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。
