江蘇譯林版五年級(jí)英語上冊(cè)第一單元全部教案（共4課時(shí)；定稿）

1、英語（五年級(jí)上冊(cè)）Unit 1 Goldilocks and the three bearsStory timeTeaching aims and learning objectives 教學(xué)目標(biāo)1. 在整體理解的基礎(chǔ)上聽懂、會(huì)說、會(huì)讀故事中出現(xiàn)的詞匯：bear, forest, there, soup, just right, hard, soft, afraid；2. 基于故事能夠聽懂、會(huì)說、會(huì)讀和會(huì)寫詞匯：house, room, in front of, her;3. 基于故事聽懂、會(huì)說、會(huì)讀句型：There is There are 并理解句型的意思；4. 能夠聽懂、會(huì)說、會(huì)讀日常用

2、語：What a beautiful! This is too Help!5. 能理解故事并有感情地朗讀故事；6. 能和同學(xué)合作表演故事。Focus of the lesson and predicted area of difficulty 教學(xué)重點(diǎn)和難點(diǎn)教學(xué)重點(diǎn): 1. 在聽故事的過程中理解相關(guān)詞匯及there be句型2. 能夠從整體到局部理解內(nèi)容；3. 能以正確的語音語調(diào)朗讀故事，合作表演故事。教學(xué)難點(diǎn)： 1. 單詞afraid，front的讀音和拼寫，教師可以通過TPR及直拼法教學(xué)進(jìn)行教學(xué)2. there be 句型在本單元第一次出現(xiàn)，教師充分利用文本情景幫助學(xué)生理解3. 本課故事的

3、結(jié)構(gòu)由講述和對(duì)話構(gòu)成，建議在整體理解的基礎(chǔ)上分場景進(jìn)行詳細(xì)分析和描述。Teaching procedures 教學(xué)過程Step 1 Warm-up1.Free talkT: Welcome back to school! Nice to see you again! This is our first lesson of the new term. Today, Ill tell you a story as a gift for your new term. Do you like stories? S: Yes, I do.T: Good. Now lets read a story to

4、gether. Step 2 Presentation出示故事背景圖T: Look! What can you see in this picture? S: Trees. T: Yes, we can see a lot of trees. What place is it, do you know?S: (可以用中文回答)T: Good, its a forest. Now look, its very big and beautiful. There are many trees and flowers. There are some birds. Listen, theyre sing

5、ing.（播放鳥叫的音頻）Many animals live here. Maybe its their home. Look! Whats that in the forest? S: Its a house. (預(yù)習(xí)得好的同學(xué)應(yīng)該可以回答 新授house) T: I think, its a beautiful house, do you think so? S: Yes.T: Great! Theres a house in the forest. Whose house is it? Oh! Here comes a girl. Her hair is gold. People cal

6、l her Goldilocks. Is that her house? Maybe！And today, our story happened in this house. Step 3 New teaching1. Watch and answerT: Whose house is it? (播放視頻)S: The three bears. (教師根據(jù)學(xué)生回答新授bear) T: This is the bears house. What a beautiful house! (模仿錄音)T: The house is so nice, and Goldilocks goes into t

7、he house.2. Read and find (分三個(gè)場景開展學(xué)習(xí))T: Whats the matter with Goldilocks at first? S: Shes hungry and thirsty. T: Whats the matter with her then? S: Shes tired.3. Look and say (分場景學(xué)習(xí))T: What can Goldilocks see in the house? S: She can see some soup (湯) on the table. There is some soup on the table.

8、(教師新授 soup)T: Goldilocks is very hungry and thirsty, so she tastes the soup. How is the soup? S: The soup is too cold/ hot.T: What about the third one? Its just right. (新授 just right)(1引導(dǎo)學(xué)生自讀第一個(gè)場景并嘗試表演 2教師播放錄音學(xué)生跟讀模仿)b. T: Goldilocks is tired now. There are three beds in the room. (看圖說) She is trying

9、 to sleep in bed now. How are the three beds? T: Look at the three beds. Are they the same? S: No, they arent.T: How is this bed? Listen. (教師敲擊講臺(tái)，感覺疼的感覺) Ouch, its very hard. (新授hard) What about the second bed? Listen. (播放音頻音效) Oh, it is soft. (新授 soft) T: OK. Look at the picture on the right, if yo

10、u were Goldilocks, what would you say? S1: This bed is (學(xué)生回答結(jié)束后，全班跟讀三句話)4. 學(xué)生跟讀并嘗試表演。5. T: Goldilocks is running away. Look at her face. She is crying. How does she feel? S: She is afraid now. (教師新授afraid)T: Why is she afraid? Read the story, then tell me. (學(xué)生自讀故事并思考問題)T: Because there are three bea

11、rs in front of her. (新授in front of) T: What did the bears say? S: Who are you?T: What did Goldilocks say? S: 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)Step 4 Practice1. Read the whole story (1) T: Very good. This time, lets read the story after the tape. (學(xué)生一起跟讀錄音，教師指導(dǎo)朗讀)(2) T: OK. This time,

12、 you can read in a group. (四人一組自由讀)(3) 為故事配音(4) 學(xué)生戴頭飾分角色朗讀故事。Step 5 Consolidation1. 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)2. End the story(1) T: Goldilocks runs and runs. What will happen at last? Please discuss in your group.(2) 教師引導(dǎo)學(xué)生發(fā)揮想象，給出一個(gè)美好

13、的結(jié)尾。Homework 家庭作業(yè)1. Copy the new words. 抄寫板書中的新單詞。2. Read and recite the story. 讀、背故事。3. Try to talk about Think and say on page 8 in pairs. 同桌間嘗試討論第八頁的Think and say。Teaching aids 教學(xué)準(zhǔn)備（含板書設(shè)計(jì)）教學(xué)準(zhǔn)備：1. 教師準(zhǔn)備：PPT，詞匯卡和圖片，板書。2. 學(xué)生準(zhǔn)備：聽Story time 錄音，初步了解故事內(nèi)容。板書設(shè)計(jì)： Unit 1 Goldilocks and the three bears (Story

14、 time) 說課本節(jié)課是五年級(jí)上冊(cè)第一單元第一課時(shí)Story time?；趯?duì)文本的深入理解和對(duì)學(xué)情的分析，教師從閱讀教學(xué)的角度對(duì)本節(jié)課設(shè)定了如下兩個(gè)層面的教學(xué)目標(biāo)：1.學(xué)生能夠閱讀理解故事；2.學(xué)生能夠在理解的基礎(chǔ)上表演故事。關(guān)于本節(jié)課教學(xué)環(huán)節(jié)中的活動(dòng)設(shè)計(jì)及其設(shè)計(jì)意圖：一、在閱讀前階段（Pre-reading）在閱讀前階段，教師直接呈現(xiàn)出故事發(fā)生的背景圖森林渲染氛圍，然后自然引出故事發(fā)生的地點(diǎn)“房子”。這樣的設(shè)計(jì)意圖是：1.創(chuàng)設(shè)整體情境；2.激發(fā)學(xué)生的興趣和積極性；3.自然導(dǎo)入故事發(fā)生的地點(diǎn)。二、在閱讀中階段（While-reading）在本階段中，教師提出引導(dǎo)性問題，學(xué)生通過看課文動(dòng)畫或

15、者閱讀課文找到答案，掌握故事的大意，教師同時(shí)在學(xué)生回答的過程中及時(shí)教授新詞。為了強(qiáng)化學(xué)生對(duì)三個(gè)詞組too hot, too cold, just right的理解和記憶，教師安排了一個(gè)表演環(huán)節(jié)，先由教師示范，再請(qǐng)學(xué)生模仿。從學(xué)生的反饋情況來看，他們還是很樂于參與這樣的表演活動(dòng)的。在理解課文后，為了加強(qiáng)語言的輸入，教師又設(shè)計(jì)了多種朗讀活動(dòng)，既幫助學(xué)生記憶故事的主要情節(jié)，又為下面的故事復(fù)述和故事續(xù)編做好準(zhǔn)備。以上各個(gè)環(huán)節(jié)呈遞進(jìn)式：1.了解故事背景并預(yù)測故事發(fā)展；2. 整體感知文本，了解大意；3. 獲取課文細(xì)節(jié)信息并有效學(xué)習(xí)；4. 訓(xùn)練朗讀，培養(yǎng)語感。三、閱讀后階段（Post-reading）這個(gè)階

16、段教師設(shè)計(jì)了兩個(gè)層面的環(huán)節(jié)：1. 看圖補(bǔ)充故事。學(xué)生根據(jù)課文插圖和文字提示把不是內(nèi)容補(bǔ)充完整。2. 為故事設(shè)計(jì)結(jié)尾。由于課文本身沒有給出明確的故事結(jié)尾，教師就鼓勵(lì)學(xué)生大膽猜測，并設(shè)計(jì)出一個(gè)完整的、全新的故事。這樣的設(shè)計(jì)意圖在于：1. 鞏固對(duì)文本的學(xué)習(xí)；2. 創(chuàng)設(shè)平臺(tái)，學(xué)生使用目標(biāo)語言進(jìn)行綜合性語言輸出。分享與思考：1. 關(guān)注學(xué)生對(duì)課文的整體感知和細(xì)節(jié)信息的獲取。英語故事本身作為一種閱讀素材，非常有利于學(xué)生理解英語、體驗(yàn)英語。學(xué)生必須能夠讀懂故事，教師要通過整體感知和細(xì)節(jié)獲取幫助學(xué)生理清故事的發(fā)展脈絡(luò)。2. 基于文本的有效拓展。有梯度的閱讀活動(dòng)設(shè)計(jì)能激發(fā)學(xué)生的求知欲，調(diào)動(dòng)學(xué)生的積極性，集中學(xué)生的

17、注意力，刺激學(xué)生的語言思維?；谖谋驹O(shè)計(jì)一個(gè)有挑戰(zhàn)的拓展活動(dòng)能讓學(xué)生的綜合語言運(yùn)用能力和創(chuàng)新思維得到很好的鍛煉和啟發(fā)。英語（五年級(jí)上冊(cè)）Unit 1 Goldilocks and the three bearsTicking time & Checkout timeTeaching aims and learning objectives 教學(xué)目標(biāo)1. 通過自我、同伴、老師的評(píng)價(jià)，引導(dǎo)學(xué)生對(duì)單元所學(xué)知識(shí)開展回顧和小結(jié)；2. 能熟練表演并復(fù)述Story time, Cartoon time相關(guān)內(nèi)容；3. 學(xué)生能熟練朗讀Sound time小詩并運(yùn)用發(fā)音規(guī)律嘗試新單詞的發(fā)音；4. 學(xué)生能扎實(shí)掌握本

18、單元的四會(huì)詞匯和句型，根據(jù)Checkout time創(chuàng)編對(duì)話，并能夠在理解的基礎(chǔ)上表演對(duì)話或綜合運(yùn)用語言。Focus of the lesson and predicted area of difficulty 教學(xué)重點(diǎn)和難點(diǎn)教學(xué)重點(diǎn): 能在老師的引導(dǎo)下完成本單元的三項(xiàng)目標(biāo)檢測，與同學(xué)合作完成自評(píng)和互評(píng)，了解和調(diào)整自己的學(xué)習(xí)情況。教學(xué)難點(diǎn)：能運(yùn)用比較豐富的語言介紹物品所屬并完成相應(yīng)短文的寫作。Teaching procedures 教學(xué)過程Step 1 Greetings and warming up 1. GreetingsT: Hello, boys and girls. Happy to

19、 see you. S: Happy to see you.T: This is our ticking table. I want to know if you learn Unit 1 well. (教師出示Ticking 內(nèi)容)Ticking time I can say the words of adj. and prep.I know the sound of the letter “c”I can act the stories.I can use “There is/are” to talk about things in a place.2. Enjoy a rhyme: In

20、 my roomStep 2 Words and sound1. Words of prep.T: There are many things in the boys room. And here are many things in my room, too. Now look and say. (教師先出示一張房間圖片，提醒學(xué)生注意物品位置，然后出示物品移走后的圖片，請(qǐng)學(xué)生將物品的位置連線，提問：Wheres/Where are the ? 學(xué)生輪流回答)2. Sound (1) T: (出示將cake, cup, coat隱藏在房間圖中的圖): Good job! Now I am lo

21、oking for something. Can you help me? Im hungry. So I need _. S: Cake.T: Yes. Im thirsty and I want to drink some water, so I need _. S: Cup. T: Yes. Im cold now. So I need _. S: A coat.(2) T: Right. Now please look, cake, cup, coat, c is pronounced as /k/. Do you know words about c/k/? (學(xué)生舉例然后念誦書上小

22、詩)(3) 教師出示新單詞：class, close, camp, cute讓學(xué)生嘗試拼讀(4) 教師出示單詞, 學(xué)生兩人一組開展辨音比賽： cake class ( ) nice ice ( ) come cake ( ) crayon cup ( ) doctor cousin ( ) cinema cold ( )3. TickingT: Well, you have finished the first aim. You can get three stars if you dont have any mistakes. You can get two stars if you hav

23、e one mistake. Two mistakes you can get one star. Step 3 Act the story教師出示表演評(píng)分標(biāo)準(zhǔn)：有道具，表演有感情，無錯(cuò)誤 ：有感情，無錯(cuò)誤：能表演，略有錯(cuò)誤2. 教師出示故事圖片（Goldilocks & Bobby and the cakes）學(xué)生選擇故事內(nèi)容，四人一組準(zhǔn)備3分鐘后上臺(tái)表演。3. 學(xué)生展示后評(píng)價(jià)4. Retell the story. (1) 教師出示書上圖片和關(guān)鍵詞，讓學(xué)生翻譯story time 中詞組(2）教師和3位學(xué)生做示范復(fù)述并加工故事In thekitchen In theforestBears

24、are homeIn thebedroomS1: Its a sunny day. Goldilocks goes out. She is in the forest. There are many trees and flowers in the forest. There are some animals, too. Look, whats over there? Theres a house.S2: Goldilocks knocks on the door. There are not any people in the house. She opens the door. There

25、 is a kitchen, a dining room and kitchen in the house. Goldilocks is hungry and thirsty. There are three bowls of soup on the table. She eats the soup. The first bowl is too hot. The second bowl is too cold. And the third bowl is just right.S3: Goldilocks is tired now. She wants to sleep. There are

26、three beds. The first bed is too hard. The second bed is too soft. The third bed is just right.S4: Three bears are home. They see Goldilocks. They dont like Goldilocks. They are standing in front of her. Goldilocks sees three bears in front her. She is afraid. She shouts and runs away. (3) 學(xué)生根據(jù)課文內(nèi)容4

27、人合作改編故事并展示(4) 完成Ticking.Step 4 I can use “There is/are.”to talk about things in a place. 1. Checkout time (Look and say)(1) 教師出示Checkout timeLook and say：There is a big room in the Bears house, too. Look, whats in the room? Discuss with your partners.(2) Look at this one. I give you 40 seconds. You

28、should answer it one by one.(出示書上CheckoutLook and say圖片，讓學(xué)生們觀察30秒，嘗試記憶房間中的物品，四人為一組進(jìn)行匯總，再小組匯報(bào))PlaceThingsOn the tableUnder the tableBeside the tableIn front of the window(3) PPT出示房間圖片，學(xué)生Look and writeThis is the Bears room. There are many things. There are _ in front of the window. There _ _books on

29、the table. There are _ under the table. There _ a bear _ the chair. 2. Practise (1) T: We can talk about the bears room by using “there is /there are.” Now Ill show you Toms room. (出示補(bǔ)充習(xí)題P.2 房間圖)(2) 教師引導(dǎo)學(xué)生介紹Toms room.(3) 教師出示文本指導(dǎo)寫作。3. 學(xué)生介紹自己的房屋。T: How about your room? Tell your partner whats in the

30、room? T: You did a good job. This time lets try to design and write the room or classroom of your own. Take out your paper. Draw and write. (教師指導(dǎo)學(xué)生口頭介紹后寫作)Homework Review the words and phrases of this unit. Read and recite Story time. Design a dream room and introduce it.4. 整理歸納本單元詞匯、語音。Teaching aid

31、s 教學(xué)準(zhǔn)備（含板書設(shè)計(jì)）教學(xué)準(zhǔn)備：1.教師準(zhǔn)備：PPT，板書及補(bǔ)充習(xí)題相應(yīng)練習(xí)。2.學(xué)生準(zhǔn)備：復(fù)習(xí)各板塊學(xué)習(xí)內(nèi)容，熟讀、會(huì)復(fù)述，會(huì)合作表演。板書設(shè)計(jì)： Unit 1 Goldilocks and the three bears (Ticking time) I can What I can say the words of adj. and prep.cold, hot, happy, hungry, thirsty, tired, soft, hardin on in front of beside between I know the sound of the letter “c”cak

32、e coat come cup doctorI can act the stories.in the forest in the house in the kitchen in the room bears are home run awayI can use “There is/are ” to talk about things in a place.This is _. There is_. Its_. I often_.There are_. _.說 課本節(jié)課為單元的最后一個(gè)課時(shí)，目的是幫助學(xué)生通過開展各個(gè)活動(dòng)回顧對(duì)本單元知識(shí)的掌握情況。整節(jié)課以Ticking time為線，串聯(lián)各板塊

33、知識(shí)內(nèi)容，幫助學(xué)生在回顧知識(shí)的同時(shí)開展評(píng)價(jià)。從語音，詞匯，單句，故事表演，Checkout time到真實(shí)房間的介紹，由點(diǎn)到面，由單一到綜合，螺旋遞進(jìn)開展復(fù)習(xí)，最終達(dá)到綜合運(yùn)用的目的。首先，課外歌曲統(tǒng)領(lǐng)本課主題，由房間內(nèi)物品的說唱導(dǎo)入對(duì)介詞及語音的復(fù)習(xí)。其次，Story time故事表演再次鞏固本課多個(gè)語法知識(shí)，Retell the story 引導(dǎo)學(xué)生將自己學(xué)過的語言進(jìn)行重組，達(dá)到語言和思維的雙重結(jié)合。再次，結(jié)合Checkout time內(nèi)容，以討論房間為途徑，幫助學(xué)生綜合運(yùn)用已經(jīng)學(xué)過的詞匯融合本單元主要語言初步開展交際運(yùn)用，進(jìn)一步夯實(shí)單元知識(shí)。最后，教師提供Tom的房間，引導(dǎo)學(xué)生運(yùn)用The

34、re be句型及前幾個(gè)單元所學(xué)的句型開展進(jìn)一步的運(yùn)用，使語言像滾雪球一樣越說越豐富，最后達(dá)到寫作和實(shí)際運(yùn)用的最高要求。英語（五年級(jí)上冊(cè)）Unit 1 Goldilocks and the three bearsGrammar time & Fun timeTeaching aims and learning objectives 教學(xué)目標(biāo)1. 鞏固所學(xué)故事中出現(xiàn)的詞匯：Goldilocks, bear, soup, hard, soft, afraid, just right, in front of, beside, between；2. 四會(huì)掌握詞匯：house, room, in fro

35、nt of, her, beside, between； 3. 學(xué)生能有感情地表演故事；4. 基于三只熊的故事，鞏固并四會(huì)掌握there be句型；5. 創(chuàng)設(shè)不同情境，讓學(xué)生能夠聽懂、會(huì)說、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；6. 學(xué)生能夠充分理解并掌握Grammar time中There be句型的用法和規(guī)則以及單詞too的用法。Focus of the lesson and predicted area of difficulty 教學(xué)重點(diǎn)和難點(diǎn)教學(xué)重點(diǎn): 1. 滾動(dòng)復(fù)現(xiàn)詞匯Goldilocks, bear, fores

36、t, house, soup, hard, soft, afraid, just right, in front of；2. 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、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This is too教學(xué)難點(diǎn)：1. 學(xué)生對(duì)詞匯和語言的掌握屬于理解跟說階段，教師應(yīng)創(chuàng)設(shè)不同情境讓學(xué)生能夠四會(huì)掌握詞匯和句型2. There is 加名詞單數(shù)或不可數(shù)名詞，There are加名詞復(fù)數(shù)這組語言對(duì)中國學(xué)生來說有難度，教師通過

37、趣味活動(dòng)逐步突破3. 學(xué)生能夠針對(duì)不同的情境活用This is tooTeaching procedures 教學(xué)過程Step 1 Greetings and warming up 1. Enjoy a song：One one2. Listen and doT: Put your in/on/under/beside/betweenS: 學(xué)生根據(jù)老師的指令做出正確的反應(yīng)Step 2 Review the story1. Think and judgeT: Last lesson we have learned an interesting story. What is the name of

38、 the story? S: Goldilocks and the three bears.T: Do you like the story? T: Now Ill give you some sentences. Please judge if it is true or false. (帶領(lǐng)學(xué)生說一說true和false)a. There is a house in the forest. b. Goldilocks is not hungry, but she is tired.c. The three bowls (碗) of soup are for the bears.d. The

39、re are three hard beds in the room.e. Goldilocks is not afraid to see the bears.2. Review the story(1) 教師出示故事場景一：Look, Goldilocks is in the _. There is a big _. 學(xué)生和老師復(fù)習(xí)故事。(重點(diǎn)講述There be句型)(2) 同法復(fù)習(xí)第二、三、四場景，同時(shí)鞏固新單詞 house, soup, hard, soft, afraid, in front of(3) 學(xué)生齊讀故事，教師指導(dǎo)語音語調(diào)(4) 學(xué)生抽選場景，全班合作表演，相互評(píng)價(jià)。(5

40、) Retell the story. 學(xué)生根據(jù)圖片和提示語復(fù)述故事。Step3 Grammar time(too的用法)(1) Try to say(教師出示第2幅和第3幅課文插圖，讓學(xué)生說一說書上的句子)T: Look at this picture. Does Goldilocks like this soup?S: 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 doe

41、snt 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. (2) Try to summarizeT: We use “too” to modify some adjective words. How do we use these words? Let me give you some examples. Look, I want to carry this teachers des

42、k, but its too heavy. I cant move it. Understand? S: Yes.T: Look at the pictures. Can you describe the situation? (用之前課文中出現(xiàn)的一些圖片復(fù)習(xí)鞏固too的用法)T: This time, say the sentences as quickly as you can. (教師出示一些不同的圖片，讓學(xué)生快速描述This is too )Step 4 Grammar time (There be句型)1. Learn to say(1) T: Goldilocks sees sou

43、p and beds in the house. And she also sees a lot of things in other rooms. Look, there are many things in the living room. Who can say the next? (教師引導(dǎo)學(xué)生接龍說句子：There is/are in the living room)(2) 教師逐圖出示三只熊家里的其他房間(study和kitchen), 請(qǐng)學(xué)生四人一組合作以接龍形式將圖片中的物品用there be句型表達(dá)出來(3) 教師示范書寫句型，學(xué)生在書上書寫，完成后同桌交流檢查。2. Thi

44、nk and summarize(1) 教師根據(jù)剛才的Think and say帶領(lǐng)學(xué)生歸納There be用法T: Who can tell me the difference between “there is” and “there are”? You can discuss in pairs first. S: (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 we talk about only one thing, we use “there is”. When we are talk about mor

45、e than one thing, we use “there are”. But, when we are talking about the uncountable words, we use “there is”. (教師解釋不可數(shù)名詞，舉例說明)(2) Play a gameA. T: Now lets play a game. All the boys are “is”, and all the girls are “are”. Ill show you some pictures or sentences. If you think the word is “is”, boys,

46、stand up and say “is” together loudly, otherwise, girls, you stand up and say “are”. OK? B. Fun time (Draw and say) T: Now please turn to page 10. You can draw first and then talk about your picture in pairs. (最后請(qǐng)幾組學(xué)生介紹他們畫的圖片)C. A letter to friend T: As we all know, Goldilocks was woken up by the th

47、ree bears, and she was so afraid that she ran away. Now she is at home. She wants to tell the story to her good friend Amy. She is going to write a letter to her. Look at the letter. Can you finish it for her? You can talk about it with your partners first. (請(qǐng)同桌兩人先討論一下信的內(nèi)容) Finish the letter orally.

48、 Write the letter in pairs. Check.Dear Amy,_ _ a forest near my house. It is _. _ _ many colourful flowers and lovely animals there. _ _ a nice house in the forest too. I went into the house. _ _ three rooms in the house. I can see a living room, a study, a kitchen, and a bedroom. In the kitchen, _

49、_ three bowls of soup _ the _. One of them is _ _. One of them is _ _. One of them is _ _. In the bedroom, _ _ three beds. I dont like the _ one or the _ one. I fell asleep on the nice bed. But when I opened my eyes, I saw three bears. They were _ _ _me. I was very afraid, so I ran away and shouted

50、help! Do you want to see the bears? Come to my home and Ill show you. Best wishes!GoldilocksHomework 家庭作業(yè)1. Draw a picture of your room and talk about it in the next English class.2. Finish the exercise book. 3. Recite the new words and the story.Teaching aids 教學(xué)準(zhǔn)備(含板書設(shè)計(jì))教學(xué)準(zhǔn)備：1. 教師準(zhǔn)備：PPT，板書。2. 學(xué)生準(zhǔn)備：

51、復(fù)習(xí)Story time，熟讀、會(huì)復(fù)述，會(huì)合作表演。板書設(shè)計(jì)： Unit 1 Goldilocks and the three bears (Story time) 說課本節(jié)課第一單元第二課時(shí)Grammar time。作為第二課時(shí)，教師預(yù)期的教學(xué)重點(diǎn)是對(duì)詞匯與句型的進(jìn)一步學(xué)習(xí)和熟練運(yùn)用，教師預(yù)期的教學(xué)難點(diǎn)為根據(jù)所描述的對(duì)象正確運(yùn)用There be句型。關(guān)于本節(jié)課教學(xué)環(huán)節(jié)中的活動(dòng)設(shè)計(jì)及其設(shè)計(jì)意圖：首先是熱身環(huán)節(jié)。通過歌曲為there be句型的進(jìn)一步學(xué)習(xí)進(jìn)行鋪墊；緊接著教師和學(xué)生間進(jìn)行聽與做的互動(dòng)，較為全面地復(fù)習(xí)了學(xué)過的方位介詞，活動(dòng)本身很有趣味性和挑戰(zhàn)性，學(xué)生注意力高度集中，反饋的效果也較好。

52、其次是復(fù)習(xí)故事環(huán)節(jié)。教師設(shè)計(jì)了一個(gè)判斷正誤的游戲，學(xué)生需要根據(jù)屏幕上出現(xiàn)的句子快速判斷正確與否，考查學(xué)生對(duì)所學(xué)故事的記憶和理解。然后教師帶領(lǐng)學(xué)生通過按場景復(fù)習(xí)，看圖復(fù)述等不同方式復(fù)習(xí)、鞏固詞匯和句型。在熟悉故事發(fā)展過程后再進(jìn)行全班性的合作表演，鞏固了對(duì)文本內(nèi)容的理解。語法板塊是本節(jié)課的教學(xué)重點(diǎn)。本單元的語法板塊共有兩個(gè)學(xué)習(xí)任務(wù)：1. 掌握單詞too的用法。教師先讓學(xué)生根據(jù)故事插圖中Goldilocks的情緒變化，用too描述原因，進(jìn)而呈現(xiàn)其他圖片，以看圖說短語/句子的形式突出重點(diǎn)，化解難點(diǎn)，幫助學(xué)生準(zhǔn)確地理解too的意義并掌握用法。2.掌握句型there be的用法。教師首先讓學(xué)生用There

53、 be句型描述各個(gè)場景中存在的物品，然后讓學(xué)生通過觀察書中的圖表討論并總結(jié)There is和There are的不同用法，之后以游戲方式進(jìn)行男女生比賽，以此鞏固There be的正確用法，然后同桌完成Fun time，最后讓學(xué)生運(yùn)用所學(xué)的知識(shí)完成一封信。本板塊的設(shè)計(jì)意圖主要是：1.通過圖表的形式幫助學(xué)生理清思路；2. 鼓勵(lì)學(xué)生自主討論、發(fā)現(xiàn)并學(xué)習(xí)語法規(guī)律；3.注重趣味性，給單一、枯燥的語法學(xué)習(xí)注入活力，調(diào)動(dòng)學(xué)生的學(xué)習(xí)興趣，并幫助他們理解并鞏固運(yùn)用。分享與思考：1. 關(guān)注完整的情境創(chuàng)設(shè)，設(shè)置具備趣味性和可操作性的學(xué)習(xí)活動(dòng)或任務(wù)；2. 語法知識(shí)的學(xué)習(xí)應(yīng)該在情境中感知和運(yùn)用。在交際活動(dòng)中模仿學(xué)習(xí)語法

54、知識(shí)；在歸納小結(jié)中明確語法規(guī)則；在說與寫的訓(xùn)練中運(yùn)用語法知識(shí)。英語（五年級(jí)上冊(cè)）Unit 1 Goldilocks and the three bearsGrammar time, Sound time, Culture time & Checkout timeTeaching aims and learning objectives 教學(xué)目標(biāo)1. 學(xué)生能夠用配音或看圖說話的方式滾動(dòng)復(fù)習(xí)Cartoon time2. 學(xué)生了解字母c在單詞中的發(fā)音；嘗試運(yùn)用所學(xué)的語音知識(shí)拼讀生詞，同時(shí)結(jié)合小詩讀出韻律和節(jié)奏3. 借助checkout time局部內(nèi)容，學(xué)生滾動(dòng)已學(xué)詞匯熟練地運(yùn)用本課詞句談?wù)摬煌胤?/p>

55、的物品所在4. 學(xué)生能了解中西方傳統(tǒng)的飲食，并能用英語作簡單介紹。Focus of the lesson and predicted area of difficulty 教學(xué)重點(diǎn)和難點(diǎn)教學(xué)重點(diǎn): 1. 能理解并掌握字母c 的發(fā)音規(guī)律，熟記例詞2. 綜合運(yùn)用There be句型，描述物品的陳列位置3. 能用簡單的英語介紹中西方傳統(tǒng)的飲食教學(xué)難點(diǎn)：1. 正確區(qū)分字母c 的兩種發(fā)音，并能正確舉例2. 在There be句型中，能根據(jù)名詞的單復(fù)數(shù)，正確使用be動(dòng)詞，并掌握就近原則Teaching procedures 教學(xué)過程Step 1 Greetings and warming up 1. Sa

56、y a chant.教師手拿一個(gè)盒子和一些物品，引導(dǎo)學(xué)生一起說唱: T: Whats in the box? Whats in the box?S: A pen. A pen. Theres a pen.T: Whats in the box? Whats in the box?S: A ruler. A ruler. Theres a ruler.T: Whats in the box? Whats in the box?S: Apples. Apples. There are some apples.2. GreetingT: Hello, boys and girls. How are

57、you?S: Im fine, thanks.Step 2 Review Cartoon Time1. T: (出示Cartoon time圖1) How is Bobby?S: Hes 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.【設(shè)計(jì)意圖：由師

58、生間自然問候?qū)氲紺artoon time人物的情緒，以回答問題的方式喚起對(duì)故事內(nèi)容的回憶?！縎tep 3 Sound time1. T: (出示Sound time 圖片局部) Look at the man and the boy. Whats wrong with them?S: They have a cold. T: (出示醫(yī)生) Who comes to help them?S: A doctor. 2. T: What did the doctor say? Lets listen. (cold, doctor, coat)3. 教師放小詩錄音；教師出示例詞：cold, cous

59、in, doctor, come, coat，學(xué)生體會(huì)C的發(fā)音；學(xué)生跟讀小詩。4. 教師出示新單詞：can, candy, cow, cone等詞讓學(xué)生嘗試運(yùn)用規(guī)則5. 教師出示含有c 的不同單詞，學(xué)生找到c在單詞中發(fā)音的一般規(guī)律 (c /k/和c/s/)Step 4 Grammar time1. T: (出示Cartoon time 中Bobby和Sound time圖片) Look, Bobby is hungry. The man and the boy have a cold. They feel bad. 2. T: (出示Story time四張場景圖) How does Gold

60、ilocks feel?Goldilocks is in the forest. Shes _.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