1、 永久免费在线组卷 课件教案下载 无需注册和点数姓名单位课题名称课时赵建才倍磊学校Module6A famous storyPeriod 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
2、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Alices 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：On
3、e 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, field2. Key structures重点句式Were/was doing 3Ability 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,
4、 conversation, suddenly, pink, by, pocket, across, field2. Key structures重点句式Were/was doing3. 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
5、 with pink eyes run by her.take sth. out ofrun acrosssee sb. do sth. - see sb. doing sth.教学步骤说明Step I Revision and lead-inReview past on-goings through asking and answering questions; encourage them to recall the characters in the story Alices adventures in wonderland and lead in new lesson.T: Hello
6、, 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: Alices adventure in Wonderland.T: Good. Do you remember the characters in the story?S: Yes. The mad
7、 hatter and the march hare, the white rabbit, the red king, the red queen and AliceT: Great. Now lets look at the picture on page 44 please. Whos in the picture?S: Its a rabbitT: Do you think it is strange?S: Yes. Its wearing clothes.T: Yes, thats the point. Usually rabbits dont wear clothes. Is the
8、re anything else strange?S: It is carrying a stick. It is standing on its back legs. Its looking at a watch.T: Good. Why is it so strange? Today lets learn more about Alices adventures in wonderland.Step II ReadingIn this procedure, students will read the start of Alices adventure in Wonderland and
9、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, pocketAnd then ask students to read individually and discuss the questions with a partner.Check the answers. Ask the
10、m 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
11、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: L
12、ast 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 lets learn more about the writer. Lets learn why and how he wrote this story?Ask students to read the questions and answers fa
13、st, 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
14、 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 Carrolls real name was Charles Dodgson. He
15、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 Ca
16、rroll was telling the girls lots of stories. Alice asked him to write down the stories. Then Carroll wrote Alices Adventures in Wonderland. Finally Alices 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 Explain t
17、he difference between the past simple tense and past continuous.Show the following. 1.He _ (see) a film last night.2.They _ (cook) at 8 oclock yesterday.3.When I _ (see) her two hours ago, she _(talk) to somebody.4.A: What _ you _ (do) at this time last week? B: I _(prepare) for the Maths test.5.Whe
18、n the policemen came, the boys _ (cry) loudly.6.Last summer, we _ (work) on a farm.7.When the electricity went off yesterday, the girls _(have) dinner.8.He often _ (swim) when he was young.1.Look! They_ kites over there. A. flew B.fly C. are flying D. were flying2.We _ TV when the telephone_. A. wat
19、ched,was ringing B. were watching, rang C. watch, rings D. are watching, rang3. I _ him since he began to live in the city. A. has known B. knew C. know D. have known4.Judy _ the Great Wall twice, and now she still _ to go there. A. went to, wanted B. has been to, is wanting C. has gone to, wants D.
20、 has been to, wants5. There _ a parents meeting tomorrow afternoon. A. are B. will have C. . is going to be D. is going to haveStep V HomeworkAsk students to1. make sentences with the phrases: Once or twice, look into, whatfor, be doingwhen, think of, grow up, have a picnic.2. do activities 5-6 in the workbook.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。本活动在训练写作的同时使学生了解卡罗尔创作本童话的背景，能帮助他们更好地理解课文。通过问答匹配了解作者的创作背景。为下一写作活动做准备。通过了一系列的学习，学生已经对新的语法内容有所领悟。在此基础上，通过一定的练习来巩固所学的新的语法点，使学生有进一步的渗透。 永久免费在线组卷 课件教案下载 无需注册和点数
