MODULE6Afamousstory教学设计.doc

MODULE 6 A famous story

Unit 2 The white rabbit was looking at its watch.
Teaching design教学设计

MODULE 6 A famous story
Unit 2 The white rabbit was looking at its watch.
Teaching design教学设计
Function
Describing activities at different times
Structure
Past continuous
Listening/Speaking
Recognizing the characters of a story
Saying what you were doing at a specific time
Reading/Writing
Finding specific information in a story
Writing a biography
Around the world
Famous books in English
Task
Writing a short story about your past experience
一、设计背景:
本模块以童话故事为主题，通过对故事内容的叙述，学习过去进行时的结构和用法，使学生在了解故事内容的同时掌握过去进行时的表达方式。语法学习本来是一件十分枯燥的事情，但本模块把语法和故事相结合，采用隐性的教学方式，学生在无意识的情况下学习，掌握语法，真正做到语法为语义表达服务。通过听、说、读、写四个方面的训练，从而拓展学生的视野，激发学生学习英语的兴趣。
二．Teaching aims:
1. Knowledge aims:
（1）. Key vocabulary: tired , nothing, once, suddenly, pink, by, pocket, under, across , field, daisy, chain
（2）. Key structures and sentences: was/were doing
a. Alice was getting very tired.
b. She was sitting with her sister by the river and her sister was reading a book.
c. She was thinking of making a daisy chain when suddenly a white rabbit with pink eyes ran by her.
2. Ability goals:
a．To understand a story concerning its details of the story: what, who, when, where and why.
b. Enable students to read and write about fairy tales of past on-goings .
3.Grammer: 能正确运用过去进行时态。
4.Feeling aim:通过学习童话故事来激发学生的参与意识和学习动机，培养学生移情能力。
三．Teaching important points:
1. Key structures and sentences.
2. To understand a story concerning its details of the story: what, who, when, where and why.
四.Teaching difficult points：Teaching aims 2 3 4
[设计意图]为了很容易地突破难点，可以让学生课下上网查阅有关本节课的童话故事的资料，然后上课通过图片来进行口语练习。
五．Teaching methods ：Communicative approach.
[设计意图] 充分利用多媒体课件上课，采用情景法、交际法、小组讨论合作法，为学生创设轻松、真实的语言学习环境。以学生为主体，以任务为主线，运用“交流——合作（教师导入——学生自主学习——小组合作学习— 交流合作）”模式进行教学。
六．Teaching tools ：A tape recorder, some pictures
and multi-media .
[设计意图]：充分利用多媒体教学，提高学生学习英语的兴趣和学习积极性。
七．Teaching steps and ways:
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:What was she doing at 7:00 last night?
S:She was doing some housework./He was having dinner.
T:What were they doing at that time last week?
S:They were shopping./Thery were having a picnic.
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.
[设计意图]:运用多媒体课件，让学生仔细观察图片，通过看图做问答练习来巩固过去进行时态的结构和用法。复习了上节课所学内容；为学习新课打下基础。
Step 2 Reading and vocabulary
Look at the picture and say what you think is strange. Ask students to talk about.
Eg. 1. It is standing up on its back legs. Rabbits can only walk on four legs.
2. It is wearing clothes. Rabbits don't wear clothes.
3. It is carrying a stick. Rabbits can't carry sticks.
4. It is looking at a pocket watch.
Rabbits don't carry watches and can't tell the time.
[设计意图]：课件给学生展示了小白兔的形象，学生通过看图片进行小组活动，在轻松自然的语境中学习，调动了学生的学习积极性，激发了学生的学习兴趣，为学习下面的课文做好准备。
Step3 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 wasn’t wearing clothes.
6. The rabbit went into a hole under a big tree.
7. Alice entered the hole after the rabbit.
Check the answers.
[设计意图]：在学习课文前，先让学生听录音来理解课文内容，如果学生的基础比较好就可以进行问答练习。这样对理解课文很有帮助；同时也可以提高学生的阅读理解能力。
Step 4. Now try to answer the following questions in pairs.
1. How was Alice feeling? →Alice was getting very tired.
2. Where were Alice and her sister? →She was sitting with her sister by the river.
3 .What was her sister doing? →Her sister was reading a book.
4. Why didn't Alice like her sister's book? →Because it had no pictures or conversations in it.
5. What was Alice thinking of doing? →She was thinking of making a daisy chain.
6 .What happened next? →Suddenly a white rabbit with pink eyes ran by her.
7. What did the rabbit say? →The rabbit said "Oh dear! Oh dear! I’ll be late.”
8. What did the rabbit do with its watch? The rabbit took a watch out of its pocket and looked at it.
9. Why did Alice get up? →Alice got up because she never saw a rabbit ,with a pocket or a watch.
10 .Where did the rabbit go? →It went down a large rabbit hole under the hedge.
11. What did Alice do? →Alice went down after it.
12 .How was she going to get out again? →She never thought about how she was going to get out again．
[设计意图]：让学生通过做问答练习，来检查学生对课文内容的理解程度。同时也提高了学生的口表达能力，一举两得。
Step5 . Match the notes about Lewis Carroll’s and Alice Liddell with the questions．On page 45, you read twelve questions and notes. Read them and match the notes about Lewis Carroll’s and Alice Liddell with the questions．Check the answers.
Step6. Writing
设计意图及预期效果：在上面听、说、读的能力训练后，进一步进行写的练习，培养学生的综合运用英语的能力。
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 7. Homework （Ask students to do them after class）
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.：
八． The design of blackboard:
※※※※※※※※※※※※※※※※※※※※※※※※※※※※※※※※※※
※1. Alice had nothing to do. 艾丽丝无事可做。 ※
※① nothing 是不定代词，其后接不定式，表示“可（做）的（事）”，※
…※类似的表达法：have something to do 有事可做 ※
※have something to eat 有可吃的东西 ※
※have nothing to drink 没有什么喝的 ※
※② nothing 表否定，相当于not anything ※
※ There is nothing in the box. ※
※=There is not anything in the box. ※
※③ have something/ nothing to do with sb. / sth. 与某人/ 事有 ※
※关/ 无关 Don’t look at me like that. I have nothing to do ※
※ with it. 不要那样看着我，此事与我无关。 ※
※2. “And what is a book for,” thought Alice, “without ※
※pictures or conversations?“连插图和对话都没有”，艾丽丝想 ※
※“这书还有什么意思呢？” ※
※what…for 是不理解对方的动机或询问对方的目的和用意时的用语, ※
※for 放于句末。what …for 相当于why,但what…for 侧重 ※
※提问目的，用不定式或for 短语回答；why 侧重于提问原因， ※
※用because 回答。 ※
※3. across 与 through 的区别 : ※
※across意为”穿过, 横过”, 侧重表面穿过,与on有关; ※
※through “穿过,从……中通过”侧重空间穿过,与in有关 。 ※
※e.g. Look carefully before you go across the road. ※
※ They built a bridge across the river. ※
※ Light comes in through the window ※
※4. take out 取出, 拿出 take sth. out of 将某物从中取出 ※
※ take off 脱下; (飞机)起飞take back 收回; 撤销 ※
※ take away 拿走 take down 记录 ※
※ ※ ※ ※ ※ ※ ※ ※ ※ ※

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