Unit1 Goldilocks and the three bears Story time 教案
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| 名称 | Unit1 Goldilocks and the three bears Story time 教案 |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2019-12-19 10:20:59 | ||
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译林英语5上Unit1 Goldilocks and the three bears Storytime教案
第1课时 教案
Teaching contents 教学内容
Story time
Teaching aims and learning objectives 教学目标
1. 在整体理解的基础上听懂、会说、会读故事中出现的词汇：bear, forest, there, soup, just right, hard, soft, afraid；
2. 基于故事能够听懂、会说、会读和会写词汇：house, room, in front of, her；
3. 基于故事听懂、会说、会读句型：There is … There are …并理解句型的意思；
4. 能够听懂、会说、会读日常用语：What a beautiful …! This … is too … Help；
5. 能理解故事并有感情地朗读故事；
6. 能和同学合作表演故事。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：
1. 在听故事的过程中理解相关词汇及there be句型；
2. 能够从整体到局部理解内容；
3. 能以正确的语音语调朗读故事，合作表演故事。
教学难点：
1. 单词afraid, front的读音和拼写，教师可以通过TPR及直拼法教学进行教学；
2. 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；
3. 本课故事的结构由讲述和对话构成，建议在整体理解的基础上分场景进行详细分析和描述。
Teaching procedures 教学过程
Step 1 Warm-up
Free talk.
T: Welcome back to school! Nice to see you again! This is our first lesson of the new term. 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.
【设计意图：创设情境，引出讲故事这一话题。】
Step 2 Presentation
出示故事背景图
T: Look! What can you see in this picture?
S: Trees.
T: Yes, we can see a lot of trees. What place is it, do you know?
S: (可以用中文回答)
T: Good, it’s a forest. Now look, it’s very big and beautiful. There are many trees and flowers. There are some birds. Listen, they’re singing. (播放鸟叫的音频) Many animals live here. Maybe it’s their home. 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: I think, it’s a beautiful house, do you think so?
S: Yes.
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.
【设计意图：通过视听激发学生对故事的学习兴趣，导入故事发生的地点和人物。】
Step 3 New teaching
1. Watch and answer.
T: Whose house is it? (播放视频)
S: The three bears’. (教师根据学生回答新授bear)
T: This is the bears’ house. What a beautiful house! (模仿录音)
T: The house is so nice, and Goldilocks goes into the house.
【设计意图： 整体把握故事大意，揭示课题。】
2. Read and find (分三个场景开展学习).
T: What’s the matter with Goldilocks at first?
S: She’s hungry and thirsty.
T: What’s the matter with her then?
S: She’s tired.
3. Look and say (分场景学习).
a. T: What can Goldilocks see in the house?
S: She can see some soup (汤) on the table. There is some soup on the table.
(教师新授 soup)
T: Goldilocks is very hungry and thirsty, so she tastes the soup. How is the soup?
S: The soup is too cold/hot.
T: What about the third one? It’s just right. (教师新授 just right)
(1引导学生自读第一个场景并尝试表演 2教师播放录音学生跟读模仿)
b. T: Goldilocks is tired now. There are three beds in the room. (看图说) She is trying to sleep in bed now. How are the three beds?
T: Look at the three beds. Are they the same?
S: No, they aren’t.
T: How is this bed? Listen. (教师敲击讲台，感觉疼的感觉) Ouch, it’s very hard. (教师新授hard) What about the second bed? Listen. (播放音频音效) Oh, it is soft. (教师新授soft)
T: OK. Look at the picture on the right, if you were Goldilocks, what would you say?
S1: This bed is …
(学生回答结束后，全班跟读三句话)
【设计意图：获取课文的细节信息。hot和cold学生已经学过，所以在此不再重复。hard和soft是初次接触，通过实物或触觉感知单词并学习效果会更好。】
4. 学生跟读并尝试表演。
5. T: Goldilocks is running away. Look at her face. She is crying. How does she feel?
S: She is afraid now. (教师新授afraid)
T: Why is she afraid? Read the story, then tell me. (学生自读故事并思考问题)
T: Because there are three bears in front of her. (教师新授in front of)
T: What did the bears say?
S: Who are you?
T: What did Goldilocks say?
S: 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)
【设计意图：通过多层次的模仿帮助学生掌握故事内容。】
Step 4 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。
Step 5 Consolidation
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。
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.
第1课时 教案
Teaching contents 教学内容
Story time
Teaching aims and learning objectives 教学目标
1. 在整体理解的基础上听懂、会说、会读故事中出现的词汇：bear, forest, there, soup, just right, hard, soft, afraid；
2. 基于故事能够听懂、会说、会读和会写词汇：house, room, in front of, her；
3. 基于故事听懂、会说、会读句型：There is … There are …并理解句型的意思；
4. 能够听懂、会说、会读日常用语：What a beautiful …! This … is too … Help；
5. 能理解故事并有感情地朗读故事；
6. 能和同学合作表演故事。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：
1. 在听故事的过程中理解相关词汇及there be句型；
2. 能够从整体到局部理解内容；
3. 能以正确的语音语调朗读故事，合作表演故事。
教学难点：
1. 单词afraid, front的读音和拼写，教师可以通过TPR及直拼法教学进行教学；
2. 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；
3. 本课故事的结构由讲述和对话构成，建议在整体理解的基础上分场景进行详细分析和描述。
Teaching procedures 教学过程
Step 1 Warm-up
Free talk.
T: Welcome back to school! Nice to see you again! This is our first lesson of the new term. 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.
【设计意图：创设情境，引出讲故事这一话题。】
Step 2 Presentation
出示故事背景图
T: Look! What can you see in this picture?
S: Trees.
T: Yes, we can see a lot of trees. What place is it, do you know?
S: (可以用中文回答)
T: Good, it’s a forest. Now look, it’s very big and beautiful. There are many trees and flowers. There are some birds. Listen, they’re singing. (播放鸟叫的音频) Many animals live here. Maybe it’s their home. 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: I think, it’s a beautiful house, do you think so?
S: Yes.
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.
【设计意图：通过视听激发学生对故事的学习兴趣，导入故事发生的地点和人物。】
Step 3 New teaching
1. Watch and answer.
T: Whose house is it? (播放视频)
S: The three bears’. (教师根据学生回答新授bear)
T: This is the bears’ house. What a beautiful house! (模仿录音)
T: The house is so nice, and Goldilocks goes into the house.
【设计意图： 整体把握故事大意，揭示课题。】
2. Read and find (分三个场景开展学习).
T: What’s the matter with Goldilocks at first?
S: She’s hungry and thirsty.
T: What’s the matter with her then?
S: She’s tired.
3. Look and say (分场景学习).
a. T: What can Goldilocks see in the house?
S: She can see some soup (汤) on the table. There is some soup on the table.
(教师新授 soup)
T: Goldilocks is very hungry and thirsty, so she tastes the soup. How is the soup?
S: The soup is too cold/hot.
T: What about the third one? It’s just right. (教师新授 just right)
(1引导学生自读第一个场景并尝试表演 2教师播放录音学生跟读模仿)
b. T: Goldilocks is tired now. There are three beds in the room. (看图说) She is trying to sleep in bed now. How are the three beds?
T: Look at the three beds. Are they the same?
S: No, they aren’t.
T: How is this bed? Listen. (教师敲击讲台，感觉疼的感觉) Ouch, it’s very hard. (教师新授hard) What about the second bed? Listen. (播放音频音效) Oh, it is soft. (教师新授soft)
T: OK. Look at the picture on the right, if you were Goldilocks, what would you say?
S1: This bed is …
(学生回答结束后，全班跟读三句话)
【设计意图：获取课文的细节信息。hot和cold学生已经学过，所以在此不再重复。hard和soft是初次接触，通过实物或触觉感知单词并学习效果会更好。】
4. 学生跟读并尝试表演。
5. T: Goldilocks is running away. Look at her face. She is crying. How does she feel?
S: She is afraid now. (教师新授afraid)
T: Why is she afraid? Read the story, then tell me. (学生自读故事并思考问题)
T: Because there are three bears in front of her. (教师新授in front of)
T: What did the bears say?
S: Who are you?
T: What did Goldilocks say?
S: 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)
【设计意图：通过多层次的模仿帮助学生掌握故事内容。】
Step 4 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。
Step 5 Consolidation
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。
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.