外研版七年级英语下册Module 8 Unit 2 Goldilocks hurried out of the house.教案
重难点
too either区别
I don’t like him, either.
She likes strawberries, too.
If you don’t eat it, nobody else will eat it, either.
I give you a gift for your birthday, too.
( ) 4. The Three Bears were happy to see Goldilocks.
( ) 5. Goldilocks didn’t like the Three Bears.
keys: × √ √ × √
Step 6：Complete the passage of Activity 5 with the correct form of the words from the box.
Step5：Check ( ) the true sentences.
( ) 1. Goldilocks liked the big chair?
( ) 2. Goldilocks liked the small bed?
( ) 3. Baby Bear looked in the bedroom?
3. Baby Bear _____ ( not notice) the little girl in his bed.
Step11：Homework
Review and recite the important points of Unit 2.
课堂教学中有意识地留下一点“缺口”也是给学生一种体会与体验的机会。
And then e some new sentences with “first, next / then” and “finally”.
pick up/very big bowl/didn’t like/too hot
→First, she picked up the very big bowl but she didn’t like it — it was too hot.
Finally, she picked up the small bowl
and she liked it ---- it was good.
教学反思：让学生将first, next/then, finally真正运用到写作中去。
愉悦的心情是教师的一个极为重要的教育手段，是有效的教育资源。
Step 8：Read the story in Activity 2 again. Imagine what will happen next. Write at least three sentences.
Step 9：Explain and study the important and difficult points.
4. Baby Bear cried because there was nothing in his bowl and his chair was in pieces.
5. Baby Bear pointed at Goldilocks. She was asleep in his bed.
keys: 1. (c) 2. (d) 3. (a) 4. (e) 5. (b)
德
育
渗
透
通过阅读童话故事提高对英语的学习兴趣，感受学英语的乐趣
核
心
板
书
“熟知必真知”，教师理解教材要追求一种陌生化的境界。
Step 1：Warming-up and Lead in
To watch the pictures ofGoldilocks and the Three Bears.
Let students talk about the story and learn the new words.
1. the usage of the word “ middle”
2.the usage of the word “ either”
e.g. —I can’t swim. —I can’t swimeither.
3.the usage of the word “ asleep “
Step10：Exercises
关键(重点)问题导学助学思路
First, she picked up the very big bowl
but she didn’t like it ---- it was too hot.
Next / Then, she picked up the big bowl
but she didn’t like it ---- it was too cold.
Step 2：Work in pairs. Say what happened next in Goldilocks and the Three Bears.
1. I think Goldilocks decided to go home.
2. Maybe she stayed in the house.
1. Goldilocks opened her eyes, jumped out of bed and hurried out of the house.
2. She tried the small chair.
3. The Three Bears returned to their house.
学
情
分
析
本模块以童话故事为题材，用故事贯穿模块，要求学生读懂故事，并能用一般过去时讲一个完整的故事。
本模块的主要语法是规则动词的过去式，教学重点是在童话故事中学习规则动词的过去式，以及本模块中出现的重点词汇、短语、固定搭配和句型。
课前准备一些与本模块话题童话故事《金凤花姑娘和三只熊》相关的图片和资料，让学生在warming-up时观看并讨论。围绕本模块话题展开听说读写的全面训练，使学生熟悉规则动词的过去式。
Step 3：Read the next part of the story of Activity 2 and number the pictures in the correct order.
keys: 2 4 5 1 3
Step 4：Match the sentences with the pictures in Activity 2.
课题
Unit 2 Goldilocks hurried out of the house.
课型
阅读课
基的
于教
学学
情目
与标
课设
标计
1.语言知识目标：掌握下列单词: hair, gold, basket, go for a walk, forest, once, upon, once upon a time, decide, notice, all alone, dark, pick, pick up, around, little, knock, door, soon, lost, towards, answer, right, push, finish, enter, bowl, hungry, asleep, piece, return, cry, point, point to, jump, shout, middle, either, in piece, at first和without。
2.语言技能目标：
1）能听懂简单故事中的主要人物和事件。
2）能用一些规则动词的过去式描述过去的事情或讲一个故事。
3）能够读懂简单的故事，明白其中的人物关系，并能就故事作答。而且，掌握短文通篇大意，学习使用上下文猜测词义的学习方法。
4）能用规则动词的过去式叙述简单的事情或故事。
3.情感目标：通过阅读通话故事，提高学习英语的兴趣，感受学习英语的乐趣。
asleep either piece point return shout without
Step 7：Look at these sentences.
1. First, she tried the big chair.
2. Then she tried the middle chair.
3. Finally, she tried the small chair.
pick up/big bowl/didn’t like/too cold
→Next/Then, she picked up the big bowl but she didn’t like it — it was too cold.
pick up/small bowl/like/good
→Finally, she picked up the small bowl and she like it — it was good.
1. I often _____ (go) to school by bus, but I ____ (walk) to school today.
2. Alice often _____ (finish) her homework at eight o’clock, but she _____ (finish) at nine o’clock last night.
外研版英语七年级下册：Module 8 Unit 2 Goldilocks hurried of t
1.Put thepictures in order.
2.Match them with sentences.
3. Check the true sentences.
4. Complete the paБайду номын сангаасsage withe the correct forms of the works.
To be able to use some conjunctions to describe time sequences
To know the value of the story
教学重点
The key vocabulary, the key phrase and the key structures.
明白故事中的主要人物、时间、地点、情节等
帮助学生准确理解句子的意思，概括故事中主要信息。
检测学生对课文细节内容和深层含义理解。
写作部分活动与前面的阅读部分紧密相连，学会运用一些表达先后顺序的词来叙述事情。
课
堂
小
结
1.How to read and understand an story from many parts.
Key structures:past simple regular verbs.
2.能力目标：
To understand the storyof Goldilocks and Three Bears
To be able to retell stories using past simple regular verbs
（Writing and speaking)
外研版七年级英语下册Module 8Unit 2 Goldilocks hurried out of the house-教案
Unit2 Goldilocks hurried out of the house. 教案一.教学内容：Unit2 Goldilocks hurried out of the house.二.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。
三.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。
四.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。
五.教学过程：Step 1 warm-up教师活动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 toretell the story.学生活动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。
Module8Unit2Goldilockshurriedoutofthehouse.教案七年级英语
初中英语外研版七下Module 8 Unit 2 Goldilocks hurried outof the house.教案I. Teaching Objectives:By the end of this lesson, students will be able to:1. Understand and use past simple tense to describe actions that happened in a sequence.2. Learn and apply narrative tenses with a focus on irregular verbs.3. Identify and employ transitional phrases that indicate time and sequence (first, then, next, finally).4. Enhance listening skills by understanding a story narrated in English.5. Develop speaking skills through retelling a story using the past tense and transitional phrases.6. Read a short English text about Goldilocks and extract main ideas and details.7. Write a short story based on given prompts using correct past tense forms and transitional phrases.8. Appreciate English storytelling and its cultural significance.II. Key Vocabulary:Narrative verbs ( hurry, break, try, find, taste, feel, jump) Transitional phrases (first, then, next, finally)Descriptions related to the story (beautiful, fortable, delicious, scary) Characters and objects from the story (Goldilocks, bears, porridge,chairs, bed)III. Target Language Structures:Simple past tense, regular and irregular verbsUse of past tense to create a coherent narrativeSequencing adverbs to show the order of eventsUsing descriptive language to add detail to a storyIV. Teaching Aids:Pictures illustrating scenes from the story of Goldilocks and the Three Bears.Whiteboard and markers for writing key sentences and grammar points. Audio recording of the story or a video clip if available.Handouts with exercises on past tense, transitional phrases, and a guided storywriting template.V. Teaching Procedures:Step 1: Warmup (5 minutes)Start with an engaging activity where students share what they remember about the story of Goldilocks from their previous knowledge. Elicit key vocabulary and review it with the class.Step 2: Listening (10 minutes)Play an audio or video of the story and ask students to pay attention to the sequence of events.After listening/viewing, ask specific questions to check understandingof the story.Step 3: Speaking Practice (15 minutes)Students work in pairs to summarize the story using past tense verbs and transitional phrases.Conduct a class activity where students take turns retelling parts of the story using the new language.Step 4: Grammar Focus (10 minutes)Review regular and irregular past tense verbs through examples and correction practice.Introduce and practice sequencing adverbs with classroom participation.Step 5: Reading (10 minutes)Distribute the text about Goldilocks and guide students through it, focusing on identifying narrative verbs and transitional phrases used. Step 6: Writing Task (10 minutes)Hand out worksheets with a writing template and prompt students to write a short story using past tense and transitional phrases.Step 7: Homework & Review (5 minutes)Assign homework for students to create a similar short story at home, either individually or as a small group project.Review key points from the lesson through a quick quiz or verbal questioning.VI. Assessment:Evaluate students based on their participation in speaking activities, correct usage of past tense and transitional phrases in oral and written assignments, and pletion of homework tasks.Assess listening skills through prehension questions related to the story. Assess reading prehension through a short quiz targeting the main events and details of the text.Review the ability to organize events in a logical sequence using the learned transitional phrases.。
外研版英语七年级下册：Module 8 Unit 2 Goldilocks hurried of t
外研版英语七年级下册Module 8 Story timeUnit2 Goldilocks hurried out of the house.教学设计【教学目标】1.语言知识目标:(1)能正确朗读新单词及规则动词过去式的发音(2)能正确运用本节课新单词,掌握 return to, point to /at, jump /hurry out of ,in pieces, be asleep等重点单词和短语(3)能正确运用规则动词的一般过去时态(4)能正确使用first, then/next and finally描述故事情节2.语言技能目标:能听懂本课的故事，并能听懂小组活动中其他同学的叙述能用规则动词过去式叙述课文故事，并能用一般过去时讲述其他故事能读懂本课故事,完成阅读练习题能用规则动词过去式描述情节，续写故事3.过程与方法：任务型教学法、自主学习、合作学习4.情感态度与价值观:通过阅读扩展视野，了解外国童话，进而激发学生们对英语的兴趣和探索新鲜事物或未知世界的好奇心，感受学习英语的乐趣。
【学情分析】本节授课的学生整体上英语语言基础一般，个别同学较好，一些同学的语言知识和技能的基础薄弱,尤其是语言运用能力有限。
班级整体上学习能力有一些差异。
前期的学习过程以自主学习为主，重点练习一般过去时规则动词的使用、重点单词短语的运用；继而教给学生们阅读策略，如何进行略读和精读，布置学习任务，运用自主学习和合作学习的方式，让孩子们理解课文，小组合作研究课文，深入了解故事情节，研究知识点，为开展后续活动奠定语言基础。
这些内容结束之后，再次下达学习任务，小组自主选择任务，合作完成，在交际中锻炼综合运用语言的能力和团队合作能力。
【教学重难点】重点:(1)能够掌握本单元重点词汇和语法句子。
(2)能够读懂以规则动词一般过去式为主要语法项目的文章。
难点:(1)能正确运用规则动词的过去式和first, next/then ,finally等连接词叙述《金凤花姑娘和三只熊》课文故事或讲述其故事。
外研版英语七年级下册Module 8 Unit 2 Goldilocks hurried of th
外研版七年级下册Module 8 Story timeUnit 2 Goldilocks hurried out of the house. 教材分析：本模块以童话故事为主题，通过阅读童话故事激发学生的阅读欲望，将学生引入丰富多彩的英语课外书的殿堂，使他们爱上阅读。
这个故事的核心是金凤花姑娘的选择。
故事的真正价值在于金凤花姑娘总是做出恰当的选择：她选择了“刚刚好（just right）”的那碗粥、那把椅子、那张床。
西方文化学者在此基础上提出了著名的“金凤花原理”，即：当你面临多种选择时，不要以大小、长短、好坏等因素选择，而应该选择最合适的。
从培养学生的听、说、读、写能力方面来讲，本模块围绕童话故事开展多种教学活动，创设让学生进行语言实践的情景。
在学完本单元的童话故事后，让学生们尝试续写童话故事，从而加强学生对教材内容的理解与掌握。
要求学生读懂故事，并能用一般过去时讲一个完整的故事。
本模块的主要语法是规则动词的过去式，教学重点是在童话故事中学习规则动词的过去式，以及本模块中出现的重点词汇、短语、固定搭配和句型。
课前准备一些与本模块话题童话故事《金凤花姑娘和三只熊》相关的图片和资料，让学生在warming-up时观看并讨论。
围绕本模块话题展开听说读写的全面训练，使学生熟悉规则动词的过去式。
培养学生的想象力、创造力、和语言运用能力。
从语法教学的角度来讲，能够帮助学生逐步形成正确使用时态的意识，并且让学生学会在讲故事的时候灵活使用连词，使故事情节更完整，过度更自然；利用故事中的语境帮助学生感知、体会、理解英语中一般过去时的意义，在此基础上归纳语法规则，使学生对英语中的一般过去时达到初步的认识。
情感目标：通过阅读童话故事提高学生对学习英语的兴趣，感受学英语的乐趣。
学情分析：学生对一般过去时有所了解，但不够深入。
他们也不是很明确在日常生活中什么时候需要使用一般过去时。
希望通过这个模块的学习，能够增强学生对一般过去时的运用能力。
外研版英语七年级下册Module8 Unit2 教材知识详解
Module8 Unit2 教材知识详解1.Goldilocks hurried out of the house.金凤花姑娘匆忙跑出了房子。
out of…意为“从……出来，在……之外”，如：The man hurried out of the room.这个人飞快地跑出房间。
与out有关的短语：take out of从……拿出来；hurry out of从……匆忙出来；look out of从……朝外看；rush out of从……冲出来；jump out of从……跳出来。
2.It was not comfortable either.它也不舒服。
either作副词，意为“也（不）”，常用于否定句中。
either作代词，意为“两者任一”。
如：You don’t like the new house. I don’t like it either.你不喜欢这幢新房子，我也不喜欢。
Either of the girls likes running.两个女孩任何一个都喜欢跑步。
3.but Goldilocks was very heavy and soon the chair was in pieces但是金凤花姑娘太重了，不久椅子就塌了。
in pieces意为“破碎，成了碎片”。
其中piece作可数名词，意为“部件；碎片；一件；一个/张”，同义词为slice。
piece还常用于短语a piece of （一块，一张，一片）中。
如：a piece of paper 一张纸；a piece of meat 一片/块肉4.Very soon she was asleep in it.她很快就在小床上睡着了。
asleep作形容词，意为“睡着的”。
asleep的常见短语为be asleep和fall asleep，前者表示状态，后者表示动作。
asleep 的动词形式为sleep 睡觉；其反义词为awake 醒着的。
外研版英语七年级下册Module8Unit2《Goldilockshurriedoutoftheho
外研版英语七年级下册Module8Unit2《Goldilockshurriedoutofthehouse》word教案教学重点Grapes new words and phrasesLet the students understand the story of Goldilocks and Three Bears教学难点Grapes new words and phrasesRetell the story using past simple regular verbs briefly学情分析现时期，学生差不多有一定的英语基础，他们喜爱直观形象思维，对影像，图片专门感爱好。
需要激发并保持学生学习英语的爱好。
在设计课堂教学活动时一定要依照学生的情形，采纳灵活多样的教学方法来吸引学生的注意。
学法指导开口大声朗读，默读要求速度，能抓住文章大意，关键信息。
注意阅读策略和技巧的培养。
教学过程教学内容教师活动学生活动成效推测（可能显现的问题）补救措施修改意见Step-one Review Give the studentstwo smallexercise:1) Change intothe past simpleform2)Read out thepast simpleform wordsloudly,check theirpronunciation.Review the storypast simple formwe have learnedin unit one: doyou remember?Let them retell it.After discuss,every groupshould show thestory.1.Do the exercises1)do them individuallyfirst ,then check ingroups.2)Read loudly, checkthe pronunciationafter the teacher.2. Retell the story wehave learned in unit one.3. show it.4. Guess what happenednext?They can do it with thehelp of the pictures.Most studentsmay do itcorrectly, ofcause, fewstudents needmore time topractice.They like thisstep, they candiscuss inChinese orEnglish if theylike.But showingthe story is adiffic ult thingfor them, moststudents aretoo shy andStep- two Lead-inStep- three PresentationAfter theretelling, ask thestudents: can youguess whathappened next?If they havesome difficulty,there are picturesto help them.Useful wordsand phrases1)let thestudentslearn thenew wordsbythemse lvesin groups2)check thepronunciation3)read after theteacher4)explainsomeimportantwords andphrases5)read togetherFast-reading:Part one(activity 2)1)Tell thestudents to read5.Learn useful words andphrases1)study the new words ingroups, help each other2)pay attention to thepronunciation3) read after the teacher4) make notes about theimportant words andphrases5) read together6.Do fast-reading:1)read the passagequickly to check theorder on the screen.2)read quickly again tocheck and put thepictures in order on thebook.3)Then check in pairs.4)read the sentencesunconfident.The picturesare useful forthem, at least,some studentscan do it well.Some wordsmay be readincorrectly:some studentsneed moretime to readthe words andphrasesIt’s easy forthem.the passage quickly to check the order on the screen. Set a time limit. Ask them if it’s right or not.2)Tell them to read quickly again to check and put the pictures in order on their own. 3)Then check in pairs.Part two (activity three) 1)read thesentenceswith theclass,2)ask thestudents tolook at thepictures andmarch themwith thesentences. 3)Tell them tocheck theiranswers withtheirpartners.Part three (activity four) 1)ask thestudents toread thesentencesand guessthe answers.Then ask 5)look at the picturesand march them withthe sentences.6)check their answerswith partners.7)read the sentencesand guess theanswers. Then readthe story again.8) Check their answers in pairs, and correct the false ones.7.Do a Careful-reading1) Read the passage carefully.2) Finish individually first, then check inStep- four Consolidationthem to readthe storyagain.(If the time isenough, showtheir flash of thisstory.) Underlinekey informationand decide whichis true and whichis false.2) tell them tocheck theiranswers in pairs,and correct thefalse ones.Careful-reading( supplementarytraining)There are someexercise for eachparagraph, tellthe students tofinish them oneby one.Ask them tofinishindividually first,then check ingroups.Let the studentsfinish activity 5.1) Ask studentsto read throughthe passage first.2) Then tell themto read it again.Complete it withgroups.8. finish activity 5:1)read through thepassage first.2) read it again.com plete it with thewords in the box andcross them out as theyuse them.3) check answers in pairs4) read the passagealoud in full sentences.9. Show time1)read thehintscarefully2)discuss ingroups3)write downMaybe somestudents haveno pension toread thepassagecarefully, sothey havemany faults inthis step.Step- five PracticeStep-six Homework the words in thebox and crossthem out as theyuse them.3) check answersby askingstudents to readthe passagealoud in fullsentences.Let the studentsthink about howto be a goodstory t eller.Give them somehints.ask them retellthe story :Goldilocks andthree bears.Ask students towrite down thestory in theirown word. Ifthey are enoughfamiliar with thisone, they retellthe storyaccordingto the hints.4)Show thestory inclass.10. write down this storyor other one。
外研版英语七年级下册：Module 8 Unit 2 Goldilocks hurried of t
外研社七年级下英语Module 8 Story time教案Unit 2 Goldilocks hurried out of the house.I. Teaching modelReadingII. Teaching aims1. To master the key vocabulary;2. To review Unit 1;2. To comprehend the passage;3. To retell the story.III. Teaching stepsStep1：Warming-up and Lead in1. Everyday sentence accumulation：It is easier to get money than to keep it. 挣钱容易攒钱难。
2. New words and phrases（以词串、句子、图片或音标形式多样化呈现）词汇第一次呈现：return v. 返回；归还e.g.Tony will ________________（回家）tomorrow.He _________________（还书）to the library.cry v. 哭；喊叫e.g. ____ the little girl often ____（哭）?point v. 指向e.g. ________（指向）the blackboard, please.jump v. 跳e.g. We can __________（跳得高）.shout v. 高声说；大声喊e.g. Big Tang, __________ （不要大声叫喊）like that.either adv. 也（不）e.g. It was ____ comfortable ______（也不）.in pieces 破碎e.g. My glasses ____________（破碎）.at first 起初；首先e.g. _______（起初）, he was frightened.point at 指着……e.g. It’s rude (粗鲁的) __________（指着）him.without prep. 无，没有e.g. We can't live _____________（没有水）.词汇第二次呈现：Challenge your memory.（根据图片说出相应单词）（根据发音说出相应单词及其汉语意思）/'aiðə/ /pi:s/ /ə'sli:p//rI'tə:n/ /pɔInt/ /wI'ðaut/3.“Let’s review.”（根据图片以及提示词，回顾复习Unit 1课文相应内容）Step2：Discussion in group:Why did Goldilocks hurry out of the house? You can have a guess in possible occasions.keys: 1. Maybe someone entered the house, and she was frightened.2. Perhaps （也许）it was dark and she missed her parents.3. Perhaps she had to go somewhere.4. Maybe she wanted to pick more flowers.Step3：Read the next part of the story of Activity 2 and number the pictures in the correct order.keys: 2 4 5 1 3Step4：Match the sentences with the pictures in Activity 2.1. Goldilocks opened her eyes, jumped out of bed and hurried out of the house.2. She tried the small chair.3. The Three Bears returned to their house.4. Baby Bear cried because there was nothing in his bowl and his chair was in pieces.5. Baby Bear pointed at Goldilocks. She was asleep in his bed.keys: 1. (c) 2. (d) 3. (a) 4. (e) 5. (b)Step5：Read Paragraphs 1-2, and then answer the following questions.1. How many chairs did Goldilocks try?2. Among the chairs, which is the most comfortable one?3.Do you think the parents bear loved the Baby Bear?keys: 1. (Three.) 2. (The small chair / one.) 3. (Yes, they did.)Read Paragraphs 3-5, and then answer the following questions.1. Why did the Baby Bear cry?2. What did the Baby Bear think of Goldilocks?3. The last paragraph tells us Goldilocks might be _________ (excited / frightened). keys: 1. (Because there was nothing in his bowl and his chair was in pieces.)2. (He thought she was a bad girl.)3. (frightened)Step6: Activity 4: Check the true sentences.( ) 1. Goldilocks liked the big chair?( ) 2. Goldilocks liked the small bed?( ) 3. Baby Bear looked in the bedroom?( ) 4. The Three Bears were happy to see Goldilocks.( ) 5. Goldilocks didn’t like the Three Bears.keys: ×√√×√Step 7: Complete the passage of Activity 5 with the correct form of the wordsfrom the box.Step8：Try to retell the passage. （图片提示+“原文挖空法”）1. Goldilocks wanted to sit down because____________. First, she tried the big chair, but it ___________________ . Then she tried the ________. It was not comfortable either. Finally, she tried the small chair. It was ___ and________, but Goldilocks was very ______ and soon the chair ___________.2. The Three Bears ________. They looked at the bowls and the chairs. Baby Bear _____, “There's ______ in my bowl and my chair is __________!”He _______very happy!3. Next, the Bears looked in their bedroom. They didn't ______ Goldilocks at first. Then Baby Bear ________ the little girl in his bed and _______, “Look! There’s the ____ girl!”4. Goldilocks opened her eyes. The Three Bears were ____________, so Goldilocks jumped out of bed and _____________________without her _______. She didn't ___________ in the forest _____.(keys:...)Step9：ExercisesFind out the phrases in Activities 1 & 2, then write down the Chinese.1) nice and comfortable 2) walk into the bedroom3) be tired 4) be asleep5) be in pieces 6) didn’t notice …at first7) point at 8) jump out of bed9) hurry out of the house 10) without her basket(keys: ...)Step10：Homework1. Try to memorize the newly learnt words and the story in Unit 2;2. Do some exercises of Unit 2 in “5年中考3年模拟”Page 65.。
外研版英语七年级下册：Module8Unit2Goldilockshurriedofthehouse.教案
编辑七年级英语下册module8Story time Unit2《Goldilocks rushed of the home》本单元为童话故事，主要是关于Goldilocks的故事，是以读写为主。
文章使用的语言简单易懂，情节描写细致生动，非常适合开展听、说、读、写的语言实践活动，让学生在使用语言的过程中学习和体会语言，促使学生有意识地自觉学习英语。
讲童话故事一般是使用过去式，所以本单元是以一般过去时的构成和应用作为语法学习的重点。
课上通过操练不仅使学生学习了语言知识，又能欣赏到美丽的童话故事，最终目的是让学生学会描写一个完整的故事或一件事情，为学生综合语言的运用而打下良好的基础。
教学目标编辑1. To understand the English story.2. To learn some key words and useful expressions.3. To remember the rules of past tense of regular verbs.学情分析编辑七年级的学生，英语基础参差不齐，加之性情活泼好动，并且有较强的求知欲和表现欲，因此在课堂教学中，要适当地采用多种形式的教学方法，并要尽可能多地进行鼓励和表扬，来激发他们的学习英语的兴趣和热情。
因为学生对本单元童话的内容有着浓厚的学习兴趣，所以能最大限度地发挥自己的主观能动性，文章内容贴近学生生活，符合学生年龄的特点，很易于理解，学习热情高涨，激发了学生学习的积极性和主动性，在调动学生多种感官的同时，促进了学生综合语言运用能力的提高。
重点难点编辑教学重点：通过童话故事训练学生的读、写能力，掌握规则动词的一般过去式。
教学难点：掌握规则动词的一般过去式的形式和正确使用一般过去式描述一个故事或一件事情。
第一学时编辑教学目标编辑1. To understand the English story.2. To learn some key words and useful expressions.3. To remember the rules of past tense of regular verbs.教学重点编辑通过童话故事训练学生的读、写能力，掌握规则动词的一般过去式。
最新外研版七年级英语下册 Module 8 Unit 2 Goldilocks hurried out of the house教案 (2)
Unit 2 Goldilocks hurried out of the house.Teaching type: Reading and writingTeaching aims:1、To understand the story of Goldilocks and the Three Bears.2、To be able to retell stor ies using past simple regular verbs.3、To be able to use some conjunctions to describe time sequences.Important points:Key vocabulary — piece, in pieces, at first, point at, shout, return, either, asleep, jump, without...Key structures —① It was not comfortable either.② Very soon she was asleep.③ I think ... / Maybe... / Perhaps...Difficult points:To retell stories using past simple regular verbs and conjunctions of time sequences. Teaching aids: PPT, tape-recorderTeaching procedures:Step 1: Warming - upGreetingsTask 1: Have Ss to what a video to review what happened in Unit 1.Task 2: Have Ss to guess what happened next.(key structure ③ practicing )I think Goldilock s decided to go home.Maybe she stayed in the house.Perhaps she met her friends in the house.Step 2: Pre-readingHave Ss to learn th e new words & expressions.(key structure ①② practicing & vocabularies learning )Step 3: While - readingPartⅠ: Fast - readingTask 1: ScanningRead passage on P50, then number the pictures in the correct order.Task 2: skimmingMatch the sentences in Activity 3 with pictures in Ac tivity 2.(P51)PartⅡ: Careful - readingTask 3: Read the Para.1-2 in groups,choose the best answers and mark the words of time sequences(标记表示时间顺序的词语)(1)Goldilocks wanted to sit down because she was ___.A. asleepB. comfortableC. triedD.tired(2)Goldilocks like the ______ chair best.A. smallB. middleC. bigD. uncomfortable(3)Goldilocks was _____, so she brok e(弄坏) the sma ll chair.A. badB. uncomfortableC.heavyD.light(4)There were ______ beds in the bedrooms.A. 2B. 3C.4D.5Task 4: Read the Para.3-5, choose "T" or "F", then correct the falsesentences.And mark the word s of time sequences(标记表示时间顺序的词语) (1) Baby Bear cried because there was nothing in all the bowls andall the chairs were in pieces.(2) The Bears didn't noticed Goldilocks at first.(3) Baby Bear liked Goldilocks.(4) Goldilocks hurried out of the house with her basket.(5) Goldilocks didn't like the Thr ee Bears.Step 4: Post - reading.Have Ss to work with their partners & Try to retell the story.Step 5: SummaryKey vocabulary — piece, in pieces, at first, point at, shout, return, either, asleep, jump, without...Key structures —① It was not comfortable either.② Very soon she was asleep.③ I think ... / Maybe... / Perhaps...Ability: To retell stories using past simple regular verbs and conjunctions of time sequences.Step 6: Homework1、Finish Activity 4&5 on P51.2、Recite the Paragraph 4&5.。