Unit1 Goldilocks and the three bears Fun time 教案
文档属性
| 名称 | Unit1 Goldilocks and the three bears Fun time 教案 |  | |
| 格式 | zip | ||
| 文件大小 | 11.5KB | ||
| 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 21:04:35 | ||
图片预览
文档简介
Unit 1 Goldilocks and the three bears
学习内容：Grammar time & Fun time
教材分析：本节课将继续围绕故事“Goldilocks and the three bears”对“There is/are…” 和“This…is too…”这两种句型展开练习，同时复习巩固本单元的单词“forest, room, hard, soft, beside, between, in front of”。
学情分析：通过三、四年级两年的学习，五年级学生已经具备了一定的英语基础知识，结合本单元的句型教学，通过多媒体创设真实的情景，让学生在说一说、画一画、演一演中巩固知识点，鼓励学生多开口，多参与，激发学生学习新知的兴趣，让他们对英语学习充满自信。
学习目标：
知识与能力
1. 学生能正确地理解并掌握新学单词“ hard, soft”，并复习已学单词“happy, hungry, thirsty, tired”。
2. 学生能够正确理解听、说、读、写 “There is/are…” “This…is too…”句型。
3. 学生能够结合图片和文字用自己的语言复述故事。
过程与方法
1. 运用游戏等方式熟练掌握新学单词“hard, soft”，并复习已学单词“happy, hungry, thirsty, tired, 并在老师的指导下运用所学句型结合实际情况进行对话。
2. 学生能够在情境中正确理解并熟练掌握“There is/are…” “This…is too…”的用法。
3. 学生能够在教师的指导下，采取小组合作的方式来完成Fun time中的任务。
情感态度与价值观
1. 将英语与日常生活紧密地联系起来，让学生热爱说英语，享受生活的乐趣。
2. 通过一系列活动和练习，让学生温故而知新，端正学习态度，养成良好的学习习惯。
学习重难点:
重点
1. 学生能正确地理解并掌握新学单词“hard, soft”，并复习已学单词“happy, hungry, thirsty, tired。
2. 学生能够正确理解听、说、读、写 “There is/are” “This…is too…”句型。
难点
1. 学生能够在情境中正确理解并熟练掌握“There is/are…” “This…is too…”的用法。
2. 学生能够结合图片和文字用自己的语言复述故事。
教学具准备:
1.教师准备：PPT，单词、句型卡片，板书。
2.学生准备：复习Story time，熟读、会复述，会合作表演。
评价方案：
学生能积极参与课堂问答、交流、讨论、表演等，
每次语音、语调无明显错误，语句简单，表情自然计1分；
每次语音、语调基本正确，语句连贯，表情放松自然计2分；
每次语音、语调清晰、准确，表情丰富，感染力强，语句流畅计3分。
学习思路流程图：
Warming up
↓
学习过程：
Step1: Warming up
1. Free talk
T: I’m your new English teacher. You can call me Miss Han. What's your name?
S1: I’ m…
T: Nice to meet you! What’s in your pencil case? What’s in our classroom?
S2: There is/are …
T: What do you like? Do you like animals? Do you like watching cartoons about animals?
S3: …
T: Now, let’s watch together.
2. Enjoy the story
(1) Play a game
T: Is it interesting? What’s the name of the story?
Ss: Goldilocks and the three bears.
T: Now let’s play a game. Read the following sentences. If It is right, please stand up and say
” Go, Go, Go”. If it is wrong, please stand up and say “ No, No, No”. OK?
(2) Retell the story
T: Do you like the story? Now, let’s say something about the story.
Ss: Yes!
T: Can you tell us the story?
…
Step2: Grammar time
1. Look and say
(1) T: Look at the cat picture. What’s this? Is it fat? …How about this cat?(出示另一张胖猫图) y引出句型：This cat is too fat. 同法引出句型：This dog is too thin.
(2) T: Look at this soup. Does Goldilocks like the soup? Why? What’s wrong with this soup?
This soup is too hot/ cold.
T: Look at this bed. Why doesn’t Goldilocks like it? What about this one?
This bed is too hard/ soft.
Read together.
T: We use “too” to modify some adjective words.
2. Look and answer
(1)What’s in the forest? (2)What’s on the table?
(3)What’s in the room? (4)How many pears are there in front of Goldilocks?
You may say: There is / are …呈现Grammar time句子，learn the usage of “There be…”
T: Who can tell me the difference between “there is” and “there are”? You can discuss with your partner. 学生同桌间讨论区别。
3. Learn the grammar
Watch a video
When we’re talking about only one thing, we use “there is”. When we are talking about some things, more than one thing, we use “there are”. But, when we are talking about the uncountable words, we can only use “there is”. (解释可数名词与不可数名词)
4. Do some exercises:
(1)用合适的be动词填空
(2)Fill in the blanks
Step3: Fun time
1. Look and say
T: Look at the picture. Is it a living room or bedroom? Why?
S1: Because there is a… in it. There isn’t a … in it. So it is a living room.
T: Look, I’ve drawn some things in the room. Who can talk about them? …
2. Draw and say
T: Now open your books and turn to page10. Can you draw any things? I’ll give you 3-4 minutes and then try to describe.
You can use the patterns: There is a/an … There are…
Step4: Practice
T: This is Goldilocks’ bedroom. Can you describe it?
Select some students to say about it.
Step5: Homework
T: Today, you’ve done a very good job! Now this is your homework.:
1. Recite the new words and the story.
2. Retell the story to your parents.
3. D raw a picture of your own room and talk about it next time.
板书设计： Unit 1 Goldilocks and the three bears
学习内容：Grammar time & Fun time
教材分析：本节课将继续围绕故事“Goldilocks and the three bears”对“There is/are…” 和“This…is too…”这两种句型展开练习，同时复习巩固本单元的单词“forest, room, hard, soft, beside, between, in front of”。
学情分析：通过三、四年级两年的学习，五年级学生已经具备了一定的英语基础知识，结合本单元的句型教学，通过多媒体创设真实的情景，让学生在说一说、画一画、演一演中巩固知识点，鼓励学生多开口，多参与，激发学生学习新知的兴趣，让他们对英语学习充满自信。
学习目标：
知识与能力
1. 学生能正确地理解并掌握新学单词“ hard, soft”，并复习已学单词“happy, hungry, thirsty, tired”。
2. 学生能够正确理解听、说、读、写 “There is/are…” “This…is too…”句型。
3. 学生能够结合图片和文字用自己的语言复述故事。
过程与方法
1. 运用游戏等方式熟练掌握新学单词“hard, soft”，并复习已学单词“happy, hungry, thirsty, tired, 并在老师的指导下运用所学句型结合实际情况进行对话。
2. 学生能够在情境中正确理解并熟练掌握“There is/are…” “This…is too…”的用法。
3. 学生能够在教师的指导下，采取小组合作的方式来完成Fun time中的任务。
情感态度与价值观
1. 将英语与日常生活紧密地联系起来，让学生热爱说英语，享受生活的乐趣。
2. 通过一系列活动和练习，让学生温故而知新，端正学习态度，养成良好的学习习惯。
学习重难点:
重点
1. 学生能正确地理解并掌握新学单词“hard, soft”，并复习已学单词“happy, hungry, thirsty, tired。
2. 学生能够正确理解听、说、读、写 “There is/are” “This…is too…”句型。
难点
1. 学生能够在情境中正确理解并熟练掌握“There is/are…” “This…is too…”的用法。
2. 学生能够结合图片和文字用自己的语言复述故事。
教学具准备:
1.教师准备：PPT，单词、句型卡片，板书。
2.学生准备：复习Story time，熟读、会复述，会合作表演。
评价方案：
学生能积极参与课堂问答、交流、讨论、表演等，
每次语音、语调无明显错误，语句简单，表情自然计1分；
每次语音、语调基本正确，语句连贯，表情放松自然计2分；
每次语音、语调清晰、准确，表情丰富，感染力强，语句流畅计3分。
学习思路流程图：
Warming up
↓
学习过程：
Step1: Warming up
1. Free talk
T: I’m your new English teacher. You can call me Miss Han. What's your name?
S1: I’ m…
T: Nice to meet you! What’s in your pencil case? What’s in our classroom?
S2: There is/are …
T: What do you like? Do you like animals? Do you like watching cartoons about animals?
S3: …
T: Now, let’s watch together.
2. Enjoy the story
(1) Play a game
T: Is it interesting? What’s the name of the story?
Ss: Goldilocks and the three bears.
T: Now let’s play a game. Read the following sentences. If It is right, please stand up and say
” Go, Go, Go”. If it is wrong, please stand up and say “ No, No, No”. OK?
(2) Retell the story
T: Do you like the story? Now, let’s say something about the story.
Ss: Yes!
T: Can you tell us the story?
…
Step2: Grammar time
1. Look and say
(1) T: Look at the cat picture. What’s this? Is it fat? …How about this cat?(出示另一张胖猫图) y引出句型：This cat is too fat. 同法引出句型：This dog is too thin.
(2) T: Look at this soup. Does Goldilocks like the soup? Why? What’s wrong with this soup?
This soup is too hot/ cold.
T: Look at this bed. Why doesn’t Goldilocks like it? What about this one?
This bed is too hard/ soft.
Read together.
T: We use “too” to modify some adjective words.
2. Look and answer
(1)What’s in the forest? (2)What’s on the table?
(3)What’s in the room? (4)How many pears are there in front of Goldilocks?
You may say: There is / are …呈现Grammar time句子，learn the usage of “There be…”
T: Who can tell me the difference between “there is” and “there are”? You can discuss with your partner. 学生同桌间讨论区别。
3. Learn the grammar
Watch a video
When we’re talking about only one thing, we use “there is”. When we are talking about some things, more than one thing, we use “there are”. But, when we are talking about the uncountable words, we can only use “there is”. (解释可数名词与不可数名词)
4. Do some exercises:
(1)用合适的be动词填空
(2)Fill in the blanks
Step3: Fun time
1. Look and say
T: Look at the picture. Is it a living room or bedroom? Why?
S1: Because there is a… in it. There isn’t a … in it. So it is a living room.
T: Look, I’ve drawn some things in the room. Who can talk about them? …
2. Draw and say
T: Now open your books and turn to page10. Can you draw any things? I’ll give you 3-4 minutes and then try to describe.
You can use the patterns: There is a/an … There are…
Step4: Practice
T: This is Goldilocks’ bedroom. Can you describe it?
Select some students to say about it.
Step5: Homework
T: Today, you’ve done a very good job! Now this is your homework.:
1. Recite the new words and the story.
2. Retell the story to your parents.
3. D raw a picture of your own room and talk about it next time.
板书设计： Unit 1 Goldilocks and the three bears