Unit1 Goldilocks and three bears Story time 教案
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| 名称 | Unit1 Goldilocks and three bears Story time 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 | 2019-09-10 17:54:15 | ||
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Unit1 Goldilocks and three bears Story time 教案
一、教材简析
本单元主要话题是谈论房屋、住所和居室及房屋内物品的陈列。课文通过学生熟悉的中文版三只熊的趣味故事帮助学生理解英文文本、学习方位介词以及帮助学生理解There be…句型。教师可以充分利用书本材料进行教学与操练，也可以让学生们用身边的物品进行对话交流。在这一单元的教学中，老师要注重培养学生的学习兴趣，重视激发和保护学生学习英语的热情，培养学生运用所学英语进行交际的意识和勇气。
二、教学内容
Unit1 Goldilocks and three bears（Story time）
三、教学目标
1. 在课文情景中学生能够听懂、会说、会读故事中的词汇：Goldilocks, bear, forest, house, soup, hard, soft, afraid, just right, in front of；
2. 创设不同情境，让学生能够听懂、会说、会读、会写句型：There is / are…并理解句型的意思；
3. 学生能正确理解、朗读Story time，并能小组合作表演故事、续写故事；
4. 学生能熟练运用本单元所学的词句在不同情境中谈论物品的陈列；
5. 了解字母c在单词中的读音。
四、教学重点与难点
1. 句型：句型：There is / are的用法；
2. 词汇：house, room, in front of, her, beside, between等词的音、形、义；
3. 语音：字母c在单词中的读音。
五、教学设备
黑板、多媒体。
六、教学方法
情景教学、任务型阅读。
七、教学过程
Step 1 Warming-up and lead-in
1. Greetings
2. Free talk
T: Boys and girls, what are you good at? Are you good at…?
S: …
3. Guess riddles
T: Are you good at guessing riddles? There are three riddles here.
(1) There are（有）a lot of teachers and students in it.
(2) There is（有）a lot of juice, tea, hamburgers and pies in it.
(3) There are many trees and flowers in it. There are many wild animals in it. It’s very big and beautiful.
设计意图：导入部分由学生熟悉的话题be good at入手，在师生互动中热身进入课堂，创造了良好的氛围。后继引出的猜谜活动让学生初步感知There be句型，并激发了学生的学习兴趣，自然引出故事背景forest。
Step 2 Pre-reading
T: Look at the forest, what do you see?
S: I see…
T: Yes. There is / are…（板书句型）
S: I see a girl.
T: Good. There is a girl in the forest. Her name is Goldilocks.（板书并带读）Look at Goldilocks. She is very happy. Why?
S: Because...（自由想象）
T: She is happy because she sees a house. Look at the house.
S: It’s beautiful.
T: Yes. What a beautiful house! Whose house is it?
S: ...（自由回答）
T: It’s bears’ house.（完整课题Goldilocks and the three bears，带读。）
设计意图：阅读前的恰当导入可以激发学生的学习兴趣和求知欲。利用学生已有的知识，通过开放性问题，激活学生头脑中的生活体验，使他们在阅读中建构起与阅读话题之间的联系，形成对故事的初步认识和体验。
Step 3 While-reading
1. What’s in the house? Read by yourselves and find out the answers.
S: （自读课文）There is some soup and there are three beds.
T: Yes. There are three bowls of soup in front of Goldilocks, how does she feel?
S: She feels hungry and thirsty.
T: Good.（板书）Look at Goldilocks, which soup does she like? The first bowl?
S: No.
T: Why?
S: This soup is too cold.
T: You’re right.（板书、跟读）The second bowl?
S: No. This soup is too hot.（板书、跟读）
T: Oh, so she likes the third bowl.（听录音）This soup is just right.（带读）
T: Then Goldilocks is tired. She sees three beds. Which bed does she like?
S: The third one.
T: Yes. If you were Goldilocks, what will you say?
S: This bed is just right.
T: Well done! What’s wrong with the first bed? S: This bed is too hard.
T: （板书hard）Boys and girls, how to read this word? （学生尝试拼读）Do you know hard? What is hard?
S: The desk is hard. / The floor is hard. / The wall is hard. / …
T: What’s wrong with the second bed?
S: This bed is too soft.
T:（板书soft）What is soft?
S: My pencil case is soft. / My rubber is soft. / The sofa is soft. / …
2. T: Look! How does Goldilocks feel now?
S: She is afraid.
T: Yes.（板书、带读）Why is she afraid? Read with your desk mates and find out the answers.
S: Because there are three bears in front of her.（同桌读课文）
T: Good! （板书in front of，带读）
3. Read after the computer.
4. Read in roles.
设计意图：在故事情境中呈现并巩固新单词、句型，寓教于乐。学生通过与生活密切相关的事物进行联系和比较，能较好地理解并掌握知识点。学生发散思维，畅所欲言更能活跃课堂氛围，提升综合运用英语及自信表达的能力。
Step 4 Post-reading
1. Choose and write.
2. Retell the story according to the blackboard.
3. Retell the story according to the pictures.
设计意图：读后活动是检查文本知识理解效果和巩固运用语言材料的阶段。教师通过提炼文本主要内容，让学生在理解故事的基础上进行笔头练习和复述，可以促进学生对文本内容的内化和吸收。
Step 5 Extension
T: Goldilocks is afraid, she runs away. And then what will happen?
S: （自由创编）
设计意图：课本内容的拓展与再创造是为了更宽广灵活地运用不同句子，学生得以自主学习与想象，丰富英语知识与表达。
Step 6 Homework
1. Try to tell the story to your parents or friends.
2. Read more fairy tales and share them with your friends.
设计意图：进一步巩固所学，培养学生语言综合运用能力。
八、板书设计
Unit 1 Goldilocks and the three bears
There is / are…
happy hungry and thirsty tired afraid
a house soup three beds three bears
in front of
一、教材简析
本单元主要话题是谈论房屋、住所和居室及房屋内物品的陈列。课文通过学生熟悉的中文版三只熊的趣味故事帮助学生理解英文文本、学习方位介词以及帮助学生理解There be…句型。教师可以充分利用书本材料进行教学与操练，也可以让学生们用身边的物品进行对话交流。在这一单元的教学中，老师要注重培养学生的学习兴趣，重视激发和保护学生学习英语的热情，培养学生运用所学英语进行交际的意识和勇气。
二、教学内容
Unit1 Goldilocks and three bears（Story time）
三、教学目标
1. 在课文情景中学生能够听懂、会说、会读故事中的词汇：Goldilocks, bear, forest, house, soup, hard, soft, afraid, just right, in front of；
2. 创设不同情境，让学生能够听懂、会说、会读、会写句型：There is / are…并理解句型的意思；
3. 学生能正确理解、朗读Story time，并能小组合作表演故事、续写故事；
4. 学生能熟练运用本单元所学的词句在不同情境中谈论物品的陈列；
5. 了解字母c在单词中的读音。
四、教学重点与难点
1. 句型：句型：There is / are的用法；
2. 词汇：house, room, in front of, her, beside, between等词的音、形、义；
3. 语音：字母c在单词中的读音。
五、教学设备
黑板、多媒体。
六、教学方法
情景教学、任务型阅读。
七、教学过程
Step 1 Warming-up and lead-in
1. Greetings
2. Free talk
T: Boys and girls, what are you good at? Are you good at…?
S: …
3. Guess riddles
T: Are you good at guessing riddles? There are three riddles here.
(1) There are（有）a lot of teachers and students in it.
(2) There is（有）a lot of juice, tea, hamburgers and pies in it.
(3) There are many trees and flowers in it. There are many wild animals in it. It’s very big and beautiful.
设计意图：导入部分由学生熟悉的话题be good at入手，在师生互动中热身进入课堂，创造了良好的氛围。后继引出的猜谜活动让学生初步感知There be句型，并激发了学生的学习兴趣，自然引出故事背景forest。
Step 2 Pre-reading
T: Look at the forest, what do you see?
S: I see…
T: Yes. There is / are…（板书句型）
S: I see a girl.
T: Good. There is a girl in the forest. Her name is Goldilocks.（板书并带读）Look at Goldilocks. She is very happy. Why?
S: Because...（自由想象）
T: She is happy because she sees a house. Look at the house.
S: It’s beautiful.
T: Yes. What a beautiful house! Whose house is it?
S: ...（自由回答）
T: It’s bears’ house.（完整课题Goldilocks and the three bears，带读。）
设计意图：阅读前的恰当导入可以激发学生的学习兴趣和求知欲。利用学生已有的知识，通过开放性问题，激活学生头脑中的生活体验，使他们在阅读中建构起与阅读话题之间的联系，形成对故事的初步认识和体验。
Step 3 While-reading
1. What’s in the house? Read by yourselves and find out the answers.
S: （自读课文）There is some soup and there are three beds.
T: Yes. There are three bowls of soup in front of Goldilocks, how does she feel?
S: She feels hungry and thirsty.
T: Good.（板书）Look at Goldilocks, which soup does she like? The first bowl?
S: No.
T: Why?
S: This soup is too cold.
T: You’re right.（板书、跟读）The second bowl?
S: No. This soup is too hot.（板书、跟读）
T: Oh, so she likes the third bowl.（听录音）This soup is just right.（带读）
T: Then Goldilocks is tired. She sees three beds. Which bed does she like?
S: The third one.
T: Yes. If you were Goldilocks, what will you say?
S: This bed is just right.
T: Well done! What’s wrong with the first bed? S: This bed is too hard.
T: （板书hard）Boys and girls, how to read this word? （学生尝试拼读）Do you know hard? What is hard?
S: The desk is hard. / The floor is hard. / The wall is hard. / …
T: What’s wrong with the second bed?
S: This bed is too soft.
T:（板书soft）What is soft?
S: My pencil case is soft. / My rubber is soft. / The sofa is soft. / …
2. T: Look! How does Goldilocks feel now?
S: She is afraid.
T: Yes.（板书、带读）Why is she afraid? Read with your desk mates and find out the answers.
S: Because there are three bears in front of her.（同桌读课文）
T: Good! （板书in front of，带读）
3. Read after the computer.
4. Read in roles.
设计意图：在故事情境中呈现并巩固新单词、句型，寓教于乐。学生通过与生活密切相关的事物进行联系和比较，能较好地理解并掌握知识点。学生发散思维，畅所欲言更能活跃课堂氛围，提升综合运用英语及自信表达的能力。
Step 4 Post-reading
1. Choose and write.
2. Retell the story according to the blackboard.
3. Retell the story according to the pictures.
设计意图：读后活动是检查文本知识理解效果和巩固运用语言材料的阶段。教师通过提炼文本主要内容，让学生在理解故事的基础上进行笔头练习和复述，可以促进学生对文本内容的内化和吸收。
Step 5 Extension
T: Goldilocks is afraid, she runs away. And then what will happen?
S: （自由创编）
设计意图：课本内容的拓展与再创造是为了更宽广灵活地运用不同句子，学生得以自主学习与想象，丰富英语知识与表达。
Step 6 Homework
1. Try to tell the story to your parents or friends.
2. Read more fairy tales and share them with your friends.
设计意图：进一步巩固所学，培养学生语言综合运用能力。
八、板书设计
Unit 1 Goldilocks and the three bears
There is / are…
happy hungry and thirsty tired afraid
a house soup three beds three bears
in front of