资源描述
Module 7 A famous story
Unit 1 Alice was sitting with her sister by the river.
课型
Listening and speaking
教学目标
Knowledge:
To listen for specific information
To understand the description of past continuous actions
To talk about past on-going actions
Key vocabulary: fall, follow, hole, ground
Key structures: One day, Alice was sitting with her sister by
the river …
Why was it running?
教学重点
谈论童话故事，学习过去进行时
教学难点
正确使用过去进行时
教学方法
PWP Communicative
教学用具
Multi-Media (or Tape recorder, OHP)
教学过程
Listening and vocabulary
1. Listen and number the words as you hear them.
* Read the words aloud with the students and check if they understand the meaning.
* Get them to predict the order of events they might hear about, (e.g. Maybe a rabbit falls into a hole. Maybe a rabbit follows a strange person.)
* Play the recording. Tell the students to check their predictions and write numbers 1-5 in the boxes, according to what they hear.
* Check answers around the class.
2. Listen again and number the pictures.
* Read the simple descriptions of the pictures with the students. Explain the names in the descriptions if necessary, (e.g. In March, hares---wild rabbits---are considered mad because of their strange behaviour when they try to attract female rabbits, so there is an expression in English "He's as mad as a March hare.")
* Repeat the descriptions, especially the names, chorally for the students' pronunciation.
* Put the students into pairs or groups of three to describe the pictures.
* Elicit descriptions from the class.
* Play the recording and ask the students to listen for the descriptions.
* Play the recording again for them to number the pictures and check answers in pairs or groups.
* Play the recording once more for the students to check and then elicit their answers in order.
3. Listen and read.
* Divide the students into groups. Then elicit the new language by telling different groups to mime such actions as eating a sandwich, drinking tea, combing hair, reading a book, drawing a picture, looking at watches, etc and continue doing them until they hear "stop".
* Shout "stop". Ask the students what they were doing a minute ago:
Teacher: What were you doing when I shouted "stop"?
Students: We were eating sandwiches.
* Ask different groups to elicit different responses.
* Have the students ask each other in open pairs.
* Ask the students if they know about the story of Alice's Adventures in Wonderland. If they do, elicit what they have understood and use it to teach the key vocabulary. If they don't, give a brief introduction to the story.
* Play the recording. Tell the students to read the conversation as they listen.
Now complete the notes.
* Ask the students to look at the notes and guess the missing information.
* Ask them to read the conversation again and underline the key information to help them complete the notes.
* Ask them to complete the notes individually.
* Elicit answers in full sentences from the whole class.
Extension
* Play the recording again, pausing after each sentence and having the students repeat them chorally and individually. Otherwise, simply ask them to work in pairs and read the conversation.
* Have them practise it and change roles. Circulate and monitor their production.
* Ask some volunteers to perform the conversation for the class.
4. Complete the sentences with the words in
* Look at the words in the box with the class. Make sure the students are clear about the meaning.
* Ask the students to read the sentences on their own and guess what the missing words are.
* Ask them to complete the sentences individually and check their answers in pairs.
* Elicit answers in full sentences.
Pronunciation and speaking
5. Listen and underline the words the speaker stresses.
* Ask the students to read the conversations and predict the stress.
* Play the recording and pause for the students to repeat for pronunciation and stress.
* Play the recording again and tell the students to listen and repeat. Then ask them to underline the stressed words.
* Play the recording once more. Elicit the stress and let the students check whether their prediction was correct.
Now work in pairs. Listen again and repeat.
* Play the recording and have the students read out the conversations in pairs as they listen. Tell them to exaggerate the stressed words.
Nominate a few pairs to read the conversations.
6. Work in pairs. Do an interview.
* Read the instructions and model conversation with the class. Make sure they are clear about what they are going to do.
* Tell the students to do an interview in pairs after the example and say what they were really doing then.
* Do a few conversations in open pairs first to pick up any errors.
* Circulate and monitor their progress.
* Have some students present their interviews in open pairs.
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