Review Module-Unit 2-公开课教案、教学设计-外研版六年级下册（一起）英语-(配套课件编号：b10d0).doc

1、NSE7B Module 8 Story timeUnit 2 Goldilocks and the Three BearsAnalysis of material:This module focuses on fairy tales, which can arouse students interest in reading inEnglish. Fairy tales can not only make students have a taste of beautiful language butalso help build up students spirit and value in

2、 daily life. The first part of the story inthis module is in Unit 1, while the rest part of the story is in Unit 2. In order to readthe story as a whole, I combine them together. In this way, I think students will have abetter understanding of the development of the story. By reading the story, stud

3、entscan know better about logical order and internal connection of the story, and at thesame time,develop their imagination to make up an ending to make the story moreinteresting and more meaningful by using “first, next/then, finally”. Whats more,students are able to choose things, which are “just

4、right” for them after reading thisstory.Analysis of students:Students must be interested in reading stories. Although the story is written in pasttense, it is not difficult for students to read the story, but maybe it is not easy for themto understand why the story develops in this way as well as th

5、e psychological changeof the main charactors. In my opinion, students will be more absorbed in the climax ofthe story(that is what happened after the Three Bears returned) if they are asked to actit out. Besides, students will be willing to imagine what will happen next after readingthe whole story

6、in the textbook.Teaching objectives:Knowledge and skill objectives:By the end of this class, they are supposed to understand a story better, not only surfaceinformation but also internal connection, and they are encouraged to think more while reading.Value on how to choose things cannot be ignored t

7、hat(a). leading students to master the words: notice, lost, knock, push, enter, bowl, finish, in pieces,asleep, return, point at, shout, without(b). leading students to read the passage and get specific information and understand theinternal connection of the story ( getting key words, reading betwe

8、en the lines and reading beyondthe lines).(c). leading students to retell the story and make up an ending by using “first, next/then,finally”.(d). leading students to choose “ just right” things for themselves in daily life.Learning and teaching focus:(a). comprehension of the passage through readin

9、g(b). make up an ending by using “ first, next/ then, finally”Anticipated difficulties:Maybe it is a little difficult to use “ first, next/then, finally to make up an ending.Teaching aids:PPT, a blackboard.Ways of learning;Collective discussion, individual reading and thinking, group discussionTeach

10、ing and learning arrangementsLead in (1 minute)PurposeT: Do you like reading stories. Lets read a story together today.Lead students toreadthestorydirectlyRead and answerShow the story to studentsT: How many characters are there in the story? Who are they?T : Where did the story happen?Students can

11、getthe main factorsof the storyRead Para.1 and answerAsk Ss to read Para. 1 and answer the following questions1.What What happened to Goldilocks?2.What did she find? And what did she do?firstnextthenfinallyMeanwhile, students are encouraged to think the following questions:1.Why was Goldilocks lost?

12、2.How did she feel at that time?3.Will you enter the house? Why?Let students getspecificinformationandencouragethemtothinkmoreabout Goldilockssituationandfeeling,whichcanhelpthemunderstandwhythefollowingthingswillhappen.Read Para. 2-Para.4 and finish the tableShow the picture above and ask:What can

13、you see in the pictures? What do you think she will do next?Then ask students to finish the following table:Encouragestudentstodevelop the valueof choosing “justright”thingsinthis part and helpstudentsunderstandtheinternalconnection of thestory.WhatWhich to choosewhybowlschairsbedsAt the same time,

14、ask the following questions1. How many times did she try the chairs?2. Why did she walked into the bedroom?3. Why the small chair and the small bed were comfortable for her?After students give their answers, teacher tell them:Goldilocks always chooses “just right” things,so thenAmericans used Goldil

15、ocks todescribe the “ just right”.Read Para.5Para.7Read and find out verbs or verbal phrases.Circle what the Three bears did.Underline what Goldilocks did.Ask students to imitate what Baby Bear said.“ Theres nothing in my bowl and the chair was in pieces”“ Look, theres the bad girl!”Toshowhowunhappy

16、andangrytheBabyBear was as wellashowafraidGoldilockswas.The procedure isthepreparationfornexttask:makeupanendingforthisstory.Retell the storyAsk students to retell the story according to the information on the Bb byusing “ first, next/then, finally”Goldilocks and the Three BearsFirst, hurriedknocked

17、pushedenteredNext, finishedsatsleptThen returnedcriedshoutedFinally, openedjumpedhurriedHelp students tomake the wholestory clear, at thesame time, makesure that they canuse“first,next/then, finallyDiscuss in groupsWhat do you think of Goldilocks?What will Goldilocks do next?Let students workingroup

18、s,andaskthemuseimaginationtomake up the endofthestorybaskedontheirunderstanding ofthepersonalitiesof Goldilocks.Homework1.Act the whole story out in groups.2.Write down what will Goldilocks do next.Blackboard designhungry, tired, sleepyFirst, noticed/hurried towards/ knocked on/ pushed/ enteredNext, finished/tried/sleptjust rightThen looked at/ cried/ looked into/ pointed/ shoutedFinally, opened/ jumped out of/ hurried out ofj