Unit 1 Goldilocks and the three bears 教案
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| 名称 | Unit 1 Goldilocks and the three bears 教案 |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2018-09-13 16:39:57 | ||
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小学集体备课共享教案
五 年级 英语 科目 第 一 单元 主备人 老师
课 题
Unit 1 Goldilocks and the three bears
总第 课时
教学内容
Story time
执教人：
教学目标
1.基于故事能够听懂、会说、会读和会写词汇：house, room, in front of；
2.能理解故事并有感情地朗读故事；
教学重难点
教学重点：在听故事的过程中理解相关词汇及there be句型。
教学难点：there be 句型在本单元中第一次出现，教师充分利用文本情景帮助学生理解。
教 学 过 程
个人修改
一、检查预习、质疑导学
Step 1 Warm-up
Free talk.
T: Welcome back to school! Today, I’ll tell you a story as a gift for your new term. Do you like stories?
S: Yes, I do.
T: Good. Now let’s read a story together.
二、自主学习、合作探究
1、Step 2 Presentation
出示故事背景图
T: What place is it, do you know? S: (可以用中文回答)
T: Good, it’s a forest. Look! What’s that in the forest?
S: It’s a house. (预习得好的同学应该可以回答 教师新授house)
T: Great! There’s a house in the forest. Whose house is it? Oh! Here comes a girl. Her hair is gold. People call her Goldilocks. Is that her house? Maybe! And today, our story happened in this house.
2、Step 3 New teaching
1. Watch and answer.
2. Read and find (分三个场景开展学习).
3. Look and say (分场景学习).
4. 学生跟读并尝试表演。
三、交流反馈、拓展延伸
Step 4Consolidation
1. 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，同样的方法练习后面的图片)
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，给出一个美好的结尾。
四、巧设练习、达标训练
Step 5 Practice
1. Read the whole story.
(1) T: Very good. This time, let’s 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, 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。
五、巩固总结、布置作业
Homework 家庭作业
1. Copy the new words.
2. Read and recite the story.
3. Try to talk about Think and say on Page 8 in pairs.
板书设计
Unit 1 Goldilocks and the three bears
小学集体备课共享教案
五 年级 英语 科目 第 一 单元 主备人 老师
课 题
Unit 1 Goldilocks and the three bears
总第 课时
教学内容
Grammar time & Fun time
执教人：
教学目标
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。
教学重难点
教学重点：在故事情景中反复使用、巩固there be句型。
教学难点：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。
教 学 过 程
个人修改
一、检查预习、质疑导学
Step 1 Greetings and warming up
1. Enjoy a song: One One One.
2. Listen and do 学生根据老师的指令做出正确的反应。
Step 2 Review the story
1. Think and judge
2. Review the story
二、自主学习、合作探究
1、Step 3 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)
(2) Try to summarize
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 …)
2、Step 4 Grammar time (There be句型)
Learn to say.
(1) 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，完成后同桌交流检查。
三、交流反馈、拓展延伸
Think and summarize.
(1) 教师根据刚才的Think and say带领学生归纳There be用法
(学生可以用中文总结他们发现的规律)
(教师解释不可数名词，举例说明)
(2) Play a game
A. 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?
B. Fun time (Draw and say)
四、巧设练习、达标训练 A letter to friend
① Look at the letter. (请同桌两人先讨论一下信的内容)
② Finish the letter orally. ③ Write the letter in pairs.④ Check.
五、巩固总结、布置作业
Homework 家庭作业
1. Draw a picture of your room and talk about it in the next English class.
2. Finish the exercise book. 3. Recite the new words and the story.
板书设计
Unit 1 Goldilocks and the three bears
小学集体备课共享教案
五 年级 英语 科目 第 一 单元 主备人 老师
课 题
Unit 1 Goldilocks and the three bears
总第 课时
教学内容
Cartoon Time & Grammar Time
执教人：
教学目标
1. 能听懂、会读、会说：Where’s/Where’re …? There are … There aren’t any …；
2. 能正确理解并朗读Cartoon time故事内容，读懂故事的幽默，在教师的指导下表演故事。
教学重难点
教学重点： 基于故事理解语法知识：There is/are …。
教学难点：Cartoon time中语言点的理解和掌握。
教 学 过 程
个人修改
一、检查预习、质疑导学
Step 1 Greeting and warm up
1. Greetings. 2. Talk about our classroom. (The more the better)
二、自主学习、合作探究
1、Step 2 Cartoon time
1. Talk about the picture of the Cartoon time.
2. Watch and answer.
(1) T: What are they talking in the living room?
(2) T: (第一幅图) Look! Bobby is hungry. What does Tina tell him?
(3) 在图片上出示句型：There are some cakes in the fridge. There aren’t any cakes here. (教师示范，学生跟读)
(4) T: Look at Bobby and his cousin. How do they feel? Can you fill in the blanks?
Bobby’s cousin is ___________. But Bobby is ________.
3. 朗读故事。
(1) 逐句跟读录音。
(2) 教师逐一出示Cartoon time图片，教师说旁白，学生跟说Bobby和Tina的对话。
(3) 分角色朗读故(4) Dub the story. (5) Act the story. 学生表演对话。
Step 3 Grammar time
1. (教师出示里面塞满东西的冰箱，学生看10秒钟后回答)
There is ____________ in the fridge.
There are __________ in the fridge. 说得多的小组获胜。
2. 再次出示冰箱里的物品及例句。
师生根据例句共同进行语法讲解：There is 后面跟不可数名词或可数名词的单数形式，There are后面跟可数名词的复数形式。
3. 学生根据冰箱内物品和语言提示介绍。
三、交流反馈、拓展延伸
Step 3 Grammar time
1. (教师出示里面塞满东西的冰箱，学生看10秒钟后回答)
There is ____________ in the fridge.
There are __________ in the fridge. 说得多的小组获胜。
2. 再次出示冰箱里的物品及例句。
师生根据例句共同进行语法讲解：There is 后面跟不可数名词或可数名词的单数形式，There are后面跟可数名词的复数形式。
3. 学生根据冰箱内物品和语言提示介绍。
四、巧设练习、达标训练
Step 4 Consolidation
1. 教师出示补充习题Page 3图片，选择一幅图与学生开展问答。
2. 学生选择一幅图开展两人练习。
3. 学生写句子并交流。
五、巩固总结、布置作业
Homework 家庭作业
1. Read and act Cartoon time.
2. Choose one picture to write about it.
3. Finish the exercise book.
板书设计
Unit 1 Goldilocks and the three bears
小学集体备课共享教案
五 年级 英语 科目 第 一 单元 主备人 老师
课 题
Unit 1 Goldilocks and the three bears
总第 课时
教学内容
Grammar time, Sound time, Culture Time & Checkout time (Look and write)
执教人：
教学目标
1. 学生能够用配音或看图说话的方式滚动复习Cartoon time；
2. 学生了解字母c在单词中的发音；
教学重难点
教学重点：能理解并掌握字母c 的发音规律，熟记例词。
教学难点：在There be句型中，能根据名词单复数，正确使用be动词，并掌握就近原则。
教 学 过 程
个人修改
一、检查预习、质疑导学
Step 1 Greetings and warming up
1. Say a chant. 2. Greeting
Step 2 Review Cartoon time
1. T: (出示Cartoon time图1) How is Bobby?
S: He’s hungry. T: How much do you remember about Cartoon time?
2. Ask and answer:
Q1: Can Bobby see any cakes in the fridge?
Q2: Can Bobby eat the cakes at last?
3. Dub the story first and then act the story.
二、自主学习、合作探究
Step 3 Sound time
1. T: (出示Sound time 图片局部)
T:What’s wrong with them? S: They have a cold.
T: (出示医生) Who comes to help them? S: A doctor.
2. T: What did the doctor say? Let’s listen. (cold, doctor, coat)
3. 教师放小诗录音；教师出示例词：学生体会c的发音；
学生跟读小诗。
4. 教师出示新单词：can, candy, cow, cone等词让学生尝试运用规则。
5. 教师出示含有c 的不同单词，学生找到c在单词中发音的一般规律（c /k/和c /s/）。
Step 4 Culture time
1. T: Tea is popular in China. Coffee is popular in Western countries.
(教授 popular, China, Western countries)
2. 介绍文化。
T: Different food and drinks are popular in different countries. (学生同桌间讨论并汇报)
_____is popular in China, and _____ is popular in Western countries. (教师反馈)
三、交流反馈、拓展延伸
Step 5 Grammar time
1. T: (出示Cartoon time 中Bobby和Sound time图片) Look, Bobby is hungry. The man and the boy have a cold. They feel bad.
2. T: (出示Story time四张场景图) How does Goldilocks feel?
四、巧设练习、达标训练
Step 6 Checkout time—Look and write
1. T: Goldilocks runs away. She runs into a garden. Look, what’s in the garden? (教师引导学生说There is a table in the garden.)
(同法完成其余三幅图片，同桌核对答案。)
2. Make a new story.
五、巩固总结、布置作业
Homework 家庭作业
1. Make a new story. 2. Draw a room of your home.
3. Finish the exercise in your workbook.
板书设计
Unit 1 Goldilocks and the three bears
小学集体备课共享教案
五 年级 英语 科目 第 一 单元 主备人 老师
课 题
Unit 1 Goldilocks and the three bears
总第 课时
教学内容
Ticking time & Checkout time
执教人：
教学目标
1. 通过自我、同伴、老师评价，引导学生对单元知识开展回顾和小结；
2.学生能扎实掌握本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。
教学重难点
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。
教 学 过 程
个人修改
一、检查预习、质疑导学
Step 1 Greetings and warming up
1. Greetings. This is our ticking table.
(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 my room.
二、自主学习、合作探究
1、Step 2 Words and sound
1. Words of prep.
(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：Where’s/Where are the …? 学生轮流回答。)
2. Sound time.
(1) T: (出示将cake, cup, coat隐藏在房间图中的图):
(2) T: Do you know any o words about c /k/? (学生举例然后念诵书上小诗。)
(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 ( )
三、交流反馈、拓展延伸
Ticking time.
T: Well, you have finished the first aim. You can get three stars if you don’t have any mistakes. You can get two stars if you have one mistake. You can get only one star if you have two mistakes.
四、巧设练习、达标训练
Step 3 Act the story
1. 教师出示表演评分标准：☆☆☆：有道具，表演有感情，无错误。
☆☆：表演有感情，无错误。 ☆：能表演，略有错误。
2. 教师出示故事图片
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.
五、巩固总结、布置作业
Homework 家庭作业
1. Review the words and phrases of this unit.
2. Read and recite Story time.
3. Design a dream room and introduce it.
板书设计
Unit 1 Goldilocks and the three bears
I can …
What
I can say the words of adj. and prep.
cold hot happy hungry thirsty tired soft hard in on
I know the sound of the letter “c”.
cake coat come cup doctor
I can act the stories.
in the forest in the house in the kitchen
in the room bears come home. run away
五 年级 英语 科目 第 一 单元 主备人 老师
课 题
Unit 1 Goldilocks and the three bears
总第 课时
教学内容
Story time
执教人：
教学目标
1.基于故事能够听懂、会说、会读和会写词汇：house, room, in front of；
2.能理解故事并有感情地朗读故事；
教学重难点
教学重点：在听故事的过程中理解相关词汇及there be句型。
教学难点：there be 句型在本单元中第一次出现，教师充分利用文本情景帮助学生理解。
教 学 过 程
个人修改
一、检查预习、质疑导学
Step 1 Warm-up
Free talk.
T: Welcome back to school! Today, I’ll tell you a story as a gift for your new term. Do you like stories?
S: Yes, I do.
T: Good. Now let’s read a story together.
二、自主学习、合作探究
1、Step 2 Presentation
出示故事背景图
T: What place is it, do you know? S: (可以用中文回答)
T: Good, it’s a forest. Look! What’s that in the forest?
S: It’s a house. (预习得好的同学应该可以回答 教师新授house)
T: Great! There’s a house in the forest. Whose house is it? Oh! Here comes a girl. Her hair is gold. People call her Goldilocks. Is that her house? Maybe! And today, our story happened in this house.
2、Step 3 New teaching
1. Watch and answer.
2. Read and find (分三个场景开展学习).
3. Look and say (分场景学习).
4. 学生跟读并尝试表演。
三、交流反馈、拓展延伸
Step 4Consolidation
1. 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，同样的方法练习后面的图片)
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，给出一个美好的结尾。
四、巧设练习、达标训练
Step 5 Practice
1. Read the whole story.
(1) T: Very good. This time, let’s 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, 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。
五、巩固总结、布置作业
Homework 家庭作业
1. Copy the new words.
2. Read and recite the story.
3. Try to talk about Think and say on Page 8 in pairs.
板书设计
Unit 1 Goldilocks and the three bears
小学集体备课共享教案
五 年级 英语 科目 第 一 单元 主备人 老师
课 题
Unit 1 Goldilocks and the three bears
总第 课时
教学内容
Grammar time & Fun time
执教人：
教学目标
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。
教学重难点
教学重点：在故事情景中反复使用、巩固there be句型。
教学难点：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。
教 学 过 程
个人修改
一、检查预习、质疑导学
Step 1 Greetings and warming up
1. Enjoy a song: One One One.
2. Listen and do 学生根据老师的指令做出正确的反应。
Step 2 Review the story
1. Think and judge
2. Review the story
二、自主学习、合作探究
1、Step 3 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)
(2) Try to summarize
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 …)
2、Step 4 Grammar time (There be句型)
Learn to say.
(1) 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，完成后同桌交流检查。
三、交流反馈、拓展延伸
Think and summarize.
(1) 教师根据刚才的Think and say带领学生归纳There be用法
(学生可以用中文总结他们发现的规律)
(教师解释不可数名词，举例说明)
(2) Play a game
A. 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?
B. Fun time (Draw and say)
四、巧设练习、达标训练 A letter to friend
① Look at the letter. (请同桌两人先讨论一下信的内容)
② Finish the letter orally. ③ Write the letter in pairs.④ Check.
五、巩固总结、布置作业
Homework 家庭作业
1. Draw a picture of your room and talk about it in the next English class.
2. Finish the exercise book. 3. Recite the new words and the story.
板书设计
Unit 1 Goldilocks and the three bears
小学集体备课共享教案
五 年级 英语 科目 第 一 单元 主备人 老师
课 题
Unit 1 Goldilocks and the three bears
总第 课时
教学内容
Cartoon Time & Grammar Time
执教人：
教学目标
1. 能听懂、会读、会说：Where’s/Where’re …? There are … There aren’t any …；
2. 能正确理解并朗读Cartoon time故事内容，读懂故事的幽默，在教师的指导下表演故事。
教学重难点
教学重点： 基于故事理解语法知识：There is/are …。
教学难点：Cartoon time中语言点的理解和掌握。
教 学 过 程
个人修改
一、检查预习、质疑导学
Step 1 Greeting and warm up
1. Greetings. 2. Talk about our classroom. (The more the better)
二、自主学习、合作探究
1、Step 2 Cartoon time
1. Talk about the picture of the Cartoon time.
2. Watch and answer.
(1) T: What are they talking in the living room?
(2) T: (第一幅图) Look! Bobby is hungry. What does Tina tell him?
(3) 在图片上出示句型：There are some cakes in the fridge. There aren’t any cakes here. (教师示范，学生跟读)
(4) T: Look at Bobby and his cousin. How do they feel? Can you fill in the blanks?
Bobby’s cousin is ___________. But Bobby is ________.
3. 朗读故事。
(1) 逐句跟读录音。
(2) 教师逐一出示Cartoon time图片，教师说旁白，学生跟说Bobby和Tina的对话。
(3) 分角色朗读故(4) Dub the story. (5) Act the story. 学生表演对话。
Step 3 Grammar time
1. (教师出示里面塞满东西的冰箱，学生看10秒钟后回答)
There is ____________ in the fridge.
There are __________ in the fridge. 说得多的小组获胜。
2. 再次出示冰箱里的物品及例句。
师生根据例句共同进行语法讲解：There is 后面跟不可数名词或可数名词的单数形式，There are后面跟可数名词的复数形式。
3. 学生根据冰箱内物品和语言提示介绍。
三、交流反馈、拓展延伸
Step 3 Grammar time
1. (教师出示里面塞满东西的冰箱，学生看10秒钟后回答)
There is ____________ in the fridge.
There are __________ in the fridge. 说得多的小组获胜。
2. 再次出示冰箱里的物品及例句。
师生根据例句共同进行语法讲解：There is 后面跟不可数名词或可数名词的单数形式，There are后面跟可数名词的复数形式。
3. 学生根据冰箱内物品和语言提示介绍。
四、巧设练习、达标训练
Step 4 Consolidation
1. 教师出示补充习题Page 3图片，选择一幅图与学生开展问答。
2. 学生选择一幅图开展两人练习。
3. 学生写句子并交流。
五、巩固总结、布置作业
Homework 家庭作业
1. Read and act Cartoon time.
2. Choose one picture to write about it.
3. Finish the exercise book.
板书设计
Unit 1 Goldilocks and the three bears
小学集体备课共享教案
五 年级 英语 科目 第 一 单元 主备人 老师
课 题
Unit 1 Goldilocks and the three bears
总第 课时
教学内容
Grammar time, Sound time, Culture Time & Checkout time (Look and write)
执教人：
教学目标
1. 学生能够用配音或看图说话的方式滚动复习Cartoon time；
2. 学生了解字母c在单词中的发音；
教学重难点
教学重点：能理解并掌握字母c 的发音规律，熟记例词。
教学难点：在There be句型中，能根据名词单复数，正确使用be动词，并掌握就近原则。
教 学 过 程
个人修改
一、检查预习、质疑导学
Step 1 Greetings and warming up
1. Say a chant. 2. Greeting
Step 2 Review Cartoon time
1. T: (出示Cartoon time图1) How is Bobby?
S: He’s hungry. T: How much do you remember about Cartoon time?
2. Ask and answer:
Q1: Can Bobby see any cakes in the fridge?
Q2: Can Bobby eat the cakes at last?
3. Dub the story first and then act the story.
二、自主学习、合作探究
Step 3 Sound time
1. T: (出示Sound time 图片局部)
T:What’s wrong with them? S: They have a cold.
T: (出示医生) Who comes to help them? S: A doctor.
2. T: What did the doctor say? Let’s listen. (cold, doctor, coat)
3. 教师放小诗录音；教师出示例词：学生体会c的发音；
学生跟读小诗。
4. 教师出示新单词：can, candy, cow, cone等词让学生尝试运用规则。
5. 教师出示含有c 的不同单词，学生找到c在单词中发音的一般规律（c /k/和c /s/）。
Step 4 Culture time
1. T: Tea is popular in China. Coffee is popular in Western countries.
(教授 popular, China, Western countries)
2. 介绍文化。
T: Different food and drinks are popular in different countries. (学生同桌间讨论并汇报)
_____is popular in China, and _____ is popular in Western countries. (教师反馈)
三、交流反馈、拓展延伸
Step 5 Grammar time
1. T: (出示Cartoon time 中Bobby和Sound time图片) Look, Bobby is hungry. The man and the boy have a cold. They feel bad.
2. T: (出示Story time四张场景图) How does Goldilocks feel?
四、巧设练习、达标训练
Step 6 Checkout time—Look and write
1. T: Goldilocks runs away. She runs into a garden. Look, what’s in the garden? (教师引导学生说There is a table in the garden.)
(同法完成其余三幅图片，同桌核对答案。)
2. Make a new story.
五、巩固总结、布置作业
Homework 家庭作业
1. Make a new story. 2. Draw a room of your home.
3. Finish the exercise in your workbook.
板书设计
Unit 1 Goldilocks and the three bears
小学集体备课共享教案
五 年级 英语 科目 第 一 单元 主备人 老师
课 题
Unit 1 Goldilocks and the three bears
总第 课时
教学内容
Ticking time & Checkout time
执教人：
教学目标
1. 通过自我、同伴、老师评价，引导学生对单元知识开展回顾和小结；
2.学生能扎实掌握本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。
教学重难点
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。
教 学 过 程
个人修改
一、检查预习、质疑导学
Step 1 Greetings and warming up
1. Greetings. This is our ticking table.
(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 my room.
二、自主学习、合作探究
1、Step 2 Words and sound
1. Words of prep.
(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：Where’s/Where are the …? 学生轮流回答。)
2. Sound time.
(1) T: (出示将cake, cup, coat隐藏在房间图中的图):
(2) T: Do you know any o words about c /k/? (学生举例然后念诵书上小诗。)
(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 ( )
三、交流反馈、拓展延伸
Ticking time.
T: Well, you have finished the first aim. You can get three stars if you don’t have any mistakes. You can get two stars if you have one mistake. You can get only one star if you have two mistakes.
四、巧设练习、达标训练
Step 3 Act the story
1. 教师出示表演评分标准：☆☆☆：有道具，表演有感情，无错误。
☆☆：表演有感情，无错误。 ☆：能表演，略有错误。
2. 教师出示故事图片
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.
五、巩固总结、布置作业
Homework 家庭作业
1. Review the words and phrases of this unit.
2. Read and recite Story time.
3. Design a dream room and introduce it.
板书设计
Unit 1 Goldilocks and the three bears
I can …
What
I can say the words of adj. and prep.
cold hot happy hungry thirsty tired soft hard in on
I know the sound of the letter “c”.
cake coat come cup doctor
I can act the stories.
in the forest in the house in the kitchen
in the room bears come home. run away