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2024七年级英语下册Module8Storytime教学设计（表格式外研版）
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Module8 Story time教学内容：Unit1 Once upon a time…课型：Listening and speaking教学目标： 1、能够正确使用下列单词和词组： hair, forest, decide, go for a walk, dark, pick up, soon, little, door, knock on, look around, answer, hungry, right, 2、能正确使用下列句型： … did she often go for a walk in the forest alone? She decided to go for a walk in the park with her basket.And soon she was lost.Goldilocks looked around her.She picked up the very big bowl but she didn’t like it.3、能够听懂简单的故事情节，了解主要人物和故事梗概。4、能用规则动词的过去式来叙述过去的事情。5、通过学习本故事，了解别国的风俗习惯。教学重难点：1、能够熟练运用规则动词的过去式进行口头交际。2、掌握规则动词的过去式的变化和一些过去时态的句型。（难点）教学准备：课堂整体运用任务型教学模式，培养学生独立自主的学习能力。本课指导学生通过听说获取信息，培养学生的听说技能。在教学过程中，采用多媒体手段辅助教学，利用各种图片、实物和习题任务贯穿整个教学过程。因此，本节课需准备：PPT课件、挂图、录音机、实物、课堂练习表格、奖品教学过程：七、板书设计：Module8. Story timeUnit1. Once upon a time…(从前)pick--picked 1) pick some flowers /pick up the big bowlnotice--noticed knock--knocked 2) decide to do sth. / decide not to do sth. ( make a decision 做决定)do--did 3) And soon she was lost. (be lost= get lost)is/ am--was 4) She looked around her. ( look around / for / at / after/ out)达标训练题一、用所给词的适当形式填空：1. Her hair ___________ (be) brown.2. I decide ____________ (study) hard from now on.3. The girl __________( push) the door and entered the house.4. Can you finish _________ (pick) up all these apples soon?5. I __________ ( be ) late to school yesterday.二、选择正确的答案：( ) 1. My mother often goes to work ________. A. hurried B. hurries C. in hurry D. in a hurry( ) 2. Listen! Who is knocking ________ the door? A. on B. in C. for D. into( ) 3. The little boy couldn’t find his mother, he _________ his way. A. lose B. loses C. lost D. losing( )4. — Look, there is a bowl on the floor.— Don’t ____________, it’s broken.A. pick up it B. pick it up C. picked it up D. picked up it( )5. — __________ you finish your homework?— Yes, I did.A. Does B. Do C. Did D. AreModule 8 Story time教学内容：Unit2 Goldilocks hurried out of the house.课型：Reading and writing教学目标： 1、能够正确使用下列单词和词组： piece, in pieces, asleep, cry, return, point, shout, at first, jump, without2、能够读懂本文的故事，明白其中的主要人物和事件以及情节的先后顺序。3、并能用一般过去时给人讲简单的故事。4、通过阅读童话故事提高对英语的学习兴趣，感受学习英语的乐趣。教学重难点：1、能够读懂简单的故事， 明白故事的主要人物、事件和情节。（重点）2、能够尝试阅读一些简单的英文童话故事，并用一般过去时给人做简单的复述。（难点）教学准备：课堂整体运用任务型教学模式以及阅读课“四个阶段”教学模式。本课指导学生通过阅读获取信息，培养学生阅读技能。在教学过程中，采用多媒体手段辅助教学，利用各种图片和习题任务贯穿整个教学过程。因此，本节课需准备：PPT课件、挂图、录音机、课堂练习表格、奖品教学过程：七、板书设计：Module8. Story timeUnit 2. Goldilocks hurried out of the house.in piece 1`.It was not comfortable either. Point at / to too / also/ as well/ either.Hurry out of /jump out of Eg. I am not a teacher _________.2. Very soon she was asleep in it. be asleep. 睡着的 Eg. The baby is asleep in his mother’s arms.达标训练题翻译下列短语：1、坐下___________________ 2、破碎__________________________3、走进___________________ 4、睡着__________________________5、在碗里_________________ 6、首先___________________________7、指着__________________ 8、从……跳出来____________________二、选择正确的答案：( ) 1. I don’t like apples and my brother doesn’t like them, __________. A. too B. as well C. also D. either( )2. The baby ___________ in his mother’s arms. A. asleep B. was asleep C. go to bed D. sleeping( ) 3. The are many animals live in this _____________. A. forest B. bowl C. piece D. basket( )4. People can’t live _________ air. A. with B. in C. of D. without( )5. I borrowed your money yesterday and now I _______ it to you. A. go back B. back C. return D. lendModule8 Story time教学内容：Unit3 Language in use课型：Revision and application教学目标： 1. 正确运用本模块的词汇：hair, forest, decide, go for a walk, dark, pick up, soon, little, door, answer, hungry, right, in pieces, cry, at first, jump等。2. 能读懂简单的英语童话故事。3. 能够运用规则的单词过去式给同伴讲一个小故事。4. 学会与同学合作，积极主动参与各种语言实践活动，共同完成学习任务。教学重难点：能够根据自己所学，运用规则的单词过去式给同伴讲一个小故事。教学准备：本节课型为Revision and application，根据新课标的要求，结合教材和学生特点，主要采用任务型互动式进行教学，结合情景法、交际法、听说法、归纳法等教学方法实施课堂活动，开启学生思维，通过一系列有条理的教学活动，引导学生自主探究学习和与他人互动合作学习，让学生体验愉快学习。本节课所需教具及资料：幻灯、图片、调查表等。教学过程：达标训练题一、选择正确的答案：( ) 1. There ________ a lot of bread and some oranges in the basket just now. A. were B. was C. are D. is ( ) 2. We often play basketball ________ Saturday afternoon. A. in B. at C. on D. of( ) 3. How _______ the weather yesterday? A. was B. were C. is D. are( ) 4. — ________ she visit the park? — No, she didn’t. A. Did B. Does C. Is D. Shall( ) 5. Could you ________ the story in English? A. say B. speak C. talk D. tell( ) 6. Do you decide ____there yourself? A. go B. to go C. going D. went( ) 7. They finished ______their homework soon. A. do B. does C. did D. doing ( ) 8. There is a purse on the floor. Please _______. A. pick up it B. pick it up C. pick up them D. pick them up二、 短文填空： Once upon a time there (1)____ (be) a farmer. He didn’t like to work. One day, he (2)_______ (work) in his field. He was very tired and he (3)________(walk) to a big tree. He (4)________(notice) a hare running and it hit(撞) the tree. It (5) ____ (die). He (6)_______ (hurry) home with the dead hare and had a good meal. The next day, he (7)_______ (want) another hare. So he (8)________ (wait) under the tree and (9)________ (plan) to pick up another, but he (10)_______ (pick) none. 教学步骤教师活动学生活动设计意图Step OneWarming-up (3’)Lead in1. Greetings.2．Free talk: “ What do you like to do when you have time? Do you like reading books? What kind of books do you like to read?” 1. Greetings.2. Free talks about different kinds of books, like novels, comic books, story books, science books, magazines and so on.以旧引新，先引导学生进入新的模块内容，训练了学生的反应的同时又在无形中培养学生大胆说英语的习惯。活跃了课堂气氛。Step TwoPre-task(5’)1 .T: Do you like reading story books? What do they usually begin with? It usually begins like this: Long long ago, once upon a time…2. T: Now we are going to have an interesting story, listen and find out: What’s the name of the story? Then, listen again and check the true sentences of Activity 1 on Page 48.3. Show students some pictures of the story, Goldilocks and the Three Bears and show the new words as well. New words: gold, hair, forest, decide, go for a walk, dark, pick up, soon, little, door, knock on, look around, answer, hungry, right, 1. S: 从前……2. Listen and find out the answer to the question.3. Look at the pictures and talk about them with the teacher, then learn some new words.先听后说，引导学生听完后，简单地谈论图片,训练学生描述事情的能力。在描述的同时学习新单词和句型，做到词不离句，为学生扫清听的障碍。Step ThreeWhile -task (24’)1. Listen and answer:(1)You did a good job. Now, let’s get to know more about the story, please listen to the tape and finish the exercise in Activity 4. (2) Read the dialogue by themselves and check their answers in pairs, then in class.2.Read and remember(1) Let the Ss read the conversation in Activity 3 and number the pictures in Activity 2 in the correct order.(2)Ask students to read the dialogue and try to find out some important sentences by themselves: Phrases: picked some flowers, looked around, hurried towards…, knocked on, picked up…Sentences: Did she often go for a walk in the forest alone? There was nobody there. Didn’t anyone live in the house?3. A competition of performance. (1)Listen and finish the questions of Activity 4.(2) Read and check the answers in pairs. Then ask some pairs to ask and answer in class.(1) Read the conversation in Activity 3 and number the pictures in Activity 2 in the correct order.(2)The students read the dialogue and find out the difficult points.3. Reading of the dialogue. First in groups and then act out the dialogue in class. At last, the whole class read together.此环节要求学生记住重点词组的搭配。通过学生快速记忆，培养学生瞬间记忆的能力。并且熟悉所学的新内容， 为进一步的听说学习做好铺垫。通过小组活动提高学生间的自主、合作学习，让学生充分地实践运用语言，并激发学生创造性思维的发展。Step FourPost-task(10’)1.Retelling.(1)Let the students complete the conversation with the correct form of the words form of the words from the box in Activity 5.(2) Get the Ss to retell the conversation with the pictures and key words(The teacher writes key words in each picture) in Activity2. (1) Complete the conversation on the book and ask 2 volunteers to say out their answers.(2) Try to retell the conversation with the pictures and key words(The teacher writes key words in each picture) in Activity2.复述对话能使学生加深对课文内容的理解和记忆。Step FiveSummary（2’）1.Get the students tosum up the language points.T: What have we learned today?Ss:……2.Let the students to choose the best team in this lesson.1.Sum up the language points.The Simple Past TenseThe past form of the verbs:e.g. picked, knocked, noticed, hurried2.To choose the best groups.引导学生对这节课的总结，让学生做自由发言，培养学生自主学习，自主总结的良好学习习惯。简短的评价使学生的课堂表现得到肯定并且可以激励学生的学习兴趣，树立学习英语的信心。Step SixHome-work（1’）1. Read the dialogue after school and try to retell the story like this: Once upon a time, there was a little girl called Goldilocks. She lived near a big forest. She had hair of gold…Finish the homework.课后作业有助于学生巩固已学的知识。教学步骤教师活动学生活动设计意图Step OneWarming-up (3’)Lead in1. Share a song with the students.2. Have a translation competition: 1. 散步；2. 捡起；3. 环顾四周；4. 等一会儿；5. 敲门；6. 决定做某事； 7. 从前……3. Show the pictures of the story Goldilocks and the Three Bears in Unit 1. Get the students to retell the story.1.Listen and enjoy the song.2. Have a translation competition in class.3. Retell the story Goldilocks and the Three Bears with the pictures and key words.通过这个环节，既可以活跃课堂气氛, 又可以放松心情。Step TwoPre-reading(5’)Free talk:T: We know that Goldilocks was lost in the forest and she noticed a little house, she knocked on the door, but nobody was there. So she entered the house and finished all the food in the big bowl. What may happen to her next? Now, let’s guess.Have some volunteers talk about their opinions in class. 培养学生大胆说英语的习惯。Step ThreeWhile-reading (24’)1. Scanning(1)Ask students to scanthe passage.2. SkimmingAsk students to skim the passage and check the true sentence in Activity4.3.Careful reading.(1)Paragraphs 1&2:①Read these 2 paragraphs and answer:a. How many chairs were there in the house?b. Which one did she like best?c. What happened to the small chair?d. Where did Goldilocks walk into?e. What were there in the room?f. What did she do in the small bed?②Ask a volunteer to read Paragraphs3&4 in class and find out difficulties.③Solve difficulties:Words: either; piece; in pieces; asleep; be asleep(2)Paragraphs3&4:①Please read these 2 parts and fill in the blanks.②Ask a student to be “a little teacher” to check the answers. ③The students learn the new words together after filling the blanks and point out important points.④Solve difficulties.a.The Three Bear returned. return= go backb. at firstc. point at / point toT: Oh, dear, The Three Bears noticed Goldilocks now, would Goldilocks safe? Let’s take a look at the last paragraph.(3)Paragraph5: ① Please read the last part together and find out: What did Goldilocks do and was she safe?② Have students find out the difficult points. a. be all around sb.b. jump out of / hurry out of…c. with & without eg: It is a beautiful house with a garden. People can’t live without air.(4)T: Now, boys and girls, we have finished all the passage, how do you like the story? Can we go for a walk alone in the forest?1.Scan the passage and finish the question:Whose house was this?Then, match the sentences with the pictures in Activity2(Activity3)2.Skim the passage and finish the exercises of Activity4 on Page51.Careful reading.①Read Paragraphs2&1 and answer the question.②Listen and find out difficulties in four of these two paragraphs.③Solve the difficulties together.(2)Read Paragraphs3&4①Fill in the blanks: The Three bears 1.__________. They 2._______ at the bowls and the chairs. Baby Bear 3._________ and he 4.___________ very happy. Next, they didn’t4.________ Goldilocks in their bedroom. Then, the Baby Bear 5.__________ at her and 6.__________ : “Look! There’s the bad girl!” ②A student to be a little teacher to check the answers. Others try their best to answer the questions .③Students read Paragraph 2 and point out difficulties points.④To say the difficulties and solve together.(3)Read Paragraph5.①Read and answer the questions.② Find out the difficult points.(4)The students read the story together , make sure to understand the passage, and think the question over.要求学生快速阅读短文，找出问题的答案，初步了解短文内容。通过学生快速阅读，培养学生获取主旨的能力。并且从整体把握文章的内容， 为进一步学习做好铺垫。让学生带着任务（问题）去阅读课文，去找答案，有助于学生更加准确地获取信息，提高阅读效果和技能。学生通过分层次阅读文章，获取具体信息，把知识点和课文理解在分段学习得以突破。而小组活动能通过学生间的自主、合作学习，让学生充分地实践运用语言，并激发学生创造性思维的发展。Step FourPost-reading(10’)1. Reading①Give some time for the students to read the passage carefully and ask some volunteers to read paragraphs by paragraphs in class, and find out who reads the best.2. Retelling(1) Get the Ss to finish Activity 5.(2)Now, please close the book and try to retell the story with the pictures in Activity 2.1. Read the passage carefully.2. Retelling(1) Finish Activity 5 and then share the answers.(2) Try to retell the story with the pictures in Activity 2.熟读课文，为复述课文做好铺垫。适量的口头练习，让学生巩固本课时的语言重点。Step FiveSummary（2’）1.Get the students tosum up the language points.T: What have we learned today?Ss:……2.Let the students to choose the best team in this lesson.1.Sum up the language points.2.To choose the best groups.引导学生对这节课的总结，让学生做自由发言，培养学生自主学习，自主总结的良好学习习惯。简短的评价使学生的课堂表现得到肯定并且可以激励学生的学习兴趣，树立学习英语的信心。Step SixHome-work（1’）Read the passage after class.Finish the exercises of Activity6&7on Page51.Finish the homework.课后作业有助于学生巩固已学的知识，补充其他方面的锻炼。写作是阅读的拓展，让学生最终完全掌握语言，实践运用语言。教学步骤 教 师 活 动学 生 活 动活 动 目 的1. Leading-in（7’）Play a game.To give some time to the students to go over all the new words with the pictures in this module.1.Revise all the new words and phrases of this module with the pictures. When they see the pictures, they can say out the word, the phrases or a sentences.e.g. walk, go for a walkGoldilocks walked in the forest.Review and consolidate the new words and some phrases.2. While-task(17’)1. Have the students read the dialogue and the story of Units 1&2, then ask them to finish Activity 1 on Page52.2. Have some volunteer to tell the story of Goldilocks and the Three Bears.1. Read Units 1&2， then finish the exercises of Activity1 on Page 52 and check the answers. 2. Listen to the story Goldilocks and the Three Bears and find out the best story teller. Review and consolidate the dialogue just learned in the first two units. Ask the students to sum up the regular verb forms of past tense. To sum up the regular verb forms of past tense.Consolidate expressions and main sentence structure that they’ve learned. 3. Post-task (19’) Organization: 1. Now, boys and girls, we are going read more story on Page52 of Activity 2.2. Help the students understand the meaning of the pictures.1. Students finish reading the story and discuss the answers.2. Students try to tell the story in groups and try to choose a best-teller to tell the story in class. 1. To practice the skill of speaking.2. Enable students to use the regular past tense verb forms to tell story.4. Summary(1’)Sum up the key structures of regular verb forms past tense. Students conclude the usage of the key structure.Let the students internalize the grammar they’ve learned in this module.5. Homework（1’）Write the story on Page 53 after school.板书设计Module 8 Story timeUnit 3 Language in useFinally, she pushed the door. She didn’t like the bed or the big bowl. Did she pick any flowers in the forest?
Module8 Story time教学内容：Unit1 Once upon a time…课型：Listening and speaking教学目标： 1、能够正确使用下列单词和词组： hair, forest, decide, go for a walk, dark, pick up, soon, little, door, knock on, look around, answer, hungry, right, 2、能正确使用下列句型： … did she often go for a walk in the forest alone? She decided to go for a walk in the park with her basket.And soon she was lost.Goldilocks looked around her.She picked up the very big bowl but she didn’t like it.3、能够听懂简单的故事情节，了解主要人物和故事梗概。4、能用规则动词的过去式来叙述过去的事情。5、通过学习本故事，了解别国的风俗习惯。教学重难点：1、能够熟练运用规则动词的过去式进行口头交际。2、掌握规则动词的过去式的变化和一些过去时态的句型。（难点）教学准备：课堂整体运用任务型教学模式，培养学生独立自主的学习能力。本课指导学生通过听说获取信息，培养学生的听说技能。在教学过程中，采用多媒体手段辅助教学，利用各种图片、实物和习题任务贯穿整个教学过程。因此，本节课需准备：PPT课件、挂图、录音机、实物、课堂练习表格、奖品教学过程：七、板书设计：Module8. Story timeUnit1. Once upon a time…(从前)pick--picked 1) pick some flowers /pick up the big bowlnotice--noticed knock--knocked 2) decide to do sth. / decide not to do sth. ( make a decision 做决定)do--did 3) And soon she was lost. (be lost= get lost)is/ am--was 4) She looked around her. ( look around / for / at / after/ out)达标训练题一、用所给词的适当形式填空：1. Her hair ___________ (be) brown.2. I decide ____________ (study) hard from now on.3. The girl __________( push) the door and entered the house.4. Can you finish _________ (pick) up all these apples soon?5. I __________ ( be ) late to school yesterday.二、选择正确的答案：( ) 1. My mother often goes to work ________. A. hurried B. hurries C. in hurry D. in a hurry( ) 2. Listen! Who is knocking ________ the door? A. on B. in C. for D. into( ) 3. The little boy couldn’t find his mother, he _________ his way. A. lose B. loses C. lost D. losing( )4. — Look, there is a bowl on the floor.— Don’t ____________, it’s broken.A. pick up it B. pick it up C. picked it up D. picked up it( )5. — __________ you finish your homework?— Yes, I did.A. Does B. Do C. Did D. AreModule 8 Story time教学内容：Unit2 Goldilocks hurried out of the house.课型：Reading and writing教学目标： 1、能够正确使用下列单词和词组： piece, in pieces, asleep, cry, return, point, shout, at first, jump, without2、能够读懂本文的故事，明白其中的主要人物和事件以及情节的先后顺序。3、并能用一般过去时给人讲简单的故事。4、通过阅读童话故事提高对英语的学习兴趣，感受学习英语的乐趣。教学重难点：1、能够读懂简单的故事， 明白故事的主要人物、事件和情节。（重点）2、能够尝试阅读一些简单的英文童话故事，并用一般过去时给人做简单的复述。（难点）教学准备：课堂整体运用任务型教学模式以及阅读课“四个阶段”教学模式。本课指导学生通过阅读获取信息，培养学生阅读技能。在教学过程中，采用多媒体手段辅助教学，利用各种图片和习题任务贯穿整个教学过程。因此，本节课需准备：PPT课件、挂图、录音机、课堂练习表格、奖品教学过程：七、板书设计：Module8. Story timeUnit 2. Goldilocks hurried out of the house.in piece 1`.It was not comfortable either. Point at / to too / also/ as well/ either.Hurry out of /jump out of Eg. I am not a teacher _________.2. Very soon she was asleep in it. be asleep. 睡着的 Eg. The baby is asleep in his mother’s arms.达标训练题翻译下列短语：1、坐下___________________ 2、破碎__________________________3、走进___________________ 4、睡着__________________________5、在碗里_________________ 6、首先___________________________7、指着__________________ 8、从……跳出来____________________二、选择正确的答案：( ) 1. I don’t like apples and my brother doesn’t like them, __________. A. too B. as well C. also D. either( )2. The baby ___________ in his mother’s arms. A. asleep B. was asleep C. go to bed D. sleeping( ) 3. The are many animals live in this _____________. A. forest B. bowl C. piece D. basket( )4. People can’t live _________ air. A. with B. in C. of D. without( )5. I borrowed your money yesterday and now I _______ it to you. A. go back B. back C. return D. lendModule8 Story time教学内容：Unit3 Language in use课型：Revision and application教学目标： 1. 正确运用本模块的词汇：hair, forest, decide, go for a walk, dark, pick up, soon, little, door, answer, hungry, right, in pieces, cry, at first, jump等。2. 能读懂简单的英语童话故事。3. 能够运用规则的单词过去式给同伴讲一个小故事。4. 学会与同学合作，积极主动参与各种语言实践活动，共同完成学习任务。教学重难点：能够根据自己所学，运用规则的单词过去式给同伴讲一个小故事。教学准备：本节课型为Revision and application，根据新课标的要求，结合教材和学生特点，主要采用任务型互动式进行教学，结合情景法、交际法、听说法、归纳法等教学方法实施课堂活动，开启学生思维，通过一系列有条理的教学活动，引导学生自主探究学习和与他人互动合作学习，让学生体验愉快学习。本节课所需教具及资料：幻灯、图片、调查表等。教学过程：达标训练题一、选择正确的答案：( ) 1. There ________ a lot of bread and some oranges in the basket just now. A. were B. was C. are D. is ( ) 2. We often play basketball ________ Saturday afternoon. A. in B. at C. on D. of( ) 3. How _______ the weather yesterday? A. was B. were C. is D. are( ) 4. — ________ she visit the park? — No, she didn’t. A. Did B. Does C. Is D. Shall( ) 5. Could you ________ the story in English? A. say B. speak C. talk D. tell( ) 6. Do you decide ____there yourself? A. go B. to go C. going D. went( ) 7. They finished ______their homework soon. A. do B. does C. did D. doing ( ) 8. There is a purse on the floor. Please _______. A. pick up it B. pick it up C. pick up them D. pick them up二、 短文填空： Once upon a time there (1)____ (be) a farmer. He didn’t like to work. One day, he (2)_______ (work) in his field. He was very tired and he (3)________(walk) to a big tree. He (4)________(notice) a hare running and it hit(撞) the tree. It (5) ____ (die). He (6)_______ (hurry) home with the dead hare and had a good meal. The next day, he (7)_______ (want) another hare. So he (8)________ (wait) under the tree and (9)________ (plan) to pick up another, but he (10)_______ (pick) none. 教学步骤教师活动学生活动设计意图Step OneWarming-up (3’)Lead in1. Greetings.2．Free talk: “ What do you like to do when you have time? Do you like reading books? What kind of books do you like to read?” 1. Greetings.2. Free talks about different kinds of books, like novels, comic books, story books, science books, magazines and so on.以旧引新，先引导学生进入新的模块内容，训练了学生的反应的同时又在无形中培养学生大胆说英语的习惯。活跃了课堂气氛。Step TwoPre-task(5’)1 .T: Do you like reading story books? What do they usually begin with? It usually begins like this: Long long ago, once upon a time…2. T: Now we are going to have an interesting story, listen and find out: What’s the name of the story? Then, listen again and check the true sentences of Activity 1 on Page 48.3. Show students some pictures of the story, Goldilocks and the Three Bears and show the new words as well. New words: gold, hair, forest, decide, go for a walk, dark, pick up, soon, little, door, knock on, look around, answer, hungry, right, 1. S: 从前……2. Listen and find out the answer to the question.3. Look at the pictures and talk about them with the teacher, then learn some new words.先听后说，引导学生听完后，简单地谈论图片,训练学生描述事情的能力。在描述的同时学习新单词和句型，做到词不离句，为学生扫清听的障碍。Step ThreeWhile -task (24’)1. Listen and answer:(1)You did a good job. Now, let’s get to know more about the story, please listen to the tape and finish the exercise in Activity 4. (2) Read the dialogue by themselves and check their answers in pairs, then in class.2.Read and remember(1) Let the Ss read the conversation in Activity 3 and number the pictures in Activity 2 in the correct order.(2)Ask students to read the dialogue and try to find out some important sentences by themselves: Phrases: picked some flowers, looked around, hurried towards…, knocked on, picked up…Sentences: Did she often go for a walk in the forest alone? There was nobody there. Didn’t anyone live in the house?3. A competition of performance. (1)Listen and finish the questions of Activity 4.(2) Read and check the answers in pairs. Then ask some pairs to ask and answer in class.(1) Read the conversation in Activity 3 and number the pictures in Activity 2 in the correct order.(2)The students read the dialogue and find out the difficult points.3. Reading of the dialogue. First in groups and then act out the dialogue in class. At last, the whole class read together.此环节要求学生记住重点词组的搭配。通过学生快速记忆，培养学生瞬间记忆的能力。并且熟悉所学的新内容， 为进一步的听说学习做好铺垫。通过小组活动提高学生间的自主、合作学习，让学生充分地实践运用语言，并激发学生创造性思维的发展。Step FourPost-task(10’)1.Retelling.(1)Let the students complete the conversation with the correct form of the words form of the words from the box in Activity 5.(2) Get the Ss to retell the conversation with the pictures and key words(The teacher writes key words in each picture) in Activity2. (1) Complete the conversation on the book and ask 2 volunteers to say out their answers.(2) Try to retell the conversation with the pictures and key words(The teacher writes key words in each picture) in Activity2.复述对话能使学生加深对课文内容的理解和记忆。Step FiveSummary（2’）1.Get the students tosum up the language points.T: What have we learned today?Ss:……2.Let the students to choose the best team in this lesson.1.Sum up the language points.The Simple Past TenseThe past form of the verbs:e.g. picked, knocked, noticed, hurried2.To choose the best groups.引导学生对这节课的总结，让学生做自由发言，培养学生自主学习，自主总结的良好学习习惯。简短的评价使学生的课堂表现得到肯定并且可以激励学生的学习兴趣，树立学习英语的信心。Step SixHome-work（1’）1. Read the dialogue after school and try to retell the story like this: Once upon a time, there was a little girl called Goldilocks. She lived near a big forest. She had hair of gold…Finish the homework.课后作业有助于学生巩固已学的知识。教学步骤教师活动学生活动设计意图Step OneWarming-up (3’)Lead in1. Share a song with the students.2. Have a translation competition: 1. 散步；2. 捡起；3. 环顾四周；4. 等一会儿；5. 敲门；6. 决定做某事； 7. 从前……3. Show the pictures of the story Goldilocks and the Three Bears in Unit 1. Get the students to retell the story.1.Listen and enjoy the song.2. Have a translation competition in class.3. Retell the story Goldilocks and the Three Bears with the pictures and key words.通过这个环节，既可以活跃课堂气氛, 又可以放松心情。Step TwoPre-reading(5’)Free talk:T: We know that Goldilocks was lost in the forest and she noticed a little house, she knocked on the door, but nobody was there. So she entered the house and finished all the food in the big bowl. What may happen to her next? Now, let’s guess.Have some volunteers talk about their opinions in class. 培养学生大胆说英语的习惯。Step ThreeWhile-reading (24’)1. Scanning(1)Ask students to scanthe passage.2. SkimmingAsk students to skim the passage and check the true sentence in Activity4.3.Careful reading.(1)Paragraphs 1&2:①Read these 2 paragraphs and answer:a. How many chairs were there in the house?b. Which one did she like best?c. What happened to the small chair?d. Where did Goldilocks walk into?e. What were there in the room?f. What did she do in the small bed?②Ask a volunteer to read Paragraphs3&4 in class and find out difficulties.③Solve difficulties:Words: either; piece; in pieces; asleep; be asleep(2)Paragraphs3&4:①Please read these 2 parts and fill in the blanks.②Ask a student to be “a little teacher” to check the answers. ③The students learn the new words together after filling the blanks and point out important points.④Solve difficulties.a.The Three Bear returned. return= go backb. at firstc. point at / point toT: Oh, dear, The Three Bears noticed Goldilocks now, would Goldilocks safe? Let’s take a look at the last paragraph.(3)Paragraph5: ① Please read the last part together and find out: What did Goldilocks do and was she safe?② Have students find out the difficult points. a. be all around sb.b. jump out of / hurry out of…c. with & without eg: It is a beautiful house with a garden. People can’t live without air.(4)T: Now, boys and girls, we have finished all the passage, how do you like the story? Can we go for a walk alone in the forest?1.Scan the passage and finish the question:Whose house was this?Then, match the sentences with the pictures in Activity2(Activity3)2.Skim the passage and finish the exercises of Activity4 on Page51.Careful reading.①Read Paragraphs2&1 and answer the question.②Listen and find out difficulties in four of these two paragraphs.③Solve the difficulties together.(2)Read Paragraphs3&4①Fill in the blanks: The Three bears 1.__________. They 2._______ at the bowls and the chairs. Baby Bear 3._________ and he 4.___________ very happy. Next, they didn’t4.________ Goldilocks in their bedroom. Then, the Baby Bear 5.__________ at her and 6.__________ : “Look! There’s the bad girl!” ②A student to be a little teacher to check the answers. Others try their best to answer the questions .③Students read Paragraph 2 and point out difficulties points.④To say the difficulties and solve together.(3)Read Paragraph5.①Read and answer the questions.② Find out the difficult points.(4)The students read the story together , make sure to understand the passage, and think the question over.要求学生快速阅读短文，找出问题的答案，初步了解短文内容。通过学生快速阅读，培养学生获取主旨的能力。并且从整体把握文章的内容， 为进一步学习做好铺垫。让学生带着任务（问题）去阅读课文，去找答案，有助于学生更加准确地获取信息，提高阅读效果和技能。学生通过分层次阅读文章，获取具体信息，把知识点和课文理解在分段学习得以突破。而小组活动能通过学生间的自主、合作学习，让学生充分地实践运用语言，并激发学生创造性思维的发展。Step FourPost-reading(10’)1. Reading①Give some time for the students to read the passage carefully and ask some volunteers to read paragraphs by paragraphs in class, and find out who reads the best.2. Retelling(1) Get the Ss to finish Activity 5.(2)Now, please close the book and try to retell the story with the pictures in Activity 2.1. Read the passage carefully.2. Retelling(1) Finish Activity 5 and then share the answers.(2) Try to retell the story with the pictures in Activity 2.熟读课文，为复述课文做好铺垫。适量的口头练习，让学生巩固本课时的语言重点。Step FiveSummary（2’）1.Get the students tosum up the language points.T: What have we learned today?Ss:……2.Let the students to choose the best team in this lesson.1.Sum up the language points.2.To choose the best groups.引导学生对这节课的总结，让学生做自由发言，培养学生自主学习，自主总结的良好学习习惯。简短的评价使学生的课堂表现得到肯定并且可以激励学生的学习兴趣，树立学习英语的信心。Step SixHome-work（1’）Read the passage after class.Finish the exercises of Activity6&7on Page51.Finish the homework.课后作业有助于学生巩固已学的知识，补充其他方面的锻炼。写作是阅读的拓展，让学生最终完全掌握语言，实践运用语言。教学步骤 教 师 活 动学 生 活 动活 动 目 的1. Leading-in（7’）Play a game.To give some time to the students to go over all the new words with the pictures in this module.1.Revise all the new words and phrases of this module with the pictures. When they see the pictures, they can say out the word, the phrases or a sentences.e.g. walk, go for a walkGoldilocks walked in the forest.Review and consolidate the new words and some phrases.2. While-task(17’)1. Have the students read the dialogue and the story of Units 1&2, then ask them to finish Activity 1 on Page52.2. Have some volunteer to tell the story of Goldilocks and the Three Bears.1. Read Units 1&2， then finish the exercises of Activity1 on Page 52 and check the answers. 2. Listen to the story Goldilocks and the Three Bears and find out the best story teller. Review and consolidate the dialogue just learned in the first two units. Ask the students to sum up the regular verb forms of past tense. To sum up the regular verb forms of past tense.Consolidate expressions and main sentence structure that they’ve learned. 3. Post-task (19’) Organization: 1. Now, boys and girls, we are going read more story on Page52 of Activity 2.2. Help the students understand the meaning of the pictures.1. Students finish reading the story and discuss the answers.2. Students try to tell the story in groups and try to choose a best-teller to tell the story in class. 1. To practice the skill of speaking.2. Enable students to use the regular past tense verb forms to tell story.4. Summary(1’)Sum up the key structures of regular verb forms past tense. Students conclude the usage of the key structure.Let the students internalize the grammar they’ve learned in this module.5. Homework（1’）Write the story on Page 53 after school.板书设计Module 8 Story timeUnit 3 Language in useFinally, she pushed the door. She didn’t like the bed or the big bowl. Did she pick any flowers in the forest?
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