全屏显示专题章节

Alice in Wonderland is a very famous book for children written by Lewis Carroll，which is loved by many people.The writer had great imagination.The book is full of strange things.Students in 7th grade are also imaginative，so they must be very interested in writing their own Alice in Wonderland.

Ⅱ Type of the lesson

Ⅲ Teaching aims and learning objectives

By the end of the lesson，the students will be able to:

1.Understand the meanings of the new words.

Use them in proper situations.

2.Imagine the developing of their own Alice in Wonderland.

3.Describe a story to others clearly.

4.Use the simple past tense to write a story.

5.Cooperate with partners and experience the feeling of success.

Ⅳ Teaching content

2.The story of a sample writing

3.Different writing skills

Ⅴ Focus of the lesson and predicted area of difficulty

1.New words and the story of the sample writing

2.Different writing skills

3.How to lead students to imagine

1.Cup　2.Water　3.Blackboard　4.Chalk

5.Computer 6.Multimedia 7.Projector

Ⅶ Teaching procedures

Step 1 Magic cup（Warm-up and lead-in）

（1）Play a song and enjoy some pictures about magic before class.

【设计理念:1.通过教师制作的关于魔术的video导入两个生词（decide，enter）。2.用师生对话活跃课堂气氛，让学生对神秘的事情产生好奇心，调动学生参与下一个环节的积极性。】

T:Do you like the song？Do you like the pictures？

What can you see in the picture？Do you love magic？

Can you play magic？Do you believe I can play magic？Yes，because I am a magician！Today，I decide to take you to go into a magic world.（板书带读decide）.If you enter（板书，带读）the magic world，you will find that everything has magic.

（2）Play magic（变魔术）.

【设计理念:1.通过教师自己表演的魔术导入重要的结构too…to…和生词fail。2.用魔术激发学生的好奇心和参与课堂的积极性。3.通过询问学生水去了哪里过渡到magic water。】

T:Do you want to enter（重复操练）the magic world with me？OK，here we go！What's this？Yes，it's a magic cup.Look，I put some water into it.Do you want to drink the water？No！Because it's too cold to（板书，带读）drink.

OK，what will really happen？Please look at the cup very carefully.I hope I can do it and I won't fail（带读，板书）.Is it magic？Will you give me a big hand？Thank you very much！But the problem is where the water is.Do you want to know？Let me tell you.It is here on the table.Is it magic water？Yes，it is.

（3）Review the reading part and move to this lesson.

【设计理念:1.简单复习Reading课文，让学生对故事的发展有系统的认识，帮助学生更好地理解下面的故事，为最后的写作做铺垫。2.利用magic water引入到task文本。3.导入small enough to…句型。4.操练之前的生词和句型。】

T:And she saw magic water.Who is she？Yes，she is Alice！In the reading part，we learned that Alice followed the rabbit into a big hole.Then she saw a very small door.Outside the door，she found a very beautiful garden.Right？Could she enter（重复操练）the garden？Why？（找一个学生回答）

Yes，she was too big，or I can say the door was too small.

She was not smaller enough（导入句型，齐读）to enter the door.

She was too big to enter the door（重复操练too…to…结构）.

So she failed（重复操练）.

Step 2 Magic water（Solve the reading story）

（1）Did Alice drink the water？What happened to her after that？

【设计理念:1.通过问题导读的方式引导学生阅读第一、第二段关于喝完水的变化，找出文章中的magic things。2.处理文本内容，梳理情节发展。】

T:Then she found magic water here.Did she drink the water？What happened to her after that？OK，please turn your book to Page 78.Read Paras.1－2 carefully and find what magic（突出主线）things happened to her.

T:Are you ready？Let me check your answers.（对答案）

（2）Did she go through the door？Why？（处理3、4段）

【设计理念:1.通过问题导读的方式引导学生阅读第三、第四段关于主人公身体变化之后发生的事情以及心理的变化。2.详细处理文本内容，梳理情节发展，给学生留下深刻印象，增强他们想象的主动性。】

T:Was she small enough to enter the door？But did she enter（重复操练enter）the garden？Why？Please read Para.3 and find the answers.

T:Did you find the answers？Hands up！She didn't enter the garden，because she forgot about the key on the table.Could she reach the key？No，because she was too short to reach the key（重复操练too…to…）.

T:But she found something under the table.What was it？Please read the last paragraph.

T:What was it？A piece of cake！

（3）Read and match.（To get the structure of the story）

【设计理念:1.提纲挈领，分析文章的结构，了解范文在写作过程中是如何分段的，为自己接下来的写作做好铺垫。2.引导学生分段处理故事情节，抓住每个段落的大意。】

T:There are four paragraphs in the story.And I will show you the pictures of each one.Please read the story again very quickly and match the picture with the paragraph.

T:I think it's very easy for you.Let me check your answers.You did a great job.Boys and girls，from Paras.1－4，can you see the developing of the story？Yes，so when we write a story，we also need to tell others the developing of the story in different paragraphs.

（3）Talk about the writing skills in the sample writing.

【设计理念:1.引导学生进行细节描写，润色情节，为故事增加一定的色彩。2.引导学生正确使用连词，如and，but，however等保证语句通顺，以及使用过渡句，增强段落之间的连贯性。3.学会使用副词，让故事生动。】

T:For example，in the second paragraph，Alice drank the water，and her body became bigger and bigger.Let's read the sentences together.OK，now let's read the whole second paragraph together.Which story do you like？The first one or the second one？Why？Yes，the second one is interesting.The first one is not interesting.So if you want to make your story interesting.Please write some details.

T:The story is interesting.But we still can make it more interesting.For example，let's read this sentence together.But this time，boys and girls，think carefully.Did she drink it very slowly or quickly？Why？Then let's come to this one.Quickly or slowly？Why？Yes，we have lots of adverbs to use.Let's read them together.

T:Now，let's come to these two sentences.Read them together.Did I lose one word？Which one？Read them again.Which one is better？So when we write two sentences，sometimes we can use some conjunctions to make it better.What other conjunctions do you know？Good！Please remember to use them.

（4）Fill in the blanks:Use the writing skills to rewrite the sample writing.

【设计理念:1.回顾Task故事情节。2.巩固写作技能的使用。3.导入magic cake。】

T:Now，boys and girls.let's me check if you still remember the stroy and if you can use the writing skills very well.

T:Who can tell me the answers？Your did a good job！Let's read the last sentence together.

Step 3 Magic cake（Imagine for writing）

（2）Discuss:What will happen if she eats the cake？

【设计理念:1.以教师的想象为例子，打开学生思维，激发学生想象，而不是只局限于原小说的故事情节。2.集思广益，为写作丰富资源。3.同时为接下来的Pair work做铺垫。】

T:Yes，she found the cake under the table.Is it a magic cake？Will she eat the cake？What will happen after that？Will she fly？Will she become bigger and bigger？…（教师给出两个很出乎意料的变化）Do you have some interesting and amazing ideas？Now，please discuss with your partner.And you can tell me after that.

T:How many of you think that Alice will eat the cake？（找一个学生回答）How many of you think that Alice won't eat the cake？（找一个学生回答）

（3）Pair work:（Talk about the five questions）

【设计理念:1.讨论书后出现的5个问题，通过对话丰富写作资源。2.相互借鉴写作资源，鼓励想象力丰富的学生扩充问题，可以询问5个问题以外的其他细节问题。3.为接下来的Group work做好铺垫。】

T:Different people have different answers.Please work in pairs and talk about the five questions with your partner.（找两组）

（3）Group work:Tell a story（Who has the most interesting one？）

【设计理念:1.以小组合作的方式，尝试用过去式讲述简短故事，强化时态的正确性。2.增加故事的细节问题，在一定程度上形成口头作文，鼓励学生讲述，为写作做铺垫。3.组内选出本组最有趣的故事，为小组合作写作收集最优的资源。】

T:You have interesting ideas.Now I want you to tell your story to your group members.But when you tell a story，you have to use the simple past tense.And tell others more like…Are you clear？Now，try to find whose is the most interesting one.

T:OK，whose story is the most interesting one in your group？（找一组询问）Would you please tell your story to us？

Step 4 Magic pens（Write their own stories）

【设计理念:1.写作前引导学生分段，便于在写作过程中有更清楚的思路。2.提供重点的写作句型和短语。3.引导能力较强的学生写出过渡段落，甚至更多故事情节。】

T:Just now，you tell me great stories，but if I ask you to write the stories，how many paragraphs are you going to write？

T:Yes，three.But if you have some more time，you can write another paragraph before Para.1 and more after Para.3.Are you clear？

T:Good.Will you be a good writer？Of course，Lorries Carrel has a magic pen.You also have magic pens.Please use your magic pens to take us into a magic world！Now，work in group，choose one to write，and the others just give advice.（开始写作）

Step 5 How to appraise a good writing（点评作文）

【设计理念:1.通过教师引导学生的作文批改提纲，从篇章到段落再到语法，理解如何去评价作文。2.同学之间学会自评、互评，有利于学生在以后的作文书写前形成规范的格式。3.欣赏好的文章，学以致用。】

T:Before reading your story，I will tell you how to appraise a good writing…

T:Today we had a great time together in a magic world.Are you happy？Me too.With your imagination，your life will be full of magic every day.So keep it because it is very important for you！

【设计理念:1.在小组合作的基础上，开始个人写作，巩固课堂所学。2.引导对写作感兴趣的同学，自己进行创作、改编。】

T:Now please remember your homework:

（1）Write the story by yourself and share with each other.

（2）Choose one of your favourite novels（小说）and try to write more after it.

Ⅷ Blackboard design

decide　Paragraph 2

Ⅸ Teaching reflection

本节课主要通过几个与魔力有关的环节将教学分成四个不同的部分，分别是magic cup，magic water，magic cake，magic pens。由老师所做的倒入杯中的水消失的魔术，导入到消失的水去哪了，进入本节课的第二个部分magic water，从而处理教材所提供的这篇范文。处理过程包含两个部分:第一是了解各段落的大意，第二是从范文中提炼写作技巧，包括形容词、副词、连词、过渡等，让学生学会在写作过程中润色文本。第二部分结束后从桌子上的蛋糕开始引导学生想象吃完蛋糕之后所发生的事情，也就进入了本节课的第三个环节magic cake，本部分主要以pair work和group work为主让学生在有层次的活动中展开想象的翅膀，最终形成口头作文。最后一个部分就是magic pens，用有魔力的笔写出好的作文。

本节课在环节设计上比较紧凑，内容也比较多。尤其是在第三个部分，活动较多，学生能展示的机会不是很充分，在用过去时讲故事的时候，只能叫一组展示，其他组的同学虽然准备充分，但是没有时间来展示，也是本节课的遗憾。还有很多同学受到原著的影响，想象力没有打开，也是在以后的教学中教师要深刻思考的问题。

不同于其他课型，task最终以“产品形式”——作文呈现出来，学生最终的作文可以直接反映出本节课的效果。本课时与以往的Task还略有不同，它是在基于已有故事情景的基础上进行的续写，因此，积极开发学生的想象力成为本节课的一个重点与难点。

本课可以算作一节优课，比较好地完成了教学目标，学生最终在情境内通过想象，完成了一篇续写。本课主线明晰，magic一词贯穿全文，逐层递进，开始便将学生带入魔法的世界，为之后的想象和写作提供情境，并自然导入了生词，适时进行操练。但开头的魔术略显多余，学生本身就很熟悉爱丽丝的魔法世界，变魔术有些偏离情境。本节课有3个亮点。首先，篇章意识很强，对文本分段处理。关注文本细节，引导学生关注不同连词的作用，在作文中正确使用，使逻辑更紧密。其次，点评很人性化。在学生发言后，不仅关注知识点评，还有内容和情感方面的评价。最后，引入学生互评的活动，提供评价标准，既加强了学生间的学习与合作，也为学生写作提供了参照，但是标准还有待细化与精确。

本节课在启发学生思考和开发学生想象力方面还有待加强。magic cake以及之后的一连串反问，限制了学生的思维，学生想象力被局限，多想到吃完蛋糕后变大变小、会飞等内容，大同小异，没有太多个性，没有充分发挥想象，导致之后的写作出现较多的雷同情况。建议为学生提供更多的情境，而不是局限在某一点上。并且要采用各种方式，让学生积极思考、联想、想象，创造自己的个性故事。