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Focus PointsWhen seeing the pictures, be able to make sentences with the patterns.Difficult PointsBe able to follow t follow the reading tips while reading.Teaching MethodsPWP method, task-based method, three-step methodLearning MethodsFollow the read skillsTeaching and Learning Design（教学设计）ProcessTeaching activitiesLearning activitiesResourcesDesign intents 1.Brain storm 1)Enjoy a song about Three Bears
2)Revision about the first part of Goldilocks and the Three Bears
3)ask S: Can you know what happen next?1) one student speak out the words and the others follow if he is right..
2). Ask one row to read the words
3) Ask one student to read out the whole expressions.Give applause
Revise the words and phrases.
Remember words 2.Look and say.1)Let Ss look at and say the words, phrases and sentences.
2) Teach them to make sentences. S teaches Ss.Ask one s to say out the words, phrases and the others say the sentences together.
Pictures on ppt.Revise and Activate the words and phrases.4.read according to the skills 1) show questions and let Ss find answers.
2)tell the tips and say the key words and read sentences, then check .
3)learn the language points and do some exercises
4) answer the questions and retell the story(答疑解惑)
1) Fast reading ,skimming,careful reading:learn the reading tip and say out the key words sentence and answers.
2)learn the expressions.
3)let Ss find out the difficulties and discuss with partners.skills on ppt.reading practice.5. write and act1) let Ss use conjunctions to describe time sequences
2)Tell them to look at the screen and finish. 1)write in groups
2) look at the screen and say out the passage.
Pens and papers
Focus on some language points.6.summary and homework1) let Ss summary what they have learnt.
2) tell them to choose one of the homework to finish.1) summary the words ,phrases, sentences .
tasks on ppt.Habit of Summary
Focus on some language points.板书设计Unit 2 Goldilocks hurried out of the house
Reading skills:…..突出重点知识
结构化重点知识
反思:
由于教室的班班通无法使用，使用学校会议室的多媒体不熟悉，白板不能随便擦用。
录像设备没有按时打开使用导致拖堂被课间操的声音影响到。
整节课能按思路顺利完成，重视学生的输出，达到预期的效果。
由于时间把握不准确，导致最后部分过于急促。