Unit 3 Language in use第二课时教案

1.教学目标

Teaching objectives:

1.

students will be able to master the key vocabulary: forest, decide, go for a walk, pick, once upon a time, notice, all alone, hurry towards, push, enter, bowl; 2.

students understand how the regular past simple works by adding “ed” and notice the different ways to read the past forms (/t/, /d/, /id/); 3.

students can comprehend the key details of the story of Goldilocks and be aware of her feeling in the story; 4.

students can use “first, next, then, finally” and the simple past tense to retell the story of Goldilocks briefly in time order with the help of the pictures; 2.学情分析

Analysis of the students:

Most students of Grade 7 have a great interest in fairy tales which have always been a great learning treasure for language learners. Most students have read the Chinese version of Goldilocks before. Therefore, it might be easy for them to grasp the main theme of the story. On the other hand, students have already learned the simple past tense in Module 7 so it is easier for them to understand the simple past tense in Module 8. However, it is the first time for them to read an English story in past tense so it may a difficult for them to retell the story using past tense. 3重点难点

The learning focus of this lesson is

to notice the different pronunciation of the “-ed” endings: /t/, /d/ and /id/ to understand the story of Goldilocks through pictures and conversation;

to use “first, next, then, finally” and simple past tense to retell the story briefly; Anticipated difficulties:

Students may find the different pronunciations of the past forms with “-ed” ending difficult. Solutions: Relevant exercises are designed for students to do in the preview work sheet which students are supposed to finish before class. Students will be asked to repeat chorally for pronunciation in class when they come across the past forms of some verbs in class. The teacher will present the past forms of some verbs in the story on the board to remind the students to pay attention. 4教学过程

4.1 第一课时

4.1.1教学活动

活动1【导入】Step

1

Step 1: 1. Greet the students and begin the lesson by discussing what they are going to learn today. 2. Remind the students to look at the PPT if they noticed something from the PPT. Potential questions include: Do you know what we are going to learn? How do you know? Did you notice anything from the PPT? Did you notice once upon a time? Do you know “notice”? 3. Explain the word “notice” and “once upon a time” to the students and write them on the board, and then ask the students to repeat chorally. 活动2【讲授】Step

2

1. Show students a picture of Goldilocks and the three bears and ask student what they noticed from the picture. Potential questions include: What can you notice from the picture? Did you notice the name of the story? Where did the story happen? Who are in the story? 2. Write some of the students’ answers on the board. 活动3【讲授】Step

3

1. Present a picture of Tony and Daming talking and tell the students that Tony and Daming are talking about the story of Goldilocks. 2. Show five sentences on PPT and ask students to listen to Daming and Tony’s conversation and decide T/F for these sentences. 3. Elicit the answers from the whole class one by one after listening. Ask the students to tell the reasons when checking. Remind them to remember the details from the story. 活动4【活动】Step

4

1. After checking the T/F questions, have students predict what happened to Goldilocks in the forest. Potential questions include: Who went to the forest with Goldilocks? Was it a good idea for a girl to go to the forest all alone? What could happen to her? 活动5【活动】Step

5

1. Show students six pictures of what Goldilocks did in the forest and six verbs. Have students match the words with the pictures. Write the new words on the board and let the students repeat the pronunciations /t/,/d/, /id/ chorally. 2. After matching, have students guess which happened first, which happened next, which happened finally. 3. Play the recording and get students listen and number

the pictures in Activity 2 in the order they hear. 4. Ask students to check in pairs using “first, next, then, finally”. 5. Invite one student to put the pictures in the right order on the board and elicit the answers from the whole class. 活动6【活动】Step

6

1.Ask students to think about the following questions: If you were Goldilocks, would you enter the house? What happened to Goldilocks after she entered the house? Which bowl did Goldilocks choose? If you were Goldilocks, which bowl would you choose? 2. Elicit students’ ideas, ever different possibilities and ask for the reasons. 活动7【练习】Step

7

1. Guide a discussion of how Goldilocks felt when she was all alone in the forest. Have students listen to the recording and let them read the sentences from the conversation with emotions. 2. Ask students to think how Goldilocks felt when she noticed a house. Play the recording while students repeat chorally. Remind students to show how Goldilocks felt when they read. 3. Ask students to think how Goldilocks felt when she noticed three bowls in the house. Play the recording while students repeat individually or in pairs. Remind students to show how Goldilocks felt when they read. 活动8【练习】Step

8

Display 7 questions and ask them to think about the questions by themselves first, then share the answers with the partner, finally stand up and share the answer with the whole class.

活动9【练习】Step

9

Explain to the students that they are supposed to act out the story together with their partner. One of them can be the narrator and the other is Goldilocks. Remind them to show how Goldilocks felt when they act or tell the story. Encourage students to make an ending of the story by themselves. 活动10【作业】Step

10

Level A: 1. Do Activity 4&5 on P49. 2. Retell the story with the help of the pictures. Level B: Write an ending for the story.