Module8UnitTwoGoldilockshurriedoutofthehouse教学设计外研版英语七年级下册

外研版七年级下册Module8UnitTwoGoldilockshurriedoutofthehouse教学设计Objective:

Bytheendofthislesson,studentswillbeableto:Understandthestoryof“GoldilocksandtheThreeBears.”Retellthestoryusingkeyvocabularyandphrases.Practicepasttenseverbsincontext.Developlistening,speaking,reading,andwritingskills.Materials:“GoldilocksandtheThreeBears”storybookoraprintedversionofthestory.Picturesorflashcardsofkeyvocabularywords.Whiteboardorblackboard.Chartpaperandmarkers.Paperandpencilsforstudents.Warm-up:Starttheclasswithasimplewarm-upactivitytoengagestudents’attention.Forexample,playagameof“SimonSays”usingactionverbsrelatedtothestory(e.g.,standup,sitdown,clap,jump).Introduction:Showthestudentsthestorybookorprintedversionof“GoldilocksandtheThreeBears”andbrieflyintroducethestoryofGoldilocksenteringthebears’house.Presentandexplainkeyvocabularywordsrelatedtothestory,suchas“Goldilocks,”“hurry,”“house,”“bear,”“chair,”“porridge,”etc.Usepicturesorflashcardstomakethewordsmorevisuallyappealingandunderstandable.ListeningandReadingComprehension:Readaloudthestoryof“GoldilocksandtheThreeBears,”orplayanaudiorecordingifavailable.Encouragestudentstofollowalongintheirbooksorprintedversions.Afterreading,askcomprehensionquestionsaboutthestory,suchas:Whowentintothebears’house?HowdidGoldilocksfeelaftereatingtheporridge?WhathappenedwhenGoldilockssatonthechairs?HowdidGoldilocksleavethehouse?(Focusonthetargetsentence:“Goldilockshurriedoutofthehouse.”)VocabularyandGrammarPractice:Writethetargetsentenceontheboard:“Goldilockshurriedoutofthehouse.”Helpstudentsanalyzethesentencestructureandidentifytheverbtense(pasttense).Engagethestudentsinashortdiscussionaboutpasttenseverbs.Createasimplechartwiththreecolumns:PresentTense,PastTense(regular),PastTense(irregular).Fillinexamplesofverbsineachcolumn,emphasizingthatregularverbstypicallyadd“-ed”toformthepasttense.Havethestudentspracticeformingthepasttenseofregularandirregularverbs.Useexamplesfromthestory,suchas“eat-ate,”“sit-sat,”“run-ran,”etc.Provideadditionalexamplesandsentencesforstudentstopracticeusingthepasttenseincontext.Forexample:“Yesterday,she_____(run)inthepark.”SpeakingandWritingActivity:Dividetheclassintopairsorsmallgroups.Askstudentstoretellthestoryof“GoldilocksandtheThreeBears”usingthekeyvocabularyandpasttenseverbstheyhavelearned.Encouragestudentstotaketurnsspeakingandlisteningactively.Monitorthegroupsandprovidefeedbackandassistanceasneeded.Finally,askafewgroupstosharetheirretellingofthestorywiththeclass.Wrap-up:Wrapupthelessonbybrieflydiscussingtheimportanceofusingpasttenseverbscorrectlyinstorytellingandeverydayconversations.Providepositivefeedback,reinforcingwhatthestudentshavelearnedduringthelesson.ExtensionActivities(optional):ActingOuttheStory:Dividetheclassintosmallgroupsandassigneachgroupascenefromthestory.Askthegroupstocreateashortskitorroleplaybasedontheirassignedscene.Encouragethemtousethetargetsentenceandothervocabularywords.Aftereachperformance,haveaclassdiscussionaboutthesceneandaskstudentstosummarizewhathappened.WritingaSequel:AskstudentstoimaginewhathappenedafterGoldilockshurriedoutofthehouse.Havethemwriteashortsequeltothestoryusingpasttenseverbsandvocabularywordsfromtheunit.Encouragecreativityandstorytellingskills.PictionaryGame:Createflashcardsorwritedownthekeyvocabularywordsonsmallpiecesofpaper.Dividetheclassintotwoteams.Onestudentfromeachteamcomestothefrontoftheclassandpicksawordsilently.Theymustthendrawapicturetorepresentthatwordwhiletheirteamtriestoguessit.Theteamthatguessescorrectlyearnsapoint.Thisgamehelpsreinforcevocabularyretentionandpromotesteamworkandcriticalthinkingskills.Assessment:Toassessstudents’understandingofthetargetsentenceandvocabulary,youcan:Conductindividualorgrouporalinterviews,whereyouaskstudentsquestionsaboutthestoryandpromptthemtousethetargetsentenceandotherrelatedvocabularyintheirresponses.Assignawrittenactivitywherestudentsneedtoconstructsentencesusingpasttenseverbsaccurately.Providealist