Unit 1 Goldilocks and the three bears Story time 教案
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| 名称 | Unit 1 Goldilocks and the three bears Story time 教案 |  | |
| 格式 | zip | ||
| 文件大小 | 12.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2019-12-20 16:05:53 | ||
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文档简介
五年级上册 unit 1 Goldilocks and three bears
教学内容：story time.
教学目标：
1. 通过学习，让学生能理解、熟读并表演故事。
2.初步感知 There is/are ….句型，并能用There is/are ….作简单描述。
3.能听懂，会说，会读单词 Goldilocks, forest, soup, just right, hard, soft, afraid, bears, in front of.
4. 通过表演让学生体会故事的乐趣及学习英语的快乐.
教学重难点：
1. 通过学习，让学生能理解、熟读并表演故事。
2.初步感知 There is/are ….句型，并能用There is/are ….作简单描述。
教具准备：
录音机、挂图、goldilocks图像
教学过程：
Step1. Pre-reading
1. Greeting
Boys and girls, welcome back to school.
I’m happy today, Nice to meet you ,Are you happy?
Yes ,all of you are happy!
2.Game:看图说单词 ，呈现上学期学过的hungry,thirsty,tired,cold,hot,happy,sad等。
Purpse:简单的游戏热身，激发学生的图示，为下面的课文做好铺垫。
Step2. While-reading
1. presentation
示图1：What can you see?-学生会回答：I can see…
引导学生说出：There is a girl.There are some trees. There is a house.等。
出示Learning tip:There be 句型：分单数There is …和复数There are… 两种,不可数名词统一用There is…它们都解释为“有”，表示存在有，含义是在某地方有某东西。）
T:Her name is Goldilocks ,she is in the forest now (教读forest) T:what will happen?让学生预测故事发展。
2. 听录音，回答问题：whose house is this? S:Three bears’. 师揭题，T:Today,let’s learn a story” Goldilocks and the three bears.”
Purpose:通过图片，引出故事。让学生预测故事的发展，激发学生学习的兴趣，勾起学生阅读的欲望。给出Learning tip，让学生对There be 句型有初步印象，降低阅读难度。
3. Watch the cartoon ,answer：What can you see in the cartoon ?引导学生用there be句型说出There is a house / some soup. There are three beds/three bears in the house.并出示图片，使学生加深对课文每幅图的理解。
图1：what does goldilocks say?-what a beautiful house!
How is she?-She is happy. 齐读” what a beautiful house!”读出开心的语气。
图2：How is she now?-S:hungry and thirsty
What’s on the table? S:There’s some soup.
Which soup does she like? This one? What does she say?(放录音)
This soup is too cold.
This soup is too hot.
This soup is just right. （教学just right）
教师出示道具，请学生表演喝汤，教师示范动作，可以夸张一点。
图3：Look! Goldilocks is too tired. What’s in the room?
There are three beds in the room. How is the bed?(给3张床配上不同的声音)
如果你是Goldilocks, 你会怎么说？
This bed is too hard.
This bed is too soft.
This bed is too just right. （教学hard和soft。）教师示范动作，请学生表演。
Purpose:让学生用表演的方式，加深对句型的理解，同时也增加了趣味性，调动了学习的积极性。
图4：3) Look! How is Goldilocks now?She is afraid. (在引出回答的时候教授 afraid)
Q：Why is she afraid?
There are three bears in front of her.教授in front of，利用三只小熊的位置拓展出beside,between。
Task 1 学生自读课文, 然后同桌合作，完成下列判断。
（1）There’s some water on the table .( )
（2）The right soup is just right.( )
（3）There are three beds in the room ( )
（4）The left bed is too soft .( )
（5）There are three bears in front of her.she is afraid.( )
Task 2 ： Look and order.
出示六幅图，排序并试着简单描述每一幅图。
Task 3： Let’s read together !
1) Read after the tape.及时纠正语音语调。
2) Read in groups.
3) Read in roles.小组合作，角色扮演。注意语音和肢体语言。
Purpose:表演不仅能更好地加深学生对故事的理解，锻炼在情境中运用语言的能力，同时也让学生在表演中体会学习英语的快乐和获得知识的成就感。
Step3.Post-reading
1.Try to remember the story!
Task 4：Let’s retell ! 看板书，复述故事
Goldilocks is happy. There is ...
Goldilocks is hungry and thirsty. There is ...
Goldilocks is tired. There are ...
Goldilocks is afraid. There are ...
Purpose:通过复述，加深对故事的印象。
2.T：Boys and girls, what’s the story ending?
故事的结局是什么呢？你能想象一下吗？
The next day, Goldilocks and her cousin Jack go to visit the house
Again.What will happen to them? Discuss in groups and make a new dialogue.
小组合作，续编故事。
Purpose:通过续编故事，让学生充分发挥想象力，使所学知识在情境中得到很好的应用，锻炼学生的语言表达能力。
Homework:
1. Read the story ，work in groups and get ready to act it out in next lesson.
2. Tell the story to your friends or parents.
板书设计：
Unit 1 Goldilocks and the three bears
tired
three beds图
a house—happy hard soft just right
Goldilocks头像
hungry and thirsty afraid
soup图 three bears 图
hot cold just right in front of her
教学反思：
教学内容：story time.
教学目标：
1. 通过学习，让学生能理解、熟读并表演故事。
2.初步感知 There is/are ….句型，并能用There is/are ….作简单描述。
3.能听懂，会说，会读单词 Goldilocks, forest, soup, just right, hard, soft, afraid, bears, in front of.
4. 通过表演让学生体会故事的乐趣及学习英语的快乐.
教学重难点：
1. 通过学习，让学生能理解、熟读并表演故事。
2.初步感知 There is/are ….句型，并能用There is/are ….作简单描述。
教具准备：
录音机、挂图、goldilocks图像
教学过程：
Step1. Pre-reading
1. Greeting
Boys and girls, welcome back to school.
I’m happy today, Nice to meet you ,Are you happy?
Yes ,all of you are happy!
2.Game:看图说单词 ，呈现上学期学过的hungry,thirsty,tired,cold,hot,happy,sad等。
Purpse:简单的游戏热身，激发学生的图示，为下面的课文做好铺垫。
Step2. While-reading
1. presentation
示图1：What can you see?-学生会回答：I can see…
引导学生说出：There is a girl.There are some trees. There is a house.等。
出示Learning tip:There be 句型：分单数There is …和复数There are… 两种,不可数名词统一用There is…它们都解释为“有”，表示存在有，含义是在某地方有某东西。）
T:Her name is Goldilocks ,she is in the forest now (教读forest) T:what will happen?让学生预测故事发展。
2. 听录音，回答问题：whose house is this? S:Three bears’. 师揭题，T:Today,let’s learn a story” Goldilocks and the three bears.”
Purpose:通过图片，引出故事。让学生预测故事的发展，激发学生学习的兴趣，勾起学生阅读的欲望。给出Learning tip，让学生对There be 句型有初步印象，降低阅读难度。
3. Watch the cartoon ,answer：What can you see in the cartoon ?引导学生用there be句型说出There is a house / some soup. There are three beds/three bears in the house.并出示图片，使学生加深对课文每幅图的理解。
图1：what does goldilocks say?-what a beautiful house!
How is she?-She is happy. 齐读” what a beautiful house!”读出开心的语气。
图2：How is she now?-S:hungry and thirsty
What’s on the table? S:There’s some soup.
Which soup does she like? This one? What does she say?(放录音)
This soup is too cold.
This soup is too hot.
This soup is just right. （教学just right）
教师出示道具，请学生表演喝汤，教师示范动作，可以夸张一点。
图3：Look! Goldilocks is too tired. What’s in the room?
There are three beds in the room. How is the bed?(给3张床配上不同的声音)
如果你是Goldilocks, 你会怎么说？
This bed is too hard.
This bed is too soft.
This bed is too just right. （教学hard和soft。）教师示范动作，请学生表演。
Purpose:让学生用表演的方式，加深对句型的理解，同时也增加了趣味性，调动了学习的积极性。
图4：3) Look! How is Goldilocks now?She is afraid. (在引出回答的时候教授 afraid)
Q：Why is she afraid?
There are three bears in front of her.教授in front of，利用三只小熊的位置拓展出beside,between。
Task 1 学生自读课文, 然后同桌合作，完成下列判断。
（1）There’s some water on the table .( )
（2）The right soup is just right.( )
（3）There are three beds in the room ( )
（4）The left bed is too soft .( )
（5）There are three bears in front of her.she is afraid.( )
Task 2 ： Look and order.
出示六幅图，排序并试着简单描述每一幅图。
Task 3： Let’s read together !
1) Read after the tape.及时纠正语音语调。
2) Read in groups.
3) Read in roles.小组合作，角色扮演。注意语音和肢体语言。
Purpose:表演不仅能更好地加深学生对故事的理解，锻炼在情境中运用语言的能力，同时也让学生在表演中体会学习英语的快乐和获得知识的成就感。
Step3.Post-reading
1.Try to remember the story!
Task 4：Let’s retell ! 看板书，复述故事
Goldilocks is happy. There is ...
Goldilocks is hungry and thirsty. There is ...
Goldilocks is tired. There are ...
Goldilocks is afraid. There are ...
Purpose:通过复述，加深对故事的印象。
2.T：Boys and girls, what’s the story ending?
故事的结局是什么呢？你能想象一下吗？
The next day, Goldilocks and her cousin Jack go to visit the house
Again.What will happen to them? Discuss in groups and make a new dialogue.
小组合作，续编故事。
Purpose:通过续编故事，让学生充分发挥想象力，使所学知识在情境中得到很好的应用，锻炼学生的语言表达能力。
Homework:
1. Read the story ，work in groups and get ready to act it out in next lesson.
2. Tell the story to your friends or parents.
板书设计：
Unit 1 Goldilocks and the three bears
tired
three beds图
a house—happy hard soft just right
Goldilocks头像
hungry and thirsty afraid
soup图 three bears 图
hot cold just right in front of her
教学反思：