1、Module7 A famous storyUnit1 Alice was sitting with her sister by the river.课型： Listening and speaking方法： Interactive and situational approach目标：To listen for special information To understand the description of past continuous action To talk about past on-going actions核心内容： Key vocabulary fall, foll
2、ow, hole, ground Key structures One day, Alice was sitting with her sister by the river Why was it running?教具：video, OHP教学过程： 教学过程师生活动设计意图Step1Warmingup1.Show the students some of pictures and photos on the screen.2. Encourage the Ss to speak out the kinds of movies.1. 课前热身。展示电影海报的照片和图片，引起好奇。2鼓励学生和教
3、师增进感情和互相理解。Step2Listen and number the words as you hear them.1. Read the words aloud with the Ss and check if they understand the meaning.2.Get them to predict the order of events they might hear about.3. Play the recording. Tell the students to check their predictions and write numbers 1-5 in the b
4、oxes, according to what they hear.1本活动为本单元的导入练习，为单词语音短语的听力辨认。2 本活动要求学生识别听力材料中所提及的单词并排序，不需要理解语篇，属于一种简单的听力活动。Step3 Listen again and number the pictures1.Read the simple descriptions of the pictures with the students.2.Explain the names in the descriptions if necessary.3. Repeat the descriptions, espec
5、ially the names, chorally for the Ss pronunciation.3. Play the recording and ask the Ss to listen for the descriptions.4. Play the recording again for them to number the pictures and check answers in pairs or groups.5. Play the recording once more for the Ss to check and then elicit their answers in
6、 order.1 本活动在活动1的基础上难度有所增加，要求学生能理解语篇并能将文字内容与图片对应。2 教师鼓励学生能将活1的单词和活2的词语的句子复述出来，培养学生的记忆里。Step4 Listen and read 1. Ask the Ss if they know about the story of Alices Adventures in Wonderland. If they do, elicit what they have understood and use it to teach the key vocabulary. If they dont, give a brief
7、introduction to the story. 2. Play the recording. Tell the Ss to read the conversation as they listen.3. Ask the Ss to look at the notes and guess the meaning information.4. Ask them to read the conversation again and underline the key information to help them complete the notes. 5. Elicit the answe
8、rs in full sentences from the whole class. 1 本活动主要考察学生听懂文章大意，获取相关细节信息的能力。在签满的听说活动之后，对话及时地复现并扩展了听力内容，同时巩固了学生对生词的理解。2 活动人物角色较多，列举各个人物角色。加深学生对故事的理解。Step5 Complete the sentences with the words in the box(Activity4)1. Look at the words in the box with the class. Make sure the Ss are clear about the meani
9、ng.2. Ask the students to read the sentences on their own and guess what the missing words are.3. Ask the Ss to complete the sentences individually and check their answers in pairs.1 本活动要求学生根据语篇内容用所给词汇和表达回答问题，因要求相对较高，属于读后的细节理解活动。2 教师可以引导学生开展较简单的语言输入活动作为过渡。教师可以以Alice的行为为主线，帮助学生串联故事情节。Step6 Listen and
10、 underline the words the speaker stresses. 1. Ask the Ss to read the conversations and predict the stress.2. Play the recording and pause for the Ss to repeat for pronunciation and stress.3. Play the recording again and tell the Ss to listen and repeat. Then ask them to understand the stressed words
11、.4. Play the recording once more. Elicit the stress and let the Ss check whether their prediction was correct.1 因为学生比较重视笔答能力，读语音语调淡化。为加强语音语调教学，为今后英语的学习打下较好的基础。2 主要采取听录音，划出重读的地方。之后模仿录音朗读。Step7 Work in pairs. Do an interview.1. Read the instructions and model conversation with class. Make sure they ar
12、e clear about what they going to do.2. Tell the Ss to do an interview in pairs after the example and say what they were really doing then.3. Do a few conversation in open pairs first to pick up any errors.1 本活动以采访的形式操练含有过去进行时的小组对话。2 将语法教学与交际性活动融合起来。3 为鼓励学生积极参与，教师可以给出句型，使所有的学生都能开口练习。Step8 Homework 1) Recite the words of Unit1. 2) Finish the exercises of Unit1 in the exercise book
