译林版五上英语U1.docx

1、5AUnit1 Goldilocks and the three bears 教材分析： 本单元话题是谈论客观存在的人或事物。教学重点是“there be+名词（短语）+地点状语” 的句型，表示某地有某人或某事物。there be 句型涉及到可数名词和不可数名词，教师要提醒 学生在运用时区分可数名词的单复数形式，从而准确运用 be 动词的正确形式。在教学中，教 师可以旧带新，引出本单元的目标介词词汇，可以利用图片、简笔画或实物等教学用具来教 授方位介词，还可以利用教室中的物品和场景创设情境，教授和操练 there be 句型，使学生 更好地理解句型的结构并自如地运用。 学情分析： 本单元所学的

2、 there be 句型对学生来说并不是很困难，在之前的学习中也接触了一些， 关键是要让学生注意到可数名词的单复数问题， 以便让学生能正确地运用 be 动词。 在教学时， 只要老师多创设情境进行教学，老师好好的引导，学生就能更好地接受并掌握新知识。在单 词教学这一块，单词 afraid 等发音有所难度，只有让学生多进行朗读训练，他们才能更好地 将单词发对音。本单元以金发女孩与三只狗熊的故事内容展开，学生一定很感兴趣，学起来 积极性要高一些。整个单元的内容教师只要思考一些好的教学方式，学生学起来一定比较轻 松、有趣。 教学目标： 1.能听懂、会说、会读和会拼写形容词 hard、soft、hot、

3、cold、afraid 等。 2.能听懂、会说、会读和会写句型 There bein/on/beside/in front of/between 3.了解字母 c 在单词中的读音。 4.了解“茶”和“咖啡”的文化。 5.能正确理解、朗读 story time 和 cartoon time. 教学重点： 1.能正确理解、掌握语篇内容，并能朗读、初步表演对话。 2.能正确地听、说、读、写 There be 句型描述场所，例如教室、卧室等。 3.能使用形容词描述物体、感受等。 教学难点： 1.能正确理解、掌握语篇内容，并能表演对话。 2.能正确地听、说、读、写 There be 句型描述场所。 课时

4、安排： 5 课时 第一课时 教学内容：Story time 教学目标： 1.能听懂、会读、会说、会写 house，in front of. 2.能听懂、会读、会说 bear, forest, soup, afraid, just right. 3.能听懂、会读、会说、会初步运用句型 Thisis too/ 4.培养学生阅读能力及阅读技巧。 教学重点: 1.能够从整体上阅读故事并理解故事。 2.能够语音语调正确地朗读故事、复述故事。 教学难点： 能够根据课文内容创编剧本并表演。 教学准备: 1.教师准备：PPT，三副碗勺，熊掌道具，词汇卡和图片，板书。 2.学生准备：听 5 遍 Story ti

5、me 录音。 教学过程： Step1: Pre-reading 1. Free talk (1)T: OK. Its time for class! Are you ready? Ss: Yes. T: Good morning, everyone! Ss: Good morning, Miss Tao. (2)T: Boys and girls, tell me, what do you like doing at home? S1: I like （学生个别回答，老师及时回应） T: Children, do you like reading stories? Ss: Yes. T: Go

6、od. Today our class will read a story together.Are you excited? Ss： Yes! 2.Listen and guess T: Great! First, Lets go to a place. Try to guess: what place is it? Ill give you some clues. Now look, its very big and beautiful. There are many trees and flowers. There are some streams. Many wild animals

7、live here. What place is it? S1:Aforest. (提示学生可以用中文回答。) T: Good. Let me show you a picture of forest. （Teach: forest）Have you ever been to a forest? Ss: No. T: Well, dont be sad. Here I got a video about forest. Do you want to take a look? Ss: Yes! T: OK. Lets watch it. After watching, tell me, what

8、 can you see in the forest? 全班看视频。 3. Look and say (1.)T: OK. Is the forest beautiful? Ss: Yes, it is. T: What can you see in the beautiful forest？ S1: I can see a S2: I can see some (2)T: Good! Look at this picture.There are many trees in the forest. Lets read the sentence. 全班跟读句型 2 遍。 T: Now, look

9、, there are in the forest. Who can try?让学生模仿例句说说 There are Step2: While-reading 1. Watch and answer (1)T: Wow, there is a girl in the forest. Right? 学生跟读句子 2 遍。Who is this girl? What is her name? Let me tell you. Her name is Goldilocks. (Teach: Goldilocks) Oh, its so surprising. Goldilocks is in the

10、 forest. What does she see in the forest? Ss: She sees a big house. (Teach: house) T: Yes. Look at Goldilocks.（拿出人物图片）Shes very happy.（贴板书）Because she sees a big house.(贴板书) How does she think about this house? Lets listen. （音频：What a beautiful house!）Is it a nice house? Ss：Yes. T: Now, read it toge

11、ther. （指导朗读） (2) T: In the forest, there is a house. Whose house is it? Maybe its Can you guess? S1: Maybe its s house.学生猜一猜。 T: OK. Heres a video.After watching, tell me, whose house is it? 学生看视频。 T: Is the story interesting? Ss: Yes, it is. T: OK. Answer my question. Question1: Whose house is it?

12、Ss: Its the three bearshouse. T: Right! Its the three bears house. What will happen to Goldilocks and the three bears? Today well read this story.And the name of the story is :（揭题，全班读题目 2 遍） 2. Read and answer (1)T: Now please open your books and turn to page6, read the story by yourselves, then, an

13、swer my question: What is in the house? 让学生自读故事思考问题。 (2)T: Whats in the big house? 提示学生用 There is / are 回答。 (3)T: In this big house there are three beds. There are three bears. There are/is 总结学生的 答案并引出：And also there is some soup. Follow me: soup. (Teach: soup) 提示学生注意 soup 是 不可数，some soup。 T: Goldil

14、ocks is in the house. What time is it? Look, theres a clock. Ss: Its twelve. T:Yes. Its 12 oclock. Its time for lunch. And how is Goldilocks? Ss: Shes hungry and thirsty.（贴板书） T: Whats on the table? S1: There is some soup. 及时纠正学生发音或 be 动词。 3. Look and guess (1)T: Look at Goldilocks. Guess, which sou

15、p does she like? Does she like this soup? (PPT 显 示三碗汤) 学生逐一回答。 T: She doesnt look happy in these two pictures, right? Whats wrong with this soup? Lets listen to her. (音频：This soup is too cold.) 指导学生模仿跟读 2 遍，重点重复 too cold. T: And whats wrong with this soup? (同法读 too hot). And how about this soup? (Te

16、ach: just right) 指导学生 3 句话连在一起读 1 遍。 (2)Look, boys and girls. I have some soup for you. Oh, Im hungry and thirsty. Im going to eat the soup. This soup is too cold. This soup is too hot. This soup is just right. 教师示范表演喝汤的三种感觉。Do you want to be Goldilocks and have a try here? 请 2-3 位学生分别上台模仿表演。 (3)T:A

17、fter eating the soup, Goldilocks is very tired.（贴板书）Whats in the room now? S1: There are three beds in the room. 指导读 2 遍。 T: Look at the three beds. Are they the same? Ss: No, they arent. T: How is this bed? Listen. 教师敲击讲台。Oh, its very hard. (Teach: hard) What about the second bed? Listen. 播放音频音效。 O

18、h, it is soft. (Teach: soft)教师拿出熊掌道具 Look, I have a toy bear claw. How is it? 让学生捏一捏试一试并形容：Its soft. T: OK. Look at the picture, if you were Goldilocks, What would you say?S1: This bed is too 学生个别说完，全班跟读三句话。 (4) T: Oh, this bed is just right, so Goldilocks will have a sweat dream in this bed, I thin

19、k. 出 音效“Help! Help!”How is she now? Is she happy?教师肢体语言提示。 Ss: No. T: She is afraid now(Teach: afraid) Why is she afraid? Read the story, then, tell me. 学生自读 故事并思考问题。 (5)T: Because there are three bears in front of her. (Teach: in front of)Now, look at me. I am standing in front of you. And youre ve

20、ry happy. But, if there is a tiger or a lion standing in front of you, would you be happy? Ss: No! T: Of course not. You must be afraid. (6) T: What did the bears say? Ss: Who are you? T: Goldilocks shouted: Ss: Help! Help! 解释意思。 让男生和女生分角色读一读最后一幅图， 教师指导 afraid 情绪。 4. Look and order (1)T: Now Id like

21、 you to read the whole story again, and try to put the pictures in the correct order. 指导学生完成书上第 8 页的排序。 (2) PPT 出示答案，学生描述每副图片。 T: Lets read the short passage together. 5. Reading time (1)T: Very good. This time, lets read the story after the computer. 学生跟电脑齐读故事，教 师指导朗读。 (2)T: OK. This time, you can

22、read in a group. 四人一组自由读。 (3)T: Now lets read it together. Try to remember the story. (Picture1, 学生齐读一遍填入所缺 单词，同法练习后面的图片) Step3.Post-reading 1. Retell the story (1)T: Children, do you like this story? Ss: Yes. T: Maybe you can tell the story to your parents. This time, try to retell the story. Ill g

23、ive you some pictures and sentences. You can look at the blackboard too. First, lets try together. 对照 PPT 或板书全班复述故事。 (2) Now you can use your own language to retell the story, and also you can say something more. OK? Ill give you some minutes. 四人一组练习。 2. Make a short play and act it out. (1) T: Wow,

24、 do you think its a lovely story? You can tell the story now, but I still have a question about this story. At last, does the girl arrive home safely? We dont know. Here I have an ending of the story. Lets see if you like it or not. 教师给出一种结局示范。 Goldilocks is afraid. She runs away. The bears run fast

25、er than her. They catch her and eat her.Do you like it? Ss: No! T: Me neither. Its so sad. We all want a happy ending. So, what will happen at last? Whats your idea? Maybe Goldilocks and the three bears become friends. 学生发挥想象，给出一个美好 的结尾。 (2)T: Oh, I like the ending. The next day, Goldilocks and her

26、friends visit the house again. What will happen? I want you to discuss in groups, and try to act the story. OK? Ss: OK. 学生分组练习表演故事。 (3)T: Do you like their happy story? Ss: Yes. T: Do you like todays story? Ss: Yes. T:You can read many interesting stories after class. Reading is great fun. 作业设计： 1.C

27、opy the new words. 2.Read and recite the story. 3.Read more books, watch the cartoons, then, think and write. 板书设计： Unit1 Goldilocks and the three bears Goldilocks 头像Goldilocks 头像Goldilocks 头像Goldilocks 头像 单词条：happyhungry & thirstytiredafraid 图片：a housethree bowls of soupthree bedsthree bears 第二课时 教

28、学内容：Grammar time and Fun time 教学目标： 1.进一步巩固并掌握故事中出现的词汇：Goldilocks, bear, forest, house, soup, hard, soft, afraid, just right, in front of, beside, between 。 2.进一步巩固并掌握四会句型：There is There are 3.学生能够准确运用故事中出现的新词汇。 4.学生能够熟练掌握 There be句型描述某处存在某样东西。 5.学生能够理解并掌握 Grammar time 中 There be句型的用法和规则以及单词 too 的用

29、法。 6.学生能够完成 Fun time 中的任务。 7.让学生体会到亲自设计家居的乐趣。 教学重点: 对词汇和句型的学习和运用。 教学难点： 根据所描述的对象正确运用 There be句型。 教学准备: 1.教师准备：PPT，一硬一软两个玩具熊，板书。 2.学生准备：复习 Story time，熟读、会复述，会合作表演。 教学过程： Step1. Review the story(Lets judge.) T: Good morning, class. In the last class, we have learned an interesting story. What is the n

30、ame of the story? Ss: Goldilocks and the three bears. T: Do you like the story? Ss: Yes! T: Good. First, lets play a game. Lets try to judge. Ill give you some sentences. You just to judge if it is true or false. 带领学生说一说 true 和 false Lets compete. Boys, youre team 1. Girls, youre team 2. Lets see wh

31、ich team will get more honey and be the winner. Lets begin! 男女生轮流回答。 Step2. Learn the words 1. Brain storm T: Big hands for yourself! In this story, therere three bears. But in our classroom, therere two bears. Where are they? 教师从讲台下拿出两个玩具熊。Theyre here! Lets say hello to them. Ss: Hello, bears! T:Ar

32、e these bears the same? Ss: No, they arent. T: Theyre different. Can you try to describe these two bears? For example, this white bear is big, and this brown bear is small. Can you try? 学生试着描述一下两只玩具熊。 T: Good job! Look at this brown bear. How does it feel? 教师敲击小熊提示学生。 S1: Its very hard. T:Yes. How a

33、bout the white one? Is it hard too? S2: No, its soft. T:Yes. Touch it. 让学生说一说然后摸一摸感受一下。 （复习 hard 和 soft） 2.Look and learn T: I have some pictures for you. Try to tell me which is hard, and which is soft. S: _ is hard. _ is soft. The opposite. T: Hard and soft, theyre antonym. What is the antonym wor

34、d of hot? S: Cold. 学生练习学过的反义词，以此引出： T: What about behind?Ss: In front of. （复习词组 in front of） PPT 显示图片 4. Look and answer T: Where is the baby bear? S: Its in front of the mother bear. T: Now, where is the baby bear? S: Its beside the mother bear. T: Now, where is the baby bear? (Teach: between) Ss:

35、Its between the father bear and the mother bear. 全班说到个别说。 T: Look, I am standing between XX and XXX. Do you understand me? Can you say something like this?学生模仿老师说出自己在谁和谁 的中间。 Step3.Grammar time( too 的运用) Look and say T: Just now we reviewed the story. Now lets move on to the Grammar time of this uni

36、t. Follow me. Grammar time. （读一读） OK. Task 1 here, we should know the usage of the word too. Look at this picture. Does Goldilocks like this soup? Ss: No. T: Why? Whats the matter? S: This soup is too cold. T: Whats wrong with this soup? S: This soup is too hot. T: Look at this bed. Why doesnt Goldi

37、locks like it? S: This bed is too hard. T: What about this one? S: This bed is too soft. T: Lets read these sentences together. 齐读四句话 1 遍。 T: We use too to modify some adjective words. How do we use these words? Let me make some samples for you. Look, I want to carry this teachers desk, but its too

38、heavy. I cant move it. Understand? Ss: Yes. Look at the picture. Can the man reach the apple? Why not? S: The apple tree is too high. He cant reach the apple. T:Youre right. Look and complete T: Does the boy look smart in this sweater? Whats wrong? S: The sweater is too big. He cant wear it. T: Oh,

39、look at this baby. Can he go to school? S: The baby is too young. He cant go to school. Step4.Grammar time( There be句型) Think and say T: OK. Grammar 2. The usage of There is / are Follow me, there is, there are. 教师带读。 First, lets think and say. Tell me, whats in the forest? Whats on the table? You m

40、ay say: There is / are You can choose any pictures you like. S: There is / are 学生选择书上的喜欢的图片用 There be句型描述, 教师板书句型。 Look and discuss T: Look at these four sentences. Lets read them together. 适时提醒缩写 Theres / Therere 的用法。 Who can tell me the difference between there isand there are? You can discuss in

41、pairs first. 学生同桌间讨论区别。 T: OK. Whats your opinion? Lets listen. 学生可以用中文总结他们发现的规律。 T: Good try! Now listen to me carefully. When were talking about only one thing, we use there is. When we are talking about the things,more than one thing, we use there are. But, when we are talking about the uncountab

42、le words, we use there is. 解释不可数名词，举例说明。 Play a game T: Now lets play a game. All the boys are is, and all the girls are are. Ill show you some pictures or sentences. If you think the word is is, boys, stand up and say is together loudly, otherwise, girls, you stand up and say are. OK? Ss: OK. Look

43、and write T: Look! This is another picture of the bears house. Look at it. Do you like it? Can you complete the sentences with the right words? Welcome to the bears house! Look! There _ a picture of them _ the wall. There _ a table in the house. There _ some honey _ the table. There _ two balls _ th

44、e table. There _ a toy car _ two balls. There _ a clock _ the window. There _ a cap _the clock. Do you like their house? 学生完成后利用幻灯片集体核对答案。 Step5.Fun time Draw a new house (1) T: After visiting the bears house, Goldilocks feels very sorry, so she writes a letter to the bears. Dear Bear Family, Sorry

45、for bothering you last time. I would like to know if you have time to come and visit my house in the town. Hope we can be good friends! Goldilocks. Do you think that they can be friends? Will the bears be happy to get this letter? Ss: Yes. T: So the bears are coming. This is Goldilocks house. Whats

46、in the house? Can you draw something in her house? Maybe you can draw some food on the table, or some toys for the baby bear. Please draw and talk about it. 指导学生完成书上第 10 页内容。 (2) T: Who can come here to show your picture to us, and talk about it?请学生上台介绍图 画内容。(教师及时反馈) 2.Make a short play and act it o

47、ut (1)T: Oh, I like your pictures, and I know all of your houses are ready for the bears. Its time for visiting. The bears are at Goldilocks home now. What will happen? Will they be happy? I think we can figure out a new story. I can make an example. I am Goldilocks. I need three bears. Whod like to

48、 try? 邀请三名学生上台扮演 bears，示范表演对话。 (2)T: Now you can practice in four. (3)Ss act in groups. 作业设计： T: Today, youve done a very good job! I like your story so much. Heres your homework. 1.Draw a picture of your room and talk about it in the next English class. 2.Finish the exercise book. 3.Recite the new

49、words and the story. 板书设计： Goldilocks and the three bears( Grammar time & Fun time) This soup is too hot / cold. This bed is too hard / soft. There is There are 第三课时 教学内容： Culture time and Cartoon time 教学目标： 1.能够听懂、会说、会读卡通故事中出现的词汇：really, then, find, their。 2.能够流利地表达 There is There are的意思。 3.能够理解并掌握

50、 There are 句型的否定句式 There arent any 。 4.能够听懂、会说、会读日常用语：Really? 5.能够整体理解并简单表演卡通对话。 6.学生能熟练运用本单元所学的词句谈论某处的物品。 7.学生能正确理解、朗读 Cartoon time 中的故事，能读懂其中的趣味之处，能在教师的指 导下表演故事。 8.学生能了解中西方传统的饮食，并能用英语作简单介绍。 9.让学生体会到卡通故事的乐趣，通过了解中西方传统饮食的区别增加一些人文知识。 教学重点: 能正确理解、朗读卡通故事，了解中西方传统的饮食。 教学难点： 1.能正确并且熟练地运用本单元所学的词句谈论某处的物品。 2.