五年級上冊第1課時(Story-time)教案

1、五年級上冊 第一單元第1課時 教案Teaching contents 教學內容Story time Teaching 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、會讀日常用語：What

2、 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容；3. 能以正確的語音語調朗讀故事，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 句型在本單元中第一次出現(xiàn)，教師充分利用文本情景幫助學生理解；3. 本課故事的結

3、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-upFree talk.T: 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 toge

4、ther. 【設計意圖：創(chuàng)設情境，引出講故事這一話題?！縎tep 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.

5、 Listen, theyre singing. (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 教師新授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

6、hair is gold. People call her Goldilocks. Is that her house? Maybe! And today, our story happened in this house. 【設計意圖：通過視聽激發(fā)學生對故事的學習興趣，導入故事發(fā)生的地點和人物。】Step 3 New teaching1. Watch and answer.T: 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 h

7、ouse! (模仿錄音)T: The house is so nice, and Goldilocks goes into the house.【設計意圖： 整體把握故事大意，揭示課題?！?. 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).a. T: What can Goldilocks see

8、in the house? S: She can see some soup (湯) on the table. There is some soup on the table. (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. (教師新授 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

9、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 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. (教師新授hard) What about the second b

10、ed? Listen. (播放音頻音效) Oh, it is soft. (教師新授soft) T: OK. Look at the picture on the right, if you were Goldilocks, what would you say? S1: This bed is (學生回答結束后，全班跟讀三句話)【設計意圖：獲取課文的細節(jié)信息。hot和cold學生已經(jīng)學過，所以在此不再重復。hard和soft是初次接觸，通過實物或觸覺感知單詞并學習效果會更好?！?. 學生跟讀并嘗試表演。5. T: Goldilocks is running away. Look at her

11、 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 bears in front of her. (教師新授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

12、男生和女生分角色讀一讀最后一幅圖，教師指導afraid情緒)【設計意圖：通過多層次的模仿幫助學生掌握故事內容?！縎tep 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, 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

13、 it together. Try to remember the story. (Picture1，學生齊讀一遍，填入所缺單詞，同樣的方法練習后面的圖片)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，給出一個美好的結尾。Homework 家庭作業(yè)1. Copy the new words. 2. Read and recite the story. 3. Try to talk about Think

14、 and say on Page 8 in pairs. 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，初步了解故事內容板書設計： Unit 1 Goldilocks and the three bears (Story 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：

15、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故事內容補充完整。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