module6《afamousstory》unit2教案(外研版初二上)
module6《afamousstory》全模块教案(外研版初二上)
module6《afamousstory》全模块教案（外研版初二上）I. Teaching goals 教学目标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，采纳隐性教育的方式让学生在了解故事的同时把握过去进行时的结构和用法。
Unit 1共设计了7个活动。
1 要求依照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为细节明白得活动，要求学生听明白故情况节，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，学生能够从中学到用英语讲明新单词的方法。
6通过听读语音语调训练，关心学生把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刻内自己做的情况，然后结对进行咨询答练习〔8〕。
Unit 2通过讨论图片导入故事，以激发学生爱好，并熟悉相关词汇，为阅读提供词汇、句法及背景知识的预备〔1〕。
2是节选自Alice’s Adventures in Wonderland的一段小故事，要求学生读后回答以下咨询题。
3要求将咨询句和答语进行匹配，通过咨询答匹配了解故事的创作背景，为活动4的写作任务做预备。
这一活动训练的是阅读明白得能力，可关心学生更好地明白得课文。
4是写作活动。
要求依照活动3中内容写一那么关于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，还要求把握表达故事的时刻顺序以及时刻衔接词的用法，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采纳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，并能正确区分一样过去时与过去进行时的用法。
3属于语言输出活动。
要求学生依照所供语境，运用过去进行时态描述自己所做的事。
外研社版初中英语八年级上册 Module 6 A famous story Unit 2 PPT课件
天津外国语大学附属滨海外国语学校外研初中二年级上册Module 6A famous storyUnit 2The white rabbit was lookingat its watch.tired nothing once daisy chain pink 劳累的没有什么；没有东西一次雏菊项圈；链adj.粉色的n.粉色New wordsby pocket across field under hedge 经；由兜，口袋越过田地在……下面树篱Reading and vocabulary Look and say what is strange.It is standing up on its back legs. Rabbits can only walk on four legs. It is wearing clothes.Rabbits don’t wear clothes.It is carrying a stick.Rabbits can’t carry sticks.It is looking at a pocket watch. Rabbits don’t carry watches and can’t tell the time.Look at the following picture and tell us the story.Alice’s Adventures inWonderlandOne day Alice was sittingby the river with a book, but she wasn’t reading it. Suddenly a white rabbit ran past her. It was looking at its watch. Because it was going to a tea party. Then Alice fell down a rabbit hole and went into their strange world.Look for was /were doing sentences in the passage.1. Alice was getting very tired.2. She was sitting with her sister bythe river and her sister wasreading a book.3. She was thinking of making a daisy chain when suddenly a white rabbit with pink eyes ran by her.Check the sentences true or false.1. Alice was reading a book. ( )2. The book had a lot of pictures in it. ( )3. Alice wanted to make a 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 bigtree. ( )7. Alice entered the hole after the rabbit.( )X ×√√√×√Listen and answer the following questions1. How was Alice feeling?She was getting very tired.2. Where were Alice and her sister?They were 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 the book had no pictures or conversations in it.5. What was Alice thinking ofdoing?She was thinking of making adaisy chain.6. What happened next?She found that a rabbit ran by her.7. What did the rabbit say?“Oh dear! Oh dear! I’ll be late.”8. What did the rabbit do with its watch?It took it out of its pocket and looked at it.9. Why did Alice get up?To run after the rabbit.10. Where did the rabbit go?It went across a field and down a large rabbit hole under the hedge.11. What did Alice do?She went down after it.12. How was she going to get outagain?She didn’t think about it.Fill in the blanks:Alice and her sister were sitting1) ___ the river. Her sister was 2) ______ but Alice had 3) _______ to do. Suddenly a white rabbit 4) _____ pink eyes5) ___ past her. Alice felt very 6) _______ when she saw the rabbit 7)______ out awatch from its pocket. Alice ran quickly 8) ______ the field 9) _____ the rabbit. The rabbit went into a rabbit 10) ____ and Alice followed.byreading nothingwith ran strangetake across after holeUseful phrasesbe / get / feel tired have nothing to do once or twice look into (out of) think of (about)make a daisy chain run by / across a rabbit with pink eyes nothing strange 感到劳累无所事事偶尔；间或朝……里(外)看想起 考虑做菊花项圈跑过有粉红眼睛的兔子没有什么奇怪的事情take …out of … get up go down get outgrow upbecome friends with sb tell sb stories 把……从……拿出起床 站起钻进，跳进走出长大和……成朋友讲故事Language points1.tired & tiringtired adj.疲劳，累 (修饰人)tiring adj.令人劳累的，累人的 (修饰物) E.g.Running is tiring. I don’t like it.跑步很累人的，我不喜欢。
英语：Module6 Unit2教学设计(外研版八年级上)
G8Module 6 A famous storyUnit2The white rabbit was looking at its watch.教材内容：本模块主要讲的是爱丽丝漫游奇境的故事。
这是学生比较喜欢的童话故事，利用这种体裁的文章进行教学有助于激发学生的参与意识和学习动机。
故事是教授过去进行时的比较合适的体裁，既可学习语法，又可培养叙述能力。
教学目标：一、.知识与能力目标：1、知识目标：（1）熟练掌握并运用下列重点词汇：tired, nothing, once,chain, pink, by, pocket, across, field ，under, by the river， nothing to do ， think of， a white rabbit with pink eyes ，take …out of …， across the field ，go down ， see sb do (2) 理解并运用下列重点句式:The white rabbit was looking at its watch.she was thinking of making a daisy chain when suddenly a white rabbit with pink eyes ran by her.What was her sister doing?2、能力目标：能够读懂包含过去进行时的童话故事，掌握文章的细节，并能用过去进行时描述过去正在发生的事情。
二、教学方法与策略：情景交际法，小组合作互助.三、情感目标：通过童话故事以及中英文名著介绍，了解西方国家的文化。
能够与故事中的人物共同感受，在欣赏故事的同时培养移情能力。
教学过程一、Warming-upTeacher’s activities(1)Review the words about Unit 1.Suddenly, rabbit, party, fall, hole, strange, carry .(2)Ask Ss to tell us “What do you know about the novel Alice’s adventures in wonderland ?”Then check it.(讲故事大赛)(3)Show the picture of Activity 1,ask Ss to find the special place. Get the answer together.Students ’activities(1)Ss read and recite , work in groups. Check them each other.(2)Ss can accord the dialogue of Unit 1 ,use their self words to tell others about it. They also can discuss with each other first.(3)Ss look at it carefully to find the strange place and guess what the white rabbit will do next.二、In putTeacher’s activities1)Ask the Ss to guess , what will happen in the story , what happened to Alice?(2)When act1 finished , let Ss read the text first ,try to find the questions’answers.(3)Ask Ss to Listen to the tape , pay attention to finding the important and useful words ,the difficult words’ pronunciation . (此处老师列出需要标出的单词或表达,使学生明确要完成什么任务.) www.x kb1. com(4)Teacher reads the text , let Ss read after . then explain the Past Progressive, let Ss summary the grammar.(5)Ask Ss to answer the 12 questions of part2, teacher guides them to get the correct answers.Students’ activities(1)Ss work in pairs . When they get the answers by themselves, answer them.(2)Ss read the text , find the new words and difficult pronunciation , work in pairs to find the answers.(3)Ss listen carefully. Circle the words and sentences.(4) Ss read after teacher （the tape）, then read by themselves. Perform it in groups. learn the grammar .(5) Ss answer them. Write the correct ones.三、PracticeTeacher’s activities(1)Ask the Ss to find the new words then let them find the meaning by themselves.(2)Ask Ss to do the matching and then check the answers in class.(3)Ask Ss to read aloud, then work in pairs to practice them until they can tell the story themselves.Students’ activities(1)Read the sentences aloud, find the difficult ones ,read them flu.(2)Ss do the matching then check them.(3)Ss read loudly. Work in pairs.四、Out putTeacher’s activities(1)Ask the Ss to write the story of Lewis Carroll and Alice Liddle.(2)Accord the matching ,ask Ss to find the order of these sentences. learn to use“first……then……finally”.(3) Design a true activity ,ask Ss to tell us his daily life activity. let Ss use “first……then……finally”. Then finish part4.4)Ask Ss to show their passages, find the better ones.Students’ activities（1)Read the sentences aloud, find the difficult ones ,read them flu.(2)Ss find the matching order then use “first……then……finally”to answer them.(3)Ss tell us his story , use “first……then……finally” .Then work in groups to finish the part4.(4)Show the passages in class.五、Feedback(见达标题)六、Summing-up1.过去进行时：表示过去某一时刻正在发生的动作或事情。
外研版八年级英语上册Module6 Unit2 教案
课题Module6 Unit2 The WWF is working hard to save them all教学目标1.语言知识目标1) 功能:学生能够谈论我国大熊猫的现状和保护措施2) 词汇:掌握与本节课话题有关的词汇和短语，并能够在语境中准确运用。
如scientist, government, wild, nature park, symbol，southwest, produce, feed, enough, in order to, set up 等3) 语法:正确运用不定式作目的状语及宾语补足语(scientists are doing a lot of research to help…/The WWF chose the panda to be...) 2.语言技能目标1) 读：能读懂有关濒危动物现状的文章，明白文章的主旨大意并获取细节信息2) 写：能模仿课文的写作形式，写一篇介绍某种濒危动物现状及如何保护动物的短文3）说：能说出濒危动物的现状及保护动物的措施3.情感目标提高保护动物的意识，呼吁身边的人保护动物，并用自身行动去保护动物。
重点掌握文章的主旨大意及各段主题，并借助思维导图说出熊猫濒危的原因及保护熊猫的措施难点模仿课文结构写出一种濒危动物的现状，呼吁人们保护动物教法和学法教法：情景教学法、交际法、任务型教学法学法：小组合作法、模仿法学情分析在授课班级中，大多数学生对英语学习较感兴趣,课堂氛围比较活跃, 部分学生基础较弱，在教师引导下能够完成学习任务。
但由于多数学生来自农村，英语口头表达能力较差。
到了八年级后，班内逐渐出现了两极分化现象，因此班级以小组划分，每组平均分配好、中、差学生，从而发挥师生间、生生间的交流协作功能，培养学生的合作意识。
本课的话题——保护动物为热点话题,加之学生课前已预习课文，因此对本模块的内容已有一定的背景知识。
教学过程设计问题与情景师生活动设计意图时间分配「新课导入」1．看图猜动物1.1)运用白板幕布功能，教师展示熊猫幼崽照片，遮挡熊猫长大后的照片，学生猜测是哪种动物T: Firstly, let’s play a guessing game. Look at the picture, guess what animals they are.2)拉开幕布，揭晓答案通过游戏导入本课主题，使学生进入活跃的思维状态，激发学习兴趣观看熊猫趣味视频回答有关熊猫的信息2.教师放映有关熊猫的趣味视频T: Let’s enjoy a video about pandas.3.教师询问学生有关熊猫基本信息的问题，并运用白板激光笔功能，划出问题中的关键词T: I think the video is really interesting, and do you like pandas? So do you know where they live in?T: ... T: The last question, Are pandas in danger or in peace? so today we’ll learn a passage about pandas and what people do to save pandas. 观看趣味性的视频，营造轻松的学习氛围，可爱的熊猫与后文熊猫处于濒危现状的事实作对比，唤起学生保护熊猫的决心为课文中有关熊猫的学习做铺垫，有助于学生更好及更深入地理解课文内容1min 2min「课文处理」匹配每段主题填写熊猫信息 3. 找出熊猫易危的原因 4. 归纳保护熊猫的措施1.1）快速略读课文，连接各段主题T: Firstly, read the passage as quickly as you can, then match the headings with paragraphs. Only10 seconds, go.2）找一个学生运用白板软笔功能，连接各段主题，并分享阅读技巧2.细读课文，通过填写表格的形式，找出课文中有关熊猫的基本信息及现状T: Nextly, let’s read it carefully and complete the table.3.1）学生再读课文，找到熊猫易危的原因T: But why are pandas in danger? Now let’s read the passage again, and find out all the reasons for pandas in danger. 2）教师引导学生说出所有关于熊猫易危原因的句子，并进行分类4.1）学生通过回答问题得到保护熊猫的措施T: As we know, panda is the treasure of our country, so many people are saving them. Who are they?学生略读课文，快速找出每段的主题，培养学生整体把握文章和理解语篇的能力。
外研版英语八年级上册Module7《Afamousstory》(Unit2)说课稿
外研版英语八年级上册Module 7《A famous story》（Unit 2）说课稿一. 教材分析《A famous story》（Unit 2）是外研版英语八年级上册Module 7的一篇课文。
本节课的主要内容是讲述《罗宾汉》这个英国民间故事。
故事主要围绕罗宾汉这个主人公，描述了他如何劫富济贫，以及他与郡主的情感纠葛。
通过学习这篇课文，学生可以了解英国的民间故事，提高他们的阅读理解能力，培养他们学习英语的兴趣。
二. 学情分析八年级的学生已经具备了一定的英语基础，他们对于英语学习有着浓厚的兴趣。
但同时，他们在阅读理解方面还存在一定的困难，对于长篇课文的理解和分析能力有待提高。
因此，在教学过程中，需要注重培养学生的阅读理解能力，引导他们通过关键词和句子来把握课文内容。
三. 说教学目标1.知识目标：学生能够掌握故事的主要情节，理解罗宾汉这个人物形象，以及他代表的精神品质。
2.能力目标：学生能够通过阅读理解，提高自己的英语阅读能力，能够用英语简单描述故事情节。
3.情感目标：学生能够理解并学习罗宾汉劫富济贫的精神品质，培养他们的正义感。
四. 说教学重难点1.重点：学生能够理解课文内容，把握故事情节。
2.难点：学生能够用英语描述故事情节，理解并学习罗宾汉的精神品质。
五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在完成任务的过程中，提高自己的阅读理解能力。
2.教学手段：利用多媒体课件，图片，视频等辅助教学，帮助学生更好地理解课文内容。
六. 说教学过程1.导入：通过展示罗宾汉的图片，引导学生谈论关于他的故事，激发学生的学习兴趣。
2.阅读理解：学生自主阅读课文，回答相关问题，教师引导学生通过关键词和句子来理解课文内容。
3.课文讲解：教师详细讲解课文内容，解释生词和短语，帮助学生更好地理解故事情节。
4.小组讨论：学生分组讨论，用英语描述故事情节，培养他们的口语表达能力。
5.情感教育：引导学生学习罗宾汉劫富济贫的精神品质，培养他们的正义感。
Module 6 Unit 2 教案1-公开课-优质课(外研版八上精品)
Module 6 Unit 2 教案1【教学目标】●Knowledge objectiveKey vocabulary—research, baby, situation, scientist, produce, feed,government, nature, develop, symbolKey structures—nature park●Moral objective1. To help students know the importance of protecting animals and our environment.2. Improve their sense of duty to love and protect animals.【教学重点】1. To get information from the reading material about pandas.2. To learn some new words.【教学难点】To understand the main idea of each paragraph of the article.【教学方法】PWP method, task-based method【教学手段】A tape recorder, multimedia and some pictures【教学过程】Teaching Procedures:Step 1 Lead-in1.Look at the pictures and guess what the animal is.2.Look at the pictures and answer the questions about the panda.Step 2 Consolidate new wordsLook and say. The teachers shows the pictures of new words and let the students to say as quickly as possible.Step 3 Say what you know about pandasWork in pairs. Look at the pictures and say something about pandas.Step 4 Listen and answer the questions1.How many pandas are there in the wild today?2.What’s the symbol of the WWF?Step 5 Read the passage and match the headings with the paragraphsRead the passage and match the headings with the paragraphs.Step 6 Read the passage and answer the questions1. What are scientists studying?2. Are there many of pandas left?3. What is the government doing to protect pandas in the wild?4. Is the panda the symbol of all animals in danger?Step 7 Read the passage and complete the sentences1. Scientists do a lot of research _______________________________________.2. The government is setting up nature parks ____________________.3. The WWF chose the panda _________________.4. The WWF is working hard __________________.Step 8 Complete the sentences with the words in the boxRead the passage carefully and get the main idea and choose the words from the box, then use the correct form to fill in the blanks.Step 9 Language points1. Scientists are doing a lot of research to help pandas produce m ore babies…do a lot of research表示“做大量研究”。
外研版八年级英语上册 Module 6 Unit 2 教案设计
I. Analysis of the teaching material:Module 6 Animals in danger Unit 2 The WWF is working hard to save them all, taken from New Standard English textbook for eighth-grade students published by Foreign Language Teaching and Research Press. In this version of textbook, there are always 3 units. The first unit focuses on listening and speaking which usually comes in a conversation. The second unit concentrates on reading and writing with a passage. Unit Three drills the language in diversified context. Today’s lesson is based on the topic of animals’protection, especially introduces the pandas’ present condition as well as the scientists, the government and the WWF have done for the pandas. This topic can greatly arouse the students’interest, it’s also an excellent source of environmental education.II. Analysis of the students:The object of the teaching is the students in Grade Eight. The topic of this class is about animals, which is very familiar to thestudents. According to children's psychological characteristics, they are interested in pandas. So in the teaching process, the students have a strong desire to perform. In the course of training reading ability, the teacher should give the students appropriate performance opportunities.III. Teaching aims:By the end of this class, students will be able toKnowledge aims1. Master key words and phrases: research, baby, situation, scientist, southwest, nature park, develop, government.2. Get to know key sentence patterns: infinitive structure.Ability aims1. Know something about the endangered pandas.2. Learn to use different reading skills like skimming, scanning.3. Talk about how to protect animals.Moral aims1. Know the importance of protecting animals and our environment.2. Develop their sense of duty to love and protect animals.IV. Teaching difficult and important points1.Important points① Get information from the reading material about pandas.② Understand key sentence patterns: infinitive structure.③ Get familiar with key topic: How to protect animals in danger?2.Difficult pointUse the information to talk about how to protect animals indanger.V. Teaching methodsTask-based teaching approachAudio-visual approachSituational teaching approachVI. Teaching aidsA blackboard, the multi-media, some pictures and colorful paper.VIII. Teaching proceduresBlackboard DesignUnit 2 The WWF is working hard to save them all.Teaching ReflectionQuestions of thinking:How to embody emotional attitude and values in text teaching?This is a text about how to protect endangered animals. Before class, I made courseware carefully in order to awake students' awareness of caring for animals and protecting them. In this class, I paid great attention to the emotional penetration. A picture of the panda was showed for students, and then I brought them into the scene step by step. Gradually, students’ atte ntion focused on my class and their awareness was also increasingly awakened, which made me realize that every student had a precious love for animals, but they usually did not have a proper opportunity to express. In the meantime, I was deeply aware of this kind of opportunity should be much created in the following and future classes, not just in this class. English is a kind of curriculum which is filled with learning and thinking. It is a kind of curriculum which can present people's thoughts, feelings and spread scientific and cultural knowledge. And it is also a kind of curriculum which can reflect the differences between Chinese and Western cultures. Therefore, English teaching should give full attention to the educational role in students’ thinking a nd emotion, and expound ideological education factors of the textbooks so that students are able to receive good education in their values. I made good use of themain role of students so that they were willing to open their mouth and practice. Students at all levels could learn something and I finally achieved the purpose of quality education.。
外研社八年级上Module 6 Unit 2教案
Unit 2 The white rabbit was looking at its watch.一．学习目标1.知识目标：掌握下列重点单词和词组的意思及用法：suddenly, rabbit, fall(fell, fallen), strange, hole, tired, nothing, once, chain, pink, pocket, by, across, field, under, get tired, by the river, have nothing to do, once or twice, what…for, think of, run by, nothing strange, hear sb. do, see sb. do, take…out of, go down, be late2.能力目标：be able to retell the story.3.情感目标：培养学生阅读兴趣，养成热爱读书的好习惯。
二．重点难点1.重点：Past continuous过去进行时,及一般过去时。
2.难点：Writing a story, joining sentences with One day, Then and Finally.三．课堂学习课前朗读：strange, hole, tired, nothing, once, daisy,chain, pink, pocket, by, across, field, under,hedge.检查词汇：结对检查词汇背诵情况。
(一)情景导入：look at the picture and saywhat you think is strange.（二）分层阅读一层读：Read the passage and fill in the blanks.1.Alice _____ ________ with her sister by the river and her sister____ ______ a book.2.She was thinking of ______a daisy chain when suddenly a whiterabbit ______ _______ ______ ran by her.3.There was _______ ________about that. And she didn’t it was strangewhen she _______ the rabbit_______, “Oh dear! Oh dear! I’ll ______ __________!”4.She saw the rabbit _____ ________a large rabbit hole under thehedge.二层读: Choose the true sentences.1. Alice like her sister’s book very much. ( )2. Alice thought it was strange when the rabbit took a watch out of his pocket and looked at it. ( )3. Alice didn’t run after the rabbit. ( )4. Alice went down the rabbit hole, and she has already thought about how she was going to get out again. ( )三层读：Activity 2四．理解意思小组合作解决Activity2 中不懂的地方，教师适时点拨。
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1.Alicewas reading a book.
2.The book had a lot of pictures in it.
Show thefollowing.
1.He ________ (see) a film last night.
2.They ____________ (cook) at 8 o’clock yesterday.
3.When I _________ (see) her two hours ago, she __________(talk) to somebody.
Were/was doing
3.Teaching difficult points教学重难点
To understand desciption of past on-goings
板
书
设
计
have nothing to do.
once or twice
no pictures or conversations
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
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.
Sampleversion:
Lewis Carroll’s real name was Charles Dodgson. He was teaching math at the University ofOxford, England. One day he sawAlicein a garden. Shewas 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.Aliceasked him to write down the stories. Then Carroll wroteAlice’s Adventures in Wonderland. FinallyAlice’s Adventures with Lewis Carroll ended when she grew up.
T: Great. Now let’s look at the picture on page 44 please. Who’s in the picture?
S: It’s a rabbit
T: Doyou think it is strange?
S: Yes. It’s wearing clothes.
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.
When they have finished, ask some of them to read their story to the class.
StepIVExplain the difference between the past simple tense and past continuous.
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 andAlice
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猎取信息的能力。
2.设计学生易于同意的题目，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，以激发学生爱好，并熟悉相关词汇，为阅读提供词汇、句法及背景知识的预备〔1〕。2是节选自Alice’s Adventures in Wonderland的一段小故事，要求学生读后回答以下咨询题。3要求将咨询句和答语进行匹配，通过咨询答匹配了解故事的创作背景，为活动4的写作任务做预备。这一活动训练的是阅读明白得能力，可关心学生更好地明白得课文。4是写作活动。要求依照活动3中内容写一那么关于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，还要求把握表达故事的时刻顺序以及时刻衔接词的用法，如：One day … Then … and Finally。)
3.Alicewanted 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.
T: Good. Today let’s learn more about the writer. Let’s learn whyandhow 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.
Learn thefollowing new words.
tired, nothing, twice, conversation, suddenly, across, pocket
And then ask students to read individually and discuss the questions with a partner.
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.
think of making
with pink eyes
run by her.
take sth. out of
run across
see sb. do sth. --- see sb. doing sth.
module6《afamousstory》unit2教案（外研版初二上）
教学步骤
讲明
StepIRevision and lead-in
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)
Enablestudentsto 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
4.A: What ________ you ________ (do) at this time last week?
B: I ______________(prepare) for the Maths test.
T:Lastperiod, I asked you to find some information about the writer of the story, have you finished?