外研版八年級英語上冊Module 7 unit3 Language in use.教案

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1、 New Standard English: Book 8A M7 A famous story Unit 3 Language in use Analysis of learning material: Topic: stories Function: Telling a story Task: Creating a short story Learning material: The learning material is from NSE 8A M7 U3 talking about st

2、ories. Based on Alice’s Adventure in Wonderland, in this unit several stories from the book are reviewed and also some new ones are introduced through different tasks. Considering students might be hard-pressed to create a story on their own, several ways are introduced throughout the tasks. Also,

3、several tasks are adapted from the book for students to practise the target language and lay the foundation for the final output. Analysis of students: 1. The topic “Story” is no stranger to students. And they are familiar with the beginning of the book Alice’s Adventure in Wonderland. So they wo

4、n’t find it difficult to understand the following stories in different tasks. Besides, my students are good at discussing in groups. So group work will be of great help to them, and it can also stimulate them to express themselves. 2. Most students from Grade Eight are still developing their liste

5、ning, speaking, reading, viewing and writing skills. Thus, students can be easily intrigued by different types of tasks. Besides, my students possess the ability to imagine in context, so they will find it easier to imagine some unusual things when given a certain context. Learning objectives: By

6、 the end of the class, students will be able to create an entertaining story under guidance (amazing names; magical things; unusual behaviors). And this objective will be achieved by 1. talking about what they were doing in Wonderland. 2. discussing the names from Alice’s Adventure in Wonderla

7、nd. 3. telling the story from the book about the rabbit and Alice’s unusual behaviors. 4. watching the story about what happened to Alice next and discussing how she got out of the room. 5. discussing what they think of Alice. 6. listening to the story and filling in the blank about unusual be

8、haviors. 7. reading the story and discussing what even more unusual things will happen next. 8. discussing the ideas about how to create an entertaining story. Learning focuses: Students are expected to 1. understand how to create an entertaining story through different tasks. 2. discuss the i

9、deas about how to create an entertaining story. Anticipated difficulties Students may find it difficult to understand how to create an entertaining story through different tasks. Solutions: 1. After the tasks, students will be given a chance to discuss the ideas about how to create an entertaini

10、ng story in groups. 2. Throughout the tasks, the teacher will emphasize some key words on the blackboard to remind students. Students may find it difficult to apply three ways to create an entertaining story. Solution: 1. Before creating the story, students are encouraged to think about what

11、kind of story they want to create and accordingly work together to make notes about the story. Teaching methods: Task-based methods Learning methods: Summarizing and discussion Teaching aids: Multimedia and blackboard Learning procedures Stages-timing Activities Purpose Lead-in Step 1 Free

12、 talk Answer “At that time, what were you doing in Wonderland?” a. The teacher greets the class by sharing his unusual dream last night. b. Students share what unusual things they were doing at that time, suppose they were in Wonderland. Some unusual behaviors will be emphasized on the blackbo

13、ard. 1. This step is to lead to the topic of stories and attract students’ attention. 2. The question “What were you doing in Wonderland at that time?” is to stimulate students’ imagination and practise target language. Step 2 Talking about names a. Students talk about the names from Alice’

14、s Adventure in Wonderland. b. Students discuss what they think of the names. Step 3 Tell a story a. Students work in groups and tell a story using key words. b. Students will be reminded to use the correct tenses. Some unusual behaviors of the rabbit and Alice will be emphasized on the

15、blackboard. Step 4 Watch a story a. Students watch a story about what happened to Alice next and think about how Alice got out of that room. b. Students have a discussion about what they think of Alice according to the two stories mentioned. Step 5 Listen to ＆read a story a. Students lis

16、ten to a story and fill in the blank. b. Students imagine what even more unusual things will happen next. 1. This step is to review the characters in the book. And talking about students’ impression of these names can deepen their understanding about the importance of amazing names in creating an

17、entertaining story. 1.This step is to understand Alice and rabbit’s unusual behaviors better. 1. The New Curriculum advocates it is also important to foster students’ ability of viewing. Thus this step is to foster the ability of viewing and solve the

18、problem. 2. Also, students can have a deep understanding of the importance of magical things in creating an entertaining story. 3. By talking about Alice, students can understand her better from the aspect of her unusual behaviors. 1. This step is to lead students to focus on unusual behavio

19、rs in a story and foster their ability of imagining. 2. Also students can know how to use target language properly. Step 6 Summary a. Students give a summary of how to create an entertaining story according to today’s lesson. Step 7 Create a story a. Students think about what kinds of s

20、tories they want to create in groups. And some options will be provided. b. Students in groups make notes about their stories individually. (S1 for amazing names; S2 for magical things; S3-4 for unusual behaviors) c. Students start to create their stories. Students will be told that they can get

21、one more star if there are conversations or pictures in their stories. (After creating the stories) d. Students share their stories and the whole class check the stories with the checklist. 1. This step is to check students’ understanding of how to create an entertaining story.

22、 1. This steps aims at offering a real situation for students to consolidate what they have learnt today to create an entertaining story. Homework 1. Some groups may find they do not have enough time to create the story well, in which case they are required to polish their story af

23、ter class. 2. Also, students can finish the pictures if they are good at drawing. Blackboard design 1. The blackboard design shows not only the module task, but also three aspects involved in this lesson and their respective items. 2. The main content on the blackboard helps students to make a summary before they start to create the story. 3. The target language is at the bottom to support the creation of the story. 7 / 7