Unit 1 Goldilocks and the three bears story time 教案（含设计意图）
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| 名称 | Unit 1 Goldilocks and the three bears story time 教案（含设计意图） |  | |
| 格式 | docx | ||
| 文件大小 | 3.1MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2021-10-19 10:40:26 | ||
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Unit 1 Goldilocks and the three bears
（第一课时story time）教学设计
教材简解：
译林版小学英语教材五年级上册共有8个单元组成，每个单元由七个板块组成，其中Story time,Fun time,Cartoon time, Checkout time,Ticking time等五个板块是固定的，另外的Letter time,Sound time,Song time,Rhyme time, Grammar time, Culture time等六个板块是根据不同年段的学习需要而设置的。其中，Story time通过对话、短文、短剧等，帮助学生掌握基本的英语语言知识，发展基本的英语听、说、读、写技能，初步形成用英语与他人交流的能力，进一步促进思维能力的发展，同时提高学生的综合人文素养。
教学目标：
语言能力目标：1. Students can understand and read the story correctly;
Students can read and understand the following new words: house, forest, tired,too+adj;
Students can read and understand the sentence structure:There be…
学习能力目标：Students can grasp some proper reading ways;
思维品质目标：Students can use their imagination when reading a story.
文化意识目标：We should be polite and try to make friends with the animals.
教学重点：1. Students can understand and read the story correctly;
2.Students can read and understand the following new words:
3.Students can read and understand the sentence structure:There be…
教学难点：1. Students can grasp some proper reading ways;
Students can use their imagination when reading a story.
教学准备：pictures, ppt, word cards
设计理念：《英语课程标准》指出：义务教育阶段英语课程的总目标是：通过英语学习使学生形成初步的综合语言运用能力，促进心智发展，提高综合人文素养。综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等方面整体发展的基础之上。语言技能和语言知识是综合语言运用能力的基础；文化意识有利于正确地理解语言和得体地使用语言；有效的学习策略有利于提高学习效率和发展自主学习能力；积极的情感态度有利于促进主动学习和持续发展。过五个方面相辅相成，共同促进学生综合语言运用能力的形成与发展。因此，教师的教学设计围绕语言能力、学习能力、思维品质和文化意识逐层展开，并充分考虑班级实际，力求在教学过程中鼓励学生参与、体验、合作、探究，培养学生的英语自主学习能力和探究精神，全面锻炼学生的听、说、读、写能力，从而培养他们的综合语言运用能力。
教学过程：
Step1 Warm up
Greeting
Showing the learning aims
The teacher shows the learning aims of this lesson on the screen:
T:If you have the golden ears, eagle eyes and super mouth, I think you can achieve the goal.
设计意图：在课前让学生充分了解本节课的学习目标，有利于学生明确学习任务，提高上课效率。
Listen and guess
Ask students to listen to the sound of the forest and guess what place is it
S: forest.
Teach the new word: forest.
设计意图：利用森林里各种动物的叫声，激发学生想象能力和学习兴趣，并充分调动他们的英语思维。
Step2 Presentation
Let’s learn
Ask students to look and answer: who’s in the forest
S: Goldilocks.
Teach the new word: Goldilocks.
Ask students to choose the correcting meaning of “Goldilocks”:
设计意图：培养学生用英语解释英语的能力，从而进一步培养学生的英语思维。
Then, present a house and teach the new word: house.
Next, ask students to guess: If you were Goldilocks, what would you say
设计意图：教师旨在利用课文的留白部分充分激发学生的想象能力和学习兴趣，从而使得故事情节更加完整和精彩。
Watch and guess
Ask students to watch the cartoon and try to answer the following question:
Whose house is it
Goldilocks
The three bears
I don’t know
设计意图：通过观看动画，让学生从整体把握故事情节，从而使得学生对语篇有一个较为完整的概念。
Discuss and choose
Ask students to discuss in pairs and try to find out the clues that can prove the house is the three bears’.
设计意图：本环节旨在让学生学习仔细观察图片，从而培养他们从图片中获取关键信息的能力。
Read and find
Ask students to read the story by themselves and try to find out “What’s in the house ”
Then, the teacher shows the sentences above and asks students to have a discussion and try to figure out the rule.
设计意图：本环节旨在培养学生“读”的能力，教师引导学生学会圈划关键词，培养学生良好的英语学习习惯，从而形成有效的英语学习策略。同时，教师在本环节让学生通过讨论自主发现规律，充分体现学生的自主学习，避免教师“满堂灌”。
Discuss in pairs
Next, ask students to discuss in pairs to imagine: What else is in the house
设计意图：本环节教师让学生想象，房子里还有什么，从文本出发，创设了较为合理的情境，让学生发挥想象能力，并学会运用there be 句型来回答问题，避免了单调乏味的操练。
Listen and say
T:Look, boys an girls, She is_____and______.
S: Hungry and thirsty.
T: Yes, look, there’s some soup on the table. How’s the soup Let’s listen and find the answers.
T: You did a good job. Now, look, she is tired now.
Teach the new word: tired. Then, ask students to listen and try to answer: How are the beds
Next, ask students to play a game to compare the words: hard&soft.
设计意图：本环节教师充分锻炼了学生“听”的能力，让学生从录音中寻找关键信息，并通过充分趣味的英语游戏，帮助学生区分hard和soft这两个形容词。
T: Great! Look, how is the third bed
S: Just right.
T: Yes. Listen, who’s coming (播放熊的叫声）
S: The (three) bears.
T: Yes, the bears are in front of Goldilocks.
Teach the phrase: in front of
Ask students to choose:
Then, ask students to imagine and say: If you were Goldilocks, what would you say
设计意图：本环节教师再次利用故事留白，激发学生的想象和英语学习欲望。同时，通过这个环节，充分调动了学生的英语知识储备，从而培养学生的综合语言运用能力。
Look and order
Ask students to put the following six pictures in order.
设计意图：教师旨在通过本环节让学生再次理清故事发展情节。
Listen and imitate
Step3 Consolidation
Let’s read
Ask students to do pair work to choose one of the ways to read.
设计意图：让学生小组合作，自主选择自己喜欢的方式朗读故事。
Let’s act
Four students a group to act the story out.
设计意图：本环节旨在让学生结合图文，发挥想象，形象生动地演绎故事情节。
Let’s think
Will the Goldilocks and the three bears be friends The story is to be continued.
T: Boys and girls, reading is great fun. You can read more picture books after class.
设计意图：充分激发学生的想象，给学生续编故事埋下一个伏笔。
Ticking time
Ask students to evaluate themselves.
设计意图：让学生学会进行自主评价，从而渐渐学会自主学习。
作业设计：
（第一课时story time）教学设计
教材简解：
译林版小学英语教材五年级上册共有8个单元组成，每个单元由七个板块组成，其中Story time,Fun time,Cartoon time, Checkout time,Ticking time等五个板块是固定的，另外的Letter time,Sound time,Song time,Rhyme time, Grammar time, Culture time等六个板块是根据不同年段的学习需要而设置的。其中，Story time通过对话、短文、短剧等，帮助学生掌握基本的英语语言知识，发展基本的英语听、说、读、写技能，初步形成用英语与他人交流的能力，进一步促进思维能力的发展，同时提高学生的综合人文素养。
教学目标：
语言能力目标：1. Students can understand and read the story correctly;
Students can read and understand the following new words: house, forest, tired,too+adj;
Students can read and understand the sentence structure:There be…
学习能力目标：Students can grasp some proper reading ways;
思维品质目标：Students can use their imagination when reading a story.
文化意识目标：We should be polite and try to make friends with the animals.
教学重点：1. Students can understand and read the story correctly;
2.Students can read and understand the following new words:
3.Students can read and understand the sentence structure:There be…
教学难点：1. Students can grasp some proper reading ways;
Students can use their imagination when reading a story.
教学准备：pictures, ppt, word cards
设计理念：《英语课程标准》指出：义务教育阶段英语课程的总目标是：通过英语学习使学生形成初步的综合语言运用能力，促进心智发展，提高综合人文素养。综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等方面整体发展的基础之上。语言技能和语言知识是综合语言运用能力的基础；文化意识有利于正确地理解语言和得体地使用语言；有效的学习策略有利于提高学习效率和发展自主学习能力；积极的情感态度有利于促进主动学习和持续发展。过五个方面相辅相成，共同促进学生综合语言运用能力的形成与发展。因此，教师的教学设计围绕语言能力、学习能力、思维品质和文化意识逐层展开，并充分考虑班级实际，力求在教学过程中鼓励学生参与、体验、合作、探究，培养学生的英语自主学习能力和探究精神，全面锻炼学生的听、说、读、写能力，从而培养他们的综合语言运用能力。
教学过程：
Step1 Warm up
Greeting
Showing the learning aims
The teacher shows the learning aims of this lesson on the screen:
T:If you have the golden ears, eagle eyes and super mouth, I think you can achieve the goal.
设计意图：在课前让学生充分了解本节课的学习目标，有利于学生明确学习任务，提高上课效率。
Listen and guess
Ask students to listen to the sound of the forest and guess what place is it
S: forest.
Teach the new word: forest.
设计意图：利用森林里各种动物的叫声，激发学生想象能力和学习兴趣，并充分调动他们的英语思维。
Step2 Presentation
Let’s learn
Ask students to look and answer: who’s in the forest
S: Goldilocks.
Teach the new word: Goldilocks.
Ask students to choose the correcting meaning of “Goldilocks”:
设计意图：培养学生用英语解释英语的能力，从而进一步培养学生的英语思维。
Then, present a house and teach the new word: house.
Next, ask students to guess: If you were Goldilocks, what would you say
设计意图：教师旨在利用课文的留白部分充分激发学生的想象能力和学习兴趣，从而使得故事情节更加完整和精彩。
Watch and guess
Ask students to watch the cartoon and try to answer the following question:
Whose house is it
Goldilocks
The three bears
I don’t know
设计意图：通过观看动画，让学生从整体把握故事情节，从而使得学生对语篇有一个较为完整的概念。
Discuss and choose
Ask students to discuss in pairs and try to find out the clues that can prove the house is the three bears’.
设计意图：本环节旨在让学生学习仔细观察图片，从而培养他们从图片中获取关键信息的能力。
Read and find
Ask students to read the story by themselves and try to find out “What’s in the house ”
Then, the teacher shows the sentences above and asks students to have a discussion and try to figure out the rule.
设计意图：本环节旨在培养学生“读”的能力，教师引导学生学会圈划关键词，培养学生良好的英语学习习惯，从而形成有效的英语学习策略。同时，教师在本环节让学生通过讨论自主发现规律，充分体现学生的自主学习，避免教师“满堂灌”。
Discuss in pairs
Next, ask students to discuss in pairs to imagine: What else is in the house
设计意图：本环节教师让学生想象，房子里还有什么，从文本出发，创设了较为合理的情境，让学生发挥想象能力，并学会运用there be 句型来回答问题，避免了单调乏味的操练。
Listen and say
T:Look, boys an girls, She is_____and______.
S: Hungry and thirsty.
T: Yes, look, there’s some soup on the table. How’s the soup Let’s listen and find the answers.
T: You did a good job. Now, look, she is tired now.
Teach the new word: tired. Then, ask students to listen and try to answer: How are the beds
Next, ask students to play a game to compare the words: hard&soft.
设计意图：本环节教师充分锻炼了学生“听”的能力，让学生从录音中寻找关键信息，并通过充分趣味的英语游戏，帮助学生区分hard和soft这两个形容词。
T: Great! Look, how is the third bed
S: Just right.
T: Yes. Listen, who’s coming (播放熊的叫声）
S: The (three) bears.
T: Yes, the bears are in front of Goldilocks.
Teach the phrase: in front of
Ask students to choose:
Then, ask students to imagine and say: If you were Goldilocks, what would you say
设计意图：本环节教师再次利用故事留白，激发学生的想象和英语学习欲望。同时，通过这个环节，充分调动了学生的英语知识储备，从而培养学生的综合语言运用能力。
Look and order
Ask students to put the following six pictures in order.
设计意图：教师旨在通过本环节让学生再次理清故事发展情节。
Listen and imitate
Step3 Consolidation
Let’s read
Ask students to do pair work to choose one of the ways to read.
设计意图：让学生小组合作，自主选择自己喜欢的方式朗读故事。
Let’s act
Four students a group to act the story out.
设计意图：本环节旨在让学生结合图文，发挥想象，形象生动地演绎故事情节。
Let’s think
Will the Goldilocks and the three bears be friends The story is to be continued.
T: Boys and girls, reading is great fun. You can read more picture books after class.
设计意图：充分激发学生的想象，给学生续编故事埋下一个伏笔。
Ticking time
Ask students to evaluate themselves.
设计意图：让学生学会进行自主评价，从而渐渐学会自主学习。
作业设计：