Unit 1 Goldilocks and the three bears 单元整体表格式教学设计（四课时）
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中小学教育资源及组卷应用平台
5A Unit 1单元整体教学设计
课 题： 5A Unit1 Goldilocks
教 材： Oxford English (Yilin Edition)
辅助教学材料：Multi-media, word cards, flash, etc.
单元整体教学设计思路
第一课时，
通过“In the forest”来引出今天的所学内容“金大女孩和三只熊”。通过goldilocks进入森林后的故事展开，呈现描述Goldilocks在森林里所见和所感。同时教授本单元的重点词汇和重点句型There be句型，同时能让学生用There be句型对自己的一个住所进行描述。
第二课时：
以“In my living room”开展教学活动，进一步学习、操练和运用There be句型，同时巩固句型This...is too...,让学生能用自己的感受来表达。
第三课时：
以“At Bobby’s home”为主线展开教学，从Tina is reading a book来引入后面的Culture 和sound time部分，同时较为熟练的的运用There be句型和它的否定形式进行描述物品。同时感受中西方流行饮品的差异。此外较为熟悉的运用辅音字母c在单词中的发音，尝试语音儿歌。
第四课时：
通过“At our home ”为学习情境，进一步巩固、运用本单元的重点词汇和重点句型。通过介绍our home，进一步熟练运用词汇和句型，让孩子体验分享的快乐。此外能熟悉的运用辅音字母c在单词中的发音，尝试语音儿歌。
语篇研读
单元课时项目和话题：
课时 话题 项目涞源
Period1 In the forest Story time,
Period2 In my living room Story time(Review), Grammar time, Fun time
Period3 At Bobby’s home Cartoon time, Culture time
Period4 At our home Sound time,Checkout time ,Ticking time
教学对象分析
经过四年的英语学习，学生们掌握了一定的词汇量和句型，具有了一定的英语基础。特别是以三年级为起点的译林版小学英语教材，对于他们来说难度不大。但随着年级的升高，他们对学习英语的新鲜感已经过去了，并且从五年级开始，每个单元的Story time都是以故事的形式出现；每个单元都增加了一个Culture time板块，这对他们学习英语的要求又提高了。所以，如何提高学生的学习积极性、激发学生的学习兴趣、给学生创设一个轻松的学习环境、教给学生自主学习的方法成了主要问题。
就本单元内容而言，学生已经掌握了一些形容词，如hot、cold、hungry、thirty、tired…等。学生也掌握了一些介词词组，如on the sofa、under the desk、beside the table等。本单元最重要的也是这个单元的重点句型是There be句型。
教学目标
本单元的单元主题是In the forest。以在森林里发生的事情为话题，让学生掌握There be句型, 并能运用句型对房间、学校、家庭等地方进行描述,使学生知道自己的物品应摆放整齐；本单元的Culture time部分使学生了解中西方的文化差异；此外，本单元还要求学生掌握字母c的发音规则。
教学重难点
单元课时具体说明：
课时 词汇学习运用 句型学习运用 综合运用能力
第一课时 初步会听、说、读并拼写单词forest，goldilocks，soup， just，soft，hard ，front, afraid等 能够运用There be句型对森林进行描述并区分单复数形式；能够熟练将形容词放入句型中运用，如“This ...is /These ...are too hot, too tired, too soft …”等 能初步感知理解Story time故事的趣味性。 尝试用There be句型描述物品的摆放。
第二课时 进一步复习和巩固本单元的新授词汇，以及形容词和介词词组的用法。 能结合语境初步学习、操练和运用There be 句型和，This ...is /These ...are too hot, too tired, too soft … 进一步讲解There be 句型 能运用There be句型进行描述物品。 能熟练运用There be句型描述介绍自己的起居室。并能进一步用形容词too tired/ too hot/ too soft等进行修饰。 渗透德育教育：知道自己的物品摆放整齐。
第三课时 进一步复习、巩固本单元词汇。 进一步复习巩固本单元的重点句型：There be句型和This ...is /These ...are too hot, too tired, too soft … 较为熟练地运用辅音字母c在单词中的发音，尝试语音儿歌。 能在语境中较为熟练的运用本单元的词汇和句型。能熟练运用There be句型和它的否定形式进行描述物品。 了解中西方文化的差异。 在家中或者学校里，学会整理自己的物品。
第四课时 进一步复习、巩固本单元词汇。 进一步复习巩固本单元的重点句型：There be句型和This ...is /These ...are too hot, too tired, too soft … 能运用重点句型相关句型对自己住所进行简单的描述和介绍。 1.较为熟练地运用辅音字母c在单词中的发音，尝试语音儿歌，学会举一反三。 2.能在语境中较为熟练的运用本单元的词汇和句型。能熟练运用There be句型和它的否定形式进行描述物品。 3.能分段、分层进行单元核心的复习，注意技能的训练，尝试介绍描写自己的住所。
六、教学过程
TOPIC Unit 1Goldilocks and the three bears DATE Sep.1st 总第1课时
PERIOD The first period （In the forest）
AIMS WORDS: Be able to understand, say, and read the words: There, house, soup, room, hard, soft, afraid, her, beside, between, really, then, find, their
STRUCTURES: Be able to understand, say, and read the sentences: There is a house in the forest. There are three bears in front of her.
FUNCTION: The students can use “there be” to ask about things in a place.
LANGUAGE FOCUS There is a house in the forest. There are three bears in front of her.
AIDS CAI, Copybook A.
PROCEDURES CONTENTS METHODS PURPOSE
1. Pre-task Preparation 1. Greetings and free talk 2.Listen and guess 3. Look and say 1.T: Boys and girls, welcome back to school. Nice to see you again! T: What’s this S: It’s a box. T: Where is it S: It’s on the desk. T: There is a box on the desk. T: What are these S: They’re pencils T: Where re they S: They’re in the pencil case. 2.T: Great! First, Let’s go to a place. Try to guess: what place is it I’ll give you some clues. Now look, it’s very big and beautiful. There are many trees and flowers. There are some streams. Many wild animals live here. What place is it S1: A forest. 提示学生可以用中文回答。 T: Good. Let me show you a picture of forest. （Teach: forest） 3.T：Have you ever been to a forest Ss: No. T: Well, don’t be sad. Here I got a video about forest. Do you want to have a look Ss: Yes! T: OK. Let’s watch it. After watching, tell me, what can you see in the forest 全班看视频。 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 … Look at this house Let’s listen. （音频：What a beautiful house!）Is it a nice house T: Now, read it together. （指导朗读） 2. T: In the forest, there is a house. Whose 复习前面所学的知识，为后面的学习做铺垫。 激发学生的学习兴趣和积极性。 导入故事的地点---- forest 自然过渡到新词的学习。 渗透There be…句型的教学。
PROCEDURES CONTENTS METHODS PURPOSE
2. While-task Procedures 1.Story time 2. Watch and answer 3. Read and answer 4. Look and guess 5. Look and order 6. Reading time T: Today we will learn the story about” Goldilocks and the three bears” Learn the title of the story 2. 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, it’s so surprising. Goldilocks is in the 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）She’s very happy.（贴板书）Because she sees a big house.(贴板书) How does she think about this house Let’s listen. （音频：What a beautiful house!）Is it a nice house Ss：Yes. T: Now, read it together. （指导朗读） T: In the forest, there is a house. Whose house is it Maybe it's … Can you guess S1: Maybe it’s …’s house.学生猜一猜。 T: OK. Here’s 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 Ss: It’s the three bears’ house. T: Right! It’s the three bears’ house. What will happen to Goldilocks and the three bears Today we’ll read this story. And the name of the story is : 3. T: Now please open your books and turn to page6, read the story by yourselves, then, answer my question: What is in the house 让学生自读故事思考问题。 T: What’s in the big house 提示学生用There is / are 回答。 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: Goldilocks is in the house. What time is it Look, there’s a clock. Ss: It’s twelve. T: Yes. It’s 12 o’clock. It’s time for lunch. And how is Goldilocks Ss: She’s hungry and thirsty.（贴板书） T: What’s on the table S1: There is some soup.及时纠正学生发音或be动词。 4. 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 doesn’t look happy in these two pictures,why What’s wrong with this soup Let’s 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 what’s 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。 2. Look, boys and girls. I have some soup for you. Oh, I’m hungry and thirsty. I’m 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）What’s 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 aren’t. T: How is this bed Listen. 教师敲击讲台。Oh, it’s very hard. (Teach: hard) What about the second bed Listen. 播放音频音效。Oh, it is soft. (Teach: soft) 教师拿出道具 Look, I have a toy bear claw. How is it 让学生捏一捏试一试并形容：It’s 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 think. 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 you’re very 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。 5. T: Now I’d like 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: Let’s read the short passage together. 6. T: Very good. This time, let’s 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 group. 四人一组自由读。 3. T: Now let’s 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) 了解故事的背景，预测故事的发展。 通过看短文，能够看懂问题以及回答问题。 能够听说，读，写这些信新的单词。 整体感知故事文本，了解故事大意。 获取课文的细节信息。 训练学生的朗读，良好的语感。
PROCEDURES CONTENTS METHODS PURPOSE
3.Post-task Activities 1.Review the story 2.Talk about these pictures and repeat this story 3.Think and write Read the new words. Listen to the tape and notice the pronunciations and intonations Read after the tape. Try to read the text. Read the text together. Choose one kind of reading and act it. Act the story. 2.T: What’s this T: Where is it You may say “It’s between the desks.” (Teach: between) T: What are these T: Where are they You may say “They’re beside the bag. Teach: beside Check the answers.(b, f, c, d, a, e) Look and talk about the pictures. Try to say them: There’s a house in the forest. There’s some soup on the table. There are three beds in the room. There are three bears in front of me. 3. Write about “what will happen then “ 通过各种形式，复习和巩固这篇故事。 教授方位介词：between, beside 能够根据所学内容完成排序练习。并且能够看图片说话。 故事续写，助于理解故事，练习句型的掌握。
Assignment 1. Copy the new words and sentences. 2. Read, recite and act this story.
Board Writing Unit1 Goldilocks and the three bears in the forest hungry and thirsty some soup hot-cold just in a house tired three beds hard-soft right afraid three bears in front of her There is …. on the table There are …. in the room
Teacher’s Reflection 本课主要学习Story time。这个故事内容比较多，特别是有一些单词比较难读：goldilocks, between, afraid, forest，利用图片和动画，我让学生在语境中学习单词。但是一节课下来，还是有一些同学不会读，课后还需要加强练习。这节课我还涉及到了there be的学习。这个句型内容也比较多，因为是刚接触，所以这节课上我只是先渗透了点。 There be句型虽说比较简单，但是学习下来他们掌握的并不好。如果在学习there be句型的时候，应该更多的给他们创设情境，这样效果可能会更好，他们的印象也会更深刻。
TOPIC Unit1 Goldilocks and the three bears DATE Sep.3rd 总第2课时
PERIOD The second period （In my living room）
AIMS 1 WORDS AND PHRASES: Words: bear, forest. There, house, soup, room, hard, soft, afraid, her, beside, between, really, then, find, their Phrases : in the forest, hungry and thirsty, some soup, just right, too soft, in front of her, be afraid Sentences: There is a house in the forest. There are three bears in front of her.
2.STRUCTURES: Be able to understand, say, read and write the sentences: There is a house in the forest. There are three bears in front of her. This soup is too hard.
3.FUNCTION: The students can use “there be” to ask about things in a place.
LANGUAGE FOCUS Ss can read the story . Ss can understand, read and act out Cartoon time.
AIDS CAI, copybooks
PROCEDURES CONTENTS METHODS PURPOSE
1. Pre-task Preparation 1.Review Story time 1.T: At first, let’s read the story together. T: Read this story in roles. T: Act this dialogue, please T: Ask the Qs Qs:1. How is Goldilocks at first 2.What does she find 3.What’s the matter with her then 4. What does she find 5. How is she at last 6.Why Ss: Answer the Qs 1.She’s hungry and thirsty at first. 2.There is some soup on the table. 3.Then She’s tired. 4.There are three beds in the room. 5. She is afraid(害怕的). 6.There are three bears in front of her. 通过各种形式来复习前一节课的短文。
PROCEDURES CONTENTS METHODS PURPOSE
2. While-task Procedure 1 Quick response 2. Grammar time ( There be…句型) 3.Grammar time ( too 的运用) 1.T: Ask the Qs Qs:1. How is Goldilocks at first 2.What does she find 3.What’s the matter with her then 4. What does she find 5. How is she at last 6.Why Ss: Answer the Qs 1.She’s hungry and thirsty at first. 2.There is some soup on the table. 3.Then She’s tired. 4.There are three beds in the room. 5. She is afraid(害怕的). 6.There are three bears in front of her. 2.T:Look at these sentences. Lead in Grammar 1. The usage of There is / are… Follow me, There is some soup on the table. There are three beds in the room. There are three bears in front of her. Look at these pictures .You may 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。 3.Look and discuss T: Look at these four sentences. Let’s read them together. 适时提醒缩写There’s / There’re 的用法。 Who can tell me the difference between ‘there is’ and ‘there are’ You can discuss in pairs first. 学生同桌间讨论区别。 T: OK. What’s your opinion Let’s 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 we’re 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 uncountable words, we also use ‘there is’. 解释不可数名词，举例说明。 4.Play a game T: Now let’s play a game. All the boys are ‘is’, and all the girls are ‘are’. I’ll 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 5.Look and write T: Look! This is another picture of my living room. Look at it. Do you like it Can you complete the sentences with the right words Welcome to my house! This is my living room.Look! There ____ a picture of my family ____ the wall. There _____ a table . There _____ some glasses ____ the table. There _____ two balls _____ the sofa. There ______ a toy car ______ the desk. There _____ a clock ______ the window. There _____ a cap ______the clock. Do you like my living 3.Look and say T: Just now we reviewed the story. 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 What’s the matter S: This soup is too cold. T: What’s wrong with this soup S: This soup is too hot. T: Look at this bed. Why doesn’t Goldilocks like it S: This bed is too hard. T: What about this one S: This bed is too soft. T: Let’s 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 teacher’s desk, but it’s too heavy. I can’t 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 can’t reach the apple. T: You’re right. Look and complete T: Does the boy look smart in this sweater What’s wrong S: The sweater is too big. He can’t wear it. T: Oh, look at this baby. Can he go to school S: The baby is too young. He can’t go to school. 适时地练习可以帮助学生及时巩固所学知识 这是一个新的环节。本单元这个环节主要是学习there be句型以及形容词。
3.Post-task Activities 1. Fun time 2. Describe my bedroom: Draw and say This is the my living room. There is ... There are ... 2.Describe my bedroom: There is/are … on/in/ …. Eg. There is a bed in my bedroom. There is a desk in my bedroom, 1. Read the story. 2. Do the exercises. 3. Check the answers. 4. Act the story. 通过学习there be句型，让他们根据图片提供的信息，然后自己动手丰满图片后介绍。通过对客厅的描述，让他们理解there be句型。 通过所学的there be句型，简单的介绍自己的卧室。 通过读写的形式，进一步熟悉There be 句型的特点和使用方法。
Assignment Recite Story time and Cartoon time. Preview the next parts of this unit.
Board Writing Unit1 Goldilocks and the three bears There is …. There are …. 就近原则 ... is /are too... so这么，如此 too 太 very很非常
Teacher’s Reflection 这是本单元的第二课时，主要学习Grammar time和Fun time. Grammar time这个环节是新的，主要呈现的是本单元的主要句型。本单元主要是学习there be句型以及形容词的复习。在学习there be句型过程中，主要是让他们描述教室和自己的卧室来复习的。从反馈情况来看，效果还是不错的。通过对Grammar time的学习，让学生在通过Fun time来及时的复习和巩固there be句型。但是这个句型虽然简单，但是出错还是比较多，还需要课后加强练习。 学生对Where is/are… it’s/They’re… 还有What’s… There is/are…的区别很混淆。这个知识点是难点，还是需要课后加强练习。There be就近原则也有个别学生没有掌握，还要加强训练。
TOPIC Unit1 Goldilocks and the three bears DATE Sep.5th 总第3课时
PERIOD The third period （At Bobby’s house）
AIMS 1. WORDS: Words: bear, forest. There, house, soup, room, hard, soft, afraid, her, beside, between, really, then, find, their Phrases : in the forest, hungry and thirsty, some soup, just right, too soft, in front of her, be afraid Sentences: There is a house in the forest. There are three bears in front of her.
2.STRUCTURES: Be able to understand, say, read and write the sentences: There is a house in the forest. There are three bears in front of her. This soup is too hard.
3.FUNCTION: Be able to know the sound of the letter “c”. Be able to complete the sentences in Checkout time.
LANGUAGE FOCUS Be able to understand, say and read the rhyme and change some words top make new rhymes.
AIDS CAI
PROCEDURES CONTENTS METHODS PURPOSE
1. Pre-task Preparation 1.Warm up 1.T: Look at these pictures ,Let’s describe our classrooms, OK There is ... There are... Read and recite the new words. Write some sentences about places. Look at this house,is it beautiful Whose house is this？ What is happening is this house 让他们描述书包的东西。来复习there be句型。
2. While-task Procedure 1. Cartoon time 2.Culture Time T: Look at the picture, who are they What are they saying Let’s watch the cartoon, please. Watch the cartoon. This is Bobby’s house.Tina and Bobby are in the living room. S: Read and judge. 1>Tina is hungry. 2>The cake is in the fridge in the kitchen. 3>Bobby’s cousin eats the cakes. 4>Bobby is happy. Describe : Tina and Bobby are in the living room. Bobby is hungry .There are some cakes in the fridge in the kitchen.But Bobby cannot find them.At last ,they find the cakes ,their cousin is eating the cakes. Teach the new words: cannot, find, their, really Teach the new sentences: There aren’t any …. Here are …. T: Read the new words and sentences, please. Listen to the tape and read after it, then notice the pronunciations and intonations. 2.Tina is reading a book.What is in the book What is she reading T: What’s this T: What’s that Guess: Who is it for Coffee is popular in western countries. Tea is popular in China. Teach the new words: popular, western countries, culture, China Read the sentences. Say the different drinks culture. 学生喜欢看动画，课堂上尽可能让学生多看几遍动画，这既能提高学生的学习兴趣又能帮助学生理解和记忆对话。 适时地练习可以帮助学生及时巩固所学知识.、 通过coffee和tea，让学生对于中西文化的差异有一点了解。
PROCEDURES CONTENTS METHODS PURPOSE
3.Post-task Activities 1. Read the story. 2. Do the exercises. 3. Check the answers. 4. Act the story.
Assignment Recite Sound time and Checkout time Talk about their house , use “there be”
Board Writing Unit1 Goldilocks and the three bears Coffee is popular in western countries. Tea is popular in China. There isn’t …. There aren’t …. Here is ... Here are ...
Teacher’s Reflection 这是本单元的第三课时，主要是学习Culture time和Cartoon time。本课主要用there be句型引入，引出Bobby’s house,这部分中主要就是增加了一个there be句型的否定形式。还有就是Here is /are ... Culture time这个环节是新的，主要是让他们了解中西两国的饮食文化差异，还可以拓展一些中西方饮食习惯的不同，学生比较感兴趣。 经过三课时的学习，大部分孩子能够理解并掌握There be句型。但是还有一小部分孩子还是没有掌握就近原则，特别是句子翻译的时候，还是容易混淆。还需要课后加强练习。
TOPIC Unit1 Goldilocks and the three bears DATE Sep.7th 总第4课时
PERIOD The fourth period (At our home)
AIMS 1.Words: to review the words: bear, forest, there, soup, just right, hard, soft, afraid, really, then, find, their, house, room, in front of , her, beside, between. 2.Phrases: to review the phrases: a glass of milk, have a cold, put on your coat, be popular, in Western countries, in China, have some cakes, in the kitchen, in the fridge, find their cousin, in the living room, three umbrellas. 3. Be able to grasp the sound of “c”
2.STRUCTURES: Be able to understand, say, read and write the sentences: There is … There are …
3.FUNCTION: Be able to understand, say, read and write the sentences:There is … There are …
LANGUAGE FOCUS To review the words. Be able to understand, say, read and write the sentences:There is … There are…
AIDS Pictures tape
PROCEDURES CONTENTS METHODS PURPOSE
1. Pre-task Preparation 1.Warm up 2.Play a game 1. Greeting 2.Quick response (让学生看图片，介绍自己所看到的，或者大声朗读出看到的句子。) There is …/There are … 3Have a dictation 在游戏中让学生进一步操练了句型 There is/are…
PROCEDURES CONTENTS METHODS PURPOSE
2. While-task Procedure 1. Look and say 2.Look and write Sound time c /k/ cake coat come cup doctor c/s/ nice T: Look at the picture.Talk about the picture in groups, please. Check and write the sentences: I’m in the living room. There is a table. There ...some books ... the table. There ...some toy cars ... the table. There ...a chair... the table. There ...three umbrellas ... the window. Oh,there ...a bear ... the chair! I’m in the living room. There is a table. There are some books on the table. There are some toy cars under the table. There is a chair beside the table. There are three umbrellas in front of the window. Oh, there is a bear on the chair. 2.T: Talk about the pictures in groups, please. Check and write the sentences: There are some/three apples on the table. There is some orange juice in the glass. There is a bird in the tree. There are some /ten sweets in the box. T: How about this picture What can you see in the picture Oh, here come my uncle and cousin.What’ wrong with them Teach the new words: cold, doctor, says, put on 1>Read these four words and try to find the sound of “c”. Ss: Try to give some other words with the sound “c”. cat coffee cousin 2>Read the sentence. 继续复习巩固There be ，特别是There be 句型中的就近原则。 通过学生自我总结发现语音规律，并通过大量的例子帮助学生巩固语音。
PROCEDURES CONTENTS METHODS PURPOSE
3.Post-task Activities 1. Ticking time 2.Draw and say 1.Read the sentences Check how many stars can they get. 2.T: Can you draw a place which one you like ,and try to describe it to your deskmate . This is the .... Look ,there is ... There are ... ... I like the ... What about you 通过画画和描述再付巩固本单元的句型，让孩子在愉快中学习。
Assignment Recite the cartoon. Copy the new words and phrases
Board Writing Unit1Goldilocks and the three bears There is … and … There are … and … There isn’t... There aren’t ...
Teacher’s Reflection 本课时主要通过复习来巩固本单元所学的是知识。通过Checkout time再次帮助学生加深对there be句型的了解和运用。让学生能主动的去理解和运用。在Sound time 中通过对于音标的绕口令的学习让学生了解个别字母的发音，以及课后让学生在学过的单词中去寻找有相同发音的单词。语音练习是需要很长一段时间的，在今后的教学中要不断的渗透。 there be句型的否定句和一般疑问句应提前渗透拓展。
TOPIC Unit1 Goldilocks and the three bears DATE Sep.9th 总第5课时
PERIOD The fifth period Test1
AIDS
TOPIC Unit1 Goldilocks and the three bears DATE Sep.11th 总第6课时
PERIOD The sixth period Exam Analysis of Unit1
AIDS
5A Unit 1单元整体教学设计
课 题： 5A Unit1 Goldilocks
教 材： Oxford English (Yilin Edition)
辅助教学材料：Multi-media, word cards, flash, etc.
单元整体教学设计思路
第一课时，
通过“In the forest”来引出今天的所学内容“金大女孩和三只熊”。通过goldilocks进入森林后的故事展开，呈现描述Goldilocks在森林里所见和所感。同时教授本单元的重点词汇和重点句型There be句型，同时能让学生用There be句型对自己的一个住所进行描述。
第二课时：
以“In my living room”开展教学活动，进一步学习、操练和运用There be句型，同时巩固句型This...is too...,让学生能用自己的感受来表达。
第三课时：
以“At Bobby’s home”为主线展开教学，从Tina is reading a book来引入后面的Culture 和sound time部分，同时较为熟练的的运用There be句型和它的否定形式进行描述物品。同时感受中西方流行饮品的差异。此外较为熟悉的运用辅音字母c在单词中的发音，尝试语音儿歌。
第四课时：
通过“At our home ”为学习情境，进一步巩固、运用本单元的重点词汇和重点句型。通过介绍our home，进一步熟练运用词汇和句型，让孩子体验分享的快乐。此外能熟悉的运用辅音字母c在单词中的发音，尝试语音儿歌。
语篇研读
单元课时项目和话题：
课时 话题 项目涞源
Period1 In the forest Story time,
Period2 In my living room Story time(Review), Grammar time, Fun time
Period3 At Bobby’s home Cartoon time, Culture time
Period4 At our home Sound time,Checkout time ,Ticking time
教学对象分析
经过四年的英语学习，学生们掌握了一定的词汇量和句型，具有了一定的英语基础。特别是以三年级为起点的译林版小学英语教材，对于他们来说难度不大。但随着年级的升高，他们对学习英语的新鲜感已经过去了，并且从五年级开始，每个单元的Story time都是以故事的形式出现；每个单元都增加了一个Culture time板块，这对他们学习英语的要求又提高了。所以，如何提高学生的学习积极性、激发学生的学习兴趣、给学生创设一个轻松的学习环境、教给学生自主学习的方法成了主要问题。
就本单元内容而言，学生已经掌握了一些形容词，如hot、cold、hungry、thirty、tired…等。学生也掌握了一些介词词组，如on the sofa、under the desk、beside the table等。本单元最重要的也是这个单元的重点句型是There be句型。
教学目标
本单元的单元主题是In the forest。以在森林里发生的事情为话题，让学生掌握There be句型, 并能运用句型对房间、学校、家庭等地方进行描述,使学生知道自己的物品应摆放整齐；本单元的Culture time部分使学生了解中西方的文化差异；此外，本单元还要求学生掌握字母c的发音规则。
教学重难点
单元课时具体说明：
课时 词汇学习运用 句型学习运用 综合运用能力
第一课时 初步会听、说、读并拼写单词forest，goldilocks，soup， just，soft，hard ，front, afraid等 能够运用There be句型对森林进行描述并区分单复数形式；能够熟练将形容词放入句型中运用，如“This ...is /These ...are too hot, too tired, too soft …”等 能初步感知理解Story time故事的趣味性。 尝试用There be句型描述物品的摆放。
第二课时 进一步复习和巩固本单元的新授词汇，以及形容词和介词词组的用法。 能结合语境初步学习、操练和运用There be 句型和，This ...is /These ...are too hot, too tired, too soft … 进一步讲解There be 句型 能运用There be句型进行描述物品。 能熟练运用There be句型描述介绍自己的起居室。并能进一步用形容词too tired/ too hot/ too soft等进行修饰。 渗透德育教育：知道自己的物品摆放整齐。
第三课时 进一步复习、巩固本单元词汇。 进一步复习巩固本单元的重点句型：There be句型和This ...is /These ...are too hot, too tired, too soft … 较为熟练地运用辅音字母c在单词中的发音，尝试语音儿歌。 能在语境中较为熟练的运用本单元的词汇和句型。能熟练运用There be句型和它的否定形式进行描述物品。 了解中西方文化的差异。 在家中或者学校里，学会整理自己的物品。
第四课时 进一步复习、巩固本单元词汇。 进一步复习巩固本单元的重点句型：There be句型和This ...is /These ...are too hot, too tired, too soft … 能运用重点句型相关句型对自己住所进行简单的描述和介绍。 1.较为熟练地运用辅音字母c在单词中的发音，尝试语音儿歌，学会举一反三。 2.能在语境中较为熟练的运用本单元的词汇和句型。能熟练运用There be句型和它的否定形式进行描述物品。 3.能分段、分层进行单元核心的复习，注意技能的训练，尝试介绍描写自己的住所。
六、教学过程
TOPIC Unit 1Goldilocks and the three bears DATE Sep.1st 总第1课时
PERIOD The first period （In the forest）
AIMS WORDS: Be able to understand, say, and read the words: There, house, soup, room, hard, soft, afraid, her, beside, between, really, then, find, their
STRUCTURES: Be able to understand, say, and read the sentences: There is a house in the forest. There are three bears in front of her.
FUNCTION: The students can use “there be” to ask about things in a place.
LANGUAGE FOCUS There is a house in the forest. There are three bears in front of her.
AIDS CAI, Copybook A.
PROCEDURES CONTENTS METHODS PURPOSE
1. Pre-task Preparation 1. Greetings and free talk 2.Listen and guess 3. Look and say 1.T: Boys and girls, welcome back to school. Nice to see you again! T: What’s this S: It’s a box. T: Where is it S: It’s on the desk. T: There is a box on the desk. T: What are these S: They’re pencils T: Where re they S: They’re in the pencil case. 2.T: Great! First, Let’s go to a place. Try to guess: what place is it I’ll give you some clues. Now look, it’s very big and beautiful. There are many trees and flowers. There are some streams. Many wild animals live here. What place is it S1: A forest. 提示学生可以用中文回答。 T: Good. Let me show you a picture of forest. （Teach: forest） 3.T：Have you ever been to a forest Ss: No. T: Well, don’t be sad. Here I got a video about forest. Do you want to have a look Ss: Yes! T: OK. Let’s watch it. After watching, tell me, what can you see in the forest 全班看视频。 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 … Look at this house Let’s listen. （音频：What a beautiful house!）Is it a nice house T: Now, read it together. （指导朗读） 2. T: In the forest, there is a house. Whose 复习前面所学的知识，为后面的学习做铺垫。 激发学生的学习兴趣和积极性。 导入故事的地点---- forest 自然过渡到新词的学习。 渗透There be…句型的教学。
PROCEDURES CONTENTS METHODS PURPOSE
2. While-task Procedures 1.Story time 2. Watch and answer 3. Read and answer 4. Look and guess 5. Look and order 6. Reading time T: Today we will learn the story about” Goldilocks and the three bears” Learn the title of the story 2. 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, it’s so surprising. Goldilocks is in the 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）She’s very happy.（贴板书）Because she sees a big house.(贴板书) How does she think about this house Let’s listen. （音频：What a beautiful house!）Is it a nice house Ss：Yes. T: Now, read it together. （指导朗读） T: In the forest, there is a house. Whose house is it Maybe it's … Can you guess S1: Maybe it’s …’s house.学生猜一猜。 T: OK. Here’s 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 Ss: It’s the three bears’ house. T: Right! It’s the three bears’ house. What will happen to Goldilocks and the three bears Today we’ll read this story. And the name of the story is : 3. T: Now please open your books and turn to page6, read the story by yourselves, then, answer my question: What is in the house 让学生自读故事思考问题。 T: What’s in the big house 提示学生用There is / are 回答。 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: Goldilocks is in the house. What time is it Look, there’s a clock. Ss: It’s twelve. T: Yes. It’s 12 o’clock. It’s time for lunch. And how is Goldilocks Ss: She’s hungry and thirsty.（贴板书） T: What’s on the table S1: There is some soup.及时纠正学生发音或be动词。 4. 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 doesn’t look happy in these two pictures,why What’s wrong with this soup Let’s 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 what’s 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。 2. Look, boys and girls. I have some soup for you. Oh, I’m hungry and thirsty. I’m 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）What’s 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 aren’t. T: How is this bed Listen. 教师敲击讲台。Oh, it’s very hard. (Teach: hard) What about the second bed Listen. 播放音频音效。Oh, it is soft. (Teach: soft) 教师拿出道具 Look, I have a toy bear claw. How is it 让学生捏一捏试一试并形容：It’s 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 think. 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 you’re very 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。 5. T: Now I’d like 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: Let’s read the short passage together. 6. T: Very good. This time, let’s 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 group. 四人一组自由读。 3. T: Now let’s 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) 了解故事的背景，预测故事的发展。 通过看短文，能够看懂问题以及回答问题。 能够听说，读，写这些信新的单词。 整体感知故事文本，了解故事大意。 获取课文的细节信息。 训练学生的朗读，良好的语感。
PROCEDURES CONTENTS METHODS PURPOSE
3.Post-task Activities 1.Review the story 2.Talk about these pictures and repeat this story 3.Think and write Read the new words. Listen to the tape and notice the pronunciations and intonations Read after the tape. Try to read the text. Read the text together. Choose one kind of reading and act it. Act the story. 2.T: What’s this T: Where is it You may say “It’s between the desks.” (Teach: between) T: What are these T: Where are they You may say “They’re beside the bag. Teach: beside Check the answers.(b, f, c, d, a, e) Look and talk about the pictures. Try to say them: There’s a house in the forest. There’s some soup on the table. There are three beds in the room. There are three bears in front of me. 3. Write about “what will happen then “ 通过各种形式，复习和巩固这篇故事。 教授方位介词：between, beside 能够根据所学内容完成排序练习。并且能够看图片说话。 故事续写，助于理解故事，练习句型的掌握。
Assignment 1. Copy the new words and sentences. 2. Read, recite and act this story.
Board Writing Unit1 Goldilocks and the three bears in the forest hungry and thirsty some soup hot-cold just in a house tired three beds hard-soft right afraid three bears in front of her There is …. on the table There are …. in the room
Teacher’s Reflection 本课主要学习Story time。这个故事内容比较多，特别是有一些单词比较难读：goldilocks, between, afraid, forest，利用图片和动画，我让学生在语境中学习单词。但是一节课下来，还是有一些同学不会读，课后还需要加强练习。这节课我还涉及到了there be的学习。这个句型内容也比较多，因为是刚接触，所以这节课上我只是先渗透了点。 There be句型虽说比较简单，但是学习下来他们掌握的并不好。如果在学习there be句型的时候，应该更多的给他们创设情境，这样效果可能会更好，他们的印象也会更深刻。
TOPIC Unit1 Goldilocks and the three bears DATE Sep.3rd 总第2课时
PERIOD The second period （In my living room）
AIMS 1 WORDS AND PHRASES: Words: bear, forest. There, house, soup, room, hard, soft, afraid, her, beside, between, really, then, find, their Phrases : in the forest, hungry and thirsty, some soup, just right, too soft, in front of her, be afraid Sentences: There is a house in the forest. There are three bears in front of her.
2.STRUCTURES: Be able to understand, say, read and write the sentences: There is a house in the forest. There are three bears in front of her. This soup is too hard.
3.FUNCTION: The students can use “there be” to ask about things in a place.
LANGUAGE FOCUS Ss can read the story . Ss can understand, read and act out Cartoon time.
AIDS CAI, copybooks
PROCEDURES CONTENTS METHODS PURPOSE
1. Pre-task Preparation 1.Review Story time 1.T: At first, let’s read the story together. T: Read this story in roles. T: Act this dialogue, please T: Ask the Qs Qs:1. How is Goldilocks at first 2.What does she find 3.What’s the matter with her then 4. What does she find 5. How is she at last 6.Why Ss: Answer the Qs 1.She’s hungry and thirsty at first. 2.There is some soup on the table. 3.Then She’s tired. 4.There are three beds in the room. 5. She is afraid(害怕的). 6.There are three bears in front of her. 通过各种形式来复习前一节课的短文。
PROCEDURES CONTENTS METHODS PURPOSE
2. While-task Procedure 1 Quick response 2. Grammar time ( There be…句型) 3.Grammar time ( too 的运用) 1.T: Ask the Qs Qs:1. How is Goldilocks at first 2.What does she find 3.What’s the matter with her then 4. What does she find 5. How is she at last 6.Why Ss: Answer the Qs 1.She’s hungry and thirsty at first. 2.There is some soup on the table. 3.Then She’s tired. 4.There are three beds in the room. 5. She is afraid(害怕的). 6.There are three bears in front of her. 2.T:Look at these sentences. Lead in Grammar 1. The usage of There is / are… Follow me, There is some soup on the table. There are three beds in the room. There are three bears in front of her. Look at these pictures .You may 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。 3.Look and discuss T: Look at these four sentences. Let’s read them together. 适时提醒缩写There’s / There’re 的用法。 Who can tell me the difference between ‘there is’ and ‘there are’ You can discuss in pairs first. 学生同桌间讨论区别。 T: OK. What’s your opinion Let’s 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 we’re 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 uncountable words, we also use ‘there is’. 解释不可数名词，举例说明。 4.Play a game T: Now let’s play a game. All the boys are ‘is’, and all the girls are ‘are’. I’ll 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 5.Look and write T: Look! This is another picture of my living room. Look at it. Do you like it Can you complete the sentences with the right words Welcome to my house! This is my living room.Look! There ____ a picture of my family ____ the wall. There _____ a table . There _____ some glasses ____ the table. There _____ two balls _____ the sofa. There ______ a toy car ______ the desk. There _____ a clock ______ the window. There _____ a cap ______the clock. Do you like my living 3.Look and say T: Just now we reviewed the story. 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 What’s the matter S: This soup is too cold. T: What’s wrong with this soup S: This soup is too hot. T: Look at this bed. Why doesn’t Goldilocks like it S: This bed is too hard. T: What about this one S: This bed is too soft. T: Let’s 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 teacher’s desk, but it’s too heavy. I can’t 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 can’t reach the apple. T: You’re right. Look and complete T: Does the boy look smart in this sweater What’s wrong S: The sweater is too big. He can’t wear it. T: Oh, look at this baby. Can he go to school S: The baby is too young. He can’t go to school. 适时地练习可以帮助学生及时巩固所学知识 这是一个新的环节。本单元这个环节主要是学习there be句型以及形容词。
3.Post-task Activities 1. Fun time 2. Describe my bedroom: Draw and say This is the my living room. There is ... There are ... 2.Describe my bedroom: There is/are … on/in/ …. Eg. There is a bed in my bedroom. There is a desk in my bedroom, 1. Read the story. 2. Do the exercises. 3. Check the answers. 4. Act the story. 通过学习there be句型，让他们根据图片提供的信息，然后自己动手丰满图片后介绍。通过对客厅的描述，让他们理解there be句型。 通过所学的there be句型，简单的介绍自己的卧室。 通过读写的形式，进一步熟悉There be 句型的特点和使用方法。
Assignment Recite Story time and Cartoon time. Preview the next parts of this unit.
Board Writing Unit1 Goldilocks and the three bears There is …. There are …. 就近原则 ... is /are too... so这么，如此 too 太 very很非常
Teacher’s Reflection 这是本单元的第二课时，主要学习Grammar time和Fun time. Grammar time这个环节是新的，主要呈现的是本单元的主要句型。本单元主要是学习there be句型以及形容词的复习。在学习there be句型过程中，主要是让他们描述教室和自己的卧室来复习的。从反馈情况来看，效果还是不错的。通过对Grammar time的学习，让学生在通过Fun time来及时的复习和巩固there be句型。但是这个句型虽然简单，但是出错还是比较多，还需要课后加强练习。 学生对Where is/are… it’s/They’re… 还有What’s… There is/are…的区别很混淆。这个知识点是难点，还是需要课后加强练习。There be就近原则也有个别学生没有掌握，还要加强训练。
TOPIC Unit1 Goldilocks and the three bears DATE Sep.5th 总第3课时
PERIOD The third period （At Bobby’s house）
AIMS 1. WORDS: Words: bear, forest. There, house, soup, room, hard, soft, afraid, her, beside, between, really, then, find, their Phrases : in the forest, hungry and thirsty, some soup, just right, too soft, in front of her, be afraid Sentences: There is a house in the forest. There are three bears in front of her.
2.STRUCTURES: Be able to understand, say, read and write the sentences: There is a house in the forest. There are three bears in front of her. This soup is too hard.
3.FUNCTION: Be able to know the sound of the letter “c”. Be able to complete the sentences in Checkout time.
LANGUAGE FOCUS Be able to understand, say and read the rhyme and change some words top make new rhymes.
AIDS CAI
PROCEDURES CONTENTS METHODS PURPOSE
1. Pre-task Preparation 1.Warm up 1.T: Look at these pictures ,Let’s describe our classrooms, OK There is ... There are... Read and recite the new words. Write some sentences about places. Look at this house,is it beautiful Whose house is this？ What is happening is this house 让他们描述书包的东西。来复习there be句型。
2. While-task Procedure 1. Cartoon time 2.Culture Time T: Look at the picture, who are they What are they saying Let’s watch the cartoon, please. Watch the cartoon. This is Bobby’s house.Tina and Bobby are in the living room. S: Read and judge. 1>Tina is hungry. 2>The cake is in the fridge in the kitchen. 3>Bobby’s cousin eats the cakes. 4>Bobby is happy. Describe : Tina and Bobby are in the living room. Bobby is hungry .There are some cakes in the fridge in the kitchen.But Bobby cannot find them.At last ,they find the cakes ,their cousin is eating the cakes. Teach the new words: cannot, find, their, really Teach the new sentences: There aren’t any …. Here are …. T: Read the new words and sentences, please. Listen to the tape and read after it, then notice the pronunciations and intonations. 2.Tina is reading a book.What is in the book What is she reading T: What’s this T: What’s that Guess: Who is it for Coffee is popular in western countries. Tea is popular in China. Teach the new words: popular, western countries, culture, China Read the sentences. Say the different drinks culture. 学生喜欢看动画，课堂上尽可能让学生多看几遍动画，这既能提高学生的学习兴趣又能帮助学生理解和记忆对话。 适时地练习可以帮助学生及时巩固所学知识.、 通过coffee和tea，让学生对于中西文化的差异有一点了解。
PROCEDURES CONTENTS METHODS PURPOSE
3.Post-task Activities 1. Read the story. 2. Do the exercises. 3. Check the answers. 4. Act the story.
Assignment Recite Sound time and Checkout time Talk about their house , use “there be”
Board Writing Unit1 Goldilocks and the three bears Coffee is popular in western countries. Tea is popular in China. There isn’t …. There aren’t …. Here is ... Here are ...
Teacher’s Reflection 这是本单元的第三课时，主要是学习Culture time和Cartoon time。本课主要用there be句型引入，引出Bobby’s house,这部分中主要就是增加了一个there be句型的否定形式。还有就是Here is /are ... Culture time这个环节是新的，主要是让他们了解中西两国的饮食文化差异，还可以拓展一些中西方饮食习惯的不同，学生比较感兴趣。 经过三课时的学习，大部分孩子能够理解并掌握There be句型。但是还有一小部分孩子还是没有掌握就近原则，特别是句子翻译的时候，还是容易混淆。还需要课后加强练习。
TOPIC Unit1 Goldilocks and the three bears DATE Sep.7th 总第4课时
PERIOD The fourth period (At our home)
AIMS 1.Words: to review the words: bear, forest, there, soup, just right, hard, soft, afraid, really, then, find, their, house, room, in front of , her, beside, between. 2.Phrases: to review the phrases: a glass of milk, have a cold, put on your coat, be popular, in Western countries, in China, have some cakes, in the kitchen, in the fridge, find their cousin, in the living room, three umbrellas. 3. Be able to grasp the sound of “c”
2.STRUCTURES: Be able to understand, say, read and write the sentences: There is … There are …
3.FUNCTION: Be able to understand, say, read and write the sentences:There is … There are …
LANGUAGE FOCUS To review the words. Be able to understand, say, read and write the sentences:There is … There are…
AIDS Pictures tape
PROCEDURES CONTENTS METHODS PURPOSE
1. Pre-task Preparation 1.Warm up 2.Play a game 1. Greeting 2.Quick response (让学生看图片，介绍自己所看到的，或者大声朗读出看到的句子。) There is …/There are … 3Have a dictation 在游戏中让学生进一步操练了句型 There is/are…
PROCEDURES CONTENTS METHODS PURPOSE
2. While-task Procedure 1. Look and say 2.Look and write Sound time c /k/ cake coat come cup doctor c/s/ nice T: Look at the picture.Talk about the picture in groups, please. Check and write the sentences: I’m in the living room. There is a table. There ...some books ... the table. There ...some toy cars ... the table. There ...a chair... the table. There ...three umbrellas ... the window. Oh,there ...a bear ... the chair! I’m in the living room. There is a table. There are some books on the table. There are some toy cars under the table. There is a chair beside the table. There are three umbrellas in front of the window. Oh, there is a bear on the chair. 2.T: Talk about the pictures in groups, please. Check and write the sentences: There are some/three apples on the table. There is some orange juice in the glass. There is a bird in the tree. There are some /ten sweets in the box. T: How about this picture What can you see in the picture Oh, here come my uncle and cousin.What’ wrong with them Teach the new words: cold, doctor, says, put on 1>Read these four words and try to find the sound of “c”. Ss: Try to give some other words with the sound “c”. cat coffee cousin 2>Read the sentence. 继续复习巩固There be ，特别是There be 句型中的就近原则。 通过学生自我总结发现语音规律，并通过大量的例子帮助学生巩固语音。
PROCEDURES CONTENTS METHODS PURPOSE
3.Post-task Activities 1. Ticking time 2.Draw and say 1.Read the sentences Check how many stars can they get. 2.T: Can you draw a place which one you like ,and try to describe it to your deskmate . This is the .... Look ,there is ... There are ... ... I like the ... What about you 通过画画和描述再付巩固本单元的句型，让孩子在愉快中学习。
Assignment Recite the cartoon. Copy the new words and phrases
Board Writing Unit1Goldilocks and the three bears There is … and … There are … and … There isn’t... There aren’t ...
Teacher’s Reflection 本课时主要通过复习来巩固本单元所学的是知识。通过Checkout time再次帮助学生加深对there be句型的了解和运用。让学生能主动的去理解和运用。在Sound time 中通过对于音标的绕口令的学习让学生了解个别字母的发音，以及课后让学生在学过的单词中去寻找有相同发音的单词。语音练习是需要很长一段时间的，在今后的教学中要不断的渗透。 there be句型的否定句和一般疑问句应提前渗透拓展。
TOPIC Unit1 Goldilocks and the three bears DATE Sep.9th 总第5课时
PERIOD The fifth period Test1
AIDS
TOPIC Unit1 Goldilocks and the three bears DATE Sep.11th 总第6课时
PERIOD The sixth period Exam Analysis of Unit1
AIDS