Unit1 Goldilocks and the three bears Fun time 教案
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| 名称 | Unit1 Goldilocks and the three bears Fun time 教案 |  | |
| 格式 | zip | ||
| 文件大小 | 18.3KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2019-12-19 10:19:13 | ||
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课题: 译林版五年级上册Unit1 Goldilocks and the three bears
课时: The second period ( Grammar time & Fun time)
教学目标：
（一）知识目标：
1. 进一步巩固并掌握故事中出现的词汇：Goldilocks, bear, forest, house, soup, hard, soft, afraid, just right, in front of, beside, between ；
2. 进一步巩固并掌握四会句型：There is … There are…
（二）能力目标:
1．学生能够准确运用故事中出现的新词汇；
2. 学生能够熟练掌握There be…句型描述某处存在某样东西；
3. 学生能够理解并掌握Grammar time中There be…句型的用法和规则以及单词too的用法；
4. 学生能够完成Fun time中的任务。
（三） 情感目标：
让学生体会到亲自设计家居的乐趣。
教学重点:
对词汇和句型的学习和运用。
教学难点：
根据所描述的对象正确运用There be…句型。
教学准备:
1.教师准备：PPT，一硬一软两个玩具熊，板书。
2.学生准备：复习Story time，熟读、会复述，会合作表演。
教学步骤
教学活动
名 称
活动组织
活动目的
活动时间
二次修改
1. Review the story
2. Learn the words
Grammar time
( too 的运用)
Grammar time
( There be…句型)
4. Fun time
5. Homework
Let’s judge
Brain storm
Look and learn
The opposite.
Look and answer
Look and say
Look and complete
Think and say
Look and discuss
Play a game
Look and write
Draw a new house
2. Make a short play and act it out
T: Good morning, class. In the last class, we have learned an interesting story. What is the name of the story? Ss: Goldilocks and the three bears.
T: Do you like the story? Ss: Yes!
T: Good. First, let’s play a game. Let’s try to judge. I’ll give you some sentences. You just to judge if it is true or false. 带领学生说一说true和false
Let’s compete. Boys, you’re team 1. Girls, you’re team 2. Let’s see which team will get more honey and be the winner. Let’s begin! 男女生轮流回答。
T: Big hands for yourself! In this story, there’re three bears. But in our classroom, there’re two bears. Where are they? 教师从讲台下拿出两个玩具熊。They’re here! Let's say hello to them.
Ss: Hello, bears!
T: Are these bears the same? Ss: No, they aren’t.
T: They’re different. Can you try to describe these two bears? For example, this white bear is big, and this brown bear is small. Can you try? 学生试着描述一下两只玩具熊。
T: Good job! Look at this brown bear. How does it feel? 教师敲击小熊提示学生。
S1: It’s very hard.
T: Yes. How about the white one? Is it hard too?
S2: No, it’s soft. T: Yes. Touch it. 让学生说一说然后摸一摸感受一下。（复习hard和soft）
T: I have some pictures for you. Try to tell me which is hard, and which is soft.
S: _________ is hard. ________ is soft.
T: Hard and soft, they’re antonym. What is the antonym word of hot? S: Cold.
学生练习学过的反义词，以此引出：
T: What about ‘behind’? Ss: In front of.
（复习词组in front of）
PPT显示图片
T: Where is the baby bear?
S: It’s in front of the mother bear.
T: Now, where is the baby bear?
S: It’s beside the mother bear.
T: Now, where is the baby bear? (Teach: between)
Ss: It’s between the father bear and the mother bear. 全班说到个别说。
T: Look, I am standing between XX and XXX.
Do you understand me? Can you say something like this? 学生模仿老师说出自己在谁和谁的中间。
T: Just now we reviewed the story. Now let’s move on to the Grammar time of this unit. Follow me. Grammar time.（读一读）OK. 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.
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.
T: OK. Grammar 2. The usage of There is / are…
Follow me, there is, there are. 教师带读。
First, let’s think and say. Tell me, what’s in the forest? What’s on the table? 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。
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 use ‘there is’. 解释不可数名词，举例说明。
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.
T: Look! This is another picture of the bears’ house. Look at it. Do you like it? Can you complete the sentences with the right words?
Welcome to the bears’ house! Look! There ____ a picture of them ____ the wall. There _____ a table in the house. There _____ some honey ____ the table. There _____ two balls _____ the table. There ______ a toy car ______ two balls. There _____ a clock ______ the window. There _____ a cap ______the clock. Do you like their house?
学生完成后利用幻灯片集体核对答案。
1. T: After visiting the bears’ house, Goldilocks feels very sorry, so she writes a letter to the bears.
Dear Bear Family,
Sorry for bothering you last time. I would like to know if you have time to come and visit my house in the town. Hope we can be good friends!
Goldilocks.
Do you think that they can be friends? Will the bears be happy to get this letter? Ss: Yes.
T: So the bears are coming. This is Goldilocks’ house. What’s in the house? Can you draw something in her house? Maybe you can draw some food on the table, or some toys for the baby bear. Please draw and talk about it. 指导学生完成书上第10页内容。
2. T: Who can come here to show your picture to us, and talk about it? 请学生上台介绍图画内容。
教师及时反馈。
T: Oh, I like your pictures, and I know all of your houses are ready for the bears. It’s time for visiting. The bears are at Goldilocks’ home now. What will happen? Will they be happy? I think we can figure out a new story. I can make an example. I am Goldilocks. I need three bears. Who’d like to try?
邀请三名学生上台扮演bears，示范表演对话。
3. T: Now you can practice in four.
4. Ss act in groups.
T: Today, you’ve done a very good job! I like your story so much. Here’s your homework.
Draw a picture of your room and talk about it in the next English class.
Finish the exercise book.
Recite the new words and the story.
以比赛形式激发学生的学习兴趣，课堂热身。
复习上一节课所学的故事。
集中呈现教学词汇。
创设情境呈现词汇意义。
从复习书中的表达开始入手，衔接过渡自然。
帮助进一步理解单词too的意义和用法。
以图表帮助理清思路。
自主讨论，促使学生发现和主动学习。
既注重了趣味性又达到了巩固运用的目的。
将书中房屋想象成需要的情境，创设与故事相关的新情境，贴近学生的生活实际，又激发了学生的创作欲望。
发挥想象，自主创作。
创设平台，学生使用目标语进行综合性语言输出。
Notes:
:
板书设计：
Unit1 Goldilocks and the three bears ( Grammar time & Fun time)
This soup is too hot / cold.
This bed is too hard / soft.
There is …
There are …
课时: The second period ( Grammar time & Fun time)
教学目标：
（一）知识目标：
1. 进一步巩固并掌握故事中出现的词汇：Goldilocks, bear, forest, house, soup, hard, soft, afraid, just right, in front of, beside, between ；
2. 进一步巩固并掌握四会句型：There is … There are…
（二）能力目标:
1．学生能够准确运用故事中出现的新词汇；
2. 学生能够熟练掌握There be…句型描述某处存在某样东西；
3. 学生能够理解并掌握Grammar time中There be…句型的用法和规则以及单词too的用法；
4. 学生能够完成Fun time中的任务。
（三） 情感目标：
让学生体会到亲自设计家居的乐趣。
教学重点:
对词汇和句型的学习和运用。
教学难点：
根据所描述的对象正确运用There be…句型。
教学准备:
1.教师准备：PPT，一硬一软两个玩具熊，板书。
2.学生准备：复习Story time，熟读、会复述，会合作表演。
教学步骤
教学活动
名 称
活动组织
活动目的
活动时间
二次修改
1. Review the story
2. Learn the words
Grammar time
( too 的运用)
Grammar time
( There be…句型)
4. Fun time
5. Homework
Let’s judge
Brain storm
Look and learn
The opposite.
Look and answer
Look and say
Look and complete
Think and say
Look and discuss
Play a game
Look and write
Draw a new house
2. Make a short play and act it out
T: Good morning, class. In the last class, we have learned an interesting story. What is the name of the story? Ss: Goldilocks and the three bears.
T: Do you like the story? Ss: Yes!
T: Good. First, let’s play a game. Let’s try to judge. I’ll give you some sentences. You just to judge if it is true or false. 带领学生说一说true和false
Let’s compete. Boys, you’re team 1. Girls, you’re team 2. Let’s see which team will get more honey and be the winner. Let’s begin! 男女生轮流回答。
T: Big hands for yourself! In this story, there’re three bears. But in our classroom, there’re two bears. Where are they? 教师从讲台下拿出两个玩具熊。They’re here! Let's say hello to them.
Ss: Hello, bears!
T: Are these bears the same? Ss: No, they aren’t.
T: They’re different. Can you try to describe these two bears? For example, this white bear is big, and this brown bear is small. Can you try? 学生试着描述一下两只玩具熊。
T: Good job! Look at this brown bear. How does it feel? 教师敲击小熊提示学生。
S1: It’s very hard.
T: Yes. How about the white one? Is it hard too?
S2: No, it’s soft. T: Yes. Touch it. 让学生说一说然后摸一摸感受一下。（复习hard和soft）
T: I have some pictures for you. Try to tell me which is hard, and which is soft.
S: _________ is hard. ________ is soft.
T: Hard and soft, they’re antonym. What is the antonym word of hot? S: Cold.
学生练习学过的反义词，以此引出：
T: What about ‘behind’? Ss: In front of.
（复习词组in front of）
PPT显示图片
T: Where is the baby bear?
S: It’s in front of the mother bear.
T: Now, where is the baby bear?
S: It’s beside the mother bear.
T: Now, where is the baby bear? (Teach: between)
Ss: It’s between the father bear and the mother bear. 全班说到个别说。
T: Look, I am standing between XX and XXX.
Do you understand me? Can you say something like this? 学生模仿老师说出自己在谁和谁的中间。
T: Just now we reviewed the story. Now let’s move on to the Grammar time of this unit. Follow me. Grammar time.（读一读）OK. 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.
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.
T: OK. Grammar 2. The usage of There is / are…
Follow me, there is, there are. 教师带读。
First, let’s think and say. Tell me, what’s in the forest? What’s on the table? 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。
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 use ‘there is’. 解释不可数名词，举例说明。
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.
T: Look! This is another picture of the bears’ house. Look at it. Do you like it? Can you complete the sentences with the right words?
Welcome to the bears’ house! Look! There ____ a picture of them ____ the wall. There _____ a table in the house. There _____ some honey ____ the table. There _____ two balls _____ the table. There ______ a toy car ______ two balls. There _____ a clock ______ the window. There _____ a cap ______the clock. Do you like their house?
学生完成后利用幻灯片集体核对答案。
1. T: After visiting the bears’ house, Goldilocks feels very sorry, so she writes a letter to the bears.
Dear Bear Family,
Sorry for bothering you last time. I would like to know if you have time to come and visit my house in the town. Hope we can be good friends!
Goldilocks.
Do you think that they can be friends? Will the bears be happy to get this letter? Ss: Yes.
T: So the bears are coming. This is Goldilocks’ house. What’s in the house? Can you draw something in her house? Maybe you can draw some food on the table, or some toys for the baby bear. Please draw and talk about it. 指导学生完成书上第10页内容。
2. T: Who can come here to show your picture to us, and talk about it? 请学生上台介绍图画内容。
教师及时反馈。
T: Oh, I like your pictures, and I know all of your houses are ready for the bears. It’s time for visiting. The bears are at Goldilocks’ home now. What will happen? Will they be happy? I think we can figure out a new story. I can make an example. I am Goldilocks. I need three bears. Who’d like to try?
邀请三名学生上台扮演bears，示范表演对话。
3. T: Now you can practice in four.
4. Ss act in groups.
T: Today, you’ve done a very good job! I like your story so much. Here’s your homework.
Draw a picture of your room and talk about it in the next English class.
Finish the exercise book.
Recite the new words and the story.
以比赛形式激发学生的学习兴趣，课堂热身。
复习上一节课所学的故事。
集中呈现教学词汇。
创设情境呈现词汇意义。
从复习书中的表达开始入手，衔接过渡自然。
帮助进一步理解单词too的意义和用法。
以图表帮助理清思路。
自主讨论，促使学生发现和主动学习。
既注重了趣味性又达到了巩固运用的目的。
将书中房屋想象成需要的情境，创设与故事相关的新情境，贴近学生的生活实际，又激发了学生的创作欲望。
发挥想象，自主创作。
创设平台，学生使用目标语进行综合性语言输出。
Notes:
:
板书设计：
Unit1 Goldilocks and the three bears ( Grammar time & Fun time)
This soup is too hot / cold.
This bed is too hard / soft.
There is …
There are …