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 Teaching resources: I)

Then ask students to make a list of the information of Lewis Carroll and Alice Liddell and then join the sentences with “one day…, then…, and finally…”to write the story. When they have finished, ask some of them to read their story to the class.

Sample version:

　　 Lewis Carroll’s real name was Charles Dodgson. He was teaching math at the University of Oxford, England. One day he saw Alice in a garden. She was playing with her sisters. Carroll went to meet the girls and they asked him to take their photos. He became good friends with the Liddell children. One day they were having a picnic by the river, and Carroll was telling the girls lots of stories. Alice asked him to write down the stories. Then Carroll wrote Alice’s Adventures in Wonderland. Finally Alice’s Adventures with Lewis Carroll ended when she grew up.

When they have finished, ask some of them to read their story to the class.

Step IV Homework

Ask students to

6.　　　 The rabbit went into a hole under a big tree.

5.　　　 The rabbit was wearing clothes.

4.　　　 A white rabbit ran past Alice and her sister.

3.　　　 Alice wanted to make daisy chain.

2.　　　 The book had a lot of pictures in it.

1.　　　 Alice was reading a book.

2. Key structures重点句式

Were/was doing

Ability goals能力目标

Enable students to read and write about fairy tales.

Teaching methods教学方法

Communicative approach.

Teaching aids 教具准备

A tape recorder, some pictures and handouts.

Teaching procedures and ways教学过程与方式

Step I Revision and lead-in

Review past on-goings through asking and answering questions; 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 on-goings.

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.　　　 Key vocabulary重点词汇

　tired, nothing, twice, conversation, suddenly, pink, by, pocket, across, field

3. Try to find some information about the writer of the story.

Period 2 Reading and writing

Language goals 语言目标