【正文】 ad the conversation individually and find out the sentences with the form of “ving”. Write the sentences on the board: I?m reading. She was sitting by the river. She was not reading. The queen was playing in the garden What were they doing? Point out the structure: T: “Was/were doing” is used to describe past ongoings. Now read aloud the following sentences. Show the following. I didn?t hear the phone. My father was watching TV then. I was reading a book at that time. Explain the difference between the past simple tense and past continuous. Show the following. I wrote a letter yesterday morning. (The letter is finished) I was writing a letter yesterday morning. (We don?t know if the letter is finished or not.) I saw a very good film last night. (It happened in the past) I was reading a book this time yesterday. (It was going on during the past time) Listening Ask students to listen to the recording of the conversation and do activity 3. Check their answer. Call their names from the whole class in order. Step V Pronunciation and speaking First ask students to read through the sentences in activity 6. Play the tape and have them follow. Then play the tape again, pausing to let the students repeat chorally and individually. After this, ask them to do activity 7, write notes on a piece of paper and then have conversations with their partners, ask and say what they were doing at these times. Sample answers: S: What were you doing at 7 am yesterday? S: I was going to school. S: What were you doing at 1 pm? S: I was helping my mother to do some washing. … Step VI Homework Ask students to: 1. read the conversation in activity 2 repeatedly. 2. do activities 14 in the workbook. 3. Try to find some information about the writer of the story. Period 2 Reading and writing Language goals 語言目標 1. Key vocabulary 重點詞匯 tired, nothing, twice, conversation, suddenly, pink, by, pocket, across, field 2. Key structures 重點句式 Were/was doing Ability goals 能力目標 Enable students to read and write about fairy tales. Teaching methods 教學方法 Communicative approach. Teaching aids 教具準備 A tape recorder, some pictures and handouts. Teaching procedures and ways 教學過程與方式 Step I Revision and leadin Review past ongoings through asking and answering questions。 III. Class types and periods 課型設計與課時分配 Period 1 Listening and speaking (Unit 1) Period 2 Reading and writing (Unit 2) Period 3 Language in use (Unit 3： 17) Period 4 Language in use (Unit 3： 812) Ⅳ .Teaching plans for each period 分課時教案 Period 1 Listening and speaking Language goals 語言目標 1. Key vocabulary 重點詞匯 suddenly, rabbit, party, fall, hole, strange, carry 2. Key structures 重點句式 Were/was doing Ability goals 能力目標 Enable students to talk about past ongoings. Teaching methods 教學方法 Communicative approach. Teaching aids 教具準備 A tape recorder, some pictures or handout. Teaching procedures and ways 教學過程與方式 Step I Leadin Show some pictures of fairy tales, introduce the story briefly, and explain some new words. T: Do you like to read fairy stories? (Explain “fairy story”, in Chinese if necessary.) A fairy tale is a story written for, or told to, children. The story often includes elements of magic. Now look at the following pictures? Can you tell me the name of the stories? Show the following. S: Snow White. T: What is the story about? S: A little princess was saved from the evil deeds of her stepmother, the queen, by a group of seven dwarfs. T: Good. How about picture 2? S: Cinderrela. T: Do you know the story? S: It?s about a beautiful girl. At first, Cinderella is living happily with her mother and father until her mother dies. Cinderella39。學生可模仿提示來寫作。先回想自己做了哪些事，用關鍵詞把自己要表達的意思寫下來。寫作要求突出真實性和交際性。 Around the world 部分主要是讓學生了解一些和冒險經歷有關的英文名著。 8 要求根據語篇內容選擇適當的詞匯完成短文。 6 要求將上一活動中被調查人員的活動結果記錄下來。游戲的內容是 “警察捉小偷 ”。 4利用游戲方式，口頭問答過去某時自己所 做的事。 3 屬于語言輸出活動。 1 要求辨識過去進行時的正確結構形式。本活動不僅僅訓練過去進行時的用法，還要求掌握敘述故事的時間順序以及時間銜接詞的用法，如： One day … Then … and Finally 。 4 是寫作活動。 3 要求將問句和答語進行匹配，通過問答匹配了解故事的創(chuàng)作背 景，為活動 4 的寫作任務做準備。 Unit 2 通過討論圖片導入故事，以激發(fā)學生興趣，并熟悉相關詞匯，為閱讀提供詞匯、句法及背景知識的準備（ 1）。 6 通過聽讀語音語調訓練，幫助學生掌握含有 過去進行時的句子的讀音。 5 要求用 4 中詞匯完成句子。 3為細節(jié)理解活動，要求學生聽懂故事情節(jié)，記下故事中每個人物的活動。 1 要求根據錄音材料給故事中人物排序。 外研英語八年級上 Module 6 A famous story全模塊教案 I. Teaching goals 教學目標 技 能 目 標