八年级英语a famous story教案

外研英语八年级上Module 6 A famous story全模块教案

II. Teaching material analyzing 教材分析

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。

Unit 1共设计了7个活动。1 要求根据录音材料给故事中人物排序。2是谈论故事Alice?s Adventures in Wonderland的一段对话。3为细节理解活动，要求学生听懂故事情节，记下故事中每个人物的活动。4要求辨认单词，按照提示为其分类。5要求用4中词汇完成句子。通过活动，学生可以从中学到用英语解释新单词的方法。6通过听读语音语调训练，帮助学生掌握含有过去进行时的句子的读音。7 要求写出在所给的过去时间内自己做的事情，然后结对进行问答练习（8）。

Unit 2通过讨论图片导入故事，以激发学生兴趣，并熟悉相关词汇，为阅读提供词汇、句法及背景知识的准备（1）。2是节选自Alice?s Adventures in Wonderland的一段小故事，要求学生读后回答问题。3要求将问句和答语进行匹配，通过问答匹配了解故事的创作背景，为活动4的写作任务做准备。这一活动训练的是阅读理解能力，可帮助学生更好地理解课文。4是写作活动。要求根据活动3中内容写一则关于Lewis Carroll and Alice Liddell 的小故事。本活动不仅仅训练过去进行时的用法，还要求掌握叙述故事的时间顺序以及时

间衔接词的用法，如：One day … Then … and Finally。

Unit 3 属于语言实践活动。1要求辨识过去进行时的正确结构形式。2采用选择答案完成句子的形式，通过语境训练进一步强化对过去进行时的认识，并能正确区分一般过去时与过去进行时的用法。3属于语言输出活动。要求学生根据所供语境，运用过去进行时态描述自己所做的事。4利用游戏方式，口头问答过去某时自己所做的事。5仍是一个游戏活动。游戏的内容是“警察捉小偷”。通过问答练习，调查每个人过去某时的行为活动，借以判断小偷身份。6要求将上一活动中被调查人员的活动结果记录下来。7要求听一段小故事后，回答问题。8 要求根据语篇内容选择适当的词汇完成短文。活动9 要求先根据语意及句子结构知识完成句子，然后用句中短语造句，旨在培养学生的创造性思维能力。

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。

Module task 是一个写作活动。写作要求突出真实性和交际性。活动10要求学生收集信息和精炼句子。先回想自己做了哪些事，用关键词把自己要表达的意思写下来。活动11 按提纲写故事。学生可模仿提示来写作。活动12 是一个展示过程，可让学生把自己写的故事读给全班听。

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 3：1-7)

Period 4 Language in use (Unit 3：8-12)

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

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.

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”, 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. 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

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” pl ease. 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 complete 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 语言目标

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.

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 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, t hat?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 p rocedure, 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 tea ching 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 Alic e?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…, b e 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

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.

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: L ook 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 an d 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: I t?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, whi ch 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 w rote 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: I t?s time for you to write your story. Please write a sho rt 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.