Module8Unit2Goldilocks_hurried_out_of_the_house
七年级英语下册Module8StorytimeUnit2Goldilockshurriedoutof
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课题 Module 8 Unit 2 Goldilocks hurried out of the house.课型Reading and writing【学习目标】一、把握本单元的重点短语:piece , in pieces , cry , at first , jump重点句子:Goldilocks wanted to …; It was not comfortable either. Very soon she was asleep …; Next, …; Then,…;Fin ally, ...二、重点语法:一样过去式(规那么动词)3、能读懂和明白得课文内容。
4、能用动词过去式复述短文。
【学习方式】小组合作、交流讨论【Learning process】Preview1.I’m brilliant, and I can write these words ac cording to the passage. (Believe in yourself, youPhonogram word Chinese Phonogram word Chinese['wɔntɪd] ['pɒɪntɪd][kraɪd] [dʒʌmp]['nəʊtɪst] ['əʊp(ə)n]['hʌrɪd] [ʃaʊt]2.Preview the text and find the following phrases from the text. (It’s difficult, so remember to communicate.)一、想坐下来_____________ 二、成为碎片 __________________3、走进卧室_____________4、睡着的 _______________________五、指着 ________________ 六、从...跳起来 _________________7、急忙,冲出屋子_____________ 八、没有拿她的篮子________________九、在丛林里散步 _____________Cooperative learning【Fast-reading】Free talk. What happened next in Goldilocks and the Three Bears.-I think…-May be…【While-reading】answ er following questions:(1) Why did Goldilocks want to sit down?______________________________.(2) How many beds were there in the bedroom?______________________________.(3) Why did Goldilocks jump out of bed and hurried out of the house without her basket?_____________________________________.3、Careful-reading----Activity3, Activity44、跟录音读课文,然后分组朗诵竞赛。
Module8Unit2Goldilockshurriedoutofthehouse.教案七年级英语
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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.。
Module8UnitTwoGoldilockshurriedoutofthehouse教学设计20
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外研版七年级下册Module 8 Unit Two Goldilocks hurriedout of the house 教学设计Objectives:➢prehension: Enhance understanding of the story of Goldilocks.➢Vocabulary: Expand vocabulary related to the story and actions.➢Grammar Focus: Practice past tense verbs and narrative tenses.➢Critical Thinking: Encourage students to think about the moral of the story.Materials Needed:✓Textbook: Module 8, Unit 2✓Projector or Smartboard✓Worksheets with prehension and vocabulary exercises✓Audio recording of the Goldilocks story✓Flashcards depicting key scenes from the story✓Whiteboard and markersLesson Duration: 45 MinutesLesson Procedure:WarmUp1)Begin with a brief discussion about famous fairy tales.2)Ask students if they are familiar with the story of Goldilocks. Vocabulary Introduction(1)Introduce and explain key vocabulary from the story (e.g., hurried,porridge, bear).(2)Use flashcards or images to visually represent each word.Story Telling1.Play an audio recording of the Goldilocks story.2.Pause at key moments to explain and discuss.Reading Activity1)Have students read the story from their textbooks.2)Encourage them to underline any unfamiliar words or phrases. prehension Questions(1)Ask questions about the story to assess understanding (e.g., "Whydid Goldilocks enter the house?").(2)Have students discuss in pairs or small groups.Grammar Focus(5 minutes)1)Review past tense verbs found in the story.2)Conduct a minilesson on narrative tenses and their usage instorytelling.Writing Exercise⏹Students write a short paragraph from the perspective of one of thecharacters in the story, using past tense verbs.Discussing the Moral(1)Discuss the moral of the story and its implications.(2)Encourage students to share their thoughts and relate the story toreallife situations.Conclusion1)Summarize the key points of the lesson.2)Assign homework: a worksheet focusing on narrative tenses andstory prehension.3)Preview the content of the next lesson.Assessment:❖Evaluate students' participation in discussions and prehension exercises.❖Assess the written paragraphs for grammar accuracy and creativity.❖Review homework for understanding and application of the narrative tenses.Additional Notes:◆Adapt the lesson pace to suit the students' prehension levels.◆Ensure a supportive and interactive classroom environment.Provide additional support as needed for students struggling with the narrative aspects or grammar.。
Module 8 Story Time Unit 2 Goldilocks hurried out of the house. 说课稿
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Module 8 Story TimeUnit 2 Goldilocks hurried out of the house. Part 1. Analysis of the Teaching MaterialI. Status and FunctionThis is a reading and writ ing lesson about the topic “Goldilocks hurried out of thehouse.”It aims to improve students’ abilities of reading and writing. This unit is the second one of Module 8 and its content is the extension of the story in unit 1,so the students are very curious about what will happen next. It will be easy to raise learning interests of students to read and w rite. By studying of this unit, I ’ll enable the students to know the story and know how to tell astory using past simple regular verbs.II. Teaching AimsFirstly,let me introduce the teaching aims.According to the new standard curriculum and the syllabus, and after studying the teaching material, the teaching aims are the followings:1. Knowledge objectsTo help the students master the new words and expressions.2. Ability objects(1) To make them understand the story of Goldilocks and Three Bears.(2) To enable them to retell stories using past simple regular verbs.(3) To enable them to use some conjunctions to describe time sequence.3. Emotion objects(1) To arouse the students’ interest in class activ ities.(2) Develop the students’ sense of cooperative learningIII. Key Points and Difficult PointsKey points:To enable the students to understand the story of Goldilocks and Three Bears Difficult points:(1)To retell the story using past simple regular verbs briefly(2)To use some conjunctions to describe time sequence.Part 2. Analysis of Students(1)The students in Grade 7 are more active. They are interested in something intuitive ,likebeautiful or funny pictures ,videos ,stories, so I adopt flexible and varied teachingmethods to attract the attention of students .(2)My students are interested in learning English ,and some of them are good at Englishtest.(3)But some of the students are shy ,they are afraid of making mistakes in class.So I should spend more time encouraging and praising them.Part 3 Analysis of Teaching Methods1. Communicative teaching method(交际教学法)2.Task-based teaching method(任务教学法)3. Computer Assisted Language(电脑辅助教学)Studying methods:1.Classroom discussion method(课堂讨论法)2.Group work method(小组合作法)3.Induction(归纳法)Part 4 Analysis of the teaching procedureStep 1 Revision &Lead-in (5 minutes)Step 2 Fast reading (12 minutes)Step 3 carefully reading (15 minutes)Step 4 Consolidation (Discuss &Summary ) (8 minutes)Step 5 Exercise (writing) (5 minutes)Step 6 HomeworkStep 1 Revision and Lead-in“Interest is the best teacher.”Therefore, at the beginning of the class, I should spark the students’ mind to focus on the center topic “story”.I’ll help the students to retell the story in unit 1 and immediately ask them what happened next .Then, the students will be eager to know more about the story and this is the very time to naturally lead the class into the new lesson: “Goldilocks hurried out of the house”Purpose of my design: to arouse students' curiosity to the development of the storyStep 2Fast reading. Reading for information:In this step, I use Task-based Language Teaching Method, which can give students a clear and specific purpose while skimming the text.Task 1 General idea :The students will be asked to just glance at the title and the pictures of the passage ,and then guess what they will read in the text.Get the students discuss with their partners and then share their ideas with the class.Picture○bPicture○cHave the students do this exercise by themselves, and before reading I will read the new words and expressions ,and ask them to repeat. Check their answers by asks one or two students to say out.Task 3 Main idea of each picture: Read the text quickly and match the sentences with the picturesPicture○a 1.Goldilocks opened her eyes, jumped out of bed and hurried out of the house.Picture○b 2.Baby Bear pointed at Goldilocks—she was asleep in Baby Bear’s bed. Picture○c 3.Goldilocks destroyed the smallest chair.Picture○d 4.The three Bears returned to their house.Picture○e 5.Baby Bear cried because there was nothing in his bowl.I’ll get the students to do this exercise by themselves, and ask them to check their answers with the whole class.The purpose is to inspire the students to read actively. In addition, the task is to develop the students’ reading skill by making prediction and to enc ourage the students to express their thoughts in English and cooperate with each other ,and to get the main idea of each paragraph.Step 3 Careful reading:Task 1:Read the first and second paragraph carefully and decide if the statements are true or false( ) 1. Goldilocks liked the small chair.( ) 2. Goldilocks liked the big bed.( ) 3. The small chair was in piece because of GoldilocksTask 2:Ask Ss to read the paragraph3-5 carefully and complete the passage.Three Bears ______ to their house. They walked up to their bedroom. Baby Bear ______at Goldilocks and______, “That’s her! She finished my food and... look at my chair!” Goldilocks jumped up and hurried out of the house ______ her basket.Get the students to read the text carefully and finish Task 1 and Task 2 ,and then ask some of them to write their answers on the blackboard.The purpose is to enable the students to get the correct and useful information. Students should not only have a high speed of reading but also have a correct understanding of details. The passage can let the students clearly know the development of the story.Step 4 Consolidation(Discussion and Summary)Task 1:Discuss the following questions with the group members and then choose a student from each group to share their opinions with the whole class.Question:What do you need to say for telling a story?Task 2:Read the text again, and then work in groups to work in groups to make a summary of the e 30 words or so.Purpose of my design:during making discussion and retelling the story, the students will deepen their understanding of the main idea of the passage.Step5 Exercise (writing)(当我们写一个故事时,通常有哪些词来表示事情发展的先后呢?)Task 1. Please order the four sentences.( 请给这四句话排序)a. The bears looked in their bedroom.b. Goldilocks opened her eyes.c. They looked at the bowls and the chairs.d. Baby Bear pointed at the girl in his bedTask .2.Now rewrite them, use “first, next, then, finally’’.I’ll get the students Induce and discover the usage of the conjunctions by discussing inPart 6 ReflectionIn the process of teaching, I treat the students as the real master in class. I design six steps for the students to complete, and each step is harder than the former one.“The design of the teaching procedure”can make the students have a deep understanding of the text, and arouse their interest in English.。
七年级英语下册Module8StorytimeUnit2Goldilockshurriedoutof
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Module 8Story timeUnit 2 Goldilocks hurried out of the house.一、学习目标:辞汇either, piece, asleep, return, cry, point, shout, jump, without;短语:in pieces, at first, point at, be asleep;句型: There’s the bad girl! (倒装句)语法:一样过去时(2)能读懂文章,按时刻顺序判定故事的进展。
能找出含有动词过去式的句子。
一样过去式的否定在动词前加“didn’t”。
能用“first, then, next, finally”讲述故事。
了解倒装句二、学习重点:一、语法:一样过去时(2)二、动词过去分词的转变学习难点:一样过去时(2)三、学法指导:同伴练习讲故事,熟记动词过去式转变四、学习步骤【课前预习】一.利用单词表,并依照词性归类,写出本单元新词(仿照例如)。
动词:1 return [rɪ'tɜːn] 返回,归还2 _____________ ____________ _________3._____________ ____________ _________4._____________ ____________ _________5. _____________ ____________ _________名词:1 piece [piːs] 部件,碎片2 _____________ ____________ _________副词/介词/形容词:1. _____________ ____________ _________2. _____________ ____________ _________3. _____________ ____________ _________二.P50 Activity 2预习课文,写出以下动词的过去式(在文中找到并划出)want_________ try_________ walk_________ look___________cry ________ notice _________point_________ shout___________open _______jump __________hurry__________ go___________三.P50 , Activity2,到文中划出以下短语,并结合上下文意思写出中,英文。
Module 8 Unit 2 Goldilocks hurried out of the house.解读
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2.She tried the small chair.
4.Baby Bear cried because there was nothing in his bowl and his chair was in pieces.
4 Check the true sentences.
× 2. Goldilocks like the small bed. √ 3. Baby Bear looked in the bedroom. √ 4. Baby Bear were happy to see Goldilocks × 5. Goldilocks didn’t like the three Bears. √
8
Unit 2 Goldilocks hurried out of house.
写出下列动词的过去式形式。
deci _______
noticed notice _______ pushed push ________ stop ________ stopped is/ am _______ was stayed stay ________ pick ________ picked hurried hurry _______ listen _______ listened do ______ did are ______ were
2. destroy e.g. Now many people are destroying the forest. 3. 1) sleep v./n. 2) sleeping adj. 睡着的(在句中当定语) 3) asleep adj. 睡着的(在句中当表语) be / fall asleep e.g. Don’t wake her up. She is fast asleep. 4) sleepy adj. 困倦的, 想睡觉的 4. return 1) return (to…) = go / come back (to…) e.g. He returned to Paris from London. = He came back from London to Paris.
七年级英语下册《Module 8 Story time Unit 2 Goldilocks hurried out of the house》教案
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最新初中英语精品资料设计最新初中英语精品资料设计 1 Unit 2 Goldilocks hurried out of the houseStep1:Warming-up and Lead inTo watch the pictures of Goldilocks and the Three Bears. Let students talk about the story and learn the new words.Step4: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: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 t o see Goldilocks.( ) 5. Goldilocks didn’t like the Three Bears. keys: × √ √ × √Step6:Complete the passage of Activity 5 with the correct form of the words from the box. Step7:Explain and study the imp ortant and difficult poin ts.1.the usage of the word “ middle “2.the usage of the word “ either ” e.g. —I can’t swim. —I can’t swim either.3. the usage of the word “ asleep “ Ste p10:Exercises1. 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.3. Baby Bear _____ ( not notice) the little girl in his bed.Step11:Homework Review an d recite the important points of Unit 2.。
Module8Unit2Goldilockshurriedoutofthehouse.课件英语七年级
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语篇研读
_P_a_r_a_.1__故__事__开__头__介__绍__更__羸__和__魏__王__外__出__时__看__到__一__只__鸟__在__空__ _中__盘__旋__。__________________________________________ _P_a_r_a_.2_~__P_a_r_a_._4_讲__述__更__羸__如__何__把__鸟__射__下__。_______________ _P_a_r_a_.5__讲__述__更__羸__只__拨__动__弓__弦__就__把__鸟__射__下__的__原__因__。________
5. 高声说;大声喊_s_h_o_u_t_ 6. 跳_j_u_m__p__
形容词 7. 睡着的_a_s_le_e_p__
(adj.)
either
副词(adv.) 8. 也(不)____w_i_th_out
介词(prep.) 9. 无;没有__________
Ⅱ重点短语。
1. 夺门而出 2. 想要做某事 3. 破碎 4. 走进 5. 很快 6. 睡着 7. 起初;首先 8. 指着…… 9. 从床上跳起来 10. 走向;走近
( B )2. What happened to the smallest chair? A. Baby Bear took it. B. It was in pieces. C. It became more beautiful. D. Goldilocks brought it home.
( C )3. Which bed did Goldilocks like best? A. The big bed. B. The middle bed. C. The small bed. D. The long bed.
Module_8_Unit_2_Goldilocks_hurried_out_of_the_house.
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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 wasn’t very happy! 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 shouted, “Look! There’s the bad girl!” Goldilocks opened her eyes. The Three Bears were all around her, so Goldilocks jumped out of bed and hurried out of the house without her basket. She didn’t go for a walk in the forest again.
--I think Goldilocks decided to go home.
-- Maybe she stayed in the house.
2 Read the next part of the story and number the pictures in the correct.
Goldilocks wanted to sit down because she was tired. First, she tried the big chair, but it wasn’t very comfortable. Then she tried the middle chair. It was not comfortable either. Finally, she tried the small chair. It was nice and comfortable, but Goldilocks was very heavy and soon the chair was in pieces. She walked into the bedroom. There were three beds. She didn't like the middle bed or the big bed. The small bed was very comfortable. Very soon she was asleep in
七年级英语下册 Module 8 Unit 2 Goldilocks hurried out of
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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 stories 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 fortable 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 Goldilocks 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 the 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 Activity 2.(P51)PartⅡ: Careful - readingTask 3: -2 in groups,choose the best answers and mark thewords 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. fortable(2)Goldilocks like the ______ chair best.A. smallB. middleC. bigD. unfortable(3)Goldilocks was _____, so she broke(弄坏) the small chair.(4)There were ______ beds in the bedrooms.A. 2B. 3 CTask 4: Read the Para.3-5, choose "T" or "F", then correct the false sentences.And mark the words 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 and all 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 Three 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 fortable 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.。
七年级英语下册Module8Unit2Goldilockshurriedoutofthehouse导
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Module 8 Unit 2 Goldilocks hurried out of the house学习目标1. Key vocabulary: either, in piece, asleep, return, cry, atfirst, point at, shout, jump, without, part2. Key structures: 规则动词的一般过去式3. 重、难点:1) 规则动词的一般过去式。
2)能读懂简单的故事,明白其中的主要人物、事件以及情节的先后顺序,并能用一些规则动词的过去式叙述简单的事情。
备注(教师复备栏及学生笔记)自主学习学法指导:1. 注意发音,正确朗读生词。
2.牢记单词的拼写及词意。
3. 通过听读对话,学会自主交流预习。
1.独学:将书翻到生词表,拼读P107--108单词, 从born到difficult.提示:请用红色笔勾画出你不会拼读的单词。
2.对学:请你找你的搭档一起解决刚才画出的那些不会的单词。
用动词适当形式填空1. She _______ (stay) at home yesterday.2. The boy _____ (try) his best to learn English well last year.3. He ______ (not go) to work last Sunday.4. The little boy didn’t find his mother, so he______(cry) in the shop.5. He ______(jump) out of bed and hurried out of the house.词组翻译in pieces ________ point at ________ at first ________rush out of ________ be asl eep________ 优化训练P59,自主预习组长签名:合作探究侦探任务一:猜猜金凤花和三只小熊的结局如何?(小组完成)Say what happened next in Goldilocks and three b ears.A: I think Goldilocks decided to go home.B: Maybe she stayed in the house.C: _________________________________________D: _________________________________________E: _____________________________________ ____ F: ___________________ ______________________ 侦探任务二:根据故事情节的发展,给图片标上正确的序号。
Module8Unit2Goldilockshurriedoutofthehouse.知识点课件英语
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be动词、情态动词或助动 词之后。
Language points
续表
He can speak English, too. 他也
多用于肯定句或疑问句,
too
会讲英语。 通常用于句末,其前可用逗
Language points
asleep,sleepy与sleep
asleep 形容词,意为"睡着的",常作表 语或宾语补足语。
fall asleep(入睡)
形容词,意为"困倦的,瞌睡的", sleepy
可作表语或定语。
feel sleepy(感到困倦)
Language points
续表
sleep 可作动词或名词,意为"睡觉"。 go to sleep(去睡觉)
Language points
(2)[名词]一件/个/张 常与of连用,构成"基数词+piece(s) of+不可数名词",表示不可数名 词的量。 Could you please give me a piece of paper?请问你能给我一张纸吗? I'm so hungry. Please give me several pieces of bread. 我很饿,请给 我几片面包。 (3)[名词]部件;零件 He took the clock to pieces. 他把钟拆散了。
Language points
The Three Bears returned.三只熊回来了。(教材P50) return/rɪˈtɜːn/ v. 返回;归还
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5
Complete the passage with the correct form of the words from the box.
asleep either piece point return shout without
Let's practise
Number these sentences in the correct order: Then ___ 3 She knocked on the door. Finally ___ 4 She entered the house. First ___ 1 She looked around her. 2 Next ___ She noticed a little house.
B
4 Check the true sentences.
1. Goldilocks like the big chair.
2. Goldilocks like the small bed.
3. Baby Bear looked in the bedroom.
4. Baby Bear were happy to see Goldilocks
the big chair. didn’ t like the big chair × 1. Goldilocks liked
√
× × √ 5. Goldilocks didn’t like the three Bears.
一般过去时的否定句: 主语+ didn’t + 动词原形 + 其他
2. Goldilocks liked the small bed. The three 3. Baby Bear looked in the bedroom. bears 4. The three bears were happy to see weren ’t happy to Goldicks see Goldilocks
return 返回 return to + 某地n. return home
to The three Bearsreturned ___________their house.
nothing in the bowl
cry —— cried哭
the chair in pieces
What did Baby do? Baby Bear______, cried because___________________________ there was nothing in his bowl ___________________________. and his chair was in pieces
She didn’t go for a walk in the forest again.
Let’s enjoy a video about the story.
2 Read the story and number the pictures in the correct order.
2
4
5
1
tired
sit down
What did Goldilocks want to do?
sit down Goldilocks wanted to__________,
she was very tired, because ________________________.
First, tried Then, tried Finally, tried the big the middle the small chair chair chair tried the big chairThen, she First,she ___________________. tried the middle chair. Finally, _____________________. she_________________. tried the small chair
First Then Finally She tried...
Walked heavy Was into... like in pieces the small bedasleep
returned
Cried
Pointed Jumped out of at Hurried out of
Let’s summarize
How to tell a story? Goldilocks in a forest who where when
an old story
what picked flowers...
once upon a time
first, next, then, finally
How to make the story better?
Goldilocks tried the three chairs and liked the small chair, but she was very heavy and pieces She soon the small chair was in (1)_______. walked into the bedroom. She tried the middle bed, but it wasn’t comfortable and either the big bed wasn’t comfortable (2) ______.
heavy
in piece 破碎
very heavy But she was ___________________and the chair was in pieces soon _________________________.
a middle bed
a big bed
a small bed
asleep in the small Very soon she was (3) _______ bed. Then the Three Bears (4) ________ returned to their house. They walked up to their pointed at bedroom. Baby Bear (5) _______ Goldilocks and (6) ________, shouted “That’s her!” She finished my food and…look at my chair!” Goldilocks jumped up hurried out without her basket. of the house (7) _________
point 指 point at / to the girl What did Baby Bear do? Baby Bear pointed at the girl in his bed and shouted “Look!There’s the bad girl. ”
jump v. 跳
Jump out of 跳出
Module 8
Unit 2
Guess:what did Goldilocks do?
walked in the forest
picked flowers
looked around
noticed a house
hurried to the house
knocked on
pushed the door
D
3 The Three Bears returned to their house.
A
4 Baby Bear cried because there was nothing in his bowl and his chair was in pieces.
E
5. Baby Bear pointed at Goldilocks. She was asleep in his bed.
entered the house
picked up and finished the food
Listen and number the pictures in the correct order.
A B
2
C D E
4
5
1
3
Read and check the true sentences .
hurry out of 匆忙离开 without prep. 没有
When the bears were all around her,
jumped out of bed and Goldilocks ______________________
hurried out of the house without ________________________________ her basket.
walk into进入
What did she do? She walked into the bedroom. What were there in the bedroom? There were three beds.
asleep /ə‘sli:p/睡着的
Very soon she _____________in was asleep the small bed.
3
3 Match the sentences with pictures in Activity 2. 1 Goldilocks opened her eyes, jumped out of bed and hurried out of the house. C
2 She tried the small chair.