外研版八年级英语上册Module 7 unit3 Language in use.教案

1、 New Standard English: Book 8A M7 A famous story Unit 3 Language in useAnalysis of learning material:Topic: storiesFunction: Telling a storyTask: Creating a short storyLearning material: The learning material is from NSE 8A M7 U3 talking about stories. Based on Alices Adventure in Wonderland, in thi

2、s 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, several tasks are adapted from the book for students to

3、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 Alices Adventure in Wonderland. So they wont find it difficult to understand the following stories in di

4、fferent 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 listening, speaking, reading, viewing and writing skills. Thus, studen

5、ts 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 the end of the class, students will be able to create an entertaining

6、 story under guidance (amazing names; magical things; unusual behaviors). And this objective will be achieved by1. talking about what they were doing in Wonderland.2. discussing the names from Alices Adventure in Wonderland.3. telling the story from the book about the rabbit and Alices unusual behav

7、iors.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 behaviors.7. reading the story and discussing what even more unusual things will happen next

8、.8. discussing the ideas about how to create an entertaining story.Learning focuses:Students are expected to1. understand how to create an entertaining story through different tasks.2. discuss the ideas about how to create an entertaining story.Anticipated difficultiesStudents may find it difficult

9、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 entertaining story in groups.2. Throughout the tasks, the teacher will emphasize some key words on the blackboard to rem

10、ind 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 kind of story they want to create and accordingly work together to make notes about the story.Teaching methods: Task-bas

11、ed methodsLearning methods: Summarizing and discussionTeaching aids: Multimedia and blackboardLearning proceduresStages-timingActivities PurposeLead-inStep 1 Free talkAnswer “At that time, what were you doing in Wonderland?”a. The teacher greets the class by sharing his unusual dream last night.b. S

12、tudents share what unusual things they were doing at that time, suppose they were in Wonderland.Some unusual behaviors will be emphasized on the blackboard.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?

13、” is to stimulate students imagination and practise target language.Step 2 Talking about namesa. Students talk about the names from Alices Adventure in Wonderland.b. Students discuss what they think of the names.Step 3 Tell a storya. Students work in groups and tell a story using key words.b. Studen

14、ts will be reminded to use the correct tenses. Some unusual behaviors of the rabbit and Alice will be emphasized on the blackboard.Step 4 Watch a storya. 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 t

15、hey think of Alice according to the two stories mentioned. Step 5 Listen to read a storya. Students listen 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 o

16、f these names can deepen their understanding about the importance of amazing names in creating an entertaining story. 1.This step is to understand Alice and rabbits unusual behaviors better. 1. The New Curriculum advocates it is also important to foster students ability of viewing. Thus this step is

17、 to foster the ability of viewing and solve the 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 lea

18、d students to focus on unusual behaviors in a story and foster their ability of imagining.2. Also students can know how to use target language properly.Step 6 Summarya. Students give a summary of how to create an entertaining story according to todays lesson.Step 7 Create a storya. Students think ab

19、out what kinds of stories 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

20、they can get 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. 1. This steps aims at offer