Unit1 Goldilocks and the three bears Checkout time 教案

五年级上册 第一单元
第4课时 教案
Teaching contents 教学内容
Grammar time, Sound time, Culture Time & Checkout time (Look and write)

Teaching aims and learning objectives 教学目标
1. 学生能够用配音或看图说话的方式滚动复习Cartoon time；
2. 学生了解字母c在单词中的发音；尝试运用所学的语音知识拼读生词，同时结合小诗读出韵律和节奏；
3. 借助checkout time局部内容，学生滚动已学词汇熟练地运用本课词句谈论不同地方的物品所在；
4. 学生能了解中西方传统的饮食，并能用英语作简单介绍。

Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：
1. 能理解并掌握字母c 的发音规律，熟记例词；
2. 综合运用There be句型，描述物品的陈列位置；
3. 能用简单的英语介绍中西方传统的饮食。
教学难点：
1. 正确区分字母c 的两种发音，并能正确举例；
2. 在There be句型中，能根据名词单复数，正确使用be动词，并掌握就近原则。

Teaching procedures 教学过程
Step 1 Greetings and warming up
1. Say a chant.
教师手拿一个盒子和一些物品，引导学生一起说唱：
T: What’s in the box? What’s in the box?
S: A pen. A pen. There’s a pen.
T: What’s in the box? What’s in the box?
S: A ruler. A ruler. There’s a ruler.
T: What’s in the box? What’s in the box?
S: Apples. Apples. There are some apples.
2. Greeting
T: Hello, boys and girls. How are you?
S: I’m fine, thanks.
Step 2 Review Cartoon time
1. T: (出示Cartoon time图1) How is Bobby?
S: He’s hungry.
T: How much do you remember about Cartoon time?
2. Ask and answer:
Q1: Can Bobby see any cakes in the fridge?
Q2: Can Bobby eat the cakes at last?
3. Dub the story first and then act the story.
【设计意图：由师生间自然问候导入到Cartoon Time人物的情绪，以回答问题的方式唤起对故事内容的回忆。】
Step 3 Sound time
1. T: (出示Sound time 图片局部) Look at the man and the boy. What’s wrong with them?
S: They have a cold.
T: (出示医生) Who comes to help them?
S: A doctor.
2. T: What did the doctor say? Let’s listen. (cold, doctor, coat)
3. 教师放小诗录音；教师出示例词：cold, cousin, doctor, come, coat，学生体会c的发音；
学生跟读小诗。
4. 教师出示新单词：can, candy, cow, cone等词让学生尝试运用规则。
5. 教师出示含有c 的不同单词，学生找到c在单词中发音的一般规律（c /k/和c /s/）。
【设计意图：先凸显c /k/发音单词，让学生感悟其读音，然后适当拓展c /s/读音。】
Step 4 Grammar time
1. T: (出示Cartoon time 中Bobby和Sound time图片) Look, Bobby is hungry. The man and the boy have a cold. They feel bad.
2. T: (出示Story time四张场景图) How does Goldilocks feel?
Goldilocks is in the forest. She’s _______.
She sees a house. Goldilocks is in the house. She is _____ and ______.
Goldilocks is _______. There are three beds in the room.
Now she is _____, because there are three bears in front of her.
How about you?
You are _________. You would like a cake.
You are _________. You want some drink.
You have a new bag. So you are ________.
You walk for a long time. So you are _________.
【设计意图：Grammar time包含三个方面的内容，此处是第三部分，将语法分散在各个课时中，并结合相关主题开展学习巩固，有利于学生对语法内容的掌握和理解。】
Step 5 Checkout time—Look and write
1. T: Goldilocks runs away. She runs into a garden. Look, what’s in the garden?
(教师引导学生说There is a table in the garden.)
T: What’s on the table?
S: There are some apples on the table.
(同法完成其余三幅图片，同桌核对答案。)
2. Make a new story.
【设计意图：Story time的教学并非在第一课时就此结束，应该随着语法点的不断深入和谈话内容的不断丰富，开展螺旋递进式的练习和巩固。】
Step 6 Culture time
1. T: (出示Culture图片) Goldilocks runs out of the three bears’ house. She’s very thirsty. She sees two houses. Through the window she sees an English woman making coffee. Through another window she sees a Chinese woman making tea. Which house does Goldilocks want to come in?
S: I think she’d like a cup of coffee.
T: Why?
S: Goldilocks speaks English. Western people like coffee.
T: Good. How about tea?
S: Tea is popular in China.
T: Yes. Follow me: Tea is popular in China. Coffee is popular in Western countries.
(教授 popular, China, Western countries)
2. 介绍文化。
T: Different food and drinks are popular in different countries. Now let’s talk about more popular food and drinks in China and in Western countries. For example, noodles are popular in China, and hamburgers are popular in Western countries. Can you say something more? You may discuss in pairs first. (学生同桌间讨论并汇报)
____________ is popular in China, and _______ is popular in Western countries.
(教师反馈)
3. More information.
T: All of you did a good job. I have a video about popular food and drinks in China and Western countries. Let’s watch it.
【设计意图：以Story Time故事情节导入文化，使平面的练习变得丰富。】

Homework 家庭作业
1. Make a new story.
2. Draw a room of your home.
3. Finish the exercise in your workbook.