Module 7 Unit 3.doc

Module 7 A famous storyUnit 3 Language in use課型Revision and application 教學(xué)目標(biāo)Knowledge: To be able to describe past on-going actions To be able to listen for specific information To be able to role-play with the teachers guidance To be able to write about your own experience, using the past continuous 教學(xué)重點(diǎn) 學(xué)習(xí)并掌握過去進(jìn)行時教學(xué)難點(diǎn) 用過去進(jìn)行時介紹自己過去的經(jīng)歷教學(xué)方法Formal and interactive practice教學(xué)用具M(jìn)ulti-Media (or Tape recorder, OHP)教學(xué)過程Language practicePreparation* Read the sentences in the box with the whole class. Elicit the grammar point.* Ask questions about the statements in the box.(e.g. Whats Alice doing one day?)* Tell the students to answer the questions with the information in the box and then use their imaginations to give different answers.* Put the students in pairs to ask and answer questions in the same way.1. Underline the correct words.* Tell the students to read through the sentences and think about whether the action was finished or not in each sentence.* Ask the students to decide which choice expresses the right time and underline it.* Put them in pairs to discuss and check.* Elicit answers from the whole class.Extension* Write these expressions on one side of the board: last night, before dinner yesterday, etc.* Elicit what the students do every school night and write it on the other side of the board (e.g. study, do homework, watch TV, play computer games, wash face and brush teeth, etc).* Point to a time on the board and ask what the students did then. For example:Teacher: What did you do last night?Student: I watched TV.* Have them ask each other in open pairs.* Write times such as 5:30 am, 6:00 pm, 7:15 am, 8:00 am and 9:30 pm on the board. Elicit questions to ask with these times. For example:Teacher: What were you doing at 5:30 am yesterday?Student: I was sleeping.* Mix up the questions to make the students think about the time and tenses.* Put them in pairs to model and ask and answer questions to test each other.* Nominate some pairs to ask and answer in two tenses.2. Write sentences about what you were doing.* Read through the first parts of the sentences with the class and elicit the possible endings in the correct tense.* Tell the students to complete the sentences on their own.* Ask them to check their answers hi pairs and then think of questions for each sentence.* Elicit answers in the correct tense by nominating some pairs to ask and answer.3. Work in groups of four. Play a chain game.* Read the conversation with the whole class.* Repeat with three students to demonstrate how the chain game works.* Put the students in groups of four to play the game. Remind them of making some notes about everyones action to prepare for the next activity.* Circulate and monitor as they play.* Nominate some groups to play their games.Extension* Make it into a memory game. Ask the students to ask, listen and then add their answers to the previous answers. Tell them they must remember what everyone did as the students say what they were doing, (e.g. At eight oclock last night Ming Hui was playing the guitar. Liu Yin was doing her homework. Mei Ling was eating an apple and I was checking my email.)* Nominate some groups to play their games in front of the class.4. Write down what each member of your group was doing at eight oclock last night.* Ask the students to write down the sentences individually. Tell them to use the notes they made in Activity 3 to help them.* Ask them to check their sentences in pairs.* Elicit full sentences from the whole class.5. Complete the sentences with the correct form of the expressions in the box.* Ask the students to look at the expressions in the box and check their meaning.* Ask them to read the sentences, think about and decide whats missing.* Ask them to complete the sentences on their own and then check their answers in pairs.* Elicit answers in full sentences.6. Complete the passage with the words in the box.* Write the words in the box on the board. Ask the students if there are any words they dont know.* Elicit characters from the story Alices Adventures in Wonderland they can remember. Then ask them to talk about the story of Alice in pairs, using the words on the board. Monitor as they talk.* Ask some pairs to come up at the same time. Give each pair a word to write one story sentence on the board with one telling his/her partner what to write.* Ask if the class agree with the sentences or if they want to add other sentences to them.* Tell the students to read the passage quickly to see if their sentences are similar to or different from the story. Check with the whole class. * Tell them to read the passage again and complete it.* Ask them to check their answers in pairs.* Elicit answers in a chain of sentences around the class.* Ask the students to read out the whole passage.7. Listen and complete the sentences.* Tell the students to work in pairs and read through the sentences in each paragraph. Ask them to discuss what types of words they need to listen for.* Play the recording. Have the students listen and complete the sentences individually.* Play the recording again and get the students to check their answers hi pairs.* Elicit answers in full sentences from the whole class.8. Read the play and act it out.* Look at the picture and identify the four characters in the scene with the class. Explain that a Hatter is an old-fashioned word for someone who makes hats.* Play the recording for the students to listen. Explain they just need to listen and enjoy* the story. If they find it hard to understand the humour, play the recording again or read it through round the class, stopping to make sure the students can follow it.* Put the students into groups of four and ask each to choose one of the characters to read and act out.* Better explain the day before that they will act out the scene tomorrow, so they can bring in props from home such as a large hat for the Mad Hatter or other objects such as a teapot that will help them act out the scene.* Set the classroom up like a mini-theatre with chairs for the audience and an area for the stage at the front of the class.* Ask each group to act the play out. Make sure the rest of the class applaud at the end of each scene acted out, like a real audience.Around the world: Stories* Ask the students what their favourite story is and why they like it.* Read the information and ask the students if they have any questions.* Elicit answers to the question in the passage about modern stories. Ask the students if they agree that stories written in books today are not as entertaining as old ones. If they say yes, ask them to explain why.Module task: Writing a short story about yourown experience9. Make notes about your story.* Explain the task to the students. Go through the list of prompts for making notes and the example notes with them.* Tell them the story they will write can be a true story that happened to them and it can be funny or serious, or if they cannot think of something suitable, it can be an imagined story.* Ask them to follow the list of prompts to make notes individually about their stories.* Put the students in pairs or groups of three to tell each other about their stories with their notes.