unit 1)

Period 2 Reading and writing （Unit 2)

Period 3 Language in use (Unit 3)

课时计划

标题：Unit 1 Alice was sitting with her sister by the river.

目标知识与技能：

1.Key vocabulary重点词汇

suddenly, rabbit, party, fall, hole, strange, carry 2. Key structures重点句式

Were/was doing

Ability goals能力目标

Enable students to talk about past on-goings.

过程与方法：Communicative approach.

情感态度与价值观：

To know the western culture and to love the world.

重难点：Past continuous: were/ was doing.

教学方法：Interactive approach, co-operating approach task-based approach

流程设计

环节Step I Lead-in

Step II Listening

学生活动

Look at some pictures of

fairy tales.

Learn some new words.

Read through the list of

characters.

Listen to the tape and focus

some important points.

Ask students to number the

characters in the story in the

order.

教师活动

Show some

pictures of fairy

tales, introduce the

story briefly, and

explain some new

words.

Explain …hatter”, then

play the tape and ask

the students to listen

and focus.

Play the tape. a Call

back the answers

from the whole class.

设计意图

Attract the

students.

Practice the

students? listening

Step III Vocabulary

Step IV Reading and grammar

StepV Homework Do activity 4.

Students to group the words

first in order to make them

remember all the words easily

and then go on with activity 5.

guess the words and complete

the sentences.

Ask students to read the

conversation individually and

find out the sentences with the

form of “v-ing”.

Now read aloud the following

sentences.

I didn?t hear the phone. My

father was watching TV then.

I was reading a book at that

time.

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.

For activity 5, Check

the answers by

asking some students

to read the sentences.

Point out the

structure:

T: “Was/were doing”

is used to describe

past on-goings.

Enlarge the

vocabulary.

Learn the

grammar

was/were +doing

板书设计：Unit 1 Alice was sitting with her sister by the river.

She was sitting by the river.

Alice was getting very tired.

There was nothing so strange in that.

I called you dozens of times but no one answered.

教学反思（教材把握、学情简况、课堂结构、细节处理等）；

It?s easy to understand the fairy tales, but It?s a little difficult for them to use the pass-on goings.

课时计划

标题：Unit 2 The white rabbit was looking at its watch.

目标知识与技能：

1.Key vocabulary重点词汇

tired, nothing, twice, conversation, suddenly, pink, by, pocket, across, field 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.

过程与方法：Communicative approach.

情感态度与价值观：

To know the western culture and to love the world.

重难点：Past continuous: were/ was doing.

教学方法：Interactive approach, co-operating approach task-based approach

流程设计

环节

Step I Revision and lead-in

Step II Reading

学生活动

Review past on-goings

Recall the characters in the

story Alice?s adventures in

wonderland

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,

教师活动

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.

Check the answers.

Ask them to read

again and decide

whether the

following sentences

设计意图

Review past

on-goings.

Learn how to use

what who when

where and why.

Step III Writing

Step IV Homework who, when, where and why.

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

Ask students to read the

questions and answers fast,

make sure they understand

each one, and then let them do

the match work.

Make sentences with the

phrases: Once or twice, look

into, what…for…,be

doing…when…, think

of, grow up, have a picnic.

Do activities 5-6 in the

workbook.

are true or false.

The teacher introduce

the story of Lewis

Carroll and Alice

Liddell

Call back the

answers from the

whole class, having

one student ask a

question and another

answer. Explain

when necessary.

To learn about some

background

knowledge about the

fair tales.

Train the ability of

the writing skills.

板书设计：Unit 2 The white rabbit was looking at its watch.

Alice was reading a book.

The book had a lot of pictures in it.

Alice wanted to make daisy chain.

A white rabbit ran past Alice and her sister.

The rabbit was wearing clothes.

The rabbit went into a hole under a big tree.

Alice entered the hole after the rabbit.

教学反思（教材把握、学情简况、课堂结构、细节处理等）；

The students can under the details of the story, but they should pay more attention to the reading skills.

课时计划标题：Unit 3 Language in use

目标知识与技能：

1. Key vocabulary重点词汇

go off, under, thief, outside

2. Key structures重点句式

Were/was doing

Ability goals能力目标

Enable students to use the past continuous tense correctly. 过程与方法：Communicative approach.

情感态度与价值观：

To know the western culture and to love the world.

重难点：Past continuous: were/ was doing.

教学方法：Interactive approach, co-operating approach task-based approach

流程设计

环节Step I Revision

Step II Practice

学生活动

Read the sentences they made.

Students to do activities 1-2,

first individually and then

check their answers with their

partners.

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.

教师活动

Check the homework

by asking several

students to read the

sentences they made.

Draw their attention

to the different forms

of the past simple

tense and past

continuous tense.

设计意图

To develop the

ability of making

sentences.

To review the

different forms of

the past simple tense

and past continuous

tense.

Step III Games

Step IV Listening

Step V Homework Read through the example

with the whole class.

Ask students to play the game

in activity 4 in groups

Go on with activity 5.

Further practice.

Ask them to make a story and

solve robbery.

ask students to write down

what each member of the

group was doing

Ask students to read through

the questions in activity 7, and

then listen to the tape and

answer the questions.

1. finish the rest activities in

the workbook.

2. read more about Alice?s

adventure in wonderland.

Ensure that they

understand what to

do.

Check the answers

by asking some

students to retell the

story in the

recording.

Consolidate the

usage of past

continuous tense.

Develop the

listening skills.

板书设计：Unit 3 Language in use

She goes to travel once or twice a year.

He looked into the room and found nobody was there.

What are you going to Beijing for?

They were having a party when the teacher came.

She was thinking of making a paper boat to give the little girl.

We are going to have a picnic this weekend.

I?m going to be a pilot when I grow up.

教学反思（教材把握、学情简况、课堂结构、细节处理等）；

It?s easy to understand the past continuous tense, but it?s difficult for the students to use it. They can not distinguish the adverbial of time