Module+7+Unit+1++A+famous+story (1)

八年级英语上册 Module 7 A famous story Unit 1 Alice was sitting with her sister by the river
导学案（无答案）（新版）外研版
八年级英语上册Module 7 A famous story Unit 1 Alice was sitting with her sister by the river导学案（无答案）（新版）外研版
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Module 7 A famous storyUnit 1 She Alice was sitting with her sister by the river.一、课型：Listening and speaking二、教学目标：1、能够正确使用下列单词和词组：fall, fall down, follow, hole, ground, by the river, have a tea party2、能够正确使用过去进行时。

3、能够听懂包含过去进行时的童话故事，掌握故事的大意，理解主要的人和事。

4、能够询问或描述有关过去正在发生的事情和动作。

三、教学重难点：1、能够听懂包含过去进行时的童话故事，掌握故事的大意，理解主要的人和事。

（重点）2、能够询问或描述有关过去正在发生的事情和动作。

（难点）四、教学准备：课堂整体运用任务型教学模式，培养学生独立自主的学习能力。

本课指导学生通过听说获取信息，培养学生的听说技能。

在教学过程中，采用多媒体手段辅助教学，利用各种图片和习题任务贯穿整个教学过程。

因此，本节课需准备：PPT课件、挂图、课堂练习表格、奖品五、教学过程：七、板书设计：Module 3. A famous storyUnit1. Alice was sitting with her sister by the river.fall down 1) What’ the book about ?smile at It’s about a girl called…in a treearrive at \ in 2) Alice was sitting with her sister by a river and she saw a …have a tea party。

外研版英语八年级上册Module 7《A famous story》（Unit 1）说课稿一. 教材分析《A famous story》（Unit 1）选自外研版英语八年级上册Module 7。

本节课的主要内容是讲述《狼和小羊》这个脍炙人口的故事，通过这个故事让学生学习一般过去时态的运用，以及不定冠词a和定冠词the的用法。

教材内容丰富，插图生动有趣，让学生在轻松愉快的氛围中学习英语。

二. 学情分析八年级的学生已经掌握了基本的英语语法知识，对一般过去时态有所了解，但运用起来还不够熟练。

学生在学习过程中，需要通过大量的练习来提高自己的语言运用能力。

此外，学生对不定冠词a和定冠词the的用法也有一定的了解，但需要在实际语境中进一步巩固。

三. 说教学目标1.知识目标：（1）能够听懂、会说、会读《狼和小羊》这个故事的主要内容。

（2）掌握一般过去时态的构成和用法。

（3）掌握不定冠词a和定冠词the的用法。

2.能力目标：（1）能够运用一般过去时态描述过去发生的事情。

（2）能够在适当的情境中运用不定冠词a和定冠词the。

3.情感目标：通过学习《狼和小羊》这个故事，培养学生热爱真理、敢于斗争的品质。

四. 说教学重难点（1）一般过去时态的构成和用法。

（2）不定冠词a和定冠词the的用法。

（3）《狼和小羊》这个故事的主要内容。

（1）一般过去时态在实际语境中的运用。

（2）不定冠词a和定冠词the在具体情境中的运用。

五. 说教学方法与手段本节课采用情境教学法、任务型教学法和交际法进行教学。

通过设置生动有趣的情境，让学生在实际语境中学习英语；利用任务型教学法，引导学生主动参与课堂活动，提高学生的积极性；运用交际法，培养学生的人文素养和跨文化交际能力。

六. 说教学过程通过展示《狼和小羊》的故事插图，引导学生谈论故事中的人物和场景，激发学生的学习兴趣。

2.新课呈现：（1）讲解一般过去时态的构成和用法。

（2）讲解不定冠词a和定冠词the的用法。

Module 7 A famous storyUnit 1 Alice was sitting with her sister by the river.①One day, Alice was sitting with her sister by the river and she saw a white rabbit with a watch.考点1with/wɪð/ prep. 和……在一起；和；有；具有e.g. Let’s go boating with Daming and Lingling.我们和大明、玲玲一起去划船吧。

Our hometown is a beautiful city with hundreds of lakes.我们的家乡是一个美丽的城市，有几百个湖。

Andy, with his parents, has gone to Hong Kong, and theywill stay there for a week.安迪和他的父母去了香港，他们将在那里待上一个星期。

with 连接两个名词或代词作主语时，谓语动词的单复数形式和with 前面的名词或代词保持一致。

考点2by/baɪ/ prep. 靠近；在……旁边e.g. On a cold evening, it is pleasant to sit by the fire.在一个寒冷的夜晚，坐在炉火旁边很舒适。

by 作介词的其他用法①by+ 交通工具②by+ 时间名词③by+ 名词/ 动名词④by+ 人名Why not try going by boat? 为何不尝试一下坐船呢？The train leaves at 6:00 pm, so I have to be at the station by5:40 pm.火车下午六点离开，所以我不得不下午五点四十前赶到火车站。

I could tell by the look on her face that something excitinghad happened.我通过她的面部表情判断出某件令人激动的事情发生了。

Module 7 A famous storyUnit 1 Alice was sitting with her sister by the river1. It’s about a girl called Alice.called是 call 的过去分词，意为“叫做；称为”，放名词之后作定语。

Do you know the girl _________ (call) Betty?be called…= be named…“被叫做；被称为”，是指某物、某人或某地被叫做……。

The boy________ (call) Tony.2. One day Alice was sitting with her sister by the river and saw a white rabbit with a watch.with的用法：①“和；与”；常用来连接名词或代词，放句末。

He will go home with his sister. 但当连接两个并列主语时，注意谓语动词用单数还是复数形式由第一个主语决定。

如： He with his sister ________ (be) going home.②“含有……；带着……”,如：My English teacher came in the classroom with an English book in her hand.③“用；被”，表示用某种工具做某事。

如：He was killed with a knife. ④“含有……的；附带有……”。

如：I want to buy a house with a beautiful garden.by the river在河边3. Alice followed it and fell down a hole in the ground.follow“跟随；追随”。

常用短语：follow sb. to do sth. “跟着某人做某事”，如：Follow me ___________ (read) the new words.follow sb. to + 某地“跟随某人去某地”，如：I will follow you to the school.follow +“宾语或介词短语”。

Module 7 A famous storyUnit 1 Alice was sitting with her sister by the river.课型Listening and speaking教学目标Knowledge:To listen for specific informationTo understand the description of past continuous actionsTo talk about past on-going actionsKey vocabulary: fall, follow, hole, groundKey structures: One day, Alice was sitting with her sister bythe river …Why was it runni ng?教学重点谈论童话故事，学习过去进行时教学难点正确使用过去进行时教学方法PWP Communicative教学用具Multi-Media (or Tape recorder, OHP)教学过程Listening and vocabulary1. Listen a nd number the words as you hear them.* Read the words aloud with the students and check if they understand the meaning. * Get them to predict the order of events they might hear about, (e.g. Maybe a rabbit falls into a hole. Maybe a rabbit follows a strange person.)* P lay the recording. Tell the students to check their predictions and write numbers 1-5 in the boxes, according to what they he ar.* Check answers around the class.2. Listen again and number the pictures.* Read the simple descriptions of the pictures with the students. Explain the names in the descriptions if necessary, (e.g. In March, hares---wild rabbits---are considered mad because of their strange behaviour when they try to attract female rabbits, so there is an expression in English "He's as mad as a March hare.") * Repeat the descriptions, especially the names, chorally for the students' pronunciation.* Put the students into pairs or groups of three to describe the pictures.* Elicit descriptions from the class.* Play the recording and ask the students to listen for the descriptions.* Play the recording again for them to number the pictures and check answers in pairs or groups.* Play the recording once more for the students to check and then elicit their answers in order.3. Listen and read.* Divide the students into groups. Then elicit the new language by telling different groups to mime such actions as eating a sandwich, drinking tea, combing hair, reading a book, drawing a picture, looking at watches, etc and continue doing them until they hear "stop".* Shout "stop". Ask the students what they were doing a minute ago:Teacher: What were you doing when I shouted "stop"?Students: We were eating sandwiches.* Ask different groups to elicit different responses.* Have the students ask each other in open pairs.* Ask the students if they know about the story of Alice's Adventures in Wonderland. If they do, elicit what they have understood and use it to teach the key vocabulary. If they don't, give a br ief introduction to the story.* Play the recording. Tell the students to read the conversation as they listen. Now complete the notes.* Ask the students to look at the notes and guess the missing information.* Ask them to read the conversation again and underline the key information to help them complete th e notes.* Ask them to comple te the notes individually.* Elicit answers in full sentences from the whole class.Extension* Play the recording again, pausing after each sentence and having the students repeat them chorally and individually. Otherwise, simply ask them to work in pairs and read the conversation.* Have them practise it and change roles. Circulate and monitor their production. * Ask some volunteers to perform the conversation for the class.4. Complete the sentences with the words in* Look at the words in the box with the class. Make sure the students are clear about the meaning.* Ask the students to read the sentences on their own and guess what the missing words are.* Ask them to complete the sentences individually and check their answers in pairs. * Elicit answers in full sentences.Pronunciation and speaking5. Listen and underline the words the speaker stresses.* Ask the students to read the conversations and predict the stress.* Play the r ecording and pause for the students to repeat for pronunciation and stress.* Play the recording again and tell the stude nts to listen and repeat. Then ask them to underline the stressed words.* Play the reco rding once more. Elicit the stress and let the students check whether their prediction was correct.Now work in pairs. Listen again and repeat.* Play the recording a nd have the students read out the conversations in pairs asthey listen. Tell them to exaggerate the stressed words.Nominate a few pairs to read the conversations.6. Work in pairs. Do an interview.* Read the instructions and model conversation with the class. Make sure they are clear about what they are going to do.* Tell the students to do an interview in pairs after the example and say what they were really doing then.* Do a few conversations in open pairs first to pick up any errors.* Circulate and monitor their progress.* Have some students present their interviews in open pairs.。

Module 7 A famous storyUnit 1 Alice was sitting with her sister by the river（1）一、学习目标:A. 单词和短语：fall, follow, hole, rabbit, ssh, ground, tea party, twice, once or twice, suddenly, pink, pocket, field, think about, deep, while, land, dryB. 交际用语：1. Ssh!2. Sorry!3. —What’s the book?—It’s about…4. Why was it running?5. Alice was sitting with her sister by the river.6. It was sitting in a tree and was smiling at everyone.7. They were having a tea party in the garden.8. She was playing a strange game!9. Where was it going?10. To see if you remember the story!11.—The Cheshire Cat was sitting on the grass.—No, it wasn’t. It was sitting in a tree.12. — The white rabbit was looking at its watch.— Yes, it was.13— What were you doing at 5 am yesterday?— I was getting up.二. 教学目标1. Function: Telling a story2. Structure: Past continuous3. Skills:1) Listening and understanding the plot development of Alice’s Adventures in Wonderland.Understanding the major characters and events.2) Participating in a role-play with the teacher’s guidance.3) Reading and understanding the sequence of events in Alice’s Adventures in Wonderland.4) Writing a short passage about what happened after Alice fell down the rabbit hole.4. Around the world: Stories5. Task: Writing a short story about your own experience.三、重点及难点:Grammar: Past continuous四、教学设计:Unit 1 Alice was sitting with her sister by the river.Ⅰ Teaching modelListening and speakingⅡ Teaching methodPWP approachⅢTeaching aims1. Key vocabulary: fall, follow, hole, rabbit, ssh, ground, tea party2. Key structures: Past continuous: was / were +Ⅳ Teaching aidsTape recorder, OHP, videoⅤ Teaching StepsStep 1 Warming-up1. Introduce the book “Alice’s Adventures in Wonderland”, let Ss say something about it.2. Enjoy a video.3. Show some pictures and tell the story: Alice’s Adventures in Wonderland4. Show some pictures of the characters.5. Learn the new words and expressions.Step 2 Listening and vocabulary1. Ask the students to read the words in the box in Activity 1.fall follow hole rabbit strange2. Play the recording once without stopping.3. Listen and underline the correct words.4. Play the recording again and ask the whole class to check with a partner.5. Check the answers:Step 3 Listening1. Ask the students to look at the pictures and read through the sentences in Activity2.2. Play the recording once without stopping.3. Listen and underline the correct words.4. Play the recording again and ask the whole class to check with a partner.5. Check the answers:Step 4 Listen and read1. Show some pictures, and ask the students to talk about them.2. Ask the students to read the conversation silently.3. Play the recording and ask the students to listen and read the conversation.4. Read the conversation.5. Act it out.6. Learn “Everyday English”1) Ssh!2) Sorry!3) It’s about…Step 5 Complete the sentences.1. Ask the students to read the sentences in the box in Activity 3.2. Read through the sentences.1) Alice was ______ with her ______ by the river.2) The white rabbit with a ______ ran past.3) The Mad Hatter, the March Hare and a mouse were having a ____ party.4) The Queen of Hearts was ______ a strange game.3. Now complete the sentences. Use the words in the box to help you.4. Ask the students to check with a partner.5. Check the answers:Step 6 Complete the sentences.1. Ask the students to read the words in the box in Activity 4.2. Read through the sentences.1) Something is ___________ if it is not usual.2) You ___________ when you are happy.3) You can wear a __________. It tells you the time.4) A rabbit ___________ is a place where rabbits live.5) You ___________ when you move down quickly to the ground3. Complete the sentences with the words in the box.4. Ask the students to check with a partner.5. Check the answers:Step 7 Pair work1. Ask the students to read the conversations in Activity 6 aloud.2. Do an interview.Student A: You are a school newspaper reporter. You’re interviewing a school basketball star about what he did yesterday.Student B: You are a star on your school basketball team. A school newspaper reporter is interviewing you.— What were you doing at 5 am yesterday?— I was getting up.3. Work in pairs.Step 8 Exercises:Do some exercises to consolidate what we have learnt.Step 9 HomeworkFinish your interview. Use the sentences in Activity 6.VII Blackboard designWrite some key words and expressions.VIII Teaching reflectionStudents can listen and understand the plot development of Alice’s Adventu res in Wonderland. They can understand the major characters and events and write a short story.。