江蘇譯林版五年級英語上冊第一單元全部教案（共4課時；定稿）

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

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. 能和同學合作表演故事。Focus of the lesson and predicted area of difficulty 教學重點和難點教學重點: 1. 在聽故事的過程中理解相關詞匯及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。教學難點： 1. 單詞afraid，front的讀音和拼寫，教師可以通過TPR及直拼法教學進行教學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生理解3. 本課故事的

3、結構由講述和對話構成，建議在整體理解的基礎上分場景進行詳細分析和描述。Teaching procedures 教學過程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. (預習得好的同學應該可以回答 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 (分三個場景開展學習)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 (分場景學習)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引導學生自讀第一個場景并嘗試表演 2教師播放錄音學生跟讀模仿)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，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 (學生回答結束后，全班跟讀三句話)4. 學生跟讀并嘗試表演。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afraid情緒)Step 4 Practice1. Read the whole story (1) T: Very good. This time, lets read the story after the tape. (學生一起跟讀錄音，教師指導朗讀)(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, 學生齊讀一遍填入所缺單詞，同法練習后面的圖片)2. End the story(1) T: Goldilocks runs and runs. What will happen at last? Please discuss in your group.(2) 教師引導學生發(fā)揮想象，給出一個美好

13、的結尾。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 教學準備（含板書設計）教學準備：1. 教師準備：PPT，詞匯卡和圖片，板書。2. 學生準備：聽Story time 錄音，初步了解故事內(nèi)容。板書設計： Unit 1 Goldilocks and the three bears (Story

14、 time) 說課本節(jié)課是五年級上冊第一單元第一課時Story time?；趯ξ谋镜纳钊肜斫夂蛯W情的分析，教師從閱讀教學的角度對本節(jié)課設定了如下兩個層面的教學目標：1.學生能夠閱讀理解故事；2.學生能夠在理解的基礎上表演故事。關于本節(jié)課教學環(huán)節(jié)中的活動設計及其設計意圖：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“房子”。這樣的設計意圖是：1.創(chuàng)設整體情境；2.激發(fā)學生的興趣和積極性；3.自然導入故事發(fā)生的地點。二、在閱讀中階段（While-reading）在本階段中，教師提出引導性問題，學生通過看課文動畫或

15、者閱讀課文找到答案，掌握故事的大意，教師同時在學生回答的過程中及時教授新詞。為了強化學生對三個詞組too hot, too cold, just right的理解和記憶，教師安排了一個表演環(huán)節(jié)，先由教師示范，再請學生模仿。從學生的反饋情況來看，他們還是很樂于參與這樣的表演活動的。在理解課文后，為了加強語言的輸入，教師又設計了多種朗讀活動，既幫助學生記憶故事的主要情節(jié)，又為下面的故事復述和故事續(xù)編做好準備。以上各個環(huán)節(jié)呈遞進式：1.了解故事背景并預測故事發(fā)展；2. 整體感知文本，了解大意；3. 獲取課文細節(jié)信息并有效學習；4. 訓練朗讀，培養(yǎng)語感。三、閱讀后階段（Post-reading）這個階

16、段教師設計了兩個層面的環(huán)節(jié)：1. 看圖補充故事。學生根據(jù)課文插圖和文字提示把不是內(nèi)容補充完整。2. 為故事設計結尾。由于課文本身沒有給出明確的故事結尾，教師就鼓勵學生大膽猜測，并設計出一個完整的、全新的故事。這樣的設計意圖在于：1. 鞏固對文本的學習；2. 創(chuàng)設平臺，學生使用目標語言進行綜合性語言輸出。分享與思考：1. 關注學生對課文的整體感知和細節(jié)信息的獲取。英語故事本身作為一種閱讀素材，非常有利于學生理解英語、體驗英語。學生必須能夠讀懂故事，教師要通過整體感知和細節(jié)獲取幫助學生理清故事的發(fā)展脈絡。2. 基于文本的有效拓展。有梯度的閱讀活動設計能激發(fā)學生的求知欲，調(diào)動學生的積極性，集中學生的

17、注意力，刺激學生的語言思維?；谖谋驹O計一個有挑戰(zhàn)的拓展活動能讓學生的綜合語言運用能力和創(chuàng)新思維得到很好的鍛煉和啟發(fā)。英語（五年級上冊）Unit 1 Goldilocks and the three bearsTicking time & Checkout timeTeaching aims and learning objectives 教學目標1. 通過自我、同伴、老師的評價，引導學生對單元所學知識開展回顧和小結；2. 能熟練表演并復述Story time, Cartoon time相關內(nèi)容；3. 學生能熟練朗讀Sound time小詩并運用發(fā)音規(guī)律嘗試新單詞的發(fā)音；4. 學生能扎實掌握本

18、單元的四會詞匯和句型，根據(jù)Checkout time創(chuàng)編對話，并能夠在理解的基礎上表演對話或綜合運用語言。Focus of the lesson and predicted area of difficulty 教學重點和難點教學重點: 能在老師的引導下完成本單元的三項目標檢測，與同學合作完成自評和互評，了解和調(diào)整自己的學習情況。教學難點：能運用比較豐富的語言介紹物品所屬并完成相應短文的寫作。Teaching procedures 教學過程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，提醒學生注意物品位置，然后出示物品移走后的圖片，請學生將物品的位置連線，提問：Wheres/Where are the ? 學生輪流回答)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讓學生嘗試拼讀(4) 教師出示單詞, 學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教師出示表演評分標準：有道具，表演有感情，無錯誤 ：有感情，無錯誤：能表演，略有錯誤2. 教師出示故事圖片（Goldilocks & Bobby and the cakes）學生選擇故事內(nèi)容，四人一組準備3分鐘后上臺表演。3. 學生展示后評價4. Retell the story. (1) 教師出示書上圖片和關鍵詞，讓學生翻譯story time 中詞組(2）教師和3位學生做示范復述并加工故事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，讓學生們觀察30秒，嘗試記憶房間中的物品，四人為一組進行匯總，再小組匯報)PlaceThingsOn the tableUnder the tableBeside the tableIn front of the window(3) PPT出示房間圖片，學生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. (出示補充習題P.2 房間圖)(2) 教師引導學生介紹Toms room.(3) 教師出示文本指導寫作。3. 學生介紹自己的房屋。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. (教師指導學生口頭介紹后寫作)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 教學準備（含板書設計）教學準備：1.教師準備：PPT，板書及補充習題相應練習。2.學生準備：復習各板塊學習內(nèi)容，熟讀、會復述，會合作表演。板書設計： 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課時，目的是幫助學生通過開展各個活動回顧對本單元知識的掌握情況。整節(jié)課以Ticking time為線，串聯(lián)各板塊

33、知識內(nèi)容，幫助學生在回顧知識的同時開展評價。從語音，詞匯，單句，故事表演，Checkout time到真實房間的介紹，由點到面，由單一到綜合，螺旋遞進開展復習，最終達到綜合運用的目的。首先，課外歌曲統(tǒng)領本課主題，由房間內(nèi)物品的說唱導入對介詞及語音的復習。其次，Story time故事表演再次鞏固本課多個語法知識，Retell the story 引導學生將自己學過的語言進行重組，達到語言和思維的雙重結合。再次，結合Checkout time內(nèi)容，以討論房間為途徑，幫助學生綜合運用已經(jīng)學過的詞匯融合本單元主要語言初步開展交際運用，進一步夯實單元知識。最后，教師提供Tom的房間，引導學生運用The

34、re be句型及前幾個單元所學的句型開展進一步的運用，使語言像滾雪球一樣越說越豐富，最后達到寫作和實際運用的最高要求。英語（五年級上冊）Unit 1 Goldilocks and the three bearsGrammar time & Fun timeTeaching aims and learning objectives 教學目標1. 鞏固所學故事中出現(xiàn)的詞匯：Goldilocks, bear, soup, hard, soft, afraid, just right, in front of, beside, between；2. 四會掌握詞匯：house, room, in fro

35、nt of, her, beside, between； 3. 學生能有感情地表演故事；4. 基于三只熊的故事，鞏固并四會掌握there be句型；5. 創(chuàng)設不同情境，讓學生能夠聽懂、會說、會讀、會寫句型：There is 加名詞單數(shù)或不可數(shù)名詞，There are加名詞復數(shù)，并理解句型的意思；6. 學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 教學重點和難點教學重點: 1. 滾動復現(xiàn)詞匯Goldilocks, bear, fores

36、t, house, soup, hard, soft, afraid, just right, in front of；2. 在故事情景中反復使用、鞏固there be句型；3. 創(chuàng)設不同情境，讓學生能夠聽懂、會說、會讀、會寫句型：There is 加名詞單數(shù)或不可數(shù)名詞，There are加名詞復數(shù)，并理解句型的意思；4. 學生能夠針對不同的情境活用日常用語This is too教學難點：1. 學生對詞匯和語言的掌握屬于理解跟說階段，教師應創(chuàng)設不同情境讓學生能夠四會掌握詞匯和句型2. There is 加名詞單數(shù)或不可數(shù)名詞，There are加名詞復數(shù)這組語言對中國學生來說有難度，教師通過

37、趣味活動逐步突破3. 學生能夠針對不同的情境活用This is tooTeaching procedures 教學過程Step 1 Greetings and warming up 1. Enjoy a song：One one2. Listen and doT: Put your in/on/under/beside/betweenS: 學生根據(jù)老師的指令做出正確的反應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. (帶領學生說一說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 _. 學生和老師復習故事。(重點講述There be句型)(2) 同法復習第二、三、四場景，同時鞏固新單詞 house, soup, hard, soft, afraid, in front of(3) 學生齊讀故事，教師指導語音語調(diào)(4) 學生抽選場景，全班合作表演，相互評價。(5

40、) Retell the story. 學生根據(jù)圖片和提示語復述故事。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)的一些圖片復習鞏固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? (教師引導學生接龍說句子：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), 請學生四人一組合作以接龍形式將圖片中的物品用there be句型表達出來(3) 教師示范書寫句型，學生在書上書寫，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帶領學生歸納There be用法T: Who can tell me the difference between “there is” and “there are”? You can discuss in pairs first. S: (學生可以用中文總結他們發(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. (最后請幾組學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 教學準備(含板書設計)教學準備：1. 教師準備：PPT，板書。2. 學生準備：

51、復習Story time，熟讀、會復述，會合作表演。板書設計： Unit 1 Goldilocks and the three bears (Story time) 說課本節(jié)課第一單元第二課時Grammar time。作為第二課時，教師預期的教學重點是對詞匯與句型的進一步學習和熟練運用，教師預期的教學難點為根據(jù)所描述的對象正確運用There be句型。關于本節(jié)課教學環(huán)節(jié)中的活動設計及其設計意圖：首先是熱身環(huán)節(jié)。通過歌曲為there be句型的進一步學習進行鋪墊；緊接著教師和學生間進行聽與做的互動，較為全面地復習了學過的方位介詞，活動本身很有趣味性和挑戰(zhàn)性，學生注意力高度集中，反饋的效果也較好。

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

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

54、知識；在歸納小結中明確語法規(guī)則；在說與寫的訓練中運用語法知識。英語（五年級上冊）Unit 1 Goldilocks and the three bearsGrammar time, Sound time, Culture time & Checkout timeTeaching aims and learning objectives 教學目標1. 學生能夠用配音或看圖說話的方式滾動復習Cartoon time2. 學生了解字母c在單詞中的發(fā)音；嘗試運用所學的語音知識拼讀生詞，同時結合小詩讀出韻律和節(jié)奏3. 借助checkout time局部內(nèi)容，學生滾動已學詞匯熟練地運用本課詞句談論不同地方

55、的物品所在4. 學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 教學重點和難點教學重點: 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)的飲食教學難點：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)名詞的單復數(shù)，正確使用be動詞，并掌握就近原則Teaching procedures 教學過程Step 1 Greetings and warming up 1. Sa

56、y a chant.教師手拿一個盒子和一些物品，引導學生一起說唱: 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.【設計意圖：由師

58、生間自然問候導入到Cartoon time人物的情緒，以回答問題的方式喚起對故事內(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，學生體會C的發(fā)音；學生跟讀小詩。4. 教師出示新單詞：can, candy, cow, cone等詞讓學生嘗試運用規(guī)則5. 教師出示含有c 的不同單詞，學生找到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