(共20张PPT)
(Story
time)
By
Cai
Yuchun
(Story
time)
By
Cai
Yuchun
Unit
1
Goldilocks
and
the
three
bears
Let's
talk
Let’s
know
each
other
first.
首先让我们来互相认识一下吧。
Goldilocks
the
three
bears
and
金发女孩
熊
G-cold-i-l-socks
Goldilocks
pear
bear
Enjoy
a
song
Three
bears
in
the
forest
Watch
and
choose
1.
A.
Who
is
in
the
story?
B.She
is
____
.
A.
Goldilocks
B.
Helen
C.
Nancy
2.
A.What's
on
the
table?
B.There
is
_____
.
A.some
bread
B.some
soup
C.some
milk
3.A.
What's
in
the
room?
B.There
are
____
.
A.
three
beds
B.three
sofas
C.three
chairs
soup
汤
room
soup
Cartoon
time
1.
A.
Who
is
in
the
story?
B.She
is
_____
.
A.
Goldilocks
B.
Helen
C.
Nancy
2.
A.What's
on
the
table?
B.There
is
_____
.
A.some
bread
B.some
soup
C.some
milk
3.A.
What's
in
the
room?
B.There
are
____
.
A.
three
beds
B.three
sofas
C.three
chairs
Let's
choose
A
A
B
There
is
a
house.
Goldilocks
is
in
the
forest.
What
a
beautiful
house!
Whose
house
is
it
?
It
is
the
three
bears'.
about
house
房子
a
house
Read
and
find
There
is
some
soup
on
the
table.
There
are
three
beds
in
the
room.
Read
the
story
quickly
and
underline
the
key
sentences
.
(快速浏览全文，划出能证明房子里住着三只熊的句子。)
There
are
three
bears
in
front
of
her.
在…的前面
in
front
of
退
Work
in
groups
How
is
the
soup?
And
the
beds?
(汤怎么样？床呢？)
跟读课文，划出相关的句子，小组内讨论一下，再填在对应的图片上。
There
is
some
soup
on
the
table.
This
soup
is
too
cold.
This
soup
is
too
hot.
This
soup
is
just
right.
正合适
Let's
check
There
are
three
beds
in
the
room.
This
bed
is
too
hard.
This
bed
is
too
soft.
This
bed
is
just
right.
硬的
软的
Let's
check
card
hard
socks
soft
Why
is
Goldilocks
afraid?
Because
there
are
three
bears
in
front
of
her!
因为
afraid
害怕的
四人一组，以小组为单位，选择
一种喜欢的方式读一读课文。
Read
together.
(齐读)
Follow
one
(跟一生读)
…
Read
one
by
one
(开火车读)
Reading
time
Read
in
roles.
(分角色读)
…
is
in
the
…
There
is
…
What
a
…
!
…
is
in
the
…
She
is…There
is
…
on
the
…
This
soup
is
too…
…
is
…
now.
There
are
…
in
the
room.
This
bed
is
too…
…
is
…
There
are
…in
…
her.
…
is
in
the
…
There
is
…
What
a
…
!
…
is
in
the
…
She
is…There
is
…
on
the
…
…
is
…
now.
There
are
…
in
the
room.
…
is
…
There
are
…in
…
her.
…
is
…
There
are
…in
…
her.
Show
time
Let's
think
What
do
you
want
to
say
to
Goldilocks?
（你想对金发女孩说些什么？）
Don’t
sneak
into
other’s
house.
不要潜入别人的房子。
It’s
impolite
to
touch
other’s
things
without
permission.
未经允许去碰别人的东西是不礼貌的。
Let's
think
What
will
happen
at
the
end
of
the
story?
（故事的结尾会是什么样？）
Maybe…
1.
Listen
to
the
tape,
and
read
the
story
three
times.
（跟录音，读课文三遍）
2.
Act
this
story
with
your
partner.
（和你的搭档表演故事）
Homework
Thank
you！
Bye！(共20张PPT)
Jiangyan
experimental
primary
school
Jiang
Xiaoli
Unit
1
Goldilocks
and
the
three
bears
(
Checkout
time
&
Ticking
time
)
There
is
a
…
in
the
…
There
are
…
in
the
…
Goldilocks
forest
Jiangyan
experimental
primary
school
Jiang
Xiaoli
Unit
1
Goldilocks
and
the
three
bears
(
Checkout
time
&
Ticking
time
)
I
can
understand
and
retell
the
story
fluently
I
can
understand
and
retell
the
story
fluently
and
vividly
我能理解并复述故事
我能理解并熟练地复述故事
我能理解并熟练形象地复述故事
Story
teller
!
I
can
understand
and
retell
the
story
too
cold
too
hot
just
right
(not
too
hot
or
too
cold)
too
hard
too
soft
just
right
(not
too
hard
or
too
soft)
hungry
and
thirsty
tired
afraid
Tip
1:
You
can
retell
alone
or
in
groups!
你可以独立复述或小组合作复述！
sees
in
front
of
I
can
understand
and
retell
the
story
fluently
I
can
understand
and
retell
the
story
fluently
and
vividly
我能理解并复述故事
我能理解并熟练地复述故事
我能理解并熟练形象地复述故事
Story
teller
!
I
can
understand
and
retell
the
story
Story’s
ending
…
想象一下故事的结尾……
Maybe
the
three
bears
…
Maybe
the
goldilocks
…
Tip
2:
Work
in
groups
to
discuss
the
end
of
this
story!
小组合作讨论思考故事的结尾！
come
back
home
drink
some
tea
for
a
rest
Green
tea
Black
tea
White
coffee
Black
coffee
Tea
is
popular
in
China
Coffee
is
popular
in
Western
countries
Drinking
Culture
!
It’s
helpful
to
drink
some
tea
or
coffee
when
people
feel
tired.
Words’
sound
!
coffee
cup
cake
/
K
/
cinema
juice
nice
/
S
/
Tip
3:
Work
in
pairs
to
think
more
words
with
letter
“c”!
同桌合作思考更多含有字母“c”的单词！
Words’
exercise
!
判断单词的发音是（S）否（D）相同：
come
cook
(
)
computer
nice
(
)
cold
clock
(
)
dance
rice
(
)
doctor
cinema
(
)
picnic
coat
(
)
S
D
S
S
D
S
I
can
pronounce
and
think
of
more
related
words
I
can
do
some
exercise
about
sound
of
“c”
我能掌握字母“c”的发音
我能掌握并想到更多有关字母“c”的发音
我能完成有关“c”的发音练习
Sound
best
!
I
can
pronounce
the
sound
of
“c”
Look
and
say
?
Goldilocks
is
afraid,
she
runs
into
another
room!
Look
and
say
I’m
in
the
living
room.
There
is…
There
are…
Tip
4:
Work
in
groups
to
look
and
say
the
picture!
小组合作运用所学来描述图片！
are
some
apples
is
some
juice
is
a
bird
are
some
sweets
Write
a
passage!
bedroom
There
is
a
/are…
in
/
near/
on/
under
the
…
Tip
5:
You
can
introduce
the
bedroom
in
orders!
你可以按一定的顺序来介绍房间。如：由近及远、由大及小等。
Write
a
passage!
living
room
There
is
a
/are…
in
/
near/
on/
under
the
…
Write
a
passage!
bedroom
living
room
Look
at
this
....
It’s
nice/
beautiful!
Beginning
(开头):
Body
(正文):
There
is
a
/
There
are…in/
near/
on/
under
the
…
Ending
(正文):
I
like
this
….
I
can
use
“There
is/are”
to
write
down
some
sentences
I
can
use
“There
is/are”
to
write
down
a
passage
我能用“There
is/are”来谈论某地有某物
我能用“There
is/are”来写一些句子
我能用“There
is/are”来写一篇文章
I
can
use
“There
is/are”
to
talk
about
things
in
a
place
Ticking
time!
Homework!
Review
the
patterns
and
story
after
class.
Make
a
new
ending
of
the
story.
Draw
a
picture
about
your
own
room
then
introduce
it.(共24张PPT)
Unit
1
Goldilocks
and
the
three
bears
1
涟水县杨口小学
华以伦
Cartoonn
time
﹠
sound
time
What’s
in
the
song?
There
is
/are…
There
is
sun.
There
are
shoes.
There
are
trees.
There
are
doors.
There
are
knives.
one
two
three
four
five
___________
a
sofa.
___________a
some
milk.
___________
some
watermelons
___________
two
glasses
of
water.
___________
many
trees.
There
is
There
are
大显身手：
Choose
and
complete(选择并补全句子)
There
are
There
is
There
is
There
are
There
are
Learning
aims
1.Can
read
and
act(表演）the
cartoon.
会读和表演卡通对话
2.Know
the
sound
(发音）of
letter
“C”
知道字母c在单词中的发音并能正确朗读
Who
are
they?
You
can
have
some
cakes.
What’s
the
matter
with
Bobby?
Listen
and
say
He
is
hungry
又饿又渴
hungry
and
thirsty
又饿又累
hungry
and
tired
No,
he
can‘t.
He
cannot
see
any
cakes
in
the
fridge
There
aren't
any
cakes
here.
Listen
and
answer
There
is
some
milk
in
the
bottle.
(改为否定句)
There
_____
______milk
in
the
bottle.
isn’t
any
can
not=
can’t
Can
Bobby
find（发现）
any
cakes
in
the
fridge?
用some
和any
填空.
1.
I
have
_____________good
friends
in
my
class.
2.
Is
there
____________water
in
the
bottle
?
3.
Do
you
have
____________________money
?
4.
There
are
________________cakes
on
the
table.
5.
I
don’t
have
__________________milk
for
breakfast.
6.
Does
he
have
______________brothers
or
sisters
?
7.
There
aren’t
_____________pictures
on
the
wall.
8.
Can
I
ask
____________________questions?
9.
Are
there
________flowers
in
you
classroom
?
10.
There
isn
’t
____________meat
at
home.
11.
Would
you
like
_____________hamburgers
to
eat
?
Some
用于肯定句何以情态动词(can,would)开头的一般疑问句
any
用于否定句和一般疑问句
some
some
some
some
any
any
any
any
any
any
any
Who
eats（
吃）the
cakes?
He’s
their
cousin.
their
他们的,她们的，它们的
猜想
Bobby会说什么？他的表弟会说什么？
their
同音词
there
watch
and
answer
Let's
read
I’m
hungry(改为一般疑问句）
___
____
hungry?
Are
you
提问地点用where.
Where
is
+单数或不可数名词
Where
are+
复数
The
book
is
on
my
bag
(对划线部分提问）
____
____the
book?
Where
is
Here
are
the
cakes
（倒装句）
正常语序：The
cakes
are
here
Here
is
+
单数或不可数名词
Here
are+
复数
There
is
some
soup
here.(改成倒装句）
______
_____
some
soup.
Here
is
Listen
and
repeat
Tips：
跟录音读故事，注意语音、语调和停顿的模仿。
Let’s
read
and
act
Happy
Reading
选择你喜欢的方式，朗读课文。
Read
in
roles.
组内分角色读
Read
it
together.
小组一起读
Retell
in
groups.
合作来复述
…
你可以带着书上台表演
The
narrator（旁白）:
Bobby:
Tina:
Cousin
旁白
旁白
旁白
旁白
have
some
cakes
吃一些蛋糕
in
the
kitchen
在厨房里
in
the
fridge
在冰箱里
Where
are
the
cakes？蛋糕在哪里？
There
aren’t
any
cakes
here.
这里没有一些蛋糕
find
their
cousin
发现他们的表弟
Here
are
the
cakes
.蛋糕在这里
Can
you
read
the
phrases?
你想知道字母C的发音吗？
Sound
timeme
uncle
cold
cousin
doctor
coats
My
_______
has
a
______,
And
my
________
too!
The
_________
comes
and
says,
“Put
on
your
_________,you
two!"
C
/K/
Uncle
cousin
你还能写出类似单词吗？
More
than
three
words
2
words
1word
C
/K/
cake
蛋糕
coat
外套
come来
cup杯子
doctor医生
Check
the
homework:
Try
to
read:
car
小汽车
class
同学们
coffee
咖啡
cat
猫
cool凉爽的
cap帽子
C
/K/
火眼金睛
选出下面单词中字母C读音不同的一个(
)
A.
cold
B
.coffee
C
.nice
c
1.Read
and
act
the
cartoon.
读并且表演卡通对话
2.Pronouce
the
C
correctly.
正确朗读字母c的发音
3.Finish
the
exercise
in
the
workbook
完成课课练P57——60.
Thanks
for
everyone!
Goodbye!
?(共20张PPT)
Unit1
Goldilocks
and
the
three
bears
(Grammar
time&Fun
time)
淮安小学
张莹
Fairy
tales
The
king’s
new
clothes
Think
and
say
What
do
you
know
about
the
story?
Pair
work
同桌讨论，
互相说一说你已经知道的故事内容。
Try
to
retell
in
the
forest
in
the
house
in
the
room
试着自己复述一遍故事大意。
Get
to
know
There
is
are
a
a
a
some
three
three
.
girl
house
forest
soup
bears
beds
in
the
forest
in
the
story
on
the
bed
in
the
house
in
front
of
the
girl
in
the
story
仔细观察这张表格，你能说出there
is
和there
are句子的区别吗?
不可数名词
There
is
=There’s
There
be
…句型表示“某处有……
”的意思。
当要描述的主语是可数名词单数或者不可数名词时，
用There
is
…
当要描述的主语是可数名词复数时，用There
are
…
地点可以放在句子末尾。
Game
time
Rules:
如果你看见一幅图，请用There
is
a/an…或者
There
are…描述图片内容；
如果你看见一个笑脸，请说：Happy！
Game
time
There’s…
There
are…
Look
and
say
Think
and
say
How
are
the
apples?
The
red
apple
is
too
small.
The
green
apple
is
too
big.
Try
to
say
too
small
too
big
Try
to
say
too
short
too
long
Try
to
say
too
cold
too
hot
too两种用法：
1.放在句子末尾，表示“也”；
2.放在形容词的前面表示“太”。
soft
hard
Opposite
(反义词)
hot
cold
big
small
thin
fat
tall
short
old
young
behind
in
front
of
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
car
________
two
balls.
There
____
a
clock
_______
the
window.
There
____
a
cap
_________
the
clock.
There______
a
bird
on
the
chair.
Look
and
write
is
on
is
is
on
are
under
is
between
is
beside
is
in
front
of
is
Find
the
differences
picture
1
picture
2
规则：
下列两幅图片中，有5处不同
1.同桌合作，快速找不同；
2.用There
be
结构介绍不同之处。
Fun
time
Would
you
like
to
show
us
your
house?
Please
draw
and
talk
about
it.
There
are
---.
There
is
---.
1
Dear
Bear
Family,
Sorry
for
bothering(打扰)
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
A
new
story！
Three
bears
are
in
the
town.
They
are
at
Goldilocks’
home
now.
:Hello!
Goldilocks!
:Hello!
Welcome
to
my
house.
:What
a
nice
house!
:
Thank
you.
Would
you
like
some…?
There
is/
are
---.
Please
help
yourselves.
小组合作，一起创编一个新故事。
把这个故事表演出来吧!
1
1.
Draw
a
picture
of
your
room
and
talk
about
it
in
the
next
English
class.
2.
Finish
the
exercise
on
17zuoye.com.
Homework:译林英语五年级上册教案
Unit
1
Goldilocks
and
the
three
bears
(Story
time)
Teaching
contents:
Story
time
Teaching
aims
and
learning
objectives:
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:
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
aids:
1.
教师准备:PPT,词汇卡和图片,板书
1/4
2.
学生准备:听Story
time录音,初步了解故事内容
Teaching
procedures:
Step
1warm-
up
1.Greetings:
2.Free
talk
:
3.Lead
in
the
title:
Today
,we
will
learn
a
beautiful
story,
learn
Goldilocks
and
bear。采用分音节教学法,学习G-cold-i-l-socks
→Goldilocks,pear→bear)
Step2
Presentation
1.Enjoy
a
song
:
Three
bears.
T:Where
can
we
see
the
bears?
(设计意图:学生可能会回答in
the
zoo,on
the
hill等,也会有学生用汉语回答在森林里,就此引出forest的学习)
2.Now
look
at
the
picture,
Goldilocks
is
in
the
forest.
Do
you
want
to
know
what
will
happen?Now
let’s
watch
and
see.
Before
we
watch
the
cartoon,
I
have
some
questions,Look
at
the
screen
PPT
shows
three
questions:
(1)A.
Who
is
in
the
story?
B.She
is
_____
.
A.
Goldilocks
B.
Helen
C.
Nancy
(2)A.What's
on
the
table?
B.There
is
_____
.
A.some
bread
B.some
soup
C.some
milk
(3)A.
What's
in
the
room?
B.There
are
____
.
A.
three
beds
B.three
sofas
C.three
chairs
学生边听边在导学案上完成选择题。
(设计意图:教会学生阅读的方法,读前带着问题,边读边思考,同时渗透单词soup,渗透句型There
is…There
are…简单教读几个句子。)
3.(呈现图一)T:Goldilocks
is
in
the
forest.
What
else
can
you
see?
How
is
the
house?引导学生回答。
2/4
Let’s
see
what
Goldilocks
says:教师播放PPT,What
a
beautiful
house!
(设计意图:教师提出多个开放性问题,训练学生发散性思维,学生的回答可能会有trees,flowers等,依然允许学生用汉语回答,引出,
beautiful,house的学习。)
4.T:Whose
house
is
it?Read
the
story
quickly
and
underline
the
key
sentences
.
学生快速浏览课文,划出能证明房子里住着三只熊的句子。师生校对答案,学习There
is/are……。
5.How
is
the
soup?
And
the
beds?学生跟读课文,划出相关的句子,小组内讨论一下,完成导学案。
师生学习词组too
hot,too
cold,just
right,too
soft,too
hard,句型This…is
too….
(设计意图:学生在阅读过程中获取课文的细节信息,理解故事大意,突破本课时重难点,同时通过多层次的模仿帮助学生掌握故事内容。hot和cold学生已经学过,hard和sof
t是初次接触,重点突破。)
6.PPT呈现第四幅图:
T:What
can
you
see
in
the
picture?
What’s
the
matter
with
Goldilocks?
Why
is
Goldilocks
afraid?
Does
Goldilocks
like
bears?
引导学生回答,学习afraid,in
front
of。
6.师生利用思维导图板书,复述课文。
Step
3
Consolidation
1.Reading
time
学生小组内以自己喜欢的方式读课文。
(Read
one
by
one.
Read
together.
Read
in
roles.
Follow
one……)
2.Show
time
学生小组内根据关键词提示进行展示。教师根据学生展示反馈进行点拨,纠正不正确的发音。
3.From
the
story,we
know,Goldilocks
drinks
the
soup
and
sleep
on
the
bed.
What
do
you
want
to
say
to
Goldilocks?
3/4
因为学生语言还不足以表达自己的意思,可以允许用中文说一说。(设计意图:对学生进行情感升华教育。)
4.续编故事:What
will
happen
at
the
end
of
the
story?
(设计意图:对故事的续编不光能培养学生的想象能力,还能培养学生学习上的主动性、创造性和道德判断能力。可以鼓励学生大胆想象。)
Step4:Summary
师生根据板书复述课文及重要句型。
Setp5:Homework
1.
Listen
to
the
tape,
and
read
the
story
three
times.
(跟录音,读课文三遍)
2.
Act
this
story
with
your
partner.
(和你的搭档表演故事)Unit
1
Goldilocks
and
the
three
bears教学设计
Period
4
(Checkout
time
&
ticking
time)
一、
教学目标：
1.
能流利、生动地讲述故事《Goldilocks
and
the
three
bears》。
2.
能熟练运用There
be…句型来描述某处有某物。
3.
能熟练复习字母C在单词中的发音。
4.
能掌握理解中西方饮品茶和咖啡
二、
教学重、难点：
1.
能系统复习本单元，并用There
be…句型来完成相应的短文。
2.
能结合所学完成自评和互评，了解自己的学习情况。
三、
教学准备：
PPT；图片；板书
四、
教学过程：
Step
1:
Warm
up:
Free
talk
&
Lead
in
T:
Look!
What’s
in
my
box?
Can
you
guess?
Ss:
There
is/are…(信息沟的方式让学生猜测盒内物品)
T:
What
can
you
see
in
the
picture?
(PPT呈现图片)
Ss:
A
forest.
T:
Yes.
Boys
and
girls
what’s
in
the
forest?
Ss:
There
is
a
house.
There
is
a
girl.
(引导学生回忆story)
T:
We
know
the
girl
is
goldilocks.
So
this
class
we’ll
go
on
to
learn
1
1/4
“Goldilocks
and
the
three
bears”.
设计意图：以实物操练、复习there
be…句型的方式开始本节课，
由图片展开学生对story文本的回顾，从而引出课题。
Step
2:
Revision:
a).
Retell
the
story
T:
Do
you
remember
the
story?
Can
you
try
to
retell
it?
(PPT出示课
文图片，以及复述课文的具体评价标准)
Ss:
Retell
the
story
under
the
help
of
related
pictures
in
groups.
T:
boys
and
girls,
I
think
you
can
understand
our
story
well.
You
can
judge
by
yourselves.
(结合Ticking
time标准，学生自评)
b).
Culture
Knowledge
T:
In
our
story,
we
know
the
goldilocks
is
afraid
when
she
sees
the
three
bears.
But
what
happened
then?
Please
think
of
the
end
of
our
story.
Ss:
学生自由想象故事结尾。
T:
Ok.
You
have
many
good
ideas
about
the
story’s
ending.
Do
you
want
to
hear
mine?
Maybe
the
goldilocks
runs
away,
she
comes
back
home
and
then
she
drinks
some
tea
for
a
rest.(由单词tea延伸到culture
部分)
T：PPT呈现图片：tea/coffee
拓展相关知识：black
tea,
green
tea,
white
tea/
black
coffee,
white
coffee
设计意图：由学生想象story的开放结尾，引出culture部分的
2
2/4
化渗透。拓展更多相关的文化知识，体会中西文化的异同。
c).
Sound
of
letter“c”
T:
Coffee
is
very
popular
in
Western
countries.
The
letter“c”in
the
word
coffee
sounds
/k/.Can
you
say
more
words
with
letter“c”?
Ss:
学生说出更多的含有字母“c”的单词。
T：拓展“c”的另一个发音/s/:
cinema,
nice,
juice,
dance
Ss:
Do
some
judge
exercise
about
the
sound.
Ss:
结合个人表现，自评相关项。(Ticking
time部分)
设计意图：由单词coffee引出语音板块/k/的发音，复习字母“c”
的发音/
k
/，并适当延伸其另一个发音/s/。
Step
3:
Practice:
a).
Look
and
say
T:
At
the
end
of
the
story,
we
know
the
goldilocks
is
afraid,
she
runs
into
another
room.
Look,
it’s
a
living
room.
What’s
in
the
living
room?
(PPT呈现图片)
Ss:
Look
at
the
picture
and
say:
There
is/
There
are…
(work
in
pairs)
b).
Look
and
write
T:
boys
and
girls,
I
think
you
can
say
very
well.
But
can
you
write?
(呈现Look
and
write部分)
Ss:
Look
and
write
down
the
answers.
T:
Check
and
judge.
(Ticking
time评价)
Summary
the
knowledge
of
“There
be…”
3
3/4
设计意图：此部分着重练习了checkout
time中的说和写，通过让学生观察图片，小组合作等方式来练习There
be…句型的实际用法。并结合具体的表现来进行自我评价。
Step
4:
Production:
Write
a
short
passage
T:
Present
the
picture
of
bedroom.
What’s
in
the
bedroom?
Ss:
Introduce
the
bedroom
from
some
orders.
T:
Present
one
more
picture
of
living
room.
Give
some
tips
about
how
to
write
a
passage
about
the
room.
Ss:
Choose
one
picture
to
write
down
a
short
passage.
T:
Give
some
assessments
about
the
passage
Ss
wrote
about.
Step
5:
Homework:
1.
Review
the
patterns
and
story
after
class.
2.
Make
a
new
ending
of
the
story.
3.
Draw
a
picture
about
your
own
room
then
introduce
it.Unit1
第3课时教学设计
【内容】译林版(五年级)上册Unit1
【课题】Goldilocks
and
the
three
bears
【课时】第3课时:Sound
time,
Culture
time&Cartoon
time
一、教学内容介绍
Sound
time板块呈现了辅音字母c在单词中的读音/k/。本板块将放在cartoon
time
之后教学。
Cartoon
time部分呈现的是Bobby在家里找蛋糕吃的情景。Bobby饿了,Tina告诉他厨房的冰箱里有蛋糕。Bobby打开冰箱,里面却是空空的。Bobby最后在角落里发现小表弟两手捧着蛋糕,吃得正欢。
这个故事再现了本单元的there
be句型。本课将作为复习内容,在导入新课前完成,并提供练习活动。
二、教学目标
1、能听懂、会说、准确把握字母c在单词中的读音
2、能听懂、会说、会读really,
then,
find,
their
3、能够在图片和语境的帮助下读懂听懂Cartoon
time中的故事,及there
is/are…句型的运用。
三、教学重难点
1、字母c在单词中的读音
2、词汇:really,
then,
find,
their的音、形、义
3、句型:There
is/are
...的用法
四、教学准备
教学课件、课文录音、动画。
五、教学过程
Step
1:
Revision/Lead-in
1.
师生相互问候;
2.
T:Do
you
like
songs?
Now
,let’s
enjoy
a
song(播放one
one
歌)
Question:what’s
the
song
about?
3.回顾歌曲:what’s
in
the
song?(完成填空,复习there
be
用法)
4.Practice.
1/2
5.Summing
up
and
lead
in(呈现教学目标)
Step
2:
Presentation
&
Practice
1.Read
the
picture
and
listen
to
the
record
Questions:who
are
they?
What’s
the
matter
with
Bobby?(引导学生回答问题,并学习相关词组)
2.Listen
again
and
answer
Can
Bobby
find
any
cakes
in
the
fridge?
(引导学生回答问题,并学习相关句型和知识点)
3.Practice:some和any
的用法
4.Watch
and
answer(播放动画)
猜想Bobby会说什么?他的表弟会说什么?
(引导学生回答问题,并学习相关句型和知识点)
Step3
Reading
time.
1.Post
reding(引导学生通读课文,并学习相关句型和知识点)
2.Happy
reading(指导学生朗读并表演对话)
Step
4.
Sound
time
1.Can
you
read
the
phrases?
(呈现字母C
在单词中发音)
2.Sound
time
3.Practice
Step
5:
Summary
师生一起总结本课内容,鼓励学生提出问题。教师点评学生的表现。
Step
6.Homework
1.Read
and
act
the
cartoon.
读并且表演卡通对话
2.Pronouce
the
C
correctly.
正确朗读字母c的发音
3.Finish
the
exercise
in
the
workbook
完成课课练P57——60.
板书设计:Unit1
Goldilocks
and
three
bears
There
isn’t
….
C
-/k/
aren’t
….
cannot=can’t
Here
is
/
a
re
….课题Unit1
Goldilocks
and
the课时
hree
bears
张莹
教|1会读,会用第一节课所学的词汇以及词汇:
beside,
between
学|2能听值、会说、会运用句型
There
is,.
There
are
3.能看图描述物品的所在位置。
4能在活动中会用
There
be句型,创编新的对话
1.基于故事能听懂、会说、会运用句型
There
is…
There
are
教学重难点2.能在具体情景中,灵活使用
There
be句型,创编新的对话
教学过程
Stepl.
warm
up
2.
Free
talk
T:
Do
you
like
stories?
Ss:
Yes
T:
What
stories
do
you
like?
S1:
Ilike
T:
Look!
There
are
some
fairy
tales.
They
re
(教学意图:通过自由交谈,激发学生谈论故事的兴趣,初步引导
学生使用
There
be结构来介绍课件上的童话故事,为下面引出本
果主题做好铺垫。)
Step2.
Revision
What
do
you
know
about
the
story?(教师出示课文配套图片)
1.
Think
and
say
(学生同座位互相交谈上一节课学的故事内容
教学意图:通过同桌交流,回顾第一课时
story
time的故事情节
让学生嘴巴动起来,思维“活”起来,充分调动学生已有的知识
储备,为下面学习活动的输出做准备。)
2.
Try
to
retell
(根据PPT呈现的思维导图,在老师的引导下尝试复述故事。)
图:思维导图的使
复述故事降低了难度,为学生大量输出搭建了语言支架。)
3
Get
to
know(请学生总结
There
be结构的使用规姆
(教学意图:在前面各个环节铺垫的基础上,
There
be结构反复出
现在活动中,此时让学生总结这一语法规律,也体现以学生为中
心的教学理念。)
Step
3
Presentation
1
Play
a
game(看到图片用
There
be结构介绍图片内容,看到笑
脸说“
Happy”)
(教学意图:在总结了
There
be这一语法规则之后,通过玩游戏
再次巩固运用这一巨型,同时再次激发学生的课堂积极性。)
2.
Look
and
say
T:(PPT展示游戏中最后一幅图)
Where
is
the
small
apple?
Can
you
find
it
in
the
bears'
house?(出示三只熊的“家”内
部图)
SI:
It's
under
the
chair
T:
How
is
the
apple?
Is
it
big
enough
to
see
clearly?
Ss:
No
It's
very
small.
T:Yes.It'
s
too
small
to
see.(导入下一环节对too的学习
3.
Try
to
say(通过几輻图片对比,感知to的新含义,并请学生
总结too的两种意思。
