PAGEPAGE6TeachingPlansModule8StorytimeUnit2Goldilockshurriedoutofthehouse.aimsKnowledgeaim:Sswillbeabletounderstandandmasterthevocabularyandthesimplepasttense,suchasreturn,beinpieces,jumpoutof,hurryoutofandsoon.Abilityaims:Sswillbeabletolearnmoreaboutthereadingstrategyofskimmingandcarefulreading.SswillbeabletogetdetailedinformationfromreadingmaterialaboutthebehaviorsofGoldilocksandthethreebears.Sswillbeabletowriteadifferentendingforthisstorywith3-5sentenceswithconjunctionsandthesimplepasttense.Emotionalaims:Sswillbeabletodeepentheirknowledgeaboutthe“Goldilocks’principleaboutmakingchoices”inwesterncultureandestablishthevalueofrespectingothers.Keyanddifficultpointsinteaching:getdetailedinformationfromthereadingmaterialaboutthebehaviorsofGoldilocksandthethreebearsandmasterthekeyexpressionsandphrases.retellthestorybyusingconjunctionslike“first,then,next,because,so,either”properlyandthesimplepasttense.deepentheirknowledgeaboutthe“Goldilocks’principleaboutmakingchoices”inwesterncultureandestablishthevalueofrespectingothers.methodsTask-basedLanguageTeachingMethodCommunicativeLanguageTeachingMethodPWPMethodaidsSeewo,PPT,Blackboard,VideoproceduresStep1upInvitesomestudentstoactoutthesceneinunit1,andaskSswhatit’sabout,andthinkaboutaquestion:Whatmayhappennext?Step2Pre-reading(6min)PresentthepicturesandaskSstousesomewordstodescribethepicturesandteachthemnewwords.Askstudentstopredictthecorrectorderofthepictures.Step3While-reading(17min)Fastreading-skimmingAskSstoreadthepassagequicklyandcheckwhethertheorderisrightorwrong.Dothematchingexercise.AskSstodividethepassageandleadoutthedifferentwaysofwritingaCarefulreadingReadparagraph1-2andanswer3questionsandtalkabouthowGoldilockschosethingstolearnGoldilocks’principleaboutmakingchoices.Q1:WhydidGoldilockswanttositdown?Q2:Whatwasthemiddlechairlike?Q3:WhichbeddidGoldilockschooseandwhy?Readparagraph3-4andfindoutthebears’reaction.Thenthinkabout2questions:Q1:WhydidthebabybearcallGoldilocksabadgirl?Q2:DoyouthinkGoldilockswasabadgirl?Whyorwhynot?Readparagraph5,andfillinthemindmap,andthinkaboutGoldilocks’feelingsandinvolveindeeperunderstanding.Step4Post-reading（16min）askSstoretellthestorywiththekeyinformationonthescreen.ConcludetheelementsofwritingaAskSstorewritethelastparagraphtomakeupanewendingfortheTheframeworkwillbeprovidedonthescreen.Step5SummaryTheSssummarizewhattheyhavelearnedandtheteachergivesnecessarysupplement.Step6HomeworkPolishthenewendinginyourwritingbookandaddsomepicturesforit.Module8StorytimeModule8StorytimeUnit2Goldilockshurriedoutofthehouse.wantedtositdownreturnedtried…chaircriedwasinpiecespointedatBlackboarddesignwasasleep hurriedoutof…without…TeachingreflectionThisisareadingandwritinglesson.Basicallyspeaking,Ipaidmuchattentiontoimprovingstudents’readingstrategyandwritingskill.Ihaveprovidedseveralquestionstohelpstudentsgetthegeneralinformationandspecificdetailsfromthematerial.Also,thewritingmethodofstoryhasalsobeenstressedinthislesson,andstudentsarerequiredtorewriteanendingforthisstory.Inthisway,theyareabletomakewhattheyhavelearnedintopractice.Attheverybeginning,Iuseasceneplaytoleadinthelesson,whichnotonlyattractsstudents’interest,butalsoreviewsunit1inaspecialway.Theteachingaimshav