Unit 1 Goldilocks and the three bears-Story time-教案、教学设计-市级公开课-新牛津译林版五年级上册(配套课件编号：b3595).doc

1、Unit1 Goldilocks and the three bears 课时课时: The first period ( Story time) 教学目标：教学目标： （一）知识目标：（一）知识目标： 1. 能够听懂、会说、会读故事中出现的词汇：Goldilocks, bear, forest, house, soup, hard, soft, afraid, just right, in front of ； 2. 能够听懂、会说、会读句型：There is There are 并理解句型的意思； 3. 能够听懂、会说、会读日常用语：What a beautiful! This is to

2、o （二）能力目标（二）能力目标: 1. 学生能够阅读并理解故事； 2. 学生能够在理解的基础上表演出故事； 3. 学生能够改编故事并试着表演出来。 （三）（三） 情感目标：情感目标： 让学生体会到阅读故事的乐趣，培养学生阅读的兴趣。 教学重点教学重点: 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：教学难点： 能够根据课文内容创编剧本并表演。 教学准备教学准备: 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 time 录音。 教学教学流程流程: Step 1Pre-reading 1.

3、Free talk 1.T: OK. Its time for class! Are you ready? Ss: Yes. T: Good morning, everyone! Ss: Good morning, xxx. 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: Good. Today our class will read a story togethe

4、r. Are you excited?Ss： Yes! 2. Look and say T: Look at the book. Whats the title of this book ? 通过 golden, clock 这两个单词来学习新词 goldilocks, 并介绍 the three bears, Theyre Bab bear, Mum bear, and Baby bear. T: Well, where are they now ? They are in the forest.（Teach: forest）领读。分组读 Have you ever been to a fo

5、rest? Ss: No. T: Well, dont be sad. Here I got a video about a forest. Do you want to take a look? Ss: Yes! T: OK. Lets watch it. After watching, tell me, what can you see in the forest? 全班 看视频。 （这一环节是读图的设计，师生对话，一步一步通过读图加深理解，教师边与学 生互动边板书 there is 和 there are 并领读，从而导出 Whats in?引出本节课语 法重点。） 3. Talk an

6、d make the dialogue 1) T: OK. Is the forest beautiful?Ss: Yes, it is. T: Whats in the beautiful forest？ S1: Theres S2: Therere 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, there are in the forest. Who can try?让学生模仿例句说说 Th

7、ere are (鼓励学生活学活用刚刚学会的句型，培养学生的口语操练能力，有效巩固所学 的知识。) Step 2While-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 forest.

8、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 together. （指导

9、朗读） （观看课文动画，让学生在感官上有丰富的体验，仿佛置身于真实的情境之中， 鼓励学生模仿金发姑娘用赞美的语气读出喜悦的心情。） 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: O

10、K. Answer my question. Question1: Whose house is it?Ss: Its the three bears house. 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） （通过问题考查学生听并获取信息的能力，鼓励学生整体感知课文，自主学习并 对课文的标题做出正确的选择。） 3)

11、Read and answer 1. T: Now please open your books and turn to page6, read the story by yourselves, then, answer my question: What is the matter with her ? 让学生自读故事思考问题。 Encourage the students to finish the blank. Feelings (感觉感觉) ThingsHow T: In this big house there are three beds. There are three bear

12、s. 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: Goldilocks 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

13、） T: Whats on the table?S1: There is some soup.及时纠正学生发音或 be 动词。 （细读课文，通过自主阅读获取课文详细的信息，鼓励学生读图 2，3，了解金 发姑娘遇到的困惑以及是如何解决的。） 2. Look and guess 1) T: Look at Goldilocks. Guess, which soup 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? Wha

14、ts 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? (Teach: just right) 指导学生 3 句话连在一起读 1 遍。 (读图 2，结合听句子，看图上金发姑娘的表情，鼓励学生模仿金发姑娘的语气读 句子，读出不同的感觉出来，充分感知单词和句子。) 2) Look, boys and gir

15、ls. 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: After eating the soup, Goldilocks is very tired. （贴板书） Wha

16、ts 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。 Oh, it is soft. (Teach: soft)教师拿出 熊掌道具 Look, I have a to

17、y 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。 （通过身边的实物教授新词， 鼓励学生感知这两个单词的不同。 联系生活的实际， 学习新词效果较好。） 4) T: Oh, this bed is just right, so Goldilocks will have a sweat dream in this bed, I think. 出

18、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 very h

19、appy. 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。 3. Look and order 1) T: Now Id like you to r

20、ead 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. 4. 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 read in a

21、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) Step3Post-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 give you some

22、 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。 3. Make a short play and act it out 1) T: Wow, do you think i

23、ts 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 faster than her. T

24、hey 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 friends visit th

25、e 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. Step4Homework 1. Copy the new words. 2. Read and recite the story. Read more books, watch the cartoons, then, think and write. 板书设计：板书设计： Unit1 Goldilocks and the three bears( Story time) Goldilocks 头像头像 单词条：单词条：happyhungry & thirstytiredafraid 图片：图片：a housethree bowls of soupthree bedsthree bears