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Ⅲ. Teaching aids
Multi-media, blackboard
Ⅳ. Teaching procedures
Step 1 Warm up
1. Do you like listening to music? Before our class let’s share a song together—You are my sunshine.
2. Listening to music is my hobby, and what’s your hobby?
3. Match pictures with the titles of stories.
设计意图：利用音乐导入，营造轻松的学习氛围，随后抛出本单元已学的“爱好”这个话题，从学生所熟悉的话题入手，利用学生已有的认知水平进行头脑风暴，导入“阅读”爱好课题，为下一教学环节铺垫准备。
Step 2 Presentation
1. Pre-reading
(1) Show a picture of the little match girl and brainstorm some words about the story.
(2) Guess the meaning of the new words by understanding the English description.
(3) Read the new words together, pay attention to the phonetic symbols.
设计意图：设计头脑风暴活动激活学生已有词汇，再利用英英释义法教授新单词，锻炼学生的听力、理解力的同时，培养学生的英语思维，为下一步听、读扫清生词障碍。
2. While-reading
(1)Fast-reading to answer the question:
Why didn’t the little girl go home?
(2) Watch the video to mark T or F of the four statements.
= 1 \* GB3 ① It was snowy and dark on Christmas. ( )
= 2 \* GB3 ② A poor little girl was still walking in the streets without any shoes.( )
= 3 \* GB3 ③ “Matches, matches!” the little girl cried in a high voice. ( )
= 4 \* GB3 ④ She lit three matches in total. ( )
(3) Read 1a again to complete the table, then check the answers.
SHAPE \* MERGEFORMAT
设计意图：读中的三个教学活动设计分别是围绕skim, scan, 和careful reading设计。在skim环节设置一个简单的问题入手，让学生初步感知文章。在scan环节中设置了四个正误判断题，并伴随视频播放，利用视听吸引学生兴趣，避免阅读课的枯燥。从听、读的输入，到判断的有效输出，检查学生对文章细节的理解程度。在careful reading中设置的表格填空，并非所有空格能从文本中摘抄，需要理解并转化，在培养学生用英语解决问题的能力。
Step 3 Consolidation
1. Group-task:
Task 1: Discuss the two questions:
a. Why did she see these things?
b. What does the match stand for?