Module 8Story time
Unit 1 & 2
一、教材分析
本模块题材为童话故事，主要是关于Goldilocks的故事。内容和情节很容易引发学生的兴趣，语言简单易懂，描写细致生动，非常有利于开展听、说、读、写方面的语言实践活动，让学生在使用语言的过程中学习语言，促使学生更有意识地自觉学习英语。
讲故事须使用一般过去时，所以本模块继续以一般过去时作为语法学习重点。通过操练、使学生在掌握语言结构的同时、既学习语言知识、感悟语言功能、又能欣赏到美丽的童话故事 ，并能学会描述一个完整的故事或一件事情
二、教学目标
1. 知识目标:
语音：规则动词的一般过去时的发音
词汇： once、hear、begin、decide、ride、golden、little、pick、notice、hurry、knock、nobody、push、 open、enter、count、bowl、all、hungry、rush、try、destroy、unhappy、asleep、return、cry、point、without、
语法：规则动词的一般过去式。
功能：按时间顺序描述事情。
话题：以“童话故事”（fairy tales)为话题。
2. 能力目标：
听：能听懂简单故事中的主要人和事。
说：运用一般过去时表述事件，讲简单的故事。
读：能读懂简单的故事，明白主要的人物、事件以及情节。进行简单的技能训练。
写：运用一般过去时写简单的事情。
3. 情感目标：通过阅读童话故事提高对英语的学习兴趣、感受学习的乐趣。
三、学习策略、文化意识
1. 学习策略：形成自主学习、有效交际、信息处理、英语思维能力。
认知: 联系，归纳，推测等技能。观察并归纳规则动词的一般过去式、提高自学能力。
调控：从同伴处得到反馈，对自己在叙述及作文中的错误进行修改
交际 ：学习运用恰当词语讲解童话故事 。
资源 ：通过其他资源获取更多简单英语的 “童话故事”
自学策略 ：能够尝试阅读一些简写的英文童话故事。能注意发现语言现象背后的规律、并能运用规律举一反三。
合作学习策略 ：互相学习，取长补短，注意从他人的演示中汲取经验、注意学习策略共享。
2. 文化意识：比较中国童话与外国童话的异同、通过外国童话了解世界不同地方的风俗习惯、从而拓展视野、激发学习英语的兴趣。
四、教学重点与难点
重点：通过童话故事训练学生的听、说、读、写能力，掌握规则动词的一般过去式。
难点：掌握规则动词的一般过去式的形式和逐步形成正确使用一般过去时的意识。
五、媒体的运用
本单元的内容为童话故事，为了提高学生的学习兴趣，可以充分利用多媒体课件，给学生听觉和视觉上的刺激，从而加深对故事的理解。
Pre-reading
Before reading, the teacher first tells the students that they are going to see a short video clip of a fairy tale and asks two questions:
Who is she?
Where is she?
Then the teacher plays the video clip of Snow White, which has a similar plot to the reading text that is going to be dealt with next. The students become excited as soon as they watch. The questions are easy for them to answer. The adoption of this video material can help to arouse the students’ interest as well as help them have knowledge of the new words and expressions because of the similar plot. E.g. be lost, walk in the forest, look around, notice, hurry to, knock on the door, push and enter etc. Thus, this activity will give the students a visual scene of the story and a good beginning of reading.
While-reading
Step 1 Fast reading
Ask the students to read the story in the textbook as quickly as they can. Underline the new words and expressions and find out the sentences that they find difficult to understand.
Step 2 Comprehensive reading
During this procedure, the teacher divides the whole story into two parts---the parts before and after the three bears came back. At the beginning of this step, the teacher asks the students to read the first part between lines and to find out the answers to the following questions in pairs.
Where was Goldilocks?
What did she do?
Why did she pick up the bowls?
Which bowl did she like?
After they finish reading and discussing, the teacher shows the answers on the screen for them to check their pair work.
Step 3 Listening and explaining
In this step, the teacher can ask the students to listen to the tape, and then deal with the language points on the screen.
Soon she was lost. (be lost = get lost)
She hurried to the house to ask where she was.
So she entered the house. (enter = go into)
She finished all the food in it. (finish = eat up)
She was tired. ( be tired )
She tried the smallest chair. ( distinguish the spelling and pronunciation of tired and tried )
Very soon she was asleep in it. (be asleep = fall asleep; give the student more words which have the same root, e.g. sleep, sleepy etc.)
After the explanation about the above language points and structures, the teacher can go on with the second part by asking questions such as:
What will happen next?
This is a question for students to predict. Students can give out their ideas freely. Even if their expectations are not the same as the textbook story, they are useful because they have started students’ thinking about the topic and made them involved.
Students’ curiosity is now evoked, and then the reading can continue to the second part naturally. The teacher can deal with the second part of the text as the steps suggested above.
After the reading and explaining of the whole story, it is necessary to point out the adverb such as first, next, then and finally, which are used to express sequence.
The step of listening and explaining should not be ignored even in English reading class. “The lecturing/ listening/note-taking process may not disappear entirely, but lives alongside other processes that are based in students’ discussion and active work with the course material,” Smith and Mac Gregory (1992) states.
Post- reading
Step 1 True or false exercise
Read the following statements and decide if they are true (T) or false (F).
Goldilocks didn’t like the smallest chair.
Goldilocks didn’t like the smallest bed.
Baby Bear didn’t look in the bedroom.
Baby Bear didn’t notice the little girl in his bed at first.
Goldilocks didn’t notice the three bears at first.
Goldilocks didn’t like the three bear.
Step 2 Role playing
In this text there are five characters. The students are divided into groups of five first and the characters are designated to the each student in the groups. Main words and phrases are written on the blackboard as clue and they are required to make use of the words and phrases in the dialogue. After their performance, the students need to choose one group as the one most truthful to the original text.
Step 3 Blanks filling
One day, little girl called Goldilocks _______ some flowers in the forest. Then she _______ a house nearby. She _______ at the door, but nobody was there. So she _____ the house. She ________ three bowls of food and three chairs. She _______ all the food in the small bowl, and ________ the chairs. She _________ the small chair, bit she was so heavy, she ________ it.
Finally she went into the bedroom. When the three Bears ________ home, Goldilocks was asleep. Bur she woke up and _________out of the bed. She ________ back to her house.
And she didn’t return to the three Bears’ house again.
The aim of this activity is to consolidate what the students have learned in the text, including the content, the new words, the word collocation and the tense etc.
课件19张PPT。Module 8 Story time Unit 2
Goldilocks rushed out of the houseReviewWhat did we learn in last unit?
once hurry
bear decide
ride knock
begin pick
nobody push
ride open
notice enter
pick count
Once upon a time, there was a little girl called Goldilocks.动词的过去时？New Wordsrush v. 冲；奔
try v. 尝试
destroy v. 毁坏；破坏
unhappy adj.不高兴的
asleep adj.睡着的
return v. 返回；归还
cry v. 哭；喊叫
point v. (用手指等）指
jump v. 跳
without prep.无；没有
look around 向四周看冲；奔
尝试
毁坏；破坏
不高兴的
睡着的
返回；归还
哭；喊叫
(用手指等）指
跳
无；没有
向四周看
rush
try
destroy
unhappy
asleep
return
cry
point
jump
without
look around
New Words want to do… 打算做某事 First….
try sth… 某人尝试做某事 Next….
walk into… 走进… Then….
be asleep/fall asleep 某人睡着了 Finally…
in pieces 我的椅子破损了
look in… 朝里看…
point at sb 指着某人
there be… 那里有
be around sb 某物在某人的周围
jump out of … 从…跳出来
hurry out of … 赶快走出去
return to somewhere 返回到某地
What happened next?1.What can you see in the picture? Work in pairs. Guess what happened next ?*I think Goldilocks decided to go home.
*······
*······2.Read the story and number the pictures in the correct order.Goldilocks and the Three BearsListen carefully and get the main idea of the text.
Listen again and number the pictures in the correct order.
1 d Goldilocks destroyed the smallest chair. 2 a The tree Bears returned. 3 e Baby Bear cried. 4 b Baby Bear pointed at the little girl in his bed. 5 c Goldilocks hurried out of the house without her basket.Retell the storyFirst, sit down, tired.. 2 big chairs , tried, heavy and destroyed….
unhappy, walked into, comfortable, asleep.
Bears returned, cried, chair is in pieces.
Next, looked in, noticed.
Retell the storyThen, pointed at, naughty girl.
Finally, opened eyes, around her, jumped out of , hurried out of , not return
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．
Activity 5. Look at these sentences.1. First, they looked at the bowls and the chairs.
2. Next the Bears looked in their bedroom.
3. Then Baby Bear pointed at the little girl in his bed.
4. Finally, Goldilocks opened her eyes.Finally…Can you make an ending for the story?They all stayed together.Goldilocks was put in prison.Summary& HomeworkWhat we have learned today?
Vocabulary, past tense and how to tell a story
Homework
Finish all the exercise in the textbook and workbook; retell the story; recite the new words and expressions.
Thank You!See You! Unit 2 Goldilocks rushed out of the house
wanted to do… 打算做某事 First….
sb tried sth… 某人尝试做某事 Next….
walked into… 走进… Then….
sb was asleep/fell asleep 某人睡着了 Finally…
my chair is in pieces 我的椅子破损了
looked in… 朝里看…
pointed at sb 指着某人
there be… 那里有
sth be around sb 某物在某人的周围
jumped out of … 从…跳出来
hurried out of … 赶快走出去
return to somewhere 返回到某地
