Reading 1: Down the rabbit hole教案2

7B Unit 6 Outdoor Fun Reading 张家港港口学校

龚勇敏

The analysis of the teaching materials：

It is chosen from 7B Unit 6 Outdoor Fun. The Grammar here is the simple past tense in negative sentences and questions. Since the simple past tense has already been learnt in Unit 5, it is still important to design some activities to consolidate and learn something new about this tense. This is the first lesson of the reading part so I will attach more importance to the fairy tale itself instead of the language points. It is also necessary to learn some new words maybe through paraphrasing or illustrating them if they may influence the students’ understanding of the fairy tale.

Teaching Objectives: By the end of the lesson, students are able to: 1.

read one chapter of Alice in Wonderland and feel the beauty and happiness; 2.

get the main idea of the story by retelling the story and thinking about questions; 3.

develop imagination while reading and read more after class; 4.

be as brave, curious…as Alice.

Key points and difficult points: 1.

get the main idea of the story; 2.

Feel the beauty and happiness; 3.

Pay attention to the simple past tense whiling retelling and writing. Teaching aids：

PPT, Seewo, chalk, videos…

Teaching Procedures: The teacher’s activities

Students’ activities The purpose

关于书的类型，标注音标让学生选择。一方面让学生熟悉不同体裁的相关词汇；另一方面，检测学生是否能够根据音标读出相关单词。

Step 1 Lead-in

Present four books: The Look through the title of the four thousand Nights and one books and choose the kind of the Night, Alice in Wonderland, books (novels, fairy tales, Snow White and the Seven poetries)

Dwarfs and

the Ugly

Duckling.

Ss: They are fairy tales. T: What kind of books are

these?

S1: He was Lewis Carrol.

Show the book Alice in S2:…

Wonderland

and guide the S3:…

students to say something about the author according to his name card presented. 通过给出作者相关信息，锻炼学生的口语表述能力。同时引出本课所学的故事章节-跳进兔子洞。

Step 2 While-reading Before jumping down T: Who jumped down the rabbit hole? T: Who jumped down the hole first? T: Why did Alice jump down the rabbit hole?

T: What did Alice think of the rabbit? T: Let us enjoy the sentence “How amazing!”

T: Can you read the sentence to show you surprise?

T: What was the rabbit amazing?

T: Listen and answer: What did the rabbit say? T:

What may the rabbit be late for?

T: Ask and answer in pairs.

T: How did Alice notice the rabbit?

T: What did Alice do before she saw the rabbit?

Ss: Alice.

Ss: The rabbit.

S1: Because she did not want to let the rabbit get away. S1: Amazing.

Enjoy the sentence together by listening.

Three or more students read the sentences with emotion. S1: took a watch S2: in a coat S3: could speak

Ss: Oh, dear! I will be late.

S1:…

S2:…

Practice the dialogue: A: What may the rabbit be late for? B: It may be… What’s your idea?

A: Maybe it was late…

S1: She heard a sound.

S1: She sat by the river with her sister.

①在培养学生英语学科核心素养的背景下，从标题出发，持续追问。学生通过默读进行思考。②对于文中的动词过去式，在学生回答问题的过程中，板书呈现原形以及过去式，并要求学生one by one跟读，在retell这一环节呈现的关键词为动词原形，通过这一活动对动词过去式进行巩固。③Retell活动鼓励学生use your own words,预设是培养学生的表达能力，另外可以根据个人能力适当添加一些细节。④深入挖掘文本，对于兔子可能因为什么迟到进行猜测。Imagine活动是读者与文本的一个互动。同时，苏州中考任务型阅读有此类题型。⑤对于How amazing!先通过听进行欣赏，随后请学生朗读去体验爱丽丝对于兔子的惊讶之情。

T: Retell the story according to the pictures and key words.

T: If you were Alice, would you jump down the rabbit hole? Why or why not?

After jumping down T: Enjoy the beauty of the words: “Down, down, down.”

T: Read the sentence. T: What do you think of the sentence? You can have a discussion.

T: Where was Alice after she jumped down? T: “Low” means “not tall/high”. If you find yourself alone, can you find anyone else?

T: If you find yourself alone in a long low hall, what would you do?

T: Did Alice find any problems?

Step 3 Post-reading To be a writer: use 2-6 sentences to write what may happen to Alice next. Ss will spend two minutes preparing the retelling part. When preparing, they should pay attention to using the simple past tense.

Students imagine and answer: Yes. Because_____________. No. Because______________.

Listen and enjoy the sentence.

Read the sentence.

Appreciate the sentence in groups.

S1: She found herself alone in a long low hall. Ss: No.

Ss can imagine and answer whatever they want.

Ss read paragraph 4 and 5

and find out the problems.

Use the simple past tense to write down what may happen to Alice next.

在对于该句进行听力欣赏以及朗读式体验的基础上，小组合作对于该句进行赏析。

Imagine活动旨在增加读者与文本的互动。对于学生可能回答出害怕等情感加以引导-stay calm and try to find a way out。

在培养学生想象力的基础上以语言书面输出的形式训练一般过去时。

Step 4 Homework 1.

Read the following story in Task part and compare it with your version. 2.

After reading the story in Task part, use around 10 sentences to write what may happen after that.

Blackboard Design 7B Unit 6 Outdoor Fun Reading stand-stood

hear-heard run-ran

sit-sat wear-wore

take-took can-could

Teaching reflections: 1.

As for the lead-in part, I did not find videos about Alice in Wonderland because I want to guide the students to write what may happen to Alice later. I wondered if the video would confine the imagination of the students. Instead, in order to show the words about the different forms of literature, here I ask the students to choose the kind of the books based on the given words attached with phonetic signs. However, my students did not reply to me at once, through it I know there is still something wrong with their pronunciation. 2.

The simple past tense is still important in the story. When the students used the simple past tense to answer the corresponding questions, I will write the verbs on the blackboard like this: stand-stood. Each time I wrote down them, I asked the students to read together and read one by one. It set the stage for the activity of “retelling the story”.” Retelling the story” is the oral practice and “to be a writer” is a written practice.

3.

For the sake of the students’ thinking abilities, I designed many questions for silent reading. To avoid the boredom, students were required to enjoy the sentences and read with emotion. Students were guided to appreciate the sentences in groups. Students were asked to imagine some situations…

4.

I should pay more attention to some details: the rabbit here I should use “its” to refer to the “rabbit’s” but I showed “his” on the screen. When retelling the story, I should change the word “ran” into “run”.