【正文】 聽 Listen to fairy tales including past ongoings 說 Ask and introduce events happening in the past 讀 Read fairy tales including past on goings 寫 Write a description of things happened in the past 語 言 目 標(biāo) 功 能 句 式 Saying what you were doing at a specific time Yesterday evening my father was watching TV. Were you reading a story? What were you doing last night? I was reading an English book. 詞 匯 1. 重點詞匯 suddenly, rabbit, party, fall, hole, strange, carry, tired, nothing, once, pink, by, pocket, across, field, under, storm, outside, jump, during, noon, bookshop, wear, clap, cheer, gold, ring, hall, stop 2. 認(rèn)讀詞匯 daisy, chain, hedge, scream, staff, worn, perform, follow 3. 短語 look into, go off 語 法 Past continuous: were/ was doing. 重 點 句 子 1. She was sitting by the river. 2. I called you dozens of times but no one answered. 3. Alice was getting very tired. 4. There was nothing so strange in that. II. Teaching material analyzing 教材分析 本模塊以童話故事為主題，把語法與故事結(jié)合起來，采用隱性教育的方式讓學(xué)生在了解故事的同時掌握過去進行時的結(jié)構(gòu)和用法。 Unit 1 共設(shè)計了 7 個活動。 2 是談?wù)摴适翧lice?s Adventures in Wonderland的一段對話。 4 要求辨認(rèn)單詞，按照提示為其分類。通過活動，學(xué)生可以從中學(xué)到用英語解釋新單詞的方法。 7 要求寫出在所給的過去時間內(nèi)自己做的事情，然后結(jié)對進行問答練習(xí)（ 8）。 2 是節(jié)選自 Alice?s Adventures in Wonderland的一段小故事，要求學(xué)生讀后回答問題。 這一活動訓(xùn)練的是閱讀理解能力，可幫助學(xué)生更好地理解課文。要求根據(jù)活動 3 中內(nèi)容寫一則關(guān)于 Lewis Carroll and Alice Liddell的小故事。 Unit 3 屬于語言實踐活動。 2 采用選擇答案完成句子的形式，通過語境訓(xùn)練進一步強化對過去進行時的認(rèn)識，并能正確區(qū)分一般過去時與過去進行時的用法。要求學(xué)生根據(jù)所供語境，運用過去進行時態(tài)描述自己所做的事。 5 仍是一個游戲活動。通過問答練習(xí)，調(diào)查每個人過去某時的行為活動，借以判斷小偷身份。 7 要求聽一段小故事后，回答問題?；顒?9 要求先根據(jù)語意及句子結(jié)構(gòu)知識完成句子，然后用句中短語造句，旨在培養(yǎng)學(xué)生的創(chuàng)造性思維能力。 Module task 是一個寫作活動?；顒?10 要求學(xué) 生收集信息和精煉句子。活動 11 按提綱寫故事?；顒?12 是一個展示過程，可讓學(xué)生把自己寫的故事讀給全班聽。s father remarries a cold, cruel woman. The woman has two daughters. When the father dies, Cinderella39。 encourage them to recall the characters in the story Alice?s adventures in wonderland and lead in new lesson. T: Hello, boys and girls. What were you doing this time yesterday? S: We were having an English lesson. T: What did we learn yesterday? S: We learned to use past ongoings. T: Which story were we talking about? S: Alice?s adventure in Wonderland. T: Good. Do you remember the characters in the story? S: Yes. The mad hatter and the march hare, the white rabbit, the red king, the red queen and Alice T: Great. Now let?s look at the picture on page 44 please. Who?s in the picture? S: It?s a rabbit T: Do you think it is strange? S: Yes. It?s wearing clothes. T: Yes, that?s the point. Usually rabbits don?t wear clothes. Is there anything else strange? S: It is carrying a stick. It is standing on its back legs. It?s looking at a watch. T: Good. Why is it so strange? Today let?s learn more about Alice?s adventures in wonderland. Step II Reading In this procedure, 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, who, when, where and why. Learn the following new words. tired, nothing, twice, conversation, suddenly, across, pocket And then ask students to read individually and discuss the questions with a partner. Check the answers. Ask them to read again and decide whether the following sentences are true or false. 1. Alice was reading a book. 2. The book had a lot of pictures in it. 3. Alice wanted to make daisy chain. 4. A white rabbit ran past Alice and her sister. 5. The rabbit was wearing clothes. 6. The rabbit went into a hole under a big tree. 7. Alice entered the hole after the rabbit. Check the answers. Step III Writing In this step, 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 T: Last period, I asked you to find some information about the writer of the story, have you finished? S: Yes. T: Can you tell me who the writer is? S: Lewis Carroll. T: Good. Today let?s learn more about the writer. Let?s learn why and how he wrote this story? Ask students to read the questions and answers fast, make sure they understand each one, and then let them do the match work. After a few minutes, call back the answers from the whole class, having one student ask a question and another answer. Explain when necessary. If possible, introduce more about the writer. (See Tea