Introduction

(6 minutes)

1. The whole class work and group work

2. Individual work and group work

3. The whole

class work

4. The whole

class work

5. The whole

class work

1. Students perform their

conversations. Review was/were+doing and

the expressions of

agreement and

disagreement.

2. Students look at the

funny pictures, and get

the meaning of “wake up” according to the picture and the word “sleep”. Know “happily” according to “happy”.

3. Fill in the blanks with the correct forms of the key words.

4. Check the answers.

Pay attention to the

form.

5. Put the four statements

together, and then

make it a short story.

1. Check the homework.

Invite students to perform their conversations.

(Observe which group talks about Tom and Jerry.)

2. Ask students to look at

the pictures of 2 on page 76 and guess the meaning of the phrase “wake up” and the word “happily”.

3. Show pictures in part 2

one by one.

4. Check the answers and

remind students “Don’t

forget the ‘be’”.

5. Encourage students to make a short story according to the 4 pictures.

Presentation

(10 minutes)

1. The whole

class work

and group work

2. Individual

work and the whole class

work

3. The whole

class work and group work

4. Individual work

5. Individual work

5. Individual work

1. Students discuss in   

groups. The titles on page 75 can help them a lot.

2. Choose a picture. And

try to tell us a story

about the picture. They can express their

meaning well with the help of gestures,

tongue and demonstration.

3. Organize words and discuss in groups. Try to tell the story in English. Use the word “match” in the story.

4. Read the passage quickly. Try to fill in some

blanks in 1b.

5. Read the passage

carefully. Students can find that they can fill

in the blanks even there are many new words.

5. Remember the reading

strategies.

1. Finish 1a.

Show the covers of the four fairy stories in 1a on the screen together. Give a question “Can you guess the stories according to the pictures?”

2. Encourage students to  

choose one picture from

the four. Ask students to

tell the story about the

picture.

3. Show a picture about  the little match girl. Invite students to tell us the stroy. If there are too many new words students can’t express, they can use Chinese. At the same time, teach the word

“match” by showing the picture.

4. Ask students to read the

story quickly. Get the

main idea about the passage. Show 1b to students.

5. Provide students 2 minutes 

to read the passage carefully. And finish 1b.

5. Tell the students “When

we are reading, we needn’t translate every word into

Chinese. Get the main

idea and find out the

place where may find the

correct answer.”

    Consolidation

(10 minutes)

1. The whole class 

work and

individual work

2. The whole class work

3. Individual work

4. Individual work

5. Group work

and the whole class work

6. The whole class work and

group work

1. Students check the

answers together.

2. Students can find that on the left part of the table there are “time, place, weather, what the little girl did.”

3. Students look at the

table and find there are too many new words in it.

4. Underline some sentences.

5. Students can get the meanings of some

nouns according to

some pictures. Study the verbs in the

sentences. Students

can master some

adjectives like cold,

hungry according to

their antonym.

6. Read the new words in groups. Group leader can check and help their group members. (Group leader speaks the Chinese meaning,

and group members

translate it into English and try to spell the

word according to the pronunciation.

1. Invite students to share their

answers.

2. Show the table in 1b on the

screen. Ask students to

observe the table carefully.

3. Teach students, “ When we

tell a story or describe

something, we should

consider the order .”

4. Ask students to underline the sentences which can help them fill in the table in 1b.

5. Teach the new words in the sentences. Teach nouns such as match, stove, goose and geese by showing a picture below the words. Teach the verbs like sell, beat, burn and disappear by showing flash. After the flash there should be an example.

6. Provide students 2 minutes to read and remember the new words.

Practice

(10 minutes)

1. The whole

class work and

pair work

2. Group work

and individual work

3. Individual work

4. Individual work

5. Pair work

and individual 

work

1. Read paragraph 1. Try to write down some

important phrases or

words under picture 1.

Students had better

write down some

verbs and nouns. Pay

attention to the time

and place.

2. Try to retell the paragraph 1. If students can’t, they can adjust some words to write.

3. Students read the passage paragraph by paragraph and write down the

key words.

4. Volunteers retell the

story picture by picture.

5. Rewrite the passage   

according to the key words. Pay attention to the tense and some

other grammar mistakes. Sequence is also important when we tell a story.

1. Finish 1c.

Show the pictures in 1c one

by one. Provide students 1 minute to read paragraph 1 and write down the key

phrases under picture 1.

2. Ask students to retell

paragraph 1 according to

the key words.

3. Show picture 2, 3... to

students one by one.

4. Provide students 2 minutes.

Invite students to retell the story. In order to make the task easier, each student retells a picture.

5. Ask students to put the

 pictures together and rewrite the passage.

Production

(8 minutes)

1. Individual

work and the whole class

work

2. The whole

class work

3. The whole

class work and individual

work

4. The whole

class work and individual

work

1. Volunteers come to the

platform to tell the

story. Remembering

the five pictures in 1c can help them a lot.

2. Students feel very happy.

3. Finish these exercises.

A:What _ you _ at this time yesterday?

B:I_ _the story The

Little Match Girl. I

think the story is

interesting.

A:____________. And I like it, too.

B:Oh, really? Do you think the girl is very poor?

B:____________. And I don’t like her father.

A:You are quite right. Her father would _

her, because she _ _ any __. So she _ _ _ go home.

B:Yes, so we should study _ because we are very lucky.

4. Students finish these homework after class.

Review Sections A-C to prepare for Section D.

1. Play a game.

Who’s the “Story King”?

Invite volunteers to retell the story. Who can retell it without looking at the notes is the “Story King”.

Of course, the gestures

and tongue are also

important.

2. Give the student who did

The best a certification.

3. Teacher summarizes what the students learned

today: The Little Match Girl, past continuous, some new words. Teacher shows some exercise to them.

4. Homework.

The homework includes

two parts. Ask students to:

  (1) Tell a story to your

parents or good friends.

(2) Review Sections A-C

to prepare for Section D.

Teaching Reflection

   Students like story a lot. This kind of topic can attract students’ attention very easily. It is necessary for students to study how to tell a story because they can use them in daily life. This passage is not easy for students, because there are too many new words. Luckily, many students know the story, and the background knowledge can help students understand the passage.