Unit 2 Goldilocks hurried out of the house。习题3

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.。

第三课时Unit 2 Goldilocks hurried out of the house.单元目标自主学习一、根据句意及首字母提示写出单词。

1．I can't sing or dance.He can't, either.2．Tom fell asleep as soon as he lay on the bed.3．Christmas is coming.Tom will return to New York for the family get­together.4．All the students were sleeping when they heard a man shout “help”．5．He found it difficult to improve his English without the teacher's help.二、写出下列画线短语的汉语意思。

1．...but Goldilocks was very heavy and soon the chair was in pieces.破碎2．Then Baby Bear pointed at the little girl in his bed and shouted... 指着……3．...so Goldilocks jumped out of bed and hurried out of the house without her basket.从……跳出；冲出……4．They didn't notice Goldilocks at first.起初；首先5．Very soon she was asleep in it.睡着的教学过程环节1 新课导入教师让学生们回忆并用自己的话描述《白雪公主》中白雪公主进入七个小矮人房屋的前后过程，最后抽选几位学生在班上分享。

She went far into the forest.Then she saw a little hut.She opened the door of the hut and went in.In the hut she saw seven little beds.There was a table and on the table there were seven little loaves and seven little glasses...设计意图：让学生们回忆自己熟悉的故事，引起学生的兴趣；此故事与我们将要学习的故事内容相似，可以为后面的学习做铺垫。

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。

Ⅰ.单项选择1．Peter didn't know how to get to the park.I didn't know the way，________.A．too B．alsoC．either D．as well答案：C2．Don't point ________ others with your hand.It's not polite.A．at B．toC．in D．for答案：A3．—Who shouted outside the room just now?—Bob ________.A．is B．doesC．do D．did答案：D4．________ my teacher's help，I got good grades.A．With B．WithoutC．For D．To答案：A5．When the man heard the news，he ________ to his house.A．hurried going B．hurries goingC．hurried to go D．hurries to go答案：C6．—________ you have a good time in the park?—Yes，I enjoyed myself very much.A．Do B．AreC．Did D．Does答案：C7．My father ________the map and told me，“Here is Beijing.”A．pointed at B．got toC．talked to D．shouted to答案：A8．I felt ________ and soon I fell ________ in the living room.A．sleepy；asleep B．asleep；sleepC．sleepy；sleep D．asleep；sleepy答案：A9．He ________ the door and looked into the room.A．pushed B．pushesC．push D．pushing答案：A10．The light went out suddenly and ________ could be seen.A．anything B．somethingC．nothing D．everything答案：CⅡ.根据汉语意思完成句子1．起初，我有点儿厌烦。

外研版七年级下册Module 8 Unit Two Goldilocks hurriedout of the house 教学设计Objective:By the end of this lesson, students will be able to:➢Understand the story of “Goldilocks and the Three Bears.”➢Retell the story using key vocabulary and phrases.➢Practice past tense verbs in context.➢Develop listening, speaking, reading, and writing skills. Materials:✓“Goldilocks and the Three Bears”storybook or a printed version of the story.✓Pictures or flashcards of key vocabulary words.✓Whiteboard or blackboard.✓Chart paper and markers.✓Paper and pencils for students.Warm-up :◆Start the class with a simple warm-up activity to engage students’attention. For example, play a game of “Simon Says”using action verbs related to the story (e.g., stand up, sit down, clap, jump).Introduction:1.Show the students the storybook or printed version of “Goldilocksand the Three Bears”and briefly introduce the story of Goldilocks entering the bears’house.2.Present and explain key vocabulary words related to the story, suchas “Goldilocks,”“hurry,”“house,”“bear,”“chair,”“porridge,”etc. Use pictures or flashcards to make the words more visually appealing and understandable.Listening and Reading Comprehension:1)Read aloud the story of “Goldilocks and the Three Bears,”or play anaudio recording if available. Encourage students to follow along in their books or printed versions.2)After reading, ask comprehension questions about the story, such as:◆Who went into the bears’house?◆How did Goldilocks feel after eating the porridge?◆What happened when Goldilocks sat on the chairs?◆How did Goldilocks leave the house? (Focus on the target sentence:“Goldilocks hurried out of the house.”)Vocabulary and Grammar Practice:1)Write the target sentence on the board: “Goldilocks hurried out ofthe house.”2)Help students analyze the sentence structure and identify the verbtense (past tense).3)Engage the students in a short discussion about past tense verbs.4)Create a simple chart with three columns: Present Tense, Past Tense(regular), Past Tense (irregular). Fill in examples of verbs in each column, emphasizing that regular verbs typically add “-ed”to form the past tense.5)Have the students practice forming the past tense of regular andirregular verbs. Use examples from the story, such as “eat-ate,”“sit-sat,”“run-ran,”etc.6)Provide additional examples and sentences for students to practiceusing the past tense in context. For example: “Yesterday, she _____ (run) in the park.”Speaking and Writing Activity :1.Divide the class into pairs or small groups.2.Ask students to retell the story of “Goldilocks and the Three Bears”using the key vocabulary and past tense verbs they have learned.3.Encourage students to take turns speaking and listening actively.4.Monitor the groups and provide feedback and assistance as needed.5.Finally, ask a few groups to share their retelling of the story with theclass.Wrap-up :1)Wrap up the lesson by briefly discussing the importance of usingpast tense verbs correctly in storytelling and everyday conversations.2)Provide positive feedback, reinforcing what the students havelearned during the lesson.Extension Activities (optional):❖Acting Out the Story: Divide the class into small groups and assign each group a scene from the story. Ask the groups to create a short skit or role play based on their assigned scene. Encourage them to use the target sentence and other vocabulary words. After eachperformance, have a class discussion about the scene and askstudents to summarize what happened.❖Writing a Sequel: Ask students to imagine what happened after Goldilocks hurried out of the house. Have them write a short sequel to the story using past tense verbs and vocabulary words from the unit. Encourage creativity and storytelling skills.❖Pictionary Game: Create flashcards or write down the key vocabulary words on small pieces of paper. Divide the class into two teams. One student from each team comes to the front of the class and picks aword silently. They must then draw a picture to represent that word while their team tries to guess it. The team that guesses correctly earns a point. This game helps reinforce vocabulary retention and promotes teamwork and critical thinking skills.Assessment:To assess students’understanding of the target sentence and vocabulary, you can:✧Conduct individual or group oral interviews, where you ask studentsquestions about the story and prompt them to use the targetsentence and other related vocabulary in their responses.✧Assign a written activity where students need to construct sentencesusing past tense verbs accurately. Provide a list of verbs from the story for them to choose from, or allow them to come up with their own examples.✧Review the students’retellings of the story and assess their use ofvocabulary, sentence structure, and understanding of the storysequence.。