本单元教材分析结构和课时分配：历有关的英文名著。Period 3 Language in use Were you reading a story?I was reading an English book.What were you doing last night?noon, bookshop, wear, clap, cheer, gold, ring, hall, stop Yesterday evening my father was watching TV. 采用隐性教育的方式让学生在了解故事的同时掌握过去进行时的结Period 2 Reading and writing 题目：Module 7 A famous story Period 1 Listening and speaking (Unit 1)易错点：the past continuous tense: were/ was doing.难点：Saying what you were doing at a specific time突破方法：Interactive approach, co-operating approach task-based approach内容：本模块以童话故事为主题，把语法与故事结合起来，构和用法。Around the world 部分主要是让学生了解一些和冒险经重点: suddenly, rabbit, party, fall, hole, strange, carry, tired, nothing, once, pink, by, pocket, across, field, under, storm, outside, jump, during, (Unit 3) （Unit 2)课 时 计 划标题：Unit 1 Alice was sitting with her sister by the river.知识与技能：1.Key vocabulary重点词汇suddenly, rabbit, party, fall, hole, strange, carry 2. Key structures重点句式Were/was doing Ability goals能力目标Enable students to talk about past on-goings. 目标过程与方法：Communicative approach. 情感态度与价值观：To know the western culture and to love the world.重难点：Past continuous: were/ was doing.教学方法：Interactive approach, co-operating approach task-based approach流程设计环节Step I Lead-in学生活动教师活动Show some pictures of fairy tales, introduce the story briefly, and explain some new words.设计意图Attract the students.Look at some pictures of fairy tales.Learn some new words.Step ListeningII Read through the list of characters.Listen to the tape and focus some important points.Ask students to number the characters in the story in the order.Explain ‘hatter”, then Practice the play the tape and ask students’ listeningthe students to listen and focus.Play the tape. a Call back the answers from the whole class.Step III Do activity 4. Vocabulary Students to group the words first in order to make them remember all the words easily and then go on with activity 5.guess the words and complete the sentences.Ask students to read the conversation individually and find out the sentences with the form of “v-ing”. For activity 5, Check the answers by asking some students to read the sentences.Enlarge the vocabulary. Step IV Reading Now read aloud the following Point out the and grammarsentences.structure: I didn’t hear the phone. My T: “Was/were doing” father was watching TV then.is used to describe I was reading a book at that past on-goings. time. StepV Homework1. read the conversation in activity 2 repeatedly.2. do activities 1-4 in the workbook.3. Try to find some information about the writer of the story.Learn the grammar was/were +doing板书设计：Unit 1 Alice was sitting with her sister by the river.She was sitting by the river.Alice was getting very tired.There was nothing so strange in that. I called you dozens of times but no one answered.教学反思（教材把握、学情简况、课堂结构、细节处理等）；It’s easy to understand the fairy tales, but It’s a little difficult for them to use the pass-on goings.课 时 计 划标题：Unit 2 The white rabbit was looking at its watch.知识与技能：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 Ability goals能力目标Enable students to read and write about fairy tales. 目标过程与方法：Communicative approach. 情感态度与价值观：To know the western culture and to love the world.重难点：Past continuous: were/ was doing.教学方法：Interactive approach, co-operating approach task-based approach流程设计环节学生活动教师活动Review past on-goings through asking and answering questions; encourage them to recall the characters in the story Alice’s adventures in wonderland and lead in new lesson.Check the answers. Ask them to read again and decide whether the following sentences 设计意图Review past on-goings. Step I Revision Review past on-goingsRecall the characters in the and lead-instory Alice’s adventures in wonderlandStep ReadingII Students will read the start of Alice’s adventure in Wonderland and answer the questions to learn more about the details of the story: what, Learn how to use what who when where and why.who, when, where and why.Step Writing III 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 Ask students to read the questions and answers fast, make sure they understand each one, and then let them do the match work.are true or false.The teacher introduce To learn about some the story of Lewis background Carroll and Alice knowledge about the Liddellfair tales.Call back the answers from the whole class, having one student ask a question and another answer. Explain when necessary.Train the ability of the writing skills.Step IV Make sentences with the phrases: Once or twice, look Homeworkinto, what…for…, be doing…when…, think of, grow up, have a picnic.Do activities 5-6 in the workbook.板书设计：Unit 2 The white rabbit was looking at its watch.Alice was reading a book.The book had a lot of pictures in it.Alice wanted to make daisy chain.A white rabbit ran past Alice and her sister.The rabbit was wearing clothes.The rabbit went into a hole under a big tree.Alice entered the hole after the rabbit.教学反思（教材把握、学情简况、课堂结构、细节处理等）；The students can under the details of the story, but they should pay more attention to the reading skills.课 时 计 划标题：Unit 3 Language in use知识与技能：1. Key vocabulary重点词汇go off, under, thief, outside 2. Key structures重点句式Were/was doing Ability goals能力目标Enable students to use the past continuous tense correctly.目标过程与方法：Communicative approach. 情感态度与价值观：To know the western culture and to love the world.重难点：Past continuous: were/ was doing.教学方法：Interactive approach, co-operating approach task-based approach流程设计环节Step Revision学生活动教师活动Check the homework by asking several students to read the sentences they made.设计意图To develop the ability of making sentences.I Read the sentences they made.Step II PracticeStudents to do activities 1-2, first individually and then check their answers with their partners.Ask students to do activity 3. Read the list of the time through first and then ask them to write down what they were doing at these times. Ask several students to read their work. Draw their attention To review the to the different forms different forms of of the past simple the past simple tense tense and past and past continuous continuous tense.tense.Step III GamesStep ListeningAsk students to read through IV the questions in activity 7, and then listen to the tape and answer the questions. Read through the example Ensure that they with the whole class. understand what to Ask students to play the game do.in activity 4 in groups Go on with activity 5. Further practice.Ask them to make a story and solve robbery. ask students to write down what each member of the group was doingCheck the answers by asking some students to retell the story in the recording. Consolidate the usage of past continuous tense. Develop the listening skills.Step Homework1. finish the rest activities in V the workbook.2. read more about Alice’s adventure in wonderland. 板书设计：Unit 3 Language in useShe goes to travel once or twice a year.He looked into the room and found nobody was there.What are you going to Beijing for?They were having a party when the teacher came.She was thinking of making a paper boat to give the little girl.We are going to have a picnic this weekend.I’m going to be a pilot when I grow up.教学反思（教材把握、学情简况、课堂结构、细节处理等）；It’s easy to understand the past continuous tense, but it’s difficult for the students to use it. They can not distinguish the adverbial of time
