Module 8 Unit 2 Goldilocks hurried out of the house 教案

Unit2 Goldilocks rushed out of the house.
Step1 Warming up & Revision
1. Can you read these
knocked picked walked pushed
liked finished stopped noticed
answered entered hurried lived
counted decided
2. Can you retell the story of Goldilocks
设计理念：复习环节要突出实效，一般刚开始上课学生注意力更集中，有利于对前面的知识及时有效的复习。
Step2 Pre－read
1. Guess:---Whose house was it
2. Work in pairs. Say what happened next in Goldilocks and Three Bears.(Activity1)
3. Learn some new words:
try—tried destroy—destroyed
cry—cried return—returned
point—pointed jump--jumped
设计理念：阅读故事前应该先进行热身活动，有 利于对故事先有一个词汇上的准备
Step3 Read
1. What can you see in the picture
设计理念:借助对图片的认识，对故事有一个大致的了解。
2. Read the story and number the pictures in the correct order.
设计理念:改变以往快速阅读后回答一二个简单的问题的形式，重新排列图片使学生对故事有进一步的认识。
3.Read and check the true sentences.
1) Goldilocks didn’t like the smallest chair. ( )
2) Goldilocks didn’t like the smallest bed. ( )
3) Baby Bear didn’t look in the bedroom. ( )
4)Baby Bear didn’t notice the little girl in his bed at first. ( )
5) Goldilocks didn’t notice the three Bears at first ( )
6) Goldilocks didn’t like the three Bears. ( )
设计理念:
精读故事之后，对故事的细节需要有一定的认识，可以自己另外设计一些选择题目。
Step4 Listen and repeat
First, Goldilocks wanted to sit down because she was tired．The two big chairs were uncomfortable．She didn’t like them，so she tried the smallest chair．It was nice, but Goldilocks was very heavy and she destroyed it．
She was unhappy and tired．She walked into the bedroom．There were three beds．She didn’t like the two big beds．The smallest bed was very comfortable．Very soon she was asleep in it．
The three Bears returned．They looked at the bowls and the chairs．Baby Bear cried, “There’s nothing in my bowl and my chair is in pieces!’’ He was very unhappy!
Next, the Bears looked in their bedroom．They didn’t notice Goldilocks at first．
Then Baby Bear pointed at the little girl in his bed，and cried,“Look! There’s the naughty girl!”
Finally, Goldilocks opened her eyes．The three Bears were around her，so Goldilocks jumped out of bed and hurried out of the house without her basket．She didn’t return to the forest again．
设计理念:
学生关上书本，对故事进行听和跟读的活动，既能练习听力又对故事进行了更深的了解。
Step5 Expression
1. unhappy---adj. 不高兴
2. asleep---adj. 睡着的
3. point at---指着
4. without---prep. 没有
设计理念:
将剩余的词汇以解释的形式学习，并适当举例进行活动。
Step6 Read the story again
1.Read the story again and match the sentences with the pictures.(Activity3)
2.Look at these sentences.
--First, they looked at the bowls and the chairs.
--Next the Bears looked in their bedroom.
--Then Baby Bear pointed at the little girl in his bed.
--Finally, Goldilocks opened her eyes.
设计理念: 这些句子实际是为以后的写作打下铺垫。
Homework
1. Use first, next, then, finally to write a short passage or retell the story. (part)
2. Read the story loudly three times. (all)
设计理念：读完故事要求最好会说故事，考虑到难度问题故此分层做。
Period3
Writing & Around the world
& Module task
Step1 Revision
1. Use first, next, then, finally to retell the story.
2. Revise the words and phrases in last period.
设计理念:本节课时主要完成写作任务，在写作之前对上一课时的词汇与短语进行复习是必要的，复述课文有利于写作的开展。
Step2 Number the sentences in activity6
1. Ask the students to number the sentences individually and check their answer with a friend.
2. Rewrite them using first, next, then and finally.
3. Read these sentences loudly.
设计理念：
把写作可能出现的难处预先处理好，为写作做好充分的准备。
Step3 Write
1. If possible, give them an example.
2. Ask the students to rewrite the story of Goldilocks and the Three Bears.
3. Check some examples from the class.
4. Give them some summarize.
设计理念：课堂效益的提高不是在口头上或是花样上，而应该是实用性较强的双基上。写作课一定要让学生去实践、去体验、去交流。
Step4 Around the world
Learn something about fairy tales.
If they have questions about it, help them.
设计理念：这一环节可以简单处理，若没有时间则不处理。我们是用教材去教而不是教教材。
Step5 Module Task
Telling a story:
1. Activity3 on P61. Ask the students to talk about what they can see.
2. Let them put the sentences together.
3. Check their answers.
设计理念：模块任务体现在写作课时中，能更好地帮助学生学习整个模块。
Homework
1. Do the Self-assessment of the workbook. (all)
2. Write a fairy tale that you knew. (part)
设计理念：拓展学生学习资源，利用已有的经验进行写故事对学生是一种更好的激励。自我评价也是各类评价中的一种，也可以互相评价。
Period4
Unit3 Language in use
Step1 Revision
picked was lost noticed hurried
knocked pushed entered counted
设计理念：重复前面的内容，以便于学生因熟悉而更好掌握。
Step2 Summary
规则动词过去式的构成：
一般动词加-ed。如：looked, stayed
以e结尾的动词只加-d。如：hoped, lived
末尾只有一个辅音字母结尾的重读闭音节的动词，应先双写这个辅音字母，再加-ed.如：stop→stopped, plan(计划) →planned
结尾是“辅音字母+y”的动词，先将y改为i,再加-ed. 如：study－studied, carry－carried
–ed(或-d)的读音：
在清辅音结尾的词后读[t].如：work→worked [kt], help－helped[pt]; 在浊辅音和元音后读[d]。如：call→called[ld], play－played[pleid]; 在[t]和[d]音后面发[id]。如：want－wanted[tid]，need－needed[did].
设计理念：语法的归纳，虽然老套，但必不可少。
Step3 Practice
Activity2 Complete the sentences with the correct form of the words in the box
answer enter hurry jump like notice point return rush
Goldilocks rushed out of the house
Goldilocks didn’t live (not) in the forest
Baby Bear _________ to the girl in his bed
She _______________ the house
Goldilocks ______________ out of bed
She _____________ to the little house
The three Bears ____________ (not) the door because they were out in the forest
Goldilocks __________ (not) the food in the biggest bowl
The three Bears ______________ (not) Goldilocks in bed at first.
Goldilocks _______________(not) to that part of the forest again
设计理念：运用过去式的基本形式，通过练习，帮助学生查漏补缺。
Step4 Practise
Activity1: Do it individually. The answers:
1.didn’t live 2. picked 3. noticed 4.knocked 5. entered 6. counted 7. picked 8. didn’t like 9. finished 10. tried 11. destroyed 12. looked 13. returned 14. didn’t notice 15. cried 16. pointed 17. cried 18. jumped 19. hurried 20. didn’t look 21. returned
设计理念：继续运用过去式，对课本进行更深入的研究学习。
Step5 Work in pairs
Look at the picture and make sentences using the words given
设计理念：重回模块任务，以实例验证学生掌握的情况。
Step5 Make a story
Put the sentences together to make a story. Use words like and, so, but, because, first, next, then and finally.
设计理念：根据学生掌握的情况，决定这一环节是否需要。
Homework
1.Finish the workbook. (all)
2.Recite all the words and expressions. (all)
3.Write your own fairy tale. (part)
设计理念：背诵单词与词组是不可少的，而自己编写一个童话故事，则有利于激发学生的学习兴趣。
整体设计理念
教材是供我们使用的，我们是用教材教，而不是教教材。新课程的理念要求我们以人为本进行素质教育，如果我们的学生本身英语基础一般，那我们应该有一个站得高看得远的终身学习的理念。相信通过教师自身的努力，我们的课改会真正落实在课堂教学的实践中。