Review Module-Unit 2-公开课ppt课件--(含教案)-外研版六年级下册（一起）英语-(编号：b10d0).zip

Who? Where? 1.What happened to Goldilocks in the forest? 2.What did she find? And what did she do? She was lost .Para. 1noticedfirst hurriedtowardsnextknockedthenpushedfinallyenteredWhat Which to choose whybowlschairs bedsthe little bowljust right the small chairnice and comfortablethe small bedcomfortablejust right just right Goldilocks always chooses “just right” things, so Americans use Goldilocks to describe the “ just right”. Para. 2-Para.4Circle what the Three bears did.Underline what Goldilocks did. 5 The Three Bears returned. They looked at the bowls and the chairs. Baby Bear cried, “ Theres nothing in my bowl and my chair is in pieces!” He wasnt very happy! 6 Next, the Bears looked in their bedroom. They didnt notice Goldilocks at first. Then Baby Bear pointed at the little girl in his bed and shouted, “ Look! Theres the bad girl!” 7 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 didnt go for walk in the forest again. Para. 5-Para.7 5 The Three Bears returned. They looked at the bowls and the chairs. Baby Bear cried, “ Theres nothing in my bowl and my chair is in pieces!” He wasnt very happy! 6 Next, the Bears looked in their bedroom. They didnt notice Goldilocks at first. Then Baby Bear pointed at the little girl in his bed and shouted, “ Look! Theres the bad girl!” 7 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 didnt go for walk in the forest again. Para. 5-Para.7Act it out please!（表演）（表演）S1: narrator(旁白)S2:Goldilocks S3:Mummy Bear S4: Daddy Bear S5: Baby Bear What will Goldilocks do next?S1: First, S2: Next, S3: Then S4: Finally, What do you think of Goldilocks?interesting有趣的有趣的imaginative有想象力的有想象力的1.Act the whole story out in groups.2.Write down what Goldilocks will do next.Homework1.How many times did she try the chairs?2. What happened to the small chair?Three times.It was in pieces.First,Then Finally,Para. 3Why did she walk into the bedroom?Maybe she was tired, sleepy.Para. 4NSE7B Module 8 Story time Unit 2 Goldilocks and the Three BearsAnalysis of material:This module focuses on fairy tales, which can arouse students interest in reading in English. Fairy tales can not only make students have a taste of beautiful language but also help build up students spirit and value in daily life. The first part of the story in this module is in Unit 1, while the rest part of the story is in Unit 2. In order to read the story as a whole, I combine them together. In this way, I think students will have a better understanding of the development of the story. By reading the story, students can know better about logical order and internal connection of the story, and at the same time,develop their imagination to make up an ending to make the story more interesting and more meaningful by using “first, next/then, finally”. Whats more, students are able to choose things, which are “just right” for them after reading this story. Analysis of students:Students must be interested in reading stories. Although the story is written in past tense, it is not difficult for students to read the story, but maybe it is not easy for them to understand why the story develops in this way as well as the psychological change of the main charactors. In my opinion, students will be more absorbed in the climax of the story(that is what happened after the Three Bears returned) if they are asked to act it out. Besides, students will be willing to imagine what will happen next after reading the whole story 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 surface information but also internal connection, and they are encouraged to think more while reading. Value on how to choose things cannot be ignored that (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 the internal connection of the story ( getting key words, reading between the lines and reading beyond the 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 reading (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 discussionTeaching and learning arrangementsLead in (1 minute)Purpose T: Do you like reading stories. Lets read a story together today.Lead students to read the story directly Read 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 get the main factors of 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? first nextthenfinally Meanwhile, students are encouraged to think the following questions:1.Why was Goldilocks lost?2.How did she feel at that time?3.Will you enter the house? Why? Let students get specific information and encourage them to think more about Goldilocks situation and feeling, which can help them understand why the following things will happen. Read Para. 2-Para.4 and finish the tableShow the picture above and ask:What can you see in the pictures? What do you think she will do next?Then ask students to finish the following table:Encourage students to develop the value of choosing “just right” things in this part and help students understand the internal connection of the story.What Which to choose whybowls chairs beds At the same time, ask the following questions 1. 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 then Americans used Goldilocks to describe the “ just right”. Read Para.5Para.7 Read 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!”To show how unhappy and angry the Baby Bear was as well as how afraid Goldilocks was. The procedure is the preparation for next task: make up an ending for this story. Retell the storyAsk students to retell the story according to the information on the Bb by using “ first, next/then, finally” Goldilocks and the Three Bears First, hurried knocked pushed entered Next, finished sat slept Then returned cried shouted Finally, opened jumped hurriedHelp students to make the whole story clear, at the same time, make sure that they can use “ first, next/then, finally Discuss in groupsWhat do you think of Goldilocks? What will Goldilocks do next?Let students work in groups, and ask them use imagination to make up the end of the story basked on their understanding of the personalities of Goldilocks. Homework1.Act the whole story out in groups.2.Write down what will Goldilocks do next.Blackboard design hungry, tired, sleepy First, noticed/hurried towards/ knocked on/ pushed/ enteredNext, finished/tried/slept just right Then looked at/ cried/ looked into/ pointed/ shouted Finally, opened/ jumped out of/ hurried out of