Unit1GoldilocksandthethreebearsPeriod4(Checkouttimetickingtime)（教學(xué)設(shè)計(jì)）譯林版英語(yǔ)五年級(jí)上冊(cè)

Unit1Goldilocksandthethreebears教學(xué)設(shè)計(jì)Period4(Checkouttime&tickingtime)一、教學(xué)目標(biāo) 1.能熟練地背誦課文，并有感情地講述故事。2.能聽懂、會(huì)說(shuō)、會(huì)讀和會(huì)拼寫單詞house,room,infrontof,her,beside,between。3．能聽懂、會(huì)說(shuō)、會(huì)讀和會(huì)寫日常交際用語(yǔ)：Thereis...Thereare...Help!4.能理解thereis/are……is/aretoo…的用法，并能模仿例句寫句子。二、教學(xué)重難點(diǎn)教學(xué)重點(diǎn):1.能聽懂、會(huì)說(shuō)、會(huì)讀和會(huì)寫日常交際用語(yǔ)：Thereis...Thereare...2.能理解thereis/are……is/aretoo…的用法，并能模仿例句寫句子。教學(xué)難點(diǎn)：能靈活運(yùn)用thereis/are的句型表達(dá)生活中的場(chǎng)景。三、教學(xué)具準(zhǔn)備 板書、ppt、圖片、詞條貼四、

教學(xué)過(guò)程：

Step1:Warmup:

Freetalk&Leadin

T:Look!What’sinmybox?

Canyouguess?

Ss:Thereis/are…(信息溝的方式讓學(xué)生猜測(cè)盒內(nèi)物品)

T:What

canyouseeinthepicture?

(PPT呈現(xiàn)圖片)

Ss:Aforest.

T:Yes.

Boysandgirlswhat’sintheforest?

Ss:Thereisahouse.Thereisagirl.(引導(dǎo)學(xué)生回憶story)

T:Weknowthegirlisgoldilocks.

Sothisclasswe’llgoontolearn“Goldilocksandthethreebears”.

設(shè)計(jì)意圖：以實(shí)物操練、復(fù)習(xí)therebe…句型的方式開始本節(jié)課，

由圖片展開學(xué)生對(duì)story文本的回顧，從而引出課題。

Step2:Revision:

a).Retellthestory

T:Doyourememberthestory?

Can

youtrytoretellit?(PPT出示課文圖片，以及復(fù)述課文的具體評(píng)價(jià)標(biāo)準(zhǔn))

Ss:Retellthestoryunderthehelpofrelatedpicturesingroups.

T:boysandgirls,

I

thinkyoucanunderstandourstorywell.

Youcanjudgeby

yourselves.(結(jié)合Tickingtime標(biāo)準(zhǔn)，學(xué)生自評(píng))

b).CultureKnowledge

T:Inourstory,weknowthegoldilocksisafraidwhensheseesthethreebears.Butwhathappenedthen?Pleasethinkoftheendofourstory.

Ss:

學(xué)生自由想象故事結(jié)尾。

T:Ok.

Youhavemanygood

ideasaboutthestory’sending.Doyouwanttohearmine?Maybethegoldilocksrunsaway,shecomesbackhomeandthenshedrinkssometeaforarest.(由單詞tea延伸到culture

部分)

T：PPT呈現(xiàn)圖片：tea/coffee

拓展相關(guān)知識(shí)：blacktea,greentea,whitetea/blackcoffee,whitecoffee

設(shè)計(jì)意圖：由學(xué)生想象story的開放結(jié)尾，引出culture部分的化滲透。拓展更多相關(guān)的文化知識(shí)，體會(huì)中西文化的異同。

c).Soundofletter“c”

T:CoffeeisverypopularinWesterncountries.Theletter“c”inthewordcoffeesounds/k/.Canyousaymorewordswithletter“c”?

Ss:

學(xué)生說(shuō)出更多的含有字母“c”的單詞。

T：拓展“c”的另一個(gè)發(fā)音/s/:cinema,nice,juice,dance

Ss:Dosomejudgeexerciseaboutthesound.

Ss:

結(jié)合個(gè)人表現(xiàn)，自評(píng)相關(guān)項(xiàng)。(Tickingtime部分)

設(shè)計(jì)意圖：由單詞coffee引出語(yǔ)音板塊/k/的發(fā)音，復(fù)習(xí)字母“c”的發(fā)音/k/，并適當(dāng)延伸其另一個(gè)發(fā)音/s/。

Step3:Practice:

A).Lookandsay

T:Attheendofthestory,weknowthegoldilocksisafraid,sherunsintoanotherroom.Look,it’salivingroom.What’sinthelivingroom?(PPT呈現(xiàn)圖片)

Ss:Lookatthepictureandsay:Thereis/Thereare…

(workinpairs)

B).Lookandwrite

T:boysandgirls,

I

thinkyoucansayverywell.Butcanyouwrite?(呈現(xiàn)Lookandwrite部分)

Ss:Lookandwritedowntheanswers.

T:Checkandjudge.(Tickingtime評(píng)價(jià))

Summarythe

knowledge

of

“Therebe…”

設(shè)計(jì)意圖：此部分著重練習(xí)了checkouttime中的說(shuō)和寫，通過(guò)讓學(xué)生觀察圖片，小組合作等方式來(lái)練習(xí)Therebe…句型的實(shí)際用法。并結(jié)合具體的表現(xiàn)來(lái)進(jìn)行自我評(píng)價(jià)。C.LearntosayGoldilocksis

beside(在...旁邊)

theriver.Teach:besideA:Where'sthepig?

G:Oh,it's

on

theriver.Goldilocksisonthehill.A:Wherearethemonkeys?

G:They're

under

thehill.Goldilocksis

between（在...中間）

thetwotrees.Teach:betweenWhat'sin

thetreehole(樹洞)?G:Thereis

arabbit

in

thetreehole.(學(xué)生練說(shuō)）Teach:Thereis...inthe...（在....里面有....）（舉例）Goldilocksisinfrontofthehouse.（讓學(xué)生自己根據(jù)圖片說(shuō)出這個(gè)句子）What'sbehindthehouse?在房子后面有什么？G:There's

anelephant

behind

thehouse.(學(xué)生練說(shuō)）Teach:Thereis...behindthe...（在....后面有....）（舉例）Tips:Thereis=There'sGoldilocksisbehindthetable.（讓學(xué)生觀察圖片自己說(shuō)出這句話）What'sbeside（在...旁邊有什么）thesoup?G:Thereare

twolittledogs

beside

thesoup.(學(xué)生練說(shuō)）Teach:Thereare...besidethe...（在....旁邊有....）（舉例）Goldilocksisbesidethebedroom.（學(xué)生一起說(shuō)出這句話）What'sbetween(在...中間有什么)thebeds?G:Thereare

threemouses

between

thebeds.(學(xué)生練說(shuō)）Teach:Thereare...betweenthe...（在....中間有....）（舉例）【捉迷藏游戲不僅起到增加課堂趣味性的作用，同時(shí)對(duì)環(huán)節(jié)的展開和內(nèi)容的教授輔助效果更佳。同時(shí)，每一片段都以一句陳述句開頭，然后是一組對(duì)話，句型不僅與所授內(nèi)容相關(guān)，而且構(gòu)成了一個(gè)連續(xù)的故事文本。這樣的設(shè)計(jì)在基于主題的背景下延續(xù)了故事文本，建構(gòu)了新的語(yǔ)句模式，給學(xué)生創(chuàng)設(shè)了新的情境，在創(chuàng)新的同時(shí)又使整節(jié)課內(nèi)容圍繞一根清晰的主線展開。通過(guò)設(shè)疑解答的教學(xué)流程滲透本課內(nèi)容的思維框架，學(xué)生在解答的過(guò)程中邏輯性思維得到加強(qiáng)?！緿).TrytosayT:Goldilocksisinthelivingroom.What'sinthelivingroom?任務(wù)：打開書，翻到14頁(yè)，試著用Thereis/Thereare來(lái)完成左圖的描述吧?。?人一組相互問(wèn)一問(wèn)）TrytoaskandanswerA:What’son/in/under/behind/beside/between/infrontofthe...?B:Thereisa/an..../Thereare...Aftergames,Goldilocksandtheanimalsbegintosinganddance.5.Let’schant(用一閃一閃亮晶晶的曲調(diào)）What's

What's

What'sWhat'sbesidethetree?Thereisabear

besidethetree.What's

What's

What'sWhat'sbetweenthepigs?Thereisadogbetweenthepigs.What's

What's

What'sWhat'sinthesea?Therearesomefishes

inthesea.What's

What's

What'sWhat'sinfrontofthefridge?Therearethreemonkeys

infrontofthefridge.【chant的設(shè)計(jì)不僅讀來(lái)朗朗上口，而且鞏固了所學(xué)知識(shí)，提高了學(xué)生的記憶力，啟發(fā)學(xué)生想象力和創(chuàng)新力?！縏heyhaveagoodtimeinthemorning.Howdotheyfeel(感覺(jué))now?reviewwords：happy

tired

hungryandthirsty【這里讓學(xué)生猜測(cè)角色感受，不僅順勢(shì)復(fù)習(xí)了grammartime里的單詞，在學(xué)生思考解答問(wèn)題的同時(shí)培養(yǎng)了他們的概括性思維，而且也為下文的展開做了鋪墊，起到承上啟下的作用?！縎tep4ConsolidationIt'stimeforlunch.What'sforlunch?1.Lookandwrite(書上課后練習(xí)）2.Thinkandmake(funtime）Theyhaveabiglunchandagoodtimetoday.Butit'stimetogohomeforGoldilocks.Shewantstoinvite(邀請(qǐng))thethreebearsanotherday.Whatwillsheprepare(準(zhǔn)備)?(下圖是Goldilocks的小屋，請(qǐng)?jiān)谙聢D各處貼上事先準(zhǔn)備好的物品，幫Goldilocks裝飾一下自己的房子)用今天學(xué)習(xí)的句子：Thereis/are......in/on/under/behind/beside/infrontofthe......來(lái)描述并寫一寫?！咀詈蟮耐卣弓h(huán)節(jié)讓學(xué)生自主動(dòng)手裝飾房間并用已學(xué)句型說(shuō)一說(shuō)，不僅鞏固了所學(xué)知識(shí)，提高學(xué)生的發(fā)散思維，并且學(xué)以致用，提高了語(yǔ)言的綜合性?！?/p>

Step5:Production:

Writeashortpassage

T:Presentthepictureofbedroom.What’sinthebedroom?

Ss:Introducethebedroomfromsomeorders.

T:Presentonemorepictureoflivingroom.Givesometipsabouthowtowrite