1、Module7A 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 informationTo understand the description of past continuous actionTo talk about past on-going actions核心内容：Key vocabulary fall, follow, ho
2、le, groundKey structures One day, Alice was sitting with her sister by the riverWhy 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 ofpictures and photos on thescreen.2. Encourage the Ss to speakout 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鼓励学生和教师增进感情和互相理解。S
3、tep2Listen and number thewords as you hear them.1. Read the words aloud withtheSsandcheckiftheyunderstand the meaning.2.Get them to predict the orderofeventstheymighthearabout.3. Play the recording. Tell thestudentstochecktheirpredictions and write numbers1-5 in the boxes, according towhat they hear
4、.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 numberthe pictures1.Read the simple descriptionsofthepictureswiththestudents.2.Explain the names in thedescriptions if necessary.3.Repeatthedescriptions,especially the names, chorallyfor the Ss pronun
5、ciation.3. Play the recording and asktheSstolistenforthe1 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。descriptions.4. Play the recording again forthem to number the picturesand check answers in pairs orgroups.5. Play the recording oncemore for the Ss to check
6、 andthen elicit their answers inorder.Step4 Listen and read1.Ask the Ss if they knowabout the story of AlicesAdventuresinWonderland. If they do,elicitwhattheyhaveunderstood and use it toteach the key vocabulary.If they dont, give a briefintroduction to the story.2.Play the recording. TelltheSstoread
7、theconversationastheylisten.3.Ask the Ss to look at thenotesandguessthemeaning information.4.Askthemtoreadtheconversationagainandunderlinethekeyinformation to help themcomplete the notes.5.Elicit the answers in fullsentences from the wholeclass.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
8、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 sentenceswiththewordsinthebox(Activity4)1.Look at the words in thebox with the class. Makesure the Ss are clear aboutthe meaning.2.Ask the students to readthe sentences on their ownandguesswhatthemissing words are.3.Ask the Ss t
9、o complete thesentences individually andchecktheiranswersin1 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。pairs.Step6 Listen and underline thewords the speaker stresses.1.Ask the Ss to read theconversations and predictthe stress.2.Playther
10、ecordingandpause for the Ss to repeatforpronunciationandstress.3.Play the recording againand tell the Ss to listen andrepeat. Then ask them tounderstandthestressedwords.4.Play the recording oncemore. Elicit the stress andlet the Ss check whethertheirpredictionwascorrect.1 因为学生比较重视笔答能力， 读语音语调淡化。 为加强语
11、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 aninterview.1.Read the instructions andmodel conversation withclass. Make sure they areclearaboutwhattheygoing to do.2.TelltheSstodoaninterview in pairs after theexampleandsaywhattheywerereallydoingthen.3.Do a few conversation inopen pairs first to pick upany 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 Homework1) Recite the words of Unit1.2) Finish the exercises of Unit1 in the exercise book
