外研版八上《Module 6 Unit 2 The white rabbit was looking at its watch》word教案

姓名 单位 课题名称 课时

赵建才 倍磊学校 Module6

A famous story Period 2

教

学

内

容 Period 2 Reading and writing (Unit 2)

Were/was doing (past on-goings)

New words:tired, nothing, twice, conversation, suddenly, pink, by, pocket, across, field

设

计

思

路 1. 培养学生运用所学语言在真实的情境中灵活操练的技能及获取信息的能力。

2. 设计学生易于接受的题目，使学习变的轻松。

3. 在愉快的气氛中让学生熟悉课文的内容。

(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。)

教

学

目

标 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

3．Ability goals能力目标

Enable students to read and write about fairy tales.

重

点

难

点 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

3. Teaching difficult points 教学重难点

To understand desciption of past on-goings

板

书

设

计 The white rabbit was looking at its

watch.

get tired.

have nothing to do. once or twice

no pictures or conversations

think of making

with pink eyes

run by her.

take sth. out of

run across

see sb. do sth. --- see sb. doing sth.

教学步骤 说明 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.

复习导入过去进行时，有利于下面活动的开展。

通过讨论图片导入故事，这样不仅可以激活学生头脑中故事的相关情节，还可以熟悉一些词汇，为阅读提供词汇、句法以及背景知识的准备。

本活动是回答问题的练习，要求学生既理解故事，有能用自己的语言表达出来。

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