Modlue9 備課材料（7B）
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 cried,“look! there’s the naughty girl!”
finally, goldilocks opened her eyes.the three bears were around her，so goldilocks jumped out of bed and hurried out of the house without her basket.she didn’t return to the forest again.
設計理念:
學生關上書本，對故事進行聽和跟讀的活動，既能練習聽力又對故事進行了更深的了解。
step5 expression
1. unhappy---adj. 不高興
2. asleep---adj. 睡著的
3. point at---指著
4. without---prep. 沒有
設計理念:
將剩余的詞匯以解釋的形式學習，并適當舉例進行活動。
step6 read the story again
1.read the story again and match the sentences with the pictures.(activity3)
2.look at these sentences.
--first, they looked at the bowls and the chairs.
--next the bears looked in their bedroom.
--then baby bear pointed at the little girl in his bed.
--finally, goldilocks opened her eyes.
設計理念: 這些句子實際是為以后的寫作打下鋪墊。
homework
1. use first, next, then, finally to write a short passage or retell the story. (part)
2. read the story loudly three times. (all)
設計理念：讀完故事要求最好會說故事，考慮到難度問題故此分層做。
period3
writing & around the world
& module task
step1 revision
1. use first, next, then, finally to retell the story.
2. revise the words and phrases in last period.
設計理念:本節課時主要完成寫作任務，在寫作之前對上一課時的詞匯與短語進行復習是必要的，復述課文有利于寫作的開展。
step2 number the sentences in activity6
1. ask the students to number the sentences individually and check their answer with a friend.
2. rewrite them using first, next, then and finally.
3. read these sentences loudly.
設計理念：
把寫作可能出現的難處預先處理好，為寫作做好充分的準備。
step3 write
1. if possible, give them an example.
2. ask the students to rewrite the story of goldilocks and the three bears.
3. check some examples from the class.
4. give them some summarize.
設計理念：課堂效益的提高不是在口頭上或是花樣上，而應該是實用性較強的雙基上。寫作課一定要讓學生去實踐、去體驗、去交流。
step4 around the world
learn something about fairy tales.
if they have questions about it, help them.
設計理念：這一環節可以簡單處理，若沒有時間則不處理。我們是用教材去教而不是教教材。
step5 module task
telling a story:
1. activity3 on p61. ask the students to talk about what they can see.