bowl—碗 nobody—无人

all—全部的 hungry—饥饿的

设计理念:

听力的训练离不开知识的积累，这一步骤力争与前面更好的衔接。

Step10 Speaking

1. Listen and repeat of activity8

2. Work in pairs, retell the story if possible.

设计理念:

一方面先巩固故事情节，一方面又可以锻炼说英文故事的能力。考虑到内容较多，针对学习能力强的同学可以课堂内完成复述。

Homework：

1. Read and copy the new words. (All)

2. Retell the story for your friend (Part)

设计理念:

课后单词一定要读,否则容易忘记。分层作业对不同的学生有不同的要求，体现以人为本的教育理念。

Period 2

Reading and Vocabulary

Unit2

Goldilocks rushed out of the house

Step1 Warming up & Revision

1. Can you read these?

knocked picked walked pushed

liked finished stopped noticed

answered entered hurried lived

counted decided

2. Can you retell the story of Goldilocks?

设计理念：复习环节要突出实效，一般刚开始上课学生注意力更集中，有利于对前面的知识及时有效的复习。

Step2 Pre-read

1. Guess:---Whose house was it?

2. Work in pairs. Say what happened next in Goldilocks and Three Bears.(Activity1)

3. Learn some new words:

try—tried destroy—destroyed

cry—cried return—returned

point—pointed jump--jumped

设计理念：阅读故事前应该先进行热身活动，有 利于对故事先有一个词汇上的准备

Step3 Read

1. What can you see in the picture ?

设计理念:借助对图片的认识，对故事有一个大致的了解。

2. Read the story and number the pictures in the correct order.
 

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