1、英语（五年级上册）Unit 1 Goldilocks and the three bearsStory timeTeaching aims and learning objectives 教学目标1. 在整体理解的基础上听懂、会说、会读故事中出现的词汇：bear, forest, there, soup, just right, hard, soft, afraid；2. 基于故事能够听懂、会说、会读和会写词汇：house, room, in front of, her;3. 基于故事听懂、会说、会读句型：There is There are 并理解句型的意思；4. 能够听懂、会说、会读日常用
2、语：What a beautiful! This is too Help!5. 能理解故事并有感情地朗读故事；6. 能和同学合作表演故事。Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点: 1. 在听故事的过程中理解相关词汇及there be句型2. 能够从整体到局部理解内容；3. 能以正确的语音语调朗读故事，合作表演故事。教学难点： 1. 单词afraid，front的读音和拼写，教师可以通过TPR及直拼法教学进行教学2. there be 句型在本单元第一次出现，教师充分利用文本情景帮助学生理解3. 本课故事的
3、结构由讲述和对话构成，建议在整体理解的基础上分场景进行详细分析和描述。Teaching procedures 教学过程Step 1 Warm-up1.Free talkT: Welcome back to school! Nice to see you again! This is our first lesson of the new term. Today, Ill tell you a story as a gift for your new term. Do you like stories? S: Yes, I do.T: Good. Now lets read a story to
4、gether. Step 2 Presentation出示故事背景图T: Look! What can you see in this picture? S: Trees. T: Yes, we can see a lot of trees. What place is it, do you know?S: (可以用中文回答)T: Good, its a forest. Now look, its very big and beautiful. There are many trees and flowers. There are some birds. Listen, theyre sing
5、ing.（播放鸟叫的音频）Many animals live here. Maybe its their home. Look! Whats that in the forest? S: Its a house. (预习得好的同学应该可以回答 新授house) T: I think, its a beautiful house, do you think so? S: Yes.T: Great! Theres a house in the forest. Whose house is it? Oh! Here comes a girl. Her hair is gold. People cal
6、l her Goldilocks. Is that her house? Maybe！And today, our story happened in this house. Step 3 New teaching1. Watch and answerT: Whose house is it? (播放视频)S: The three bears. (教师根据学生回答新授bear) T: This is the bears house. What a beautiful house! (模仿录音)T: The house is so nice, and Goldilocks goes into t
7、he house.2. Read and find (分三个场景开展学习)T: Whats the matter with Goldilocks at first? S: Shes hungry and thirsty. T: Whats the matter with her then? S: Shes tired.3. Look and say (分场景学习)T: What can Goldilocks see in the house? S: She can see some soup (汤) on the table. There is some soup on the table.
8、(教师新授 soup)T: Goldilocks is very hungry and thirsty, so she tastes the soup. How is the soup? S: The soup is too cold/ hot.T: What about the third one? Its just right. (新授 just right)(1引导学生自读第一个场景并尝试表演 2教师播放录音学生跟读模仿)b. T: Goldilocks is tired now. There are three beds in the room. (看图说) She is trying
9、 to sleep in bed now. How are the three beds? T: Look at the three beds. Are they the same? S: No, they arent.T: How is this bed? Listen. (教师敲击讲台，感觉疼的感觉) Ouch, its very hard. (新授hard) What about the second bed? Listen. (播放音频音效) Oh, it is soft. (新授 soft) T: OK. Look at the picture on the right, if yo
10、u were Goldilocks, what would you say? S1: This bed is (学生回答结束后，全班跟读三句话)4. 学生跟读并尝试表演。5. T: Goldilocks is running away. Look at her face. She is crying. How does she feel? S: She is afraid now. (教师新授afraid)T: Why is she afraid? Read the story, then tell me. (学生自读故事并思考问题)T: Because there are three bea
11、rs in front of her. (新授in front of) T: What did the bears say? S: Who are you?T: What did Goldilocks say? S: 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)Step 4 Practice1. Read the whole story (1) T: Very good. This time, lets read the story after the tape. (学生一起跟读录音，教师指导朗读)(2) T: OK. This time,
12、 you can read in a group. (四人一组自由读)(3) 为故事配音(4) 学生戴头饰分角色朗读故事。Step 5 Consolidation1. 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)2. End the story(1) T: Goldilocks runs and runs. What will happen at last? Please discuss in your group.(2) 教师引导学生发挥想象，给出一个美好
13、的结尾。Homework 家庭作业1. Copy the new words. 抄写板书中的新单词。2. Read and recite the story. 读、背故事。3. Try to talk about Think and say on page 8 in pairs. 同桌间尝试讨论第八页的Think and say。Teaching aids 教学准备（含板书设计）教学准备：1. 教师准备：PPT，词汇卡和图片，板书。2. 学生准备：听Story time 录音，初步了解故事内容。板书设计： Unit 1 Goldilocks and the three bears (Story
14、 time) 说课本节课是五年级上册第一单元第一课时Story time。基于对文本的深入理解和对学情的分析，教师从阅读教学的角度对本节课设定了如下两个层面的教学目标：1.学生能够阅读理解故事；2.学生能够在理解的基础上表演故事。关于本节课教学环节中的活动设计及其设计意图：一、在阅读前阶段（Pre-reading）在阅读前阶段，教师直接呈现出故事发生的背景图森林渲染氛围，然后自然引出故事发生的地点“房子”。这样的设计意图是：1.创设整体情境；2.激发学生的兴趣和积极性；3.自然导入故事发生的地点。二、在阅读中阶段（While-reading）在本阶段中，教师提出引导性问题，学生通过看课文动画或
15、者阅读课文找到答案，掌握故事的大意，教师同时在学生回答的过程中及时教授新词。为了强化学生对三个词组too hot, too cold, just right的理解和记忆，教师安排了一个表演环节，先由教师示范，再请学生模仿。从学生的反馈情况来看，他们还是很乐于参与这样的表演活动的。在理解课文后，为了加强语言的输入，教师又设计了多种朗读活动，既帮助学生记忆故事的主要情节，又为下面的故事复述和故事续编做好准备。以上各个环节呈递进式：1.了解故事背景并预测故事发展；2. 整体感知文本，了解大意；3. 获取课文细节信息并有效学习；4. 训练朗读，培养语感。三、阅读后阶段（Post-reading）这个阶
16、段教师设计了两个层面的环节：1. 看图补充故事。学生根据课文插图和文字提示把不是内容补充完整。2. 为故事设计结尾。由于课文本身没有给出明确的故事结尾，教师就鼓励学生大胆猜测，并设计出一个完整的、全新的故事。这样的设计意图在于：1. 巩固对文本的学习；2. 创设平台，学生使用目标语言进行综合性语言输出。分享与思考：1. 关注学生对课文的整体感知和细节信息的获取。英语故事本身作为一种阅读素材，非常有利于学生理解英语、体验英语。学生必须能够读懂故事，教师要通过整体感知和细节获取帮助学生理清故事的发展脉络。2. 基于文本的有效拓展。有梯度的阅读活动设计能激发学生的求知欲，调动学生的积极性，集中学生的
17、注意力，刺激学生的语言思维。基于文本设计一个有挑战的拓展活动能让学生的综合语言运用能力和创新思维得到很好的锻炼和启发。英语（五年级上册）Unit 1 Goldilocks and the three bearsTicking time & Checkout timeTeaching aims and learning objectives 教学目标1. 通过自我、同伴、老师的评价，引导学生对单元所学知识开展回顾和小结；2. 能熟练表演并复述Story time, Cartoon time相关内容；3. 学生能熟练朗读Sound time小诗并运用发音规律尝试新单词的发音；4. 学生能扎实掌握本
18、单元的四会词汇和句型，根据Checkout time创编对话，并能够在理解的基础上表演对话或综合运用语言。Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点: 能在老师的引导下完成本单元的三项目标检测，与同学合作完成自评和互评，了解和调整自己的学习情况。教学难点：能运用比较丰富的语言介绍物品所属并完成相应短文的写作。Teaching procedures 教学过程Step 1 Greetings and warming up 1. GreetingsT: Hello, boys and girls. Happy to
19、 see you. S: Happy to see you.T: This is our ticking table. I want to know if you learn Unit 1 well. (教师出示Ticking 内容)Ticking time I can say the words of adj. and prep.I know the sound of the letter “c”I can act the stories.I can use “There is/are” to talk about things in a place.2. Enjoy a rhyme: In
20、 my roomStep 2 Words and sound1. Words of prep.T: There are many things in the boys room. And here are many things in my room, too. Now look and say. (教师先出示一张房间图片，提醒学生注意物品位置，然后出示物品移走后的图片，请学生将物品的位置连线，提问：Wheres/Where are the ? 学生轮流回答)2. Sound (1) T: (出示将cake, cup, coat隐藏在房间图中的图): Good job! Now I am lo
21、oking for something. Can you help me? Im hungry. So I need _. S: Cake.T: Yes. Im thirsty and I want to drink some water, so I need _. S: Cup. T: Yes. Im cold now. So I need _. S: A coat.(2) T: Right. Now please look, cake, cup, coat, c is pronounced as /k/. Do you know words about c/k/? (学生举例然后念诵书上小
22、诗)(3) 教师出示新单词：class, close, camp, cute让学生尝试拼读(4) 教师出示单词, 学生两人一组开展辨音比赛： cake class ( ) nice ice ( ) come cake ( ) crayon cup ( ) doctor cousin ( ) cinema cold ( )3. TickingT: Well, you have finished the first aim. You can get three stars if you dont have any mistakes. You can get two stars if you hav
23、e one mistake. Two mistakes you can get one star. Step 3 Act the story1. 教师出示表演评分标准：有道具，表演有感情，无错误 ：有感情，无错误：能表演，略有错误2. 教师出示故事图片（Goldilocks & Bobby and the cakes）学生选择故事内容，四人一组准备3分钟后上台表演。3. 学生展示后评价4. Retell the story. (1) 教师出示书上图片和关键词，让学生翻译story time 中词组(2）教师和3位学生做示范复述并加工故事In thekitchen In theforestBea
24、rs are homeIn thebedroomS1: Its a sunny day. Goldilocks goes out. She is in the forest. There are many trees and flowers in the forest. There are some animals, too. Look, whats over there? Theres a house.S2: Goldilocks knocks on the door. There are not any people in the house. She opens the door. Th
25、ere is a kitchen, a dining room and kitchen in the house. Goldilocks is hungry and thirsty. There are three bowls of soup on the table. She eats the soup. The first bowl is too hot. The second bowl is too cold. And the third bowl is just right.S3: Goldilocks is tired now. She wants to sleep. There a
26、re three beds. The first bed is too hard. The second bed is too soft. The third bed is just right.S4: Three bears are home. They see Goldilocks. They dont like Goldilocks. They are standing in front of her. Goldilocks sees three bears in front her. She is afraid. She shouts and runs away. (3) 学生根据课文
27、内容4人合作改编故事并展示(4) 完成Ticking.Step 4 I can use “There is/are.”to talk about things in a place. 1. Checkout time (Look and say)(1) 教师出示Checkout timeLook and say：There is a big room in the Bears house, too. Look, whats in the room? Discuss with your partners.(2) Look at this one. I give you 40 seconds. Y
28、ou should answer it one by one.(出示书上CheckoutLook and say图片，让学生们观察30秒，尝试记忆房间中的物品，四人为一组进行汇总，再小组汇报)PlaceThingsOn the tableUnder the tableBeside the tableIn front of the window(3) PPT出示房间图片，学生Look and writeThis is the Bears room. There are many things. There are _ in front of the window. There _ _books
29、on the table. There are _ under the table. There _ a bear _ the chair. 2. Practise (1) T: We can talk about the bears room by using “there is /there are.” Now Ill show you Toms room. (出示补充习题P.2 房间图)(2) 教师引导学生介绍Toms room.(3) 教师出示文本指导写作。3. 学生介绍自己的房屋。T: How about your room? Tell your partner whats in t
30、he room? T: You did a good job. This time lets try to design and write the room or classroom of your own. Take out your paper. Draw and write. (教师指导学生口头介绍后写作)Homework1. Review the words and phrases of this unit. 2. Read and recite Story time. 3. Design a dream room and introduce it.4. 整理归纳本单元词汇、语音。T
31、eaching aids 教学准备（含板书设计）教学准备：1.教师准备：PPT，板书及补充习题相应练习。2.学生准备：复习各板块学习内容，熟读、会复述，会合作表演。板书设计： Unit 1 Goldilocks and the three bears (Ticking time) I can What I can say the words of adj. and prep.cold, hot, happy, hungry, thirsty, tired, soft, hardin on in front of beside between I know the sound of the le
32、tter “c”cake coat come cup doctorI can act the stories.in the forest in the house in the kitchen in the room bears are home run awayI can use “There is/are ” to talk about things in a place.This is _. There is_. Its_. I often_.There are_. _.说 课本节课为单元的最后一个课时，目的是帮助学生通过开展各个活动回顾对本单元知识的掌握情况。整节课以Ticking t
33、ime为线，串联各板块知识内容，帮助学生在回顾知识的同时开展评价。从语音，词汇，单句，故事表演，Checkout time到真实房间的介绍，由点到面，由单一到综合，螺旋递进开展复习，最终达到综合运用的目的。首先，课外歌曲统领本课主题，由房间内物品的说唱导入对介词及语音的复习。其次，Story time故事表演再次巩固本课多个语法知识，Retell the story 引导学生将自己学过的语言进行重组，达到语言和思维的双重结合。再次，结合Checkout time内容，以讨论房间为途径，帮助学生综合运用已经学过的词汇融合本单元主要语言初步开展交际运用，进一步夯实单元知识。最后，教师提供Tom的房
34、间，引导学生运用There be句型及前几个单元所学的句型开展进一步的运用，使语言像滚雪球一样越说越丰富，最后达到写作和实际运用的最高要求。英语（五年级上册）Unit 1 Goldilocks and the three bearsGrammar time & Fun timeTeaching aims and learning objectives 教学目标1. 巩固所学故事中出现的词汇：Goldilocks, bear, soup, hard, soft, afraid, just right, in front of, beside, between；2. 四会掌握词汇：house, r
35、oom, in front of, her, beside, between； 3. 学生能有感情地表演故事；4. 基于三只熊的故事，巩固并四会掌握there be句型；5. 创设不同情境，让学生能够听懂、会说、会读、会写句型：There is 加名词单数或不可数名词，There are加名词复数，并理解句型的意思；6. 学生能够充分理解并掌握Grammar time中There be句型的用法和规则以及单词too的用法。Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点: 1. 滚动复现词汇Goldilocks,
36、bear, forest, house, soup, hard, soft, afraid, just right, in front of；2. 在故事情景中反复使用、巩固there be句型；3. 创设不同情境，让学生能够听懂、会说、会读、会写句型：There is 加名词单数或不可数名词，There are加名词复数，并理解句型的意思；4. 学生能够针对不同的情境活用日常用语This is too教学难点：1. 学生对词汇和语言的掌握属于理解跟说阶段，教师应创设不同情境让学生能够四会掌握词汇和句型2. There is 加名词单数或不可数名词，There are加名词复数这组语言对中国学
37、生来说有难度，教师通过趣味活动逐步突破3. 学生能够针对不同的情境活用This is tooTeaching procedures 教学过程Step 1 Greetings and warming up 1. Enjoy a song：One one2. Listen and doT: Put your in/on/under/beside/betweenS: 学生根据老师的指令做出正确的反应Step 2 Review the story1. Think and judgeT: Last lesson we have learned an interesting story. What is
38、the name of the story? S: Goldilocks and the three bears.T: Do you like the story? T: Now Ill give you some sentences. Please judge if it is true or false. (带领学生说一说true和false)a. There is a house in the forest. b. Goldilocks is not hungry, but she is tired.c. The three bowls (碗) of soup are for the b
39、ears.d. There are three hard beds in the room.e. Goldilocks is not afraid to see the bears.2. Review the story(1) 教师出示故事场景一：Look, Goldilocks is in the _. There is a big _. 学生和老师复习故事。(重点讲述There be句型)(2) 同法复习第二、三、四场景，同时巩固新单词 house, soup, hard, soft, afraid, in front of(3) 学生齐读故事，教师指导语音语调(4) 学生抽选场景，全班合
40、作表演，相互评价。(5) Retell the story. 学生根据图片和提示语复述故事。Step3 Grammar time(too的用法)(1) Try to say(教师出示第2幅和第3幅课文插图，让学生说一说书上的句子)T: Look at this picture. Does Goldilocks like this soup?S: 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 b
41、ed. Why doesnt Goldilocks 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. (2) Try to summarizeT: We use “too” to modify some adjective words. How do we use these words? Let me give you some examples. Look, I want to carry this t
42、eachers desk, but its too heavy. I cant move it. Understand? S: Yes.T: Look at the pictures. Can you describe the situation? (用之前课文中出现的一些图片复习巩固too的用法)T: This time, say the sentences as quickly as you can. (教师出示一些不同的图片，让学生快速描述This is too )Step 4 Grammar time (There be句型)1. Learn to say(1) T: Goldiloc
43、ks sees soup and beds in the house. And she also sees a lot of things in other rooms. Look, there are many things in the living room. Who can say the next? (教师引导学生接龙说句子：There is/are in the living room)(2) 教师逐图出示三只熊家里的其他房间(study和kitchen), 请学生四人一组合作以接龙形式将图片中的物品用there be句型表达出来(3) 教师示范书写句型，学生在书上书写，完成后同桌
44、交流检查。2. Think and summarize(1) 教师根据刚才的Think and say带领学生归纳There be用法T: Who can tell me the difference between “there is” and “there are”? You can discuss in pairs first. S: (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 we talk about only one thing, we use “there is”. When we are tal
45、k about more than one thing, we use “there are”. But, when we are talking about the uncountable words, we use “there is”. (教师解释不可数名词，举例说明)(2) Play a gameA. 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? B. Fun time (Draw and say) T: Now please turn to page 10. You can draw first and then talk about your picture in pairs. (最后请几组学生介绍他们画的图片)C. A letter to friend
