Unit 1 Goldilocks and the three bears Story time 教案（含反思）
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| 名称 | Unit 1 Goldilocks and the three bears Story time 教案（含反思） |  | |
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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 | 2019-12-16 09:32:18 | ||
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课题：Unit1 Goldilocks and the three bears 第 1 课时
【教学目标】（知识与技能、过程与方法、情感态度与价值观三类目标）
1.能够听懂、会说、会读故事中出现的词汇Goldilocks, bear, forest, house, soup, hard, soft, afraid, just right, in front of
2. 能够听懂、会说、会读句型There is … There are… 并理解句型的意思
3. 能够听懂、会说、会读日常用语：What a beautiful…! This … is too…4. 学生能够阅读并理解故事
5. 学生能够在理解的基础上表演出故事
6. 学生能够改编故事并试着表演出来。
7.让学生体会到阅读故事的乐趣，培养学生阅读的兴趣。
【教学重点、难点】
重点：1.能够从整体上阅读故事并理解故事
2.能够语音语调正确地朗读故事、复述故事。
难点：能够根据课文内容创编剧本并表演。
【教学准备】
1.教师准备：PPT，三副碗勺，熊掌道具，词汇卡和图片，板书
2.学生准备：听5遍Story time 录音
【教学过程】
Step 1 Warm up (Pre-reading)
1. Free talk
1) Greetings
T: Good morning, boys and girls
Welcome back to school.
Ss: Thank you.
T: How are you? S1：I’m fine，thank you. And you?
T: I’m fine, too.
T: Are you hot,S2？
S2: Yes, I am.
2) T: We had a wonderful summer holiday, yes or no?
Ss: Yes.
T: So, where did you go in summer?
T示范： I went to Beijing and Beidaihe.（呈现旅游图片）
What about you?
Ss: I went to …
T: We can go traveling like” Dad, where are we going?”
Do you know where they went in this episode(这一集) ?
呈现都江堰原始森林图片--- Dujiangyan Irrigation System
? And this is the virgin forest（原始森林）
2. Guess and say
1) T: 呈现森林图片
This is a forest.
Teach: forest （用for + rest以旧引新学习单词）
2) T: Is the forest beautiful?
Ss: Yes, it is.
T: What can you see in the forest？
S1: I can see a … S2: I can see some …
T用There is/ are ….来进行转述学生的话。
eg. There are many trees in the forest.
全班跟读2遍。
呈现句型结构
T: There is … in the forest.
There are… in the forest.
3) Look and say
What’s in this forest?
让学生模仿例句说说There is/ are …
引出Goldilocks以及 house
Step 2 Presentation ( While-reading)
1. Watch and answer
T: Wow, there is a girl in the forest. 学生跟读句子2遍。Who is this girl? -----Her name is Goldilocks.
Teach: Goldilocks （G-old/ cold+ i）clock 以旧引新来学习新单词
Oh, it’s so surprising. Goldilocks is in the forest. What else ?
Ss: There is a house.
Teach: house mouse-house
T:How is the house? Let’s listen.
（音频：What a beautiful house!）---It’s beautiful.
T: Now, read it together. （指导朗读）
2. T: Whose house is it?
S1: Maybe it’s …’s house.学生猜一猜。
学生看视频然后回答。 Whose house is it?
T: OK. Answer my question：Whose house is it?
Ss: It’s the three bears’ .学习bear （pear）
How do you know?找出关键句---There are three beds in the room.
There are three bears in front of her.
学习in front of her
并用事例呈现in front of 的意思：
T： I’m here.（然后喊一个学生上台）
T: S1 is in front of me. （然后再喊一个学生上台）
T： S2 is in front of S1.
让学生自己说一说谁在自己的前面。
T: Today we’ll read this story Goldilocks and the three bears .
（揭题，全班读题目2遍）
What will happen ?
3. Read and answer
1)T: Now please open your books and turn to page6, read the story by yourselves. 让学生自读故事回答问题。
Picture1：完成填空
Goldilocks is in the . There is a .
Picture2: Q1:Where is Goldilocks in this picture?
----She’s in the house.
Q2: How is she?
---She is hungry and thirsty.
T: Why is she hungry and thirsty?
让学生通过自己发现图片中的钟，回答时间
It’s twelve . It’s time for lunch.
---T: What’s in the house then?
提示学生用There is / are 回答。
There is some soup （on the table）.
Teach: soup 提示学生注意soup是不可数，some soup
How are they? (PPT显示三碗汤)
Let’s listen to her. 听录音，然后学生逐一回答。
eg. 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)
Just在以前小诗里学过（Hello, Mr Fuller/ Is this your ruler?/It’s on the floor/ just beside the door）
指导学生3句话连在一起读1遍。
Can you act out the feelings?
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。
Picture3 T:Is Goldilocks hungry and thirsty now?
Ss: No.
Q: How is Goldilocks now？
看动画回答---She is tired.（贴板书）
Q: What’s in this room ?
There are three beds（ in the room）.
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) park are bar farm car
What about the second bed? Listen. 播放音频音效。
Oh, it is soft. (Teach: soft)
教师拿出道具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。
T: And what about the last one?
Ss自己说出This bed is just right.
T: Then Goldilocks sleeps in this bed and has a sweet dream.
Is she happy? Why?
Ss 各抒己见
T: She is happy now. But she will not happy next.
3) T: What happened?
出音效“Help! Help!”
The bears come back. They are the owner of the house.
Q1: How is she now?
------学习She’s afraid. (again)
------T: Because there are three bears in front of her.
If there is a tiger or a lion in front of you, you must be afraid.
It’s dangerous. You may shout “Help! Help!” 解释意思。
4) T: What did the bears say? Ss: Who are you?
让男生和女生分角色读一读最后一幅图，教师指导afraid情绪。
4. Look and order
1） 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.
5. Reading time
1）学生跟电脑齐读故事，教师指导朗读。
2.）四人一组自由读。
3） Read together and try to remember the story.
Step3 Consolidation（Post-reading）
Retell the story
对照PPT，练习填入句子中所缺单词加以复述
Step4 Homework
1. Read the story fluently.
T: Goldilocks is afraid. She runs away.
What will happen next?
The bears run faster than her. They catch her and eat her.
Do you like it? Ss: No!
T: Me neither. It’s so sad. We all want a happy ending. So, what will happen at last? What’s your idea?让学生课后发挥想象，给出一个美好的结尾。
Then tell the whole story to your parents and friends.
2. Copy the new knowledge points.
3. Preview the Grammar time ,the rest of story time and Look and say of checkout time.
板书设计：
Unit1 Goldilocks and the three bears
Goldilocks头像
单词条： happy hungry & thirsty tired afraid
图片： a house some soup three beds three bears
本课我通过沿用培训视频老师的思路，在此基础上加上自己的想法，展开教学。因为这是开学的第一课，很多学生还没有适应新的学期和上课的方式，所以，我用调查学生暑期生活的方式展开话题，让学生感到亲切，在话题中渗透即将要新授的故事场景in the forest为接下来的教学起了一个良好的开端，使我接下来的教学过程非常的顺利。先了解故事情节，再细化谈论课文图片，深入了解故事发展，最后将故事完整理解，学生掌握情况较好，本课的教授较为成功。
在课文内容的教授中，对于学生比较难把握的goldilocks，hard, afraid的发音 及in front of 这类涉及地点的短语，我觉得，在教授课文时还需要帮助学生多辨别一下，提高学生认读的正确率。同时，能在教室里实地的练习运用in front of…来描述自己和周围同学的位置关系。在本课中没有做好，需要加以改进。
【教学目标】（知识与技能、过程与方法、情感态度与价值观三类目标）
1.能够听懂、会说、会读故事中出现的词汇Goldilocks, bear, forest, house, soup, hard, soft, afraid, just right, in front of
2. 能够听懂、会说、会读句型There is … There are… 并理解句型的意思
3. 能够听懂、会说、会读日常用语：What a beautiful…! This … is too…4. 学生能够阅读并理解故事
5. 学生能够在理解的基础上表演出故事
6. 学生能够改编故事并试着表演出来。
7.让学生体会到阅读故事的乐趣，培养学生阅读的兴趣。
【教学重点、难点】
重点：1.能够从整体上阅读故事并理解故事
2.能够语音语调正确地朗读故事、复述故事。
难点：能够根据课文内容创编剧本并表演。
【教学准备】
1.教师准备：PPT，三副碗勺，熊掌道具，词汇卡和图片，板书
2.学生准备：听5遍Story time 录音
【教学过程】
Step 1 Warm up (Pre-reading)
1. Free talk
1) Greetings
T: Good morning, boys and girls
Welcome back to school.
Ss: Thank you.
T: How are you? S1：I’m fine，thank you. And you?
T: I’m fine, too.
T: Are you hot,S2？
S2: Yes, I am.
2) T: We had a wonderful summer holiday, yes or no?
Ss: Yes.
T: So, where did you go in summer?
T示范： I went to Beijing and Beidaihe.（呈现旅游图片）
What about you?
Ss: I went to …
T: We can go traveling like” Dad, where are we going?”
Do you know where they went in this episode(这一集) ?
呈现都江堰原始森林图片--- Dujiangyan Irrigation System
? And this is the virgin forest（原始森林）
2. Guess and say
1) T: 呈现森林图片
This is a forest.
Teach: forest （用for + rest以旧引新学习单词）
2) T: Is the forest beautiful?
Ss: Yes, it is.
T: What can you see in the forest？
S1: I can see a … S2: I can see some …
T用There is/ are ….来进行转述学生的话。
eg. There are many trees in the forest.
全班跟读2遍。
呈现句型结构
T: There is … in the forest.
There are… in the forest.
3) Look and say
What’s in this forest?
让学生模仿例句说说There is/ are …
引出Goldilocks以及 house
Step 2 Presentation ( While-reading)
1. Watch and answer
T: Wow, there is a girl in the forest. 学生跟读句子2遍。Who is this girl? -----Her name is Goldilocks.
Teach: Goldilocks （G-old/ cold+ i）clock 以旧引新来学习新单词
Oh, it’s so surprising. Goldilocks is in the forest. What else ?
Ss: There is a house.
Teach: house mouse-house
T:How is the house? Let’s listen.
（音频：What a beautiful house!）---It’s beautiful.
T: Now, read it together. （指导朗读）
2. T: Whose house is it?
S1: Maybe it’s …’s house.学生猜一猜。
学生看视频然后回答。 Whose house is it?
T: OK. Answer my question：Whose house is it?
Ss: It’s the three bears’ .学习bear （pear）
How do you know?找出关键句---There are three beds in the room.
There are three bears in front of her.
学习in front of her
并用事例呈现in front of 的意思：
T： I’m here.（然后喊一个学生上台）
T: S1 is in front of me. （然后再喊一个学生上台）
T： S2 is in front of S1.
让学生自己说一说谁在自己的前面。
T: Today we’ll read this story Goldilocks and the three bears .
（揭题，全班读题目2遍）
What will happen ?
3. Read and answer
1)T: Now please open your books and turn to page6, read the story by yourselves. 让学生自读故事回答问题。
Picture1：完成填空
Goldilocks is in the . There is a .
Picture2: Q1:Where is Goldilocks in this picture?
----She’s in the house.
Q2: How is she?
---She is hungry and thirsty.
T: Why is she hungry and thirsty?
让学生通过自己发现图片中的钟，回答时间
It’s twelve . It’s time for lunch.
---T: What’s in the house then?
提示学生用There is / are 回答。
There is some soup （on the table）.
Teach: soup 提示学生注意soup是不可数，some soup
How are they? (PPT显示三碗汤)
Let’s listen to her. 听录音，然后学生逐一回答。
eg. 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)
Just在以前小诗里学过（Hello, Mr Fuller/ Is this your ruler?/It’s on the floor/ just beside the door）
指导学生3句话连在一起读1遍。
Can you act out the feelings?
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。
Picture3 T:Is Goldilocks hungry and thirsty now?
Ss: No.
Q: How is Goldilocks now？
看动画回答---She is tired.（贴板书）
Q: What’s in this room ?
There are three beds（ in the room）.
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) park are bar farm car
What about the second bed? Listen. 播放音频音效。
Oh, it is soft. (Teach: soft)
教师拿出道具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。
T: And what about the last one?
Ss自己说出This bed is just right.
T: Then Goldilocks sleeps in this bed and has a sweet dream.
Is she happy? Why?
Ss 各抒己见
T: She is happy now. But she will not happy next.
3) T: What happened?
出音效“Help! Help!”
The bears come back. They are the owner of the house.
Q1: How is she now?
------学习She’s afraid. (again)
------T: Because there are three bears in front of her.
If there is a tiger or a lion in front of you, you must be afraid.
It’s dangerous. You may shout “Help! Help!” 解释意思。
4) T: What did the bears say? Ss: Who are you?
让男生和女生分角色读一读最后一幅图，教师指导afraid情绪。
4. Look and order
1） 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.
5. Reading time
1）学生跟电脑齐读故事，教师指导朗读。
2.）四人一组自由读。
3） Read together and try to remember the story.
Step3 Consolidation（Post-reading）
Retell the story
对照PPT，练习填入句子中所缺单词加以复述
Step4 Homework
1. Read the story fluently.
T: Goldilocks is afraid. She runs away.
What will happen next?
The bears run faster than her. They catch her and eat her.
Do you like it? Ss: No!
T: Me neither. It’s so sad. We all want a happy ending. So, what will happen at last? What’s your idea?让学生课后发挥想象，给出一个美好的结尾。
Then tell the whole story to your parents and friends.
2. Copy the new knowledge points.
3. Preview the Grammar time ,the rest of story time and Look and say of checkout time.
板书设计：
Unit1 Goldilocks and the three bears
Goldilocks头像
单词条： happy hungry & thirsty tired afraid
图片： a house some soup three beds three bears
本课我通过沿用培训视频老师的思路，在此基础上加上自己的想法，展开教学。因为这是开学的第一课，很多学生还没有适应新的学期和上课的方式，所以，我用调查学生暑期生活的方式展开话题，让学生感到亲切，在话题中渗透即将要新授的故事场景in the forest为接下来的教学起了一个良好的开端，使我接下来的教学过程非常的顺利。先了解故事情节，再细化谈论课文图片，深入了解故事发展，最后将故事完整理解，学生掌握情况较好，本课的教授较为成功。
在课文内容的教授中，对于学生比较难把握的goldilocks，hard, afraid的发音 及in front of 这类涉及地点的短语，我觉得，在教授课文时还需要帮助学生多辨别一下，提高学生认读的正确率。同时，能在教室里实地的练习运用in front of…来描述自己和周围同学的位置关系。在本课中没有做好，需要加以改进。