五上Unit 1 .doc

32/32江蘇版小學(xué)英語(yǔ)標(biāo)準(zhǔn)化教案五上 Unit 1 Goldilocks and the three bearsUnit 1 Goldilocks and the three bears一、教材內(nèi)容分析本單元主要話題是談?wù)摲课?、住所和居室及房屋?nèi)物品的陳列。課文通過(guò)學(xué)生熟悉的中文版三只熊的趣味故事幫助學(xué)生理解英文文本、學(xué)習(xí)方位介詞以及幫助學(xué)生理解There be句型。教師可以充分利用書本材料進(jìn)行教學(xué)與操練，也可以讓學(xué)生們用身邊的物品進(jìn)行對(duì)話交流，或在具體的情境下（例如自己的房間、學(xué)校、自己熟悉的場(chǎng)所）談?wù)撐锲逢惲?。本單元中，教師可引?dǎo)學(xué)生結(jié)合以前學(xué)過(guò)的地點(diǎn)類詞匯和方位介詞進(jìn)行表述。在教學(xué)過(guò)程中，教師也可以提前滲透There be句型的一般疑問(wèn)句，為第二單元做鋪墊。在實(shí)際操練過(guò)程中可能會(huì)提及There be句型的就近原則，教師也可以適當(dāng)講解。五年級(jí)相對(duì)于三四年級(jí)的教材又增添了2個(gè)新的學(xué)習(xí)版塊：Grammar time 和 Culture time. 在第一單元的教學(xué)中老師要繼續(xù)注重培養(yǎng)學(xué)生的學(xué)習(xí)興趣，重視激發(fā)和保護(hù)學(xué)生學(xué)習(xí)英語(yǔ)的熱情，培養(yǎng)學(xué)生運(yùn)用所學(xué)英語(yǔ)進(jìn)行交際的意識(shí)和勇氣。二、學(xué)情分析1. 學(xué)生對(duì)三只熊故事的中文版本比較熟悉，在理解方面難度降低；2. 學(xué)生進(jìn)入高年級(jí)學(xué)段，但仍然活潑好動(dòng)，喜歡直觀形象思維和抽象思維相結(jié)合，對(duì)故事仍充滿濃厚的興趣；2. 學(xué)生已經(jīng)掌握一部分地點(diǎn)類、方位類、物品類詞匯，但不能完整表達(dá)。 三、教學(xué)目標(biāo)知識(shí)目標(biāo)1. 在課文情景中學(xué)生能夠聽懂、會(huì)說(shuō)、會(huì)讀故事中出現(xiàn)的詞匯：Goldilocks, bear, forest, house, soup, hard, soft, afraid, just right, in front of ；2. 基于三只熊的故事，在故事情景中反復(fù)使用、鞏固there be句型；3. 創(chuàng)設(shè)不同情境，讓學(xué)生能夠聽懂、會(huì)說(shuō)、會(huì)讀、會(huì)寫句型：There is 加名詞單數(shù)或不可數(shù)名詞， There are加名詞復(fù)數(shù)，并理解句型的意思；4. 學(xué)生能夠針對(duì)不同的情境活用日常用語(yǔ)： This is too 5. 能理解并掌握字母c 的發(fā)音規(guī)律，熟記例詞。能力目標(biāo)1. 學(xué)生能正確理解Story time, 并能小組合作表演故事、續(xù)寫故事； 2. 學(xué)生能熟練運(yùn)用本單元所學(xué)的詞句在不同的情境中談?wù)撐锲返年惲校?. 學(xué)生能正確理解、朗讀Cartoon time中的故事，能讀懂其中的趣味之處，能在教師的指導(dǎo)下表演故事；4. 通過(guò)小組合作講述故事內(nèi)容，并能夠添加文本內(nèi)容進(jìn)行文本擴(kuò)充；5. 學(xué)生能了解中西方傳統(tǒng)的飲食，并能用英語(yǔ)作簡(jiǎn)單介紹。情感目標(biāo)1. 讓學(xué)生體會(huì)到閱讀故事的樂趣，培養(yǎng)學(xué)生閱讀的興趣。2. 讓學(xué)生體會(huì)到親自設(shè)計(jì)家居的樂趣。3. 培養(yǎng)學(xué)生有序表達(dá)的能力四、板塊分析第一板塊為Story time. 是學(xué)生熟悉的中文故事的英文版，是敘述和對(duì)話相結(jié)合。此板塊有四幕情景：1. 森林中，2. 廚房里，3. 臥室里，4. 熊出現(xiàn)。學(xué)生要在不同的場(chǎng)景中理解本單元的核心句型There be以及This is too的含義。Story time這一板塊在課文后增加了閱讀理解活動(dòng)Look and order和Think and say， Look and order 板塊是學(xué)生加強(qiáng)了對(duì)文本的理解。Think and say板塊很好的復(fù)現(xiàn)了文中重點(diǎn)難點(diǎn)。為學(xué)生掌握主要知識(shí)點(diǎn)提供了幫助。第二板塊為Grammar time.本板塊采用直觀、易懂的圖表形式，歸納和總結(jié)了句型等語(yǔ)法知識(shí)。通過(guò)對(duì)本單元新授詞語(yǔ)和句型的歸納，幫助學(xué)生理解并初步掌握相關(guān)語(yǔ)法知識(shí)，引導(dǎo)教師宏觀地把握本單元的主要語(yǔ)法內(nèi)容。 本單元的主要語(yǔ)法點(diǎn)：There be以及too的用法。There be句型需要指導(dǎo)學(xué)生注意區(qū)別名詞單數(shù)、復(fù)數(shù)以及不可數(shù)名詞等情況，其中be動(dòng)詞的搭配需要重點(diǎn)講解。第三板塊為Fun time. 本版塊是前面兩個(gè)版塊的延伸，繼續(xù)復(fù)現(xiàn)本單元重點(diǎn)內(nèi)容There be句型的使用。利用Draw and say 增強(qiáng)了復(fù)現(xiàn)的趣味性。培養(yǎng)孩子們語(yǔ)言的技能。本板塊聚焦本單元的重要語(yǔ)言點(diǎn)there be的運(yùn)用，以有序講述各個(gè)房間的形式培養(yǎng)學(xué)生的語(yǔ)言技能。第四板塊為Sound time.本單元是輔音字母c的發(fā)音，通過(guò)例詞和朗朗上口的兒歌的形式，讓孩子們體會(huì)感知c發(fā)/k/的音，并適當(dāng)擴(kuò)充使學(xué)生掌握發(fā)音規(guī)律。同時(shí)結(jié)合小詩(shī)讀出韻律和節(jié)奏。第五板塊為Culture time.此板塊為新增板塊，通過(guò)圖片和簡(jiǎn)要的文字介紹，呈現(xiàn)中外文化的異同，幫助學(xué)生拓展視野，加深對(duì)中華民族優(yōu)秀傳統(tǒng)文化的認(rèn)識(shí)和熱愛。目的是給學(xué)生更多的文化輸入，教師可以通過(guò)圖片、視頻或短文拓寬學(xué)生的視野。本單元為了解中西方傳統(tǒng)的飲食。第六板塊為Cartoon time. 五年級(jí)開始此板塊運(yùn)用敘述和對(duì)話相結(jié)合的形式呈現(xiàn)故事內(nèi)容，因此在表演的時(shí)候要注意到避免單人表演，可以采取小組合作表演等形式。此板塊為拓展性趣味閱讀，繼續(xù)以卡通人物Bobby 和Sam為主角，以幽默故事的方式再現(xiàn)第一板塊所學(xué)的語(yǔ)言，以滾雪球的方式幫助學(xué)生在學(xué)習(xí)單句或單一情景的基礎(chǔ)上形成綜合，并在故事的末尾鋪墊下一單元的新語(yǔ)言。教授時(shí)注意把握故事情感主線，引導(dǎo)學(xué)生享受閱讀英語(yǔ)故事的快樂，通過(guò)示范、學(xué)生模仿把故事中簡(jiǎn)單的語(yǔ)言生動(dòng)地表現(xiàn)出來(lái)，給學(xué)生發(fā)揮想象和運(yùn)用課內(nèi)外語(yǔ)言的機(jī)會(huì)，創(chuàng)造性地把故事表演出來(lái)，使Cartoon time真正成為學(xué)生的Happy time。第七板塊為Checkout time.此板塊為單元學(xué)習(xí)的檢測(cè)，本單元為L(zhǎng)ook and say和 Look and write在開展此板塊教學(xué)時(shí)，教師可以先給出一些圖片中出現(xiàn)的東西，讓學(xué)生猜測(cè)一下物體的方位，進(jìn)行預(yù)測(cè)，培養(yǎng)學(xué)生發(fā)散性思維。最后呈現(xiàn)圖片進(jìn)行看圖說(shuō)話。也可以將此板塊作為學(xué)習(xí)過(guò)關(guān)的一部分，作為形成性評(píng)價(jià)的一部分。以三只熊為背景，將主語(yǔ)言點(diǎn)放在不同場(chǎng)景中主滾動(dòng)復(fù)現(xiàn)，讓學(xué)生學(xué)會(huì)舉一反三，培養(yǎng)語(yǔ)言運(yùn)用的基本技能。第八板塊為Ticking time. 此板塊是自我評(píng)價(jià)板塊，是結(jié)合新課程理念設(shè)計(jì)的新板塊。通過(guò)自我、同伴、老師的評(píng)價(jià)，引導(dǎo)學(xué)生了解自己對(duì)本單元所學(xué)內(nèi)容的掌握情況，再次鞏固單元知識(shí)點(diǎn)。教師可以指導(dǎo)學(xué)生通過(guò)表演對(duì)話考查學(xué)生對(duì)故事的理解能力，通過(guò)在不同情境中使用There be句型的情況考查學(xué)生使用核心句型的能力，通過(guò)學(xué)生對(duì)Sound time朗讀熟練程度或?qū)Πl(fā)音規(guī)律的舉一反三情況考查學(xué)生掌握字母c發(fā)/k/的情況。五、課時(shí)劃分課時(shí) 教學(xué)內(nèi)容教 學(xué) 目 的1 新授Story time1. 在課文情景中學(xué)生能夠聽懂、會(huì)說(shuō)、會(huì)讀故事中出現(xiàn)的詞匯：Goldilocks, bear, forest, house, soup, hard, soft, afraid, just right, in front of；2. 基于三只熊的故事，在故事情景中反復(fù)使用、鞏固there be句型；3. 學(xué)生能夠熟練朗讀并理解故事；學(xué)生能夠在理解的基礎(chǔ)上合作表演故事；2滾動(dòng)復(fù)現(xiàn)Story time;新授Grammar time和Fun time1. 復(fù)現(xiàn)鞏固詞匯、There be句型；2. 能夠看圖片復(fù)述故事內(nèi)容；3. 學(xué)生能夠理解并掌握Grammar time中There be句型的用法和規(guī)則以及單詞too的用法；4. 學(xué)生能夠完成Fun time中的任務(wù)。3滾動(dòng)復(fù)習(xí)There be句型。新授Cartoon time和Culture time1. 滾動(dòng)復(fù)習(xí)Story time，結(jié)合圖片2和3學(xué)生能熟練運(yùn)用本單元所學(xué)的詞句談?wù)撃程幍奈锲罚?. 進(jìn)行文本再構(gòu)復(fù)習(xí)核心句型，學(xué)生能夠改編故事并試著表演出來(lái)。3. 學(xué)習(xí)Where s /Wherere? Here are. There arent any 4. 學(xué)生能正確理解、朗讀Cartoon time中的故事，能讀懂其中的趣味之處，能在教師的指導(dǎo)下表演故事；5. 學(xué)生能了解中西方傳統(tǒng)的飲食，并能用英語(yǔ)作簡(jiǎn)單介紹。4滾動(dòng)復(fù)習(xí)Cartoon time。新授Sound time, Checkout time1. 學(xué)生能夠用配音或看圖說(shuō)話的方式滾動(dòng)復(fù)習(xí)Cartoon time;2. 學(xué)生了解字母c在單詞中的發(fā)音；嘗試運(yùn)用所學(xué)的語(yǔ)音知識(shí)拼讀生詞，同時(shí)結(jié)合小詩(shī)讀出韻律和節(jié)奏。3. 教師創(chuàng)編家中不同房間的設(shè)施讓學(xué)生熟練地運(yùn)用本課詞句談?wù)撃程幍奈锲贰?Ticking time復(fù)習(xí)與練習(xí)1. 通過(guò)自我、同伴、老師的評(píng)價(jià)，引導(dǎo)學(xué)生了解自己對(duì)本單元所學(xué)內(nèi)容的掌握情況，再次鞏固單元知識(shí)點(diǎn)。教師可以指導(dǎo)學(xué)生通過(guò)表演對(duì)話考查學(xué)生對(duì)故事的理解能力，通過(guò)在不同情境中使用There be句型的情況考查學(xué)生使用核心句型的能力，通過(guò)學(xué)生對(duì)Sound time朗讀熟練程度或?qū)Πl(fā)音規(guī)律的舉一反三情況考查學(xué)生掌握字母c發(fā)/k/的情況。2. 學(xué)生能夠通過(guò)復(fù)習(xí)進(jìn)一步扎實(shí)掌握本單元的四會(huì)詞匯和句型，并能夠在理解的基礎(chǔ)上表演對(duì)話或綜合運(yùn)用語(yǔ)言。課題: 譯林版五年級(jí)上冊(cè)Unit1 Goldilocks and the three bears課時(shí): The first period ( Story time)教學(xué)目標(biāo)：（一）知識(shí)目標(biāo)：列出三會(huì)，四會(huì)要求1. 能夠聽懂、會(huì)說(shuō)、會(huì)讀故事中出現(xiàn)的詞匯：Goldilocks, bear, forest, house, soup, hard, soft, afraid, just right, in front of ；2. 能夠聽懂、會(huì)說(shuō)、會(huì)讀句型：There is There are 并理解句型的意思；3. 能夠聽懂、會(huì)說(shuō)、會(huì)讀日常用語(yǔ)：What a beautiful! This is too （二）能力目標(biāo): 1. 學(xué)生能夠閱讀并理解故事；2. 學(xué)生能夠在理解的基礎(chǔ)上表演故事；（三） 情感目標(biāo)：讓學(xué)生體會(huì)到閱讀故事的樂趣，培養(yǎng)學(xué)生閱讀的興趣。教學(xué)重點(diǎn):（詞匯、句型、語(yǔ)篇）1. 能夠從整體上閱讀故事并理解故事；2. 能夠語(yǔ)音語(yǔ)調(diào)正確地朗讀故事、復(fù)述故事。教學(xué)難點(diǎn)：（從發(fā)音，語(yǔ)法，理解層面分析，并寫出解決辦法）能夠根據(jù)課文內(nèi)容創(chuàng)編劇本并表演。教學(xué)準(zhǔn)備: 1.教師準(zhǔn)備：PPT，三副碗勺，熊掌道具，詞匯卡和圖片，板書。（很好，除了課件還有其他教具）2.學(xué)生準(zhǔn)備：聽5遍Story time 錄音。分五步Step 1 Warming up （結(jié)合課堂內(nèi)容組織相關(guān)活動(dòng)）Step 2 Presentation （結(jié)合生活，學(xué)生感興趣的物品，事件為新授內(nèi)容做鋪墊，占時(shí)不可太多）Step 3 New teaching（結(jié)合教材學(xué)習(xí)）Step 4 Practise（操練活動(dòng)）Step 5 Consolidation (拓展性教學(xué)活動(dòng))教學(xué)步驟教學(xué)活動(dòng)名 稱活動(dòng)組織活動(dòng)目的活動(dòng)時(shí)間二次修改1. Pre-reading2. While-reading3. Post-reading4. Homework1. Free talk2.Listen and guess3. Look and say1. Watch and answer2. Read and answer3. Look and guess4. Look and order5. Reading time1. Retell the story2. Make a short play and act it out1.T: OK. Its time for class! Are you ready?Ss: Yes. T: Good morning, everyone! Ss: Good morning, xxx.3. T: Boys and girls, tell me, what do you like doing at home? S1: I like （學(xué)生個(gè)別回答，老師及時(shí)回應(yīng)） T: Children, do you like reading stories? Ss: Yes. T: Good. Today our class will read a story together. Are you excited? Ss： Yes! T: Great! First, Lets go to a place. Try to guess: what place is it? Ill give you some clues. Now look, its very big and beautiful. There are many trees and flowers. There are some streams. Many wild animals live here. What place is it? S1: A forest. 提示學(xué)生可以用中文回答。T: Good. Let me show you a picture of forest. （Teach: forest）Have you ever been to a forest? Ss: No. T: Well, dont be sad. Here I got a video about forest. Do you want to take a look? Ss: Yes! T: OK. Lets watch it. After watching, tell me, what can you see in the forest? 全班看視頻。1. T: OK. Is the forest beautiful? Ss: Yes, it is.T: What can you see in the beautiful forest？S1: I can see a S2: I can see some 2. T: Good! Look at this picture. There are many trees in the forest. Lets read the sentence. 全班跟讀句型2遍。 T: Now, look, there are in the forest. Who can try? 讓學(xué)生模仿例句說(shuō)說(shuō)There are 1. T: Wow, there is a girl in the forest. Right? 學(xué)生跟讀句子2遍。Who is this girl? What is her name? Let me tell you. Her name is Goldilocks. (Teach: Goldilocks) Oh, its so surprising. Goldilocks is in the forest. What does she see in the forest? Ss: She sees a big house. (Teach: house)T: Yes. Look at Goldilocks.（拿出人物圖片）Shes very happy.（貼板書）Because she sees a big house.(貼板書) How does she think about this house? Lets listen. （音頻：What a beautiful house!）Is it a nice house? Ss：Yes.T: Now, read it together. （指導(dǎo)朗讀）2. T: In the forest, there is a house. Whose house is it? Maybe its Can you guess? S1: Maybe its s house.學(xué)生猜一猜。T: OK. Heres a video. After watching, tell me, whose house is it? 學(xué)生看視頻。T: Is the story interesting? Ss: Yes, it is.T: OK. Answer my question. Question1: Whose house is it? Ss: Its the three bears house.T: Right! Its the three bears house. What will happen to Goldilocks and the three bears? Today well read this story. And the name of the story is :（揭題，全班讀題目2遍）1. T: Now please open your books and turn to page6, read the story by yourselves, then, answer my question: What is in the house? 讓學(xué)生自讀故事思考問(wèn)題。2. T: Whats in the big house? 提示學(xué)生用There is / are 回答。3. T: In this big house there are three beds. There are three bears. There are/is 總結(jié)學(xué)生的答案并引出：And also there is some soup. Follow me: soup. (Teach: soup) 提示學(xué)生注意soup是不可數(shù)，some soup。T: Goldilocks is in the house. What time is it? Look, theres a clock. Ss: Its twelve.T: Yes. Its 12 oclock. Its time for lunch. And how is Goldilocks? Ss: Shes hungry and thirsty.（貼板書）T: Whats on the table? S1: There is some soup.及時(shí)糾正學(xué)生發(fā)音或be動(dòng)詞。1. T: Look at Goldilocks. Guess, which soup does she like? Does she like this soup? (PPT顯示三碗湯)學(xué)生逐一回答。T: She doesnt look happy in these two pictures, right? Whats wrong with this soup? Lets listen to her. (音頻：This soup is too cold.)指導(dǎo)學(xué)生模仿跟讀2遍，重點(diǎn)重復(fù)too cold.T: And whats wrong with this soup? (同法讀too hot). And how about this soup? (Teach: just right)指導(dǎo)學(xué)生3句話連在一起讀1遍。2. Look, boys and girls. I have some soup for you. Oh, Im hungry and thirsty. Im going to eat the soup. This soup is too cold. This soup is too hot. This soup is just right. 教師示范表演喝湯的三種感覺。Do you want to be Goldilocks and have a try here? 請(qǐng)2-3位學(xué)生分別上臺(tái)模仿表演。3. T: After eating the soup, Goldilocks is very tired.（貼板書）Whats in the room now? S1: There are three beds in the room. 指導(dǎo)讀2遍。T: Look at the three beds. Are they the same? Ss: No, they arent.T: How is this bed? Listen. 教師敲擊講臺(tái)。Oh, its very hard. (Teach: hard) What about the second bed? Listen. 播放音頻音效。Oh, it is soft. (Teach: soft) 教師拿出熊掌道具 Look, I have a toy bear claw. How is it? 讓學(xué)生捏一捏試一試并形容：Its soft. T: OK. Look at the picture, if you were Goldilocks, What would you say? S1: This bed is too 學(xué)生個(gè)別說(shuō)完，全班跟讀三句話。4. T: Oh, this bed is just right, so Goldilocks will have a sweat dream in this bed, I think. 出音效“Help! Help!”How is she now? Is she happy?教師肢體語(yǔ)言提示。 Ss: No. T: She is afraid now. (Teach: afraid) Why is she afraid? Read the story, then, tell me. 學(xué)生自讀故事并思考問(wèn)題。5. T: Because there are three bears in front of her. (Teach: in front of) Now, look at me. I am standing in front of you. And youre very happy. But, if there is a tiger or a lion standing in front of you, would you be happy? Ss: No! T: Of course not. You must be afraid. 6. T: What did the bears say? Ss: Who are you?T: Goldilocks shouted: Ss: Help! Help! 解釋意思。讓男生和女生分角色讀一讀最后一幅圖，教師指導(dǎo)afraid情緒。1. 1. T: Now Id like you to read the whole story again, and try to put the pictures in the correct order. 指導(dǎo)學(xué)生完成書上第8頁(yè)的排序.2. 2. PPT出示答案，學(xué)生描述每副圖片。3. T: Lets read the short passage together.1. T: Very good. This time, lets read the story after the computer. 學(xué)生跟電腦齊讀故事，教師指導(dǎo)朗讀。2. T: OK. This time, you can read in a group. 四人一組自由讀。3. T: Now lets read it together. Try to remember the story. (Picture1, 學(xué)生齊讀一遍填入所缺單詞，同法練習(xí)后面的圖片)1. T: Children, do you like this story? Ss: Yes.T: Maybe you can tell the story to your parents. This time, try to retell the story. Ill give you some pictures and sentences. You can look at the blackboard too. First, lets try together. 對(duì)照PPT或板書全班復(fù)述故事。2. Now you can use your own language to retell the story, and also you can say something more. OK? Ill give you some minutes. 四人一組練習(xí)。1. T: Wow, do you think its a lovely story? You can tell the story now, but I still have a question about this story. At last, does the girl arrive home safely? We dont know. Here I have an ending of the story. Lets see if you like it or not. 教師給出一種結(jié)局示范。 Goldilocks is afraid. She runs away. The bears run faster than her. They catch her and eat her. Do you like it? Ss: No!T: Me neither. Its so sad. We all want a happy ending. So, what will happen at last? Whats your idea? Maybe Goldilocks and the three bears become friends. 學(xué)生發(fā)揮想象，給出一個(gè)美好的結(jié)尾。2. T: Oh, I like the ending. The next day, Goldilocks and her friends visit the house again. What will happen? I want you to discuss in groups, and try to act the story. OK? Ss: OK.學(xué)生分組練習(xí)表演故事。3. T: Do you like their happy story? Ss: Yes.T: Do you like todays story? Ss: Yes.T: You can read many interesting stories after class. Reading is great fun.1. Copy the new words.2. Read and recite the story.3. Read more books, watch the cartoons, then, think and write.1. 創(chuàng)設(shè)整體情境。（目的？）感知？創(chuàng)設(shè)學(xué)習(xí)氛圍？2. 激發(fā)學(xué)生的學(xué)習(xí)興趣和積極性。3. 導(dǎo)入故事的地點(diǎn)- forest 自然過(guò)渡到新詞的學(xué)習(xí)。4. 滲透There be 句型的教學(xué)。1. 了解故事的背景，預(yù)測(cè)故事的發(fā)展。2. 整體感知故事文本，了解故事大意。3. 獲取課文的細(xì)節(jié)信息。4. 訓(xùn)練學(xué)生的朗讀，良好的語(yǔ)感。1. 鞏固對(duì)文本的學(xué)習(xí)。2. 創(chuàng)設(shè)平臺(tái)，使學(xué)生使用目標(biāo)語(yǔ)進(jìn)行綜合性語(yǔ)言輸出。Notes:板書設(shè)計(jì)： Unit1 Goldilocks and the three bears ( Story time) Goldilocks頭像 Goldilocks頭像 Goldilocks頭像 Goldilocks頭像 單詞條： happy hungry & thirsty tired afraid 圖片： a house three bowls of soup three beds three bears課題: 譯林版五年級(jí)上冊(cè)Unit1 Goldilocks and the three bears課時(shí): The second period ( Grammar time & Fun time)教學(xué)目標(biāo)：（一）知識(shí)目標(biāo)：1. 進(jìn)一步鞏固并掌握故事中出現(xiàn)的詞匯：Goldilocks, bear, forest, house, soup, hard, soft, afraid, just right, in front of, beside, between ；2. 進(jìn)一步鞏固并掌握四會(huì)句型：There is There are （二）能力目標(biāo):1學(xué)生能夠準(zhǔn)確運(yùn)用故事中出現(xiàn)的新詞匯；2. 學(xué)生能夠熟練掌握There be句型描述某處存在某樣?xùn)|西；3. 學(xué)生能夠理解并掌握Grammar time中There be句型的用法和規(guī)則以及單詞too的用法；4. 學(xué)生能夠完成Fun time中的任務(wù)。（三） 情感目標(biāo)：讓學(xué)生體會(huì)到親自設(shè)計(jì)家居的樂趣。教學(xué)重點(diǎn): 對(duì)詞匯和句型的學(xué)習(xí)和運(yùn)用。教學(xué)難點(diǎn)：根據(jù)所描述的對(duì)象正確運(yùn)用There be句型。教學(xué)準(zhǔn)備: 1.教師準(zhǔn)備：PPT，一硬一軟兩個(gè)玩具熊，板書。2.學(xué)生準(zhǔn)備：復(fù)習(xí)Story time，熟讀、會(huì)復(fù)述，會(huì)合作表演。教學(xué)步驟教學(xué)活動(dòng)名 稱活動(dòng)組織活動(dòng)目的活動(dòng)時(shí)間二次修改1. Review the story2. Learn the words2. Grammar time( too 的運(yùn)用)3. Grammar time( There be句型)4. Fun time5. HomeworkLets judge1. Brain storm2. Look and learn3. The opposite.4. Look and answer 1. Look and say2. Look and complete1. Think and say2. Look and discuss3. Play a game4. Look and write1. Draw a new house 2. Make a short play and act it outT: Good morning, class. In the last class, we have learned an interesting story. What is the name of the story? Ss: Goldilocks and the three bears.T: Do you like the story? Ss: Yes!T: Good. First, lets play a game. Lets try to judge. Ill give you some sentences. You just to judge if it is true or false. 帶領(lǐng)學(xué)生說(shuō)一說(shuō)true和falseLets compete. Boys, youre team 1. Girls, youre team 2. Lets see which team will get more honey and be the winner. Lets begin! 男女生輪流回答。T: Big hands for yourself! In this story, therere three bears. But in our classroom, therere two bears. Where are they? 教師從講臺(tái)下拿出兩個(gè)玩具熊。Theyre here! Lets say hello to them. Ss: Hello, bears!T: Are these bears the same? Ss: No, they arent.T: Theyre different. Can you try to describe these two bears? For example, this white bear is big, and this brown bear is small. Can you try? 學(xué)生試著描述一下兩只玩具熊。T: Good job! Look at this brown bear. How does it feel? 教師敲擊小熊提示學(xué)生。S1: Its very hard. T: Yes. How about the white one? Is it hard too? S2: No, its soft. T: Yes. Touch it. 讓學(xué)生說(shuō)一說(shuō)然后摸一摸感受一下。（復(fù)習(xí)hard和soft）T: I have some pictures for you. Try to tell me which is hard, and which is soft. S: _ is hard. _ is soft.T: Hard and soft, theyre antonym. What is the antonym word of hot? S: Cold.學(xué)生練習(xí)學(xué)過(guò)的反義詞，以此引出：T: What about behind? Ss: In front of.（復(fù)習(xí)詞組in front of）PPT顯示圖片T: Where is the baby bear? S: Its in front of the mother bear.T: Now, where is the baby bear? S: Its beside the mother bear.T: Now, where is the baby bear? (Teach: between)Ss: Its between the father bear and the mother bear. 全班說(shuō)到個(gè)別說(shuō)。T: Look, I am standing between XX and XXX.Do you understand me? Can you say something like this? 學(xué)生模仿老師說(shuō)出自己在誰(shuí)和誰(shuí)的中間。T: Just now we reviewed the story. Now lets move on to the Grammar time of this unit. Follow me. Grammar time.（讀一讀）OK. Task 1 here, we should know the usage of the word too. Look at this picture. Does Goldilocks like this soup?Ss: No. T: Why? Whats the matter?S: This soup is too cold. T: Whats wrong with this soup?S: This soup is too hot.T: Look at this bed. Why doesnt Goldilocks like it? S: This bed is too hard.T: What about this one? S: This bed is too soft.T: Lets read these sentences together. 齊讀四句話1遍。T: We use too to modify some adjective words. How do we use these words? Let me make some samples for you. Look, I want to carry this teachers desk, but its too heavy. I cant move it. Understand? Ss: Yes.Look at the picture. Can the man reach the apple? Why not? S: The apple tree is too high. He cant reach the apple. T: Youre right.T: Does the boy look smart in this sweater? Whats wrong? S: The sweater is too big. He cant wear it.T: Oh, look at this baby. Can he go to school?S: The baby is too young. He cant go to school.T: OK. Grammar 2. The usage of There is / areFollow me, there is, there are. 教師帶讀。First, lets think and say. Tell me, whats in the forest? Whats on the table? You may say: There is / are You can choose any pictures you like.S: There is / are 學(xué)生選擇書上的喜歡的圖片用There be句型描述, 教師板書句型。T: Look at these four sentences. Lets read them together. 適時(shí)提醒縮寫Theres / Therere 的用法。Who can tell me the difference between there is and there are? You can discuss in pairs first. 學(xué)生同桌間討論區(qū)別。T: OK. Whats your opinion? Lets listen.學(xué)生可以用中文總結(jié)他們發(fā)現(xiàn)的規(guī)律。T: Good try! Now listen to me carefully. When were talking about only one thing, we use there