外研版八年级英语上册教案 M7U1第二课时
《英语》(新标准)(初中)八年级上册M7U1 教学设计
外语教学与研究出版社《新标准》英语初中二年级下册Module seven A famous storyUnit One Alice was sitting with her sister by the river.一、教学目标（知识、技能、策略、情感、文化）1. 能在语境下理解、辨认并运用单词fall,follow, hole,rabbit, strange 等。
2. 能理解并运用was/ were doing的表达方法3. 练习句子中的重音与语调4. 能通过不同目的听懂本课对话，获取主要信息5. 能分角色有感情地表演对话。
6. 能在对话框架提示下使用was doing谈论某一具体时刻正在做的事情，完成从对话到语篇的信息转换。
二、教学过程核心环节1 Expect （目标期盼）1.点读本课标题，导入故事的话题。
T: Do you like stories? What stories do you like?S:……T:At 9 pm yesterday I was reading a story called Alice’s Adventures in Wonderland.[设计意图] 通过课题的导入，让学生对话题进行感知，同时通过问题迅速让学生对自己感兴趣的故事进行头脑风暴。
此时教师通过给出一系列相关图片，帮助学生启发思维，同时教师根据学生回答进行互动，交流中不断使用was doing 、were doing来描述故事的封皮和主要内容等，向学生渗透was doing 的用法。
2. 教师引导学生将教材Activity1的单词正音并能将Activity2中的图片信息找出与故事的涉及人物搭配。
[设计意图]在这一环节中，教师通过运用点读技术为学生在词汇的发音与含义之间建立关联，让学生进一步感知词汇。
同时，使用点读笔教授单词，能让学生反复朗读关于本课故事的词汇，为之后的对话学习扫清词汇障碍。
核心环节2 Experience （语言体验）1. 运用点读笔听Activity2对话, 并指导学生听的目的，找出故事中涉及的人物。
外研版八年级英上M7U1教学设计
Module 7 Feelings and impressionsUnit 1 That smells delicious!教学设计教学目标：1.熟练掌握本单元的重点词汇，能够正确使用关于谈论对食物等的感觉方面的词汇以及评论对人的印象等方面的词汇。
2.能够正确使用表感觉和知觉的系动词：sound . smell . look . taste . feel.3.掌握句子的系表结构：系动词+形容词。
教学重点：系动词：sound . smell . look . taste . feel.教学准备：学生组内读词：Read the words of page 56 and 57.教学过程：一．新课导入Introduce myself: “I’m your new English teacher. My name is Zhang Shufen and I’m from Gaoya Middle School.”Show students the picture of my school. Ask students “Does my school look beautiful?”Then write “look” on the blackboard. Then Show students some pictures to lead them to know “look, smell, taste,sound,feel.”After that tell them “This class we will learn Module 7 Feelings and impressions Unit 1 That smells delicious!”二．听力训练1.Ask students to listen and number the pictures. (p56 1) Play the tape and let themlisten. After listening, check up the answers.2.Let students match the sentences with the pictures. (p56 2) Ask them to put uptheir hands when they finish. Then ask some students to show their answers.3.Play the tape again and let students to listen and say, then ask them to look at thepictures and try to say the sentenses.三．对话处理1.读前听Tell students to listen to the conversation in activity 3 and try to answer the two questions: 1. How many people are talking? 2. What are they talking about? After listening, check up the answers. If they can’t answer, let them listen again.2.听后读After listening, let students read the conversation and try to answer the questions in activity 4. First ask students to read and answer by themselves. After they finish answering, they can discuss the answers in groups. Then check up the answers group by group.3.读后学After reading, have the students work in groups and find out the difficulties to discuss. If they can’t answer the questions in groups, they can ask the other students or the teacher.4.学后读Make sure all the students understand the conversation and then work in groups of four to read the conversation. Role play the conversation.5.读后说After reading in groups, ask them to make their own sentenses. First fill in the blanks using the words “look,smell,taste,sound,feel and many more adj. Then make sentenses like this:Y ou look smart./ She looks pretty…四．学以致用After saying, do exercises :12. The room ________ quiet. There is nobody in it.3 .The fish soup ________ salty .4. What’s the matter with you? Y ou _________sad.5 . It ________delicious. What are you cooking?2．单项选择1.“Dad, let me have __ try,” Tom said.A. aB. anC. theD. /2. My mother _______ happy when I get good grades.A. tastesB. smellsC. soundsD. feels3. We’re coming back to have something _______.A. eatB. eatingC. to eatD. eats4. The sweaters feel_______and sell_______.A. soft,wellB. soft,goodC. softly,wellD. softly,good5. Don’t eat th e bread. It smells____________.A. deliciousB. badC. badlyD. good课堂小结：After checking the answers to the exersises, let students to work in group：What have you learned this class? Discuss and write down what they have learned.课堂评价：根据学生参与课堂所获得的bookmark数量来评价各小组，评出优秀小组进行表扬。
外研版英语八年级上册(教学设计)Module 7 Unit 1
Module 7 A famous storyUnit 1 Alice was sitting with hersister by the river.教材分析本课为Module 7的第一单元，对话展示的是同学之间就阅读内容展开的讨论。
玲玲向托尼介绍了《爱丽丝漫游奇境记》的主要情节。
通过他们之间关于童话故事的对话，自然地导入了过去进行时这一语法项目。
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.教学重难点Grammar: Past continuous课前准备A tape recorder, multimedia and some pictures教学过程Step 1 Warming-up1. Enjoy a play: Alice’s Adventures in Wonderland2. Show some pictures and tell the story:Alice’s Adventures in Wonderland3. Look at the pictures, and talk something about the pictures.4. Introduce the new words.5. Learn the new words.6. Read the new words.【设计意图】本活动旨在处理词汇，并激活相关背景知识。
《英语》(新标准)(初中阶段)初二上册M7U1教学设计2
To learn past continuous tense
To use past continuous tense to talk about this story.
教学辅助
Tape recorder,video,OHP
教学方法
Communicative approach
教学内容
教学活动
教学方法
Communicative approach
教学过程
第一课时教学设计
教材分析
InUnit 1 it talks about the story ofAlice’s adventures in wonderland,shows the usage of past continuous tense,it describes what each character was doing in the story.and makes preparations for unit2.
Sum up the grammar by themselves.
Let them find outthesa
Step 4: practise
Practise the grammar.
What were you doing at ..o’clock yesterday?
Try to find out what they were doing in the story .
practise listening ability and listen for specific information.
Step 3：grammar
Look at the sentences and point out the structure was/were doing.
外研版八年级英语上册M 7 Unit1教案
1.Look at thewords in the box with the class. Make sure the Ss are clear about the meaning.
1本活动为本单元的导入练习，为单词﹑语音﹑短语的听力辨认。
2本活动要求学生识别听力材料中所提及的单词并排序，不需要理解语篇，属于一种简单的听力活动。
Step3 Listen again and number the pictures
1.Read thesimpledescriptions of the pictures with the students.
To understand the description of past continuous action
To talk about past on-going actions
核心内容：
Key vocabulary— fall, follow, hole, ground
Key structures— Oneday, Alice was sitting with her sister by the river…
2.Ask the students toread the sentences on their own and guess what the missing words are.
3.Ask the Ss to complete the sentences individually and check their answers in pairs.
2.Explain the names in the descriptions if necessary.
第二课时外研版英语八年级上册Module7Unit1教学设计
三、教学重难点和教学设想
（一）教学重难点
1.重点：本节课的重点在于学生对野生动物保护相关词汇和表达方式的掌握，以及运用一般现在时和一般过去时进行讨论和表达。
8.课后实践，拓展延伸：布置课后作业，要求学生结合所学内容，调查了解当地的野生动物保护现状，并撰写调查报告。
9.教学评价，促进成长：采用形成性评价和终结性评价相结合的方式，关注学生的个体差异，鼓励学生积极参与，激发学习兴趣。
1.帮助学生掌握野生动物保护相关词汇和表达方式，提高英语综合运用能力。
2.培养学生关注野生动物保护，增强环保意识和责任感。
2.每个小组选取一名代表汇报讨论成果，其他小组成员进行补充。
3.教师点评各小组的讨论情况，引导学生关注野生动物保护的实际问题。
（四）课堂练习，500字
1.教师设计不同类型的练习题，如填空、选择、匹配等，让学生巩固所学词汇和语法知识。
2.安排听力练习，让学生听懂并记录关键信息，提高听力理解能力。
3.组织口语练习，如角色扮演、小组讨论等，让学生在实际语境中运用所学知识，提高口语表达能力。
4.小组合作，调查了解当地的野生动物保护现状，完成一份调查报告。报告内容包括：野生动物种类、面临的问题、保护措施及建议等。
5.观看一部关于野生动物保护的纪录片，选取一个片段进行口语模仿，提高口语表达能力。
6.结合所学内容，思考以下问题：“How can we protect endangered animals in our daily lives?”，并在下节课分享自己的观点。
外研版八年级英语上册 Module 7 Unit1教案
Unit1 Alice was sitting with her sister by the river.
课型：
Listening and speaking
方法：
Interactive and situational approach
目标：To listen for special information
1本活动在活动1的基础上难度有所增加，要求学生能理解语篇并能将文字内容与图片对应。
2教师鼓励学生能将活1的单词和活2的词语的句子复述出来，培养学生的记忆里。
Step4 Listen and read
1.Ask the Ssif they know about the story ofAlice’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 brief introduction to the story.
Why was it running?
教具：video, OHP
教学过程：
教学过程
师生活动
设计意图
Step1﹑Warming–up
1.Show the students some of pictures and photos on the screen.
2. Encourage the Ss to speak out the kinds of movies.
To understand the description of past continuous action
最新外研版八年级英语上册教案全册
最新外研版八年级英语上册教案全册外研版八年级英语上册教案Module 1Module 1 How to learn EnglishUnit 1 Let’s try to speak English as much as possible.一、学习目标:A.单词和短语：pair, correct, spelling, word, practice, match, meaning, complete, sentence, dictionary, grammar, letter, look up, mistake, make a mistake, understand-understood, advice, should, possible, write down, notebook, forget-forgot, pronounce, aloud, radio, pronunciation, key, main, excellent, agree, agree with sb., vocabulary, ask for, improve, basic, time, advise, shy, conversation, quickly, natural, suggest, placeB.交际用语：1. Ready?2. That’s a good idea.3. What else?4. Thanks a lot!5. Excellent!6. We should always speak English in class.7. Let’s try to speak English as much as possible.8. Why not write down the mistakes in our notebooks?9. It’s a good idea to spell and pronounce new words aloud.10. How about listening to the radio?11. It’s better not to translate.12. It’s a good idea to check new words every day.二. 教学目标1. Function: Giving suggestions (English study)2. Structure: Giving advice: 1) We/You should…2) Let’s try to…3) Why not…?4) It’s a good idea to…5) How about…?6) Why don’t we/you…?7) It’s better not to…3. Skills: 1) Listening and understanding familiar topics (English study).2) Talking about problems in English study and giving advice, conductingconversations in several turns.3) Reading and finding specific information about English study.4) Drafting a letter asking for advice about English study, revising through pair discussion..4. Around the world: English online5. Task: Writing your English study plan.三、重点及难点:Giving advice: 1) We/You should…2) Let’s try to…3) Why not…? 4) It’s a good idea to…5) How about…? 6) Why don’t we/you…? 7) It’s better not to…四、教学设计:Unit 1 Let’s try to speak English as much as possible.ⅠTeaching modelListening and speakingⅠTeaching methodPWP approachⅠ Teaching aims1. To understand conversations involving advice on learning English.2. To get information about how to learn English from the conversation.3. To understand the way of giving advice.4. To practise giving advice on English learning.ⅠTeaching Objectives1. Key vocabulary: pair, correct, spelling, word, practice, match, meaning, complete, sentence, dictionary,grammar, letter, look up, mistake, make a mistake, understand-understood, advice, should,possible, write down, notebook, forget-forgot, pronounce, aloud, radio, key, main, excellent,agree, agree with sb., vocabulary2. Key structures: 1) We/You should…2) Let’s try to…3) Why not…? 4) It’s a good idea to…5) How about…? 6)Why don’t we/you…? 7) It’s better not to…ⅠTeaching aidsTape recorder, OHP , videoⅠTeaching StepsStep 1 Warming up1. Show some pictures of school things. Say how to learn English well.2. Read the words after the teacher.3. Introduce the new words.4. Learn the new words.Step 2 Read and check.1. Read the instructions in Activity 1and check(√) the ones you understand.1) Work in pairs. Ask and answer the questions.2) Correct the spelling.3) Listen and check the words you hear.4) Practise saying the words.5) Match the words with the meaning.6) Complete the sentences with the words in the box.3. Ask the students to check their answer with a partner.4. Call back the answer from the whole class and check the answer.Step 3 Listen and repeat.1. Ask the students to read the word and expressions in Activity2.dictionary grammar letter look up make a mistake meaning understand 2. Read through the questions.1) Which word did Daming not understand?2) What mistake did Lingling make?3) How does Daming usually check the spelling of a word?4) Why is it difficult for Daming to check the spelling of cinema?3. Play the recording and ask the students to listen to the recording carefully.4. Listen and answer the questions. Use the words and expressions from the box.5. Play the recording again, then they can check their answer with a partner.6. Call back the answer from the whole class and check the answer.Step 4 Listen and read.1. 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”Ready?That’s a good idea.What else?Thanks a lot!Excellent!7. Tell the students how to learn English well.1) We should always speak English in class.2) Let’s try to speak English as much as possible.3) Why not write down the mistakes in our notebooks?4) Don’t forget to write down the correct answers next to the mistakes.5) It’s a good idea to spell and pronounce new words aloud every day.6) How about listening to the radio?7) How about reading English stories?8) Why don’t we try to find some English pen friends?Step 5 Writing.1. Read the conversation again.2. Ask the students to write notes about learning English.Listening : listen to the radioSpeaking : ___________________________________________________ Reading : ____________________________________________________ Writing: ____________________________________________________ Learning new words: ___________________________________________3. Ask the students to check with a partner.4. Check the answers:Keys:Listening : listen to the radioSpeaking : speak English as much as possibleReading : read an English storiesWriting: write to pen friends, write down our mistakes in our notebooks, write down the correct answers next to the mistakesLearning new words: spell and pronounce new words aloud every dayStep 6 Underline the correct words and expressions.1. Ask the students to read through the passage in Activity 4.Here’s my (1) advice / notebook about learning English. Speak English (2) always / as much as possible in class, and listen to English (3) in the newspaper / on the radio. I (4) agree / forget it’s a good idea to look up new worlds in the ( 5) notebook / dictionary. You can find the (6) correct / excellent pronunciation and learn the meaning2. Underline the correct words and expressions.3. Check with a partner.4. Call back the answers from the whole class.Keys: 1. advice 2. as much as possible 3. on the radio 4. agree 5. dictionary 6. correct 5. Read the passage together.Step 7 Listen and repeat.1. Play the recording once without stopping.2. Play the recording again and ask the whole class to repeat.1) We should always speak English in class.2) Let’s try to speak English as much as possible.3) Why not write down the mistakes in our notebooks?4) It’s a good idea to spell and pronounce new words aloud.5) How about listening to the radio?3. Ask the students to listen and mark the intonation.4. Now listen again and repeat.Step 8 Work in pairs.1. Talk about problems and give advice.Problems AdviceI can’t… How / What about …?I don’t know… Why not / don’t you …?2. Read through the example with the class.—I can’t speak English well. What should I do?—Why don’t you try to talk to our classmates in English？3. Work in pairs.Step 9 Important and difficult points1 Why not write down our mistakes in our notebooks?何不在笔记本上把我们的错误记下来？Why not …? 用来表示提出某种建议，而不是询问为什么不做某事的原因，例如：Why not take a walk in the park ?何不在公园里散散步？我们还可以用下面的表达方式来提建议：Why don’t we drive to the country?我们何不开车去乡下？What / How about going to Europe for a holiday?去欧洲度假怎么样？Write down 或者put down 表示“记下，写下”。
外研版英语八年级上册：Module 7 unit 1-教案设计
外研社版本新标准英语八年级上Module 7 A famous storyUnit 1 Alice was sitting with her sisterby the river.课型：Listening and speaking方法：Interactive and situational approach目标：To listen for specific informationTo understand the description of past continuous actionsTo talk about past on-going actions核心内容：Key vocabulary — fall, follow, hole, groundKey structures — One day, Alice was sitting with her sister by theriver …Why was it running?教学重点：过去进行时的运用教学难点：学生能利用关键词复述故事学时分配：40分钟教学过程：Step 1 Warming-up1.Show some photos to the students to teach the key structure in the unit. For example:T : Look at the photo. Who’s in the photo?Ss: Lu Yongxun.T : Yes, you are right. What was he doing at that time?Ss: He was smiling at his friends.If the students can’t answer the questions, the teacher can lead them to do it and then let the students repeat the sentences.2.Lead students into the story, Alice’s Adventures in Wonderland.3.Teach the characters of the story.(1)Let students say the characters they know in the story.(2)The teacher shows the main characters on the screen, and teaches thenames of them.(3)Make sure the students can say the names correctly.4.Let students see the cover of the book and complete the title of theunit.Step 2 Listening1.Pre-listening(1)Enjoy a short video about a part of the story. Help students to havesome feeling about the beginning of the story.(2)Show four pictures from the video, and make students try to use somesentences to say the pictures. Pay attention to the new words of the unit.2.While-listening(1)Listening 1. Listen and number the pictures.a.Before listening, describe the pictures. The teacher can ask somequestions about the pictures and let students answer them. It can help students understand the pictures more easily.b.Play the recording and ask students to listen for the descriptions andnumber the pictures.c.Check the answers.(2)Listening 2. Listen and answer the questions.①Why was the white rabbit running?Because it was late.②Who did Alice see at last?The Queen of Hearts.a.Before listening, ask students to find out the key words of thequestions.b.Play the recording and ask students to do it individually.c.Choose some students to answer the questions.(3)Listening 3. Listen and complete the table.Alice saw a white rabbit with a watch.It (1)_ran_ past.Alice followed it and (2)_fell_ down a hole in the ground.Then she (3)_saw_ the Cheshire Cat.Then she (4)_arrived_ at the March Hare’s house.Then Alice (5)_met_ the Queen of Hearts.see-saw, run-ran, fall-fell, arrive-arrived, meet-meta.Before listening, ask students to look at the table and guess themissing information.b.Play the recording twice, and let students fill in the blanks.c.Ask students to check the answers with their partners.d.Choose some students to share their answers to the class.e.Review the past form of some verbs.3.Post-listening(1)Listen to the conversation and repeat. The teacher should ask studentsto read the conversation loudly, correctly, fluently and beautifully.(2)Role-play. Ask student to read the conversation in pairs and then showtheir conversation to the class.Step 3 Practese1. Complete the notes.(1) Ask students to complete the notes individually. If they can,encourage them to close the book and write down the missing information. If they need, let them see the conversation.(2) Let students check answers with their partners.(3) Ask students to use the table to make a simple conversation. One askand one answer.For example:Sa: When Alice saw a white rabbit with a watch, what was the rabbit/itdoing?Sb: It was going to see the Queen of Hearts.(4) Choose some pairs to share their conversations. When they finishshowing, the teacher should put the answers on the screen.2. Retell the story.Picture 1: was sitting – sister – the riversaw a white rabbit – watchran pastwas going – see the Queen of HeartsPicture 2 and 3: followedfell down – hole – groundPicture 4: saw the Cheshire Catwas sitting – treewas smiling – everyonePicture 5: arrived – the March Hare’s housewas sitting – the Mad Hatter – a mousewere having – tea party – gardenPicture 6: met the Queen of Heartswas playing – game(1) The teacher should give students some pictures and key words to help When Alice What was he / she / it doing?saw a white rabbit with a watchit (1)_was going _ to see the Queen of Hearts saw the Cheshire Cat it (2)_was sitting _ in a tree and (3)_smilingat _ everyonearrived at the March Hare’s house he (3)_was sitting with _ the Mad Hatter and a mousethey (4)_were having a tea party in the gardenmet the Queen of Hearts she (5)_was playing _ a strange gamestudents retell.(2)At the first time, let students do it one picture by one picture.Before they begin, the teacher should lead them to do one of them together.(3)At the second time, ask students to use all the pictures and key wordsto retell the story.(4)Ask students to use “First…Second…And then …Next…Atlast…”to make the story more beautiful. And choose some students to say the story again.Recite the whole the most the keysentences.板书设计：。
新外研版八年级英语上册moudle 7 Unit1 第二课时听说课导学案
moudle 7 Unit1 Alice was sitting with her sister by the river第二课时听说课导学案【学习目标】1. 掌握巩固fall,hole,smile,strange,watch,r abbit等词。
过去进行时的构成和用法。
（重点）2.熟练运用介词in ,at ,by, psat, with。
（难点）【学习流程】一、预习交流（10分钟）（一）预习1．熟读课文，把不会的圈起来； 2.预习检测，完成Part4 练习。
（二）交流1. 把课文中不会读的单词与组员交流；2. 讨论预习检测的答案，做好展示准备。
3. 合作探究一：过去进行时的定义&构成: 表示过去某一时刻或一段时间内正在进行的动作。
常和表示过去时间的词组或从句连用。
构成: 肯定句: 主语+was/ were +V-ing否定句: 主语+wasn’t/weren’t +V-ing疑问句: Was/ Were +主语+V-ing 肯定回答： Yes, 主语+was/ were.否定回答：No, 主语+wasn’t/ weren’t特殊疑问句：What was/were+主语+ V-ing?B. 过去进行时的基本用法1) 过去进行时表示过去某时间正在进行的动作或持续的行为，常和表过去的时间状语连用。
如: at th is time yesterday/ at 9:00 last night/ from 7:00 to 10:00 /yesterday morning 等。
如： I my homework at this time yesterday. 昨天的这个时候我正在做作业。
2) 过去进行时可用来为另一个动作的发生提供背景。
表示背景的句子通常用过去进行时，而另一个句子则用一般过去时。
He his leg when he a bike.他在骑自行车时把腿摔坏了。
练习：Underline the correct words.(在正确答案下画线)1.Suddenly, all the lights in my house（were going off/went off.）There was heavy rain outside. 2-I called you up at se ven o’clock last night, but n obody answered.-Really? I’m sorry, but I( was teaching/ taught )a piano lesson at school.3. –I( w as seeing/saw) you and Tom in the library just now.-Oh, we (showed/were showing) several visitors around the school.合作探究二：用适当的介词填空。
外研版八年级英上M7U1说课稿
Module 7 Feelings and impressionsUnit 1 That smells delicious.说课稿各位评委老师：大家上午好！今天我说课的题目是Module 7 Feelings and impressions Unit 1 That smells delicious.教材分析：本节课是一节听说课，以look, sound, smell, taste, feel为话题进行听说训练。
重难点是系动词+adj.作表语结构。
学生分析：学生通过直接感官的感受：用耳朵听，眼睛看，鼻子闻，嘴巴尝，手触摸或身体感受依次运用sound, look, smell, taste, feel. 学习效果不错。
教学目标：知识目标：掌握本单元的单词及短语。
技能目标：能够对食物的味道、人的印象等进行评论。
情感目标：学会关心他人、理解他人。
教学过程：课前延伸：在学习本课前，要求学生进行课前读词。
学生以小组为单位齐读本单元单词。
为让学生明确任务利用多媒体课件展示Read the words of page 56&57.课内探究：本课是一节听说课，我设计了新课导入，听力训练，对话处理，学以致用四个环节。
一．新课导入我利用多媒体课件展示了一系列图片:1.看一看：展示范冰冰的图片，问：How does Fan Bingbing look?引导学生回答：She looks smart /pretty/ beautiful…然后在展示一张动画片里的卡通形象图片，问：What does he look like? 学生答：He looks strong.2.闻一闻：展示一个汉堡包，问：How does it smell ? 学生答：Itsmells nice/delicious.3.尝一尝：展示桔子，小甜饼，汤的图片，问：How do/does…taste?学生答：The oranges taste sour. The cookies taste sweet. The soup tastes salty.4.听一听：播放一段音乐，问：What do you think of the music? 学生答：It sounds quiet/nice/beautiful.5.摸一摸：展示毛衣，椅子，牛仔裤的图片，问：How does it feel？学生答：The sweater feels soft. The chair feels comfortable. The jeans feel tight.二．听力训练1.播放录音前，先展示要排序的图片。
外研版八年级上册Module 7Unit1教案
Unit 1 Alice was sitting with her sister by the river.(Period II)I、Teaching type:Listening and speakingII、Teaching aims:1、To learn and understand the topic words through talking and listening.2、To learn the past continuous.3、To listen and understand the plot development of Alice’s Adventures in Wonderland. Understanding the major characters and events.III、Teaching key points and structures:1、Key vocabulary:fall、follow、hole、ground、strange、fall down、dig a hole……2、Key structure:One day, Alice was sitting with her sister by the river.Why was it running?IV、Teaching methods:Interactive and situational approachV、Teaching aids:A tape recorder and some picturesVI、Teaching procedures:Step 1 Greetings ＆Revision1、Greet the students as usual.2、Invite some students to read the dialogue in pairs to reviewStep 2 Have a dictationGet the students to write the words and phrases in Unit1, and check the answers to see if they have grasped the usage of the points.Step 3 Learning the dialogue.1、Look at the words in the box with the class. Make sure the studentsunderstand the meaning.2、Ask students to read sentences and guess what the missing words are.3、Listen to the tape and ask students to read after it.4、Ask students to complete the sentences individually and check theiranswers in pairs.Step 4 Language points1、过去进行时结构：主语+was/were+V-ing+其他成分eg. They were playing fottball.2、fall down from=fall off3、in the tree ＆on the tree4、see sb. doing sth ＆see sb.do sth5、by the river6、arrive in/at, reach,get to+地点，其后加地点副词同应省略7、walk onStep 5 Speaking ＆Practice1、Work in pairs. Do an interview.Student A: You are a school newspaper reporter .You are interviewing aschool basketball star about what he did yesterday.Student B: You are a star in your school basketball team. A school2、Work in pairs, let them share their interviews in front of you.3、Choose the best pair.Step 6 Summary ＆Homework1、Give a short summary of this lesson.2、Review all the language points in this unit.3、Finish off the workbook exercises.VII、Blackboard design:Unit 1 Alice was sitting with her sister by the river.(Period II)fall、follow、hole、ground、strange、fall down、dig a holeby the river、see sb. doing sth……------What were you doing at 6 am yesterday?------I was getting up.VII、Teaching reflection:。
外研版英语八年级上册单元教案-Module7
外研版英语八年级上册单元教案Module 7 A famous storyUnit 1Alice was sitting with her sister by the river.Ⅰ.Teaching modelListening and speakingⅡ.Teaching aims1．To learn and understand the topic words through talking and listening.2．To learn the past continuous.3．To listen and understand the plot development of Alice's Adventures in Wonderland.Understanding the major characters and events.Ⅲ.Teaching aidsA projector，some pictures and a tape recorderⅣ.Teaching steps第一课时(Activity 1－Activity 3)Step 1：Have a dictation1．Show them some pictures of Alice's Adventures in Wonderland.2．Let the students talk about them.T：Have you ever read this story book?S：…T：What's its name?S：…T：What do you think of the book?S：…3．Play the video and let them enjoy its movie trailer to know more about its characters.4．Write the new words on the blackboard，then help them pronounce，spell and understand.Step 2：Listening1．Listen and number the words as hearing them.fall，follow，hole，rabbit，strange2．Listen again and number the pictures.3．Check the answers for the whole class.4．Let students read after the tape.Step 3：Listening and reading1．Play the tape，and let the students listen to the conversation and answer the following questions：(1)What is Lingling doing now?(2)What's the book about?(3)Does Tony know about the book?2．Read the conversation and check the answers.3．Read the conversation again and complete the table in Activity 3.4．Let them work in pairs and check the answers.5．Read it and underline all the points which are important with your partner.6．Show the points to the class，and the teacher explains some difficulties to them.7．Work in pairs，and act out the conversation.Step 4：Everyday EnglishSsh!Sorry!It's about…Step 5：Homework1．Learn the new words by heart.2．Act out the conversation in groups.3．Finish off the workbook exercises.Blackboard DesignUnit 1Alice was sitting with her sister by the river.fall－fall down，follow，hole，rabbit，ground，tea party(1)She is reading.(2)It's about a girl called Alice.(3)Yes，he does.过去进行时：主语＋was/were＋动词－ing＋其他现在进行时：主语＋am/is/are＋动词－ing＋其他Alice was sitting with her sister by the river.It was sitting in a tree and smiling at everyone.第二课时(Activity 4－Activity 6)Step 1：Have a dictationGet the students to write the words and phrases in Unit 1，and check the answers to see if they have grasped the usages of the points.Step 2：Practice1．Complete the sentences with the correct form of the words in the brackets.(1)Linda ________ (listen) to music when the teacher came in.(2)—What were you doing at nine last night?—I ________ (watch) TV.(3)They ________ (have) a tea party in the garden at this time yesterday.2．Check the answers and revise the past continuous.Step 3：Practice1．Read the conversation in Activity 3 again.2．Complete the sentences with the words in the box.fall，hole，smile，strange，watch(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 ground.3．Check the answers and read the sentences aloud.Step 4：Pronunciation1．Let them read the sentences and pay attention to the words the speaker stresses.(1)—The Cheshire Cat was sitting on the grass.—No，it wasn't.It was sitting in a tree.(2)—The white rabbit was looking at its watch.—Yes，it was.2．Listen and underline the words the speaker stresses.3．Work in pairs.Listen again and repeat after it.Step 5：Speaking1．Work in pairs.Do an interview.Student A：You are a school newspaper reporter.You are interviewing a school basketball star about what he did yesterday.Student B：You are a star in your school basketball team.A school newspaper reporter is interviewing you.—What were you doing at 5 am yesterday?—I was getting up.2．Let them share their interviews in front of class.Step 6：Homework1．Revise all the check points in this unit.2．Finish off the workbook exercises.Blackboard DesignUnit 1Alice was sitting with her sister by the river.(1)was listening(2)was watching(3)were having4．(1)strange(2)smile(3)watch(4)hole(5)fall—The Cheshire Cat was sitting on the grass.—No，it wasn't.It was sitting in a tree.—The white rabbit was looking at its watch.—Yes，it was.Unit 2She was thinking about her cat.Ⅰ.Teaching modelReading and writingⅡ.Teaching aims1．To learn and understand the topic words through talking and listening.2．To understand the story Alice's Adventures in Wonderland.3．To develop students' great interest in English through the English story.Ⅲ.Teaching aidsA projector，some pictures and a tape recorderⅣ.Teaching steps第一课时(Activity 1－Activity 3)Step 1：Have a dictation1．Revise the past continuous：was/were＋doing2．Show the pictures，then let students make sentences.Step 2：Pre－reading1．Show the pictures and learn the new words.2．Show students a picture and ask：(1)Look at this picture.Is it strange?(2)Why do you think it's strange?3．Then show the title of the lesson and lecture the new words as well.eg：twice，once or twice，suddenly，pink，pocket，field，think about，deep，while，dry.Step 3：Reading1．ScanningAsk students to scan the passage and answer the question：What was Alice thinking about while she was falling down a rabbit hole?2．Skimming(1)Ask students to skim the passage and number the events in the order of they happened.(2)Check the answers and read the sentences.3．Careful reading(1)Paragraph 1：①The whole class read together and answer these two questions：What was Alice and her sister doing by the river?Then what ran by them?Then check the answers.②Ask a volunteer to read Paragraph 1 in class and the other students find out difficulties.③Solve difficulties.(2)Paragraph 2：①Ask someone to read the passage，then find out the words that prove the rabbit is different.②Ask a student to be “a little teacher” to check the answers.③Read by themselves and point out important points.④Solve difficulties.(3)Paragraph 3：①Let the students answer these three questions after reading Paragraph 3：Was the rabbit hole deep?Was the hole bright enough to see everything clearly?Where did Alice land on at last?②Read this paragraph and find out difficult points.③Ask a group of six students to read Paragraph 3.4．Check and summarizeAsk the students some questions about the difficult and key points just explained by the teacher to make sure they understand them well.Step 4：Homework1．Read the passage after school and remember the new words.2．To finish writing your own story of Alice's Adventures in Wonderland.Blackboard DesignUnit 2She was thinking about her cat.New words：twice，once or twice，suddenly，pink，pocket，field，think about，deep，while，dry Key points：have nothing/something to doonce or twicewithoutHe left without saying goodbye to me.nothing strange，something，anything…take sth.out of sp.run across…see sb.do sth./see sb.doing sth.land on…第二课时(Activity 4－Activity 6)Step 1：Review1．Fill in the blanks according to the story in Activity 2.Alice and her sister were sitting (1)________the river.Her sister (2)________ reading but Alice had (3)________ to do.Suddenly a white rabbit (4)________ pink eyes (5)________ past her.Alice felt very (6)________ when she saw the rabbit (7)________ out a watch from its pocket.Alice ran quickly (8)________ the field (9)________ the rabbit.The rabbit went into a rabbit (10)________and Alice followed.2．Let one student read the passage above and check the answers.Step 2：Have a dictationGet the students to write the words and phrases in Unit 2，and check the answers to see if they have grasped the usages of the points.Step 3：Practice1．Have a reading competition.Let five students read the passage in Activity 2 and see who reads best.2．Read the words and expressions in the yellow box in Activity 4.deep，dry，field，once or twice，pink，pocket3．Answer the questions with them.(1)Was Alice interested in her sister's book？How do you know?(2)What colour were the rabbit's eyes?(3)Where was the rabbit's watch before he took it out?(4)What did Alice run across after the rabbit?(5)What did she fall down?(6)Where did she land?4．Read the passage and check the answers.Step 4：Writing1．Match the answers with the questions.2．Let them work in pairs to ask and answer.3．Write what happened to e the answers in Activity 5 to help you.After Alice found a small key on a table，she opened a small door…4．Imagine what will happen next.Let some students share their ideas with the class.Step 5：Homework1．Finish the writing task.2．Finish the workbook.Blackboard DesignUnit 2She was thinking about her cat.Answers：Step 1(1)by(2)was(3)nothing(4)with(5)ran(6)surprised(7)took(8)across(9)after(10)holeStep 2(1)Yes，she was.She looked into her sister's book once or twice.(1)They were pink.(2)In its pocket.(3)She ran across the field.(4)She fell down a very deep hole.(5)She landed on some dry leaves.Unit 3Language in useⅠ.Teaching modelRevision and applicationⅡ.Teaching aims1．To revise the topic words and expressions through reading and listening.2．To know something about some famous stories.3．To write a short story about your own experience.Ⅲ.Teaching aidsA projector，some pictures and a tape recorderⅣ.Teaching steps第一课时(Activity 1－Activity 6) Step 1：Review1．Read the new words.2．Read the grammar，and summarize the structure：主语＋was/were＋动词－ing＋其他．Step 2：Language practice1．Read the sentences and fill in the blanks with the proper words.(1)Alice________ ________ with her sister by the river.(2)It________ ________ in a tree and________ at everyone.(3)They________ ________ a tea party in the garden.(3)Where________ it________？2．Then check the answers.Step 3：Grammar practice1．Underline the correct words in Activity 1.(1)Ask the students to read through the sentences.(2)Underline the correct words for the sentences.(3)Read the sentences aloud.2．Write sentences about what they were doing.(1)At about seven o'clock last night，________.(2)This morning，on my way to school，________.(3)This time last year，________.(4)Last Saturday，from about 1 pm to 4 pm________.3．Read the sentences in Activity 2 aloud.4．Work in groups of four.Play a chain game.A：At eight o'clock last night I was watching TV.Howabout you，B?B：At eight o'clock last night I was sleeping.Howabout you，C?C：At eight o'clock last night I was having dinner.Howabout you，D?D：…5．Make a survey.(1)Ask what each member was doing at eight o'clock last night.A：What were you doing at eight o'clock last night?B：I was…(2)Write down the answers.(3)Make a report to the class like this：Sun Li was watching TV at eight o'clock last night.…Step 4：Expression practice1．Ask the students to read through the words in the box in Activity 5.2．Complete the sentences with the correct form of the expressions in the box.3．Ask the students to read through the words in the box in Activity 6.Step 5：Homework1．Revise all the key points in this module.2．Finish the workbook.Blackboard DesignUnit 3Language in use主语＋was/were＋动词－ing＋其他Answers：(1)was sitting(2)was sitting；smiling(3)were having(4)was；going5．(1)running after(2)What；for(3)had nothing to do(4)thinking about(5)once or twice6．(1)river(2)conversations(3)pink(4)strange(5)pocket(6)hole第二课时(Activity 7－Activity 12)Step 1：Pre－listening1．Look through the sentences in Activity 7.2．Explain the key words in the sentences to the students.Step 2：Listening1．Play the tape，then listen and find out the missing words.2．Complete the sentences with the right words.3．Play the tape again，and let the students check the answers.4．Read the listening material after the tape.Step 3：Reading1．Play the recording and listen to the tape carefully.2．Ask the students to read through the passage in Activity 8.3．Read the passage by themselves.4．Explain some difficulties and key points to the students，including new words andgrammar.5．Read the text together.6．Act it out.Step 4：Around the worldStories1．Get the students to read this passage.Before reading，teach them the key words and phrases.2．Then ask a few students to read it，and translate it into Chinese at last.3．Solve the problems which the students meet in reading.Step 5：Module taskWriting a short story about your own experience.1．Make notes about your story.Think about：when it happenedwhat you were doing at the timewhat happened firstwhat happened nextwhat happened finallyFriday eveningWaiting at the bus stopA car stopped…2．Use the notes above，write the story like this：It was a Friday evening.I was waiting at the bus stop…3．Work in pairs.Discuss and revise their stories.4．Read their stories to classmates.Step 6 Homework1．Finish the writing.2．Revise the whole module.Blackboard DesignUnit 3Language in uselook likeget out ofjump downget upsmile at…It's polite of sb.to do sth.fall/be asleeponce upon a timetake the place ofIt was a Friday evening.I was waiting at the bus stop…。
外研版-英语-八上-M7U1教学设计
③ Listen and check. (T or F)
This is a famous American story. ( )
Tony was reading the story. ( )
The white rabbit followedAliceand fell down a hole in the ground. ( )
2.Speaking. Ask and answer.
1Look at the pictures and make dialogues.
—“What was she/he/…doing at…?”
—“She/He/…was…”
注：可选取学生周围事物进行教学，比如熟悉的老师和同学。
Work in pairs.Activity6.
Where was the rabbit going?
What happened toAlice?
注：组内交流，在四个问题的基础上小组交流，合作自设几个问题（4-8个）。采取倒计时，各小组竞赛机制，在规定时间内回答问题多且对的小组可获得加分。
3.问题与探究
1Everyday English:
Ssh!
一些辨析可以利用图片的形式让学生进行区别。
3Key structures:
The past continuous tense.
找出对话中含was/were doing的句子，并理解语意。
分层听力练习，以提高学生的整体感知能力和捕捉细节信息能力。
由于存在竞争，所以其他组挑选参赛组组员进行PK，会考虑挑选一些基础较弱的选手，从而提高自己小组的竞争优势。这样的安排会增加一部分待优生的学习和表现机会，增加他们的信心，提高他们的课堂参与性，关注到学生的个体差异性。
新外研版初中英语八年级上册精品教案Module 7 Unit 1
Module 7 A famous story一、教学内容：Unit 1 Alice was sitting with her sister by the river.二、课型：Listening and speaking三、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。
四、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）五、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、奖品六、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 was \ were + doing sth.达标训练题一．用所给词的适当形式填空：1. Listen! Someone __________ (sing) beautifully in the next room.2. What _______ you _______ (do) yesterday?3. She is kind and she always ________ (smile) at others.4. Alice followed it and _________ (fall) down a hole in the ground.5. I __________ (run) in the park at 6:00 this morning.二、选择正确的答案：( ) 1.—What________ you doing ?—I was doing my homework at that time.A. doB. didC. wasD. were( ) 2. Look, the girl ___________ a kite.A. was flyingB. fliesC. is flyingD. were flying( ) 3. There are many birds singing ________ the big tree.A. inB. onC. atD. by( ) 4. We __________ a birthday party at 7:00 last night.A. hadB. hasC. was havingD. were having ( ) 5. —What’s the film about?—It’s about a boy _________ Harry Potter.A. callB. calledC. callingD. calls。
修订版外研社八年级英语上册M7u1教案新
Module 7Unit1 Alice was sitting with her sister by the river教学设计设计人：魏艳敏课型：听说课【教学目标】1、知识目标：fall, follow ,hole ,rabbit, ground, tea party2、能力目标：通过听获取和记录关于童话故事对话的大意和具体信息；用过去进行时讨论过去进行的动作3、情感目标：能与故事中的人物共情，在欣赏故事的同时培养移情能力。
【教学重难点】1、通过听获取和记录关于童话故事对话的大意和具体信息。
2、能运用过去进行时询问、介绍过去正在发生的事情和动作。
【教具准备】点读笔，多媒体【教学过程】一、Pre-listening1、Warming up(1) Free talk.T：Do you like reading?S:T: What’s your favourite story?S:Wow , you read so many books, I like reading too. This is my favoritebook( 老师手拿书)，(大屏幕展示老师正在读书的照片)，I was reading the story at eight last night.T: Today I bring a video about this story, do you want to watch it? Let’s watch it together.(2) Watch a movie trailer about Alice’s adventures in wonderlandT: Is it interesting? Everyone knows the story in Britain , Let’s learn it together, OK?2、小听力（Listen and number the pictures）First let’s listen to a short passage, while you are listening, please number the three pictures. (听完之后，一起纠正答案)3、Speaking.( talk about the pictures)Now let’s look at the picture again , In the first picture, What was Alice doing? 引导学生一起说，She was looking at a cat. Talk about with your group What were the others doing ?Eg: A: What was / were ……doing?B: It/ they/ she was/were……小组展示二、While-listening一听Listen for general informationDo you want to know more about the story, let’s listen to a dialogue between Lingling and Tony, and answer the two questions.1、Was the rabbit running with a watch or a basket?A Yes, she wasB A basketC A watch2 Did Tony already know the book?A Yes, he didn’tB No, he didn’tC We don’t know2、（二听）Listen again for more details,match A with B.Now do you want to know what happened to the characters and what were they doing? Now let’s listen again and match A with B.A BAlice having a tea partyThe white Rabbit sitting in a tree and smiling The Cheshire Cat Playing a strange game The Mad Hatter and the March Hare Running past AliceThe Queen of Hearts Sitting by the river with a book 三、Post-listeningIn this dialogue, There are many sentences including this form “was/were + doing”, let’s find them, OK?1、（听后读）Read the dialogue loudly and find out the sentences including “was/were + doing” and underlined them.(找出来之后，让学生站起来说句子，说完之后，大屏幕展示出刚刚说的七个句子，然后让学生看着大屏幕再次大声的朗读这七个句子，老师同时板书)2、（读后说）Imagine you are one of the characters in this story and makea dialogue according to the pictures. You can use the following sentence structure:Eg:S1: Hello，I am …….S2：Hello, I am …….S1：What were you doing at that time?S2: I was …….S2: What were you doing at that time?S1: I was …….Can you tell me what you were doing at this time last weekend？3(说后练) Play a guessing game.Can you tell me what you were doing at this time last weekend？Let’s play a guessing game根据大屏幕上出示图片中人物的动作，一个人模仿一个人猜，按照下面的模式。
Module 7 unit 1 第二课时学案 外研版八年级上册英语
重难点
过去进行时
学习过程
教师点拨
（学生笔记）
【预习案】
根据中文提示补全句子
1.那时凯特和她的朋友们正坐在河边。
Kateher friendsthe river at that time.
2.上周六的这个时候怀特夫人正在举办一个茶会。
Mrs Whitea tea party at this time last Saturday.
—No, Imy homework then.
A.doB.have doneC.was doingD.am doing
()4. —Where is Mike?
—I saw himwith Mr Smith in the hallway just now.
A.to talkB.talking
C.talkedD.talks
Language points结合相关的拓展讲解和巩固性练习，做好笔记的梳理。
一．结构
1.过去进行时由“主语+was/were +现在分词”构成
2.过去进行时的否定式由“was/were not +现在分词”构成
3.过去进行时的疑问式由“was/were +主语+现在分词”构成
二、基本用法
一般来说，过去进行时是指过去的某一时刻或时段正在进行或持续的动作。
e.g. You were sleeping then.
I was reading a book at that time.
We were having a party at nine last night.
【达标案】
同学们，我们已经学习了本单元，您这节课掌握的怎样，咱们来看看吧！
外研版八年级英语上册教案 Module 7第二课时
第二课时Unit 1 Alice was sitting with her sister by the river.环节1新课导入T: In our last lesson, we have learned the conversation between Tony and Lingling. What was the conversation about?S1: A book called Alice's Ad v entures in Wonderland.T：Good. Do you know any other fairy tales in Western countries?S2：Harry Potter.T：Good.S3：Charlie and the Chocolate Factory.T：Great.设计意图：通过师生之间的对话，回顾上一课时的学习内容，扩充学生的知识面，使之更多地了解西方文化。
环节2学习活动41．让学生朗读活动4方框中的单词，完成活动4的填空练习。
2．教师核对答案，并让学生大声朗读句子。
3．教师邀请学生逐一翻译句子。
设计意图：实践练习，学生能巩固已学知识点。
环节3学习活动5、61．让学生自己仔细揣摩活动5的句子中哪些单词要重读，为之后的听力做准备。
2．播放活动5的录音，让学生整体感知句子的轻重音变化，勾出重读的单词。
3．再次播放录音，让学生再次确认重音的位置。
4．教师核对答案。
5．两人一组，听录音并跟读，注意轻重音的转换。
6．两人一组，一人扮演报纸记者，一人扮演学校篮球队的明星。
两人就明星昨天做了什么而展开对话。
注意过去进行时的使用。
设计意图：活动5的听力练习及老师的指导，提升了学生的英语口语水平以及听力能力；最后的对话练习，学生学会了将目标语言运用到日常交际中去，能够自由地谈论自己喜欢的运动。
请完成本课时对应训练！。
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基于课程标准的“教学评一体化”设计
课时备课卡
1.Review and learn to use some key words in proper contexts with some pictures.
What story have we learned last class?
It’s about a girl called Alice.
have a tea party
2.Free talk
What characters do you know in the story?
1.Read the dialogue and find out the key phrases.
加“具体的小地点”。
arrive 还可以单独使用。
get to 意为“到达”,后面直接跟宾语，如果后面跟地点副词（here,there,home)则不用加介词Practice:
①We ____ ____ Shanghai three days ago.
②Wang Fang usually _____ home at 6:30p.m.
③Do you know when the Greens will _____ ？
④他们将什么时候到达北京？
⑤他们上星期天到这儿的。
3.Read the dialogue loudly and find out the sentences including “was/were + doing” and underlined them
(1)Presentate the instructure:Was/Were+V.ing
(2)Give a general explain about the past on-going.
过去进行时：表示在过去某一时刻或时段正在进
行的动作。
(对比现在进行时）
标志词：at this time yesterday at 9:00 last night ……
总结：肯定句：was/were +doing
否定句：wasn’t/weren’t +doing
一般疑问句：was/were +主语+doing
特殊疑问句：特殊疑问词（what）+ was/were+主语+ doing （3）Practice
My mother was cleaning the house
at 8 o’clock yesterday morning.
They were singing songs during the
day.
She was playing the guitar from
12 a.m. to 4 p.m. last Saturday.
They were sitting by the river.
She was smiling at everyone.
.
Read the conversation loudly.
1.Retell
(1)Try to retell the story with the pictures and key words.
(2)Try to act the story with some key words .
2.Speaking practice
Imagine you are one of the characters in this story and make a dialogue according to the pictures. You can use the following sentence structure:
Eg:
S1: Hello，I am …….
S2：Hello, I am …….
S1：What were you doing at that time?
S2: I was …….
S2: What were you doing at that time?
S1: I was …….
3.If you were Alice , will you follow the rabbit? If Alice didn’t follow the rabbit, what would happen? （If Alice didn’t follow the rabbit, we wouldn’t read such a wonderful story, right ?, So we should be curious about everything.(大屏幕展示)。