五上第一單元四課時教案

1、課題: 譯林版五年級上冊Unit1 Goldilocks and the three bears課時: The first period ( Story time)教學目標：（一）知識目標：1.能夠聽懂、會說、會讀故事中出現(xiàn)的詞匯：Goldilocks, bear, forest, house, soup, hard, soft, afraid, just right, in front of ；2. 能夠聽懂、會說、會讀句型：There is There are 并理解句型的意思；3. 能夠聽懂、會說、會讀日常用語：What a beautiful! This is too （二）能力目標:

2、1. 學生能夠閱讀并理解故事；2. 學生能夠在理解的基礎上表演出故事；3. 學生能夠改編故事并試著表演出來。（三） 情感目標：讓學生體會到閱讀故事的樂趣，培養(yǎng)學生閱讀的興趣。教學重點:1. 能夠從整體上閱讀故事并理解故事；2. 能夠語音語調(diào)正確地朗讀故事、復述故事。教學難點：能夠根據(jù)課文內(nèi)容創(chuàng)編劇本并表演。教學準備: 1.教師準備：PPT，三副碗勺，熊掌道具，詞匯卡和圖片，板書。2.學生準備：聽5遍Story time 錄音。教學步驟教學活動名 稱活動組織活動目的活動時間二次修改1. Pre-reading2. While-reading3. Post-reading4. Homework1.

3、 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 g

4、irls, tell me, what do you like doing at home? S1: I like （學生個別回答，老師及時回應） 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. No

5、w 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

6、 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 p

7、icture. 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? 讓學生模仿例句說說There are 1. T: Wow, there is a girl in the forest. Right? 學生跟讀句子2遍。Who is this girl? What is her name? Let me tell you. Her name is Goldilocks. (Teach: Goldiloc

8、ks) 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

9、 it a nice house? Ss：Yes.T: Now, read it together. （指導朗讀）2. T: In the forest, there is a house. Whose house is it? Maybe its Can you guess? S1: Maybe its s house.學生猜一猜。T: OK. Heres a video. After watching, tell me, whose house is it? 學生看視頻。T: Is the story interesting? Ss: Yes, it is.T: OK. Answer my

10、 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

11、yourselves, then, answer my question: What is in the house? 讓學生自讀故事思考問題。2. T: Whats in the big house? 提示學生用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)學生的答案并引出：And also there is some soup. Follow me: soup. (Teach: soup) 提示學生注意soup是不可數(shù)，some so

12、up。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.及時糾正學生發(fā)音或be動詞。1. T: Look at Goldilocks. Guess, which soup does she

13、like? Does she like this soup? (PPT顯示三碗湯)學生逐一回答。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.)指導學生模仿跟讀2遍，重點重復too cold.T: And whats wrong with this soup? (同法讀too hot). And how about this soup? (Teach: just right)指導學生3

14、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2-3位學生分別上臺模仿表演。3. T: After eating the soup, Goldilo

15、cks is very tired.（貼板書）Whats in the room now? S1: There are three beds in the room. 指導讀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。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

16、掌道具 Look, I have a toy bear claw. How is it? 讓學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 學生個別說完，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?

17、 Is she happy?教師肢體語言提示。 Ss: No. T: She is afraid now. (Teach: afraid) Why is she afraid? Read the story, then, tell me. 學生自讀故事并思考問題。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

18、 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afraid情緒。1. 1. T: Now Id like you to read the whole story again, and try to put the p

19、ictures in the correct order. 指導學生完成書上第8頁的排序.2. 2. PPT出示答案，學生描述每副圖片。3. T: Lets read the short passage together.1. T: Very good. This time, lets read the story after the computer. 學生跟電腦齊讀故事，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. T: Now lets read it together. Try to remember t

20、he story. (Picture1, 學生齊讀一遍填入所缺單詞，同法練習后面的圖片)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. 對照PPT或板書全班復述故事。2. N

21、ow 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。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 kn

22、ow. 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 i

23、dea? Maybe Goldilocks and the three bears become friends. 學生發(fā)揮想象，給出一個美好的結(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.學生分組練習表演故事。3. T: Do you like their happy sto

24、ry? 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)設整體情境。2. 激發(fā)學生的學習興趣和積極性。3. 導入故事的地點- forest 自然過渡到新詞的學習。4. 滲透T

25、here be 句型的教學。1. 了解故事的背景，預測故事的發(fā)展。2. 整體感知故事文本，了解故事大意。3. 獲取課文的細節(jié)信息。4. 訓練學生的朗讀，良好的語感。1. 鞏固對文本的學習。2. 創(chuàng)設平臺，使學生使用目標語進行綜合性語言輸出。Notes:板書設計： 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

26、of soup three beds three bears課題: 譯林版五年級上冊Unit1 Goldilocks and the three bears課時: The second period ( Grammar time & Fun time)教學目標：（一）知識目標：1. 進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. 進一步鞏固并掌握四會句型：There is There are （二）能力

27、目標:1學生能夠準確運用故事中出現(xiàn)的新詞匯；2. 學生能夠熟練掌握There be句型描述某處存在某樣東西；3. 學生能夠理解并掌握Grammar time中There be句型的用法和規(guī)則以及單詞too的用法；4. 學生能夠完成Fun time中的任務。（三） 情感目標：讓學生體會到親自設計家居的樂趣。教學重點: 對詞匯和句型的學習和運用。教學難點：根據(jù)所描述的對象正確運用There be句型。教學準備: 1.教師準備：PPT，一硬一軟兩個玩具熊，板書。2.學生準備：復習Story time，熟讀、會復述，會合作表演。教學步驟教學活動名 稱活動組織活動目的活動時間二次修改1. Review

28、the story2. Learn the words2. Grammar time( too 的運用)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

29、. 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

30、 just to judge if it is true or false. 帶領學生說一說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

31、are they? 教師從講臺下拿出兩個玩具熊。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? 學生試著描述一下兩只玩具熊。T: Good job! Look

32、at this brown bear. How does it feel? 教師敲擊小熊提示學生。S1: Its very hard. T: Yes. How about the white one? Is it hard too? S2: No, its soft. T: Yes. Touch it. 讓學生說一說然后摸一摸感受一下。（復習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

33、soft, theyre antonym. What is the antonym word of hot? S: Cold.學生練習學過的反義詞，以此引出：T: What about behind? Ss: In front of.（復習詞組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? (Te

34、ach: between)Ss: Its between the father bear and the mother bear. 全班說到個別說。T: Look, I am standing between XX and XXX.Do you understand me? Can you say something like this? 學生模仿老師說出自己在誰和誰的中間。T: Just now we reviewed the story. Now lets move on to the Grammar time of this unit. Follow me. Grammar time.（

35、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

36、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:

37、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 y

38、oung. 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 學生選擇書上的喜歡的圖片用There be句型描述, 教師板書

39、句型。T: Look at these four sentences. Lets read them together. 適時提醒縮寫Theres / Therere 的用法。Who can tell me the difference between there is and there are? You can discuss in pairs first. 學生同桌間討論區(qū)別。T: OK. Whats your opinion? Lets listen.學生可以用中文總結(jié)他們發(fā)現(xiàn)的規(guī)律。T: Good try! Now listen to me carefully. When were

40、talking about only one thing, we use there is. When we are talking about the things, more than one thing, we use there are. But, when we are talking about the uncountable words, we use there is. 解釋不可數(shù)名詞，舉例說明。 T: Now lets play a game. All the boys are is, and all the girls are are. Ill show you some

41、pictures or sentences. If you think the word is is, boys, stand up and say is together loudly, otherwise, girls, you stand up and say are. OK?Ss: OK. T: Look! This is another picture of the bears house. Look at it. Do you like it? Can you complete the sentences with the right words?Welcome to the be

42、ars house! Look! There _ a picture of them _ the wall. There _ a table in the house. There _ some honey _ the table. There _ two balls _ the table. There _ a toy car _ two balls. There _ a clock _ the window. There _ a cap _the clock. Do you like their house?學生完成后利用幻燈片集體核對答案。1. T: After visiting the

43、 bears house, Goldilocks feels very sorry, so she writes a letter to the bears.Dear Bear Family,Sorry for bothering you last time. I would like to know if you have time to come and visit my house in the town. Hope we can be good friends! Goldilocks.Do you think that they can be friends? Will the bea

44、rs be happy to get this letter? Ss: Yes.T: So the bears are coming. This is Goldilocks house. Whats in the house? Can you draw something in her house? Maybe you can draw some food on the table, or some toys for the baby bear. Please draw and talk about it. 指導學生完成書上第10頁內(nèi)容。2. T: Who can come here to s

45、how your picture to us, and talk about it? 請學生上臺介紹圖畫內(nèi)容。教師及時反饋。T: Oh, I like your pictures, and I know all of your houses are ready for the bears. Its time for visiting. The bears are at Goldilocks home now. What will happen? Will they be happy? I think we can figure out a new story. I can make an ex

46、ample. I am Goldilocks. I need three bears. Whod like to try?邀請三名學生上臺扮演bears，示范表演對話。3. T: Now you can practice in four. 4. Ss act in groups.T: Today, youve done a very good job! I like your story so much. Heres your homework.1. Draw a picture of your room and talk about it in the next English class.

47、2. Finish the exercise book.3. Recite the new words and the story.1. 以比賽形式激發(fā)學生的學習興趣，課堂熱身。2. 復習上一節(jié)課所學的故事。1. 集中呈現(xiàn)教學詞匯。2. 創(chuàng)設情境呈現(xiàn)詞匯意義。1. 從復習書中的表達開始入手，銜接過渡自然。2. 幫助進一步理解單詞too的意義和用法。1. 以圖表幫助理清思路。2. 自主討論，促使學生發(fā)現(xiàn)和主動學習。3. 既注重了趣味性又達到了鞏固運用的目的。1. 將書中房屋想象成需要的情境，創(chuàng)設與故事相關的新情境，貼近學生的生活實際，又激發(fā)了學生的創(chuàng)作欲望。2. 發(fā)揮想象，自主創(chuàng)作。3. 創(chuàng)設平

48、臺，學生使用目標語進行綜合性語言輸出。Notes:板書設計： Unit1 Goldilocks and the three bears ( Grammar time & Fun time) This soup is too hot / cold. This bed is too hard / soft. There is There are 課題: 譯林版五年級上冊Unit1 Goldilocks and the three bears課時: The third period ( Cartoon time & Culture time )教學目標：（一）知識目標：1. 能夠聽懂、會說、會讀卡通

49、故事中出現(xiàn)的詞匯：really, then, find, their；2. 能夠流利地表達There is There are的意思；3. 能夠理解并掌握There are 句型的否定句式There arent any ；4 能夠聽懂、會說、會讀日常用語：Really? 5. 能夠整體理解并簡單表演卡通對話；（二）能力目標：1. 學生能熟練運用本單元所學的詞句談論某處的物品；2. 學生能正確理解、朗讀Cartoon time中的故事，能讀懂其中的趣味之處，能在教師的指導下表演故事；3. 學生能了解中西方傳統(tǒng)的飲食，并能用英語作簡單介紹。（三） 情感目標：讓學生體會到卡通故事的樂趣，通過了解中西方傳統(tǒng)飲食的區(qū)別增加一些人文知識。教學重點:能正確理解、朗讀卡通故事，了解中西方傳統(tǒng)的飲食。教學難點：1. 能正確并且熟練地運用本單元所學的詞句談論某處的物品。2. 能用簡單的英語介紹中西方傳統(tǒng)的飲食。教學準備: 1.教師準備：PPT，卡通人物頭飾，板書。2.學生準備：提前預習Cartoon time和搜集Culture time資訊教學步驟教學活動名 稱活動組織活動目的活動時間二次修改1. Lead-in2. Presentation(Cartoon time)3. Pres