(整理)新蘇教版譯林英語小學五年級上冊教案全冊

1、精品文檔五年級英語教學計劃學年第一學期）一、班情學情分析：經(jīng)過四年的學習，大部分學生對英語仍然保持著濃厚的興趣，但有少數(shù)學生由于遇到困難，學習興趣可能會開始減退。因此，這個學期在教學中，教師應(yīng)該以學生的發(fā)展為宗旨，以培養(yǎng)學生的創(chuàng)新精神和實踐能力為重點，面向全體學生，在激發(fā)學生興趣的同時，扎扎實實地從每個學生抓起。五年級的學生學習比較理性。教師在以活動為課堂教學的主要形式的同時，要充分發(fā)揮任務(wù)性教學在高年級的優(yōu)化使用，設(shè)計豐富多彩的教學活動，有效的教學任務(wù)。同時注意到學生中存在的兩極分化，教學內(nèi)容注意由簡到難，循序漸進，在知識的復現(xiàn)中做好及時補差工作。充分培養(yǎng)學生的聽說讀寫能力，尤其要加強識讀，

2、拼寫的能力。重視閱讀能力和寫作能力的同步培養(yǎng)。重視英語作為語言的交際功能。二、全冊教材分析：新教材強調(diào)培養(yǎng)學生綜合語言運用能力，注重口語表達練習，讓學生在閱讀故事、做做玩玩、唱唱說說的過程中發(fā)展語言能力、思維能力以及交流合作能力。英語（五年級上冊）共八個新授單元，每個新授單元都有八個板塊。Story time 借助插圖和故事情節(jié)，以對話或語篇的形式呈現(xiàn)單元詞匯、句型和日常用語。 Grammartime 是五六年級新增的板塊，通過直觀易懂的表格和語言提示的方式，對語法知識進行簡單的總結(jié)和歸納。Fun time 是句型和詞匯的操練板塊，通過趣味性、互動性較強的語言實踐活動，提高學生用英語進行簡單對

3、話的能力。Cartoon time 是拓展性趣味閱讀板塊，通過趣味小故事幫助學生復習本單元的語言知識，提高閱讀理解能力，有計劃地呈現(xiàn)即將出現(xiàn)的知識。Sound time 是語音教學板塊，通過范例單詞和節(jié)奏感較強的歌謠，幫助學生了解字母在單詞中的發(fā)音，本冊教材還有部分語調(diào)的訓練。Song time和 culture time 在本冊中替換出現(xiàn)。通過歌曲、激發(fā)興趣，活躍身心；不斷提高語言運用能力和人文素養(yǎng)。Checkout time 是檢測板塊。通過形式多樣的綜合性語言應(yīng)用活動，幫助學生復習鞏固所學的語言知識。Ticking time 是自我評價板塊。通過評價，引導學生了解自己對所學主要內(nèi)容的掌握

4、情況，反思和調(diào)整自己的學習過程，體驗進步與成功。每四個單元后有一個綜合語言實踐項目Project 。通過形式多樣的綜合語言實踐活動，引導學生思考、調(diào)查、討論、交流和合作，綜合運用所學的語言知識和語言技能。三、教學總體目標：1 能按四會與三會要求掌握所學的單詞。2能按四會要求掌握所學的句型。3能運用日常交際用語，活用四會句型，進行簡單的交流，并做到大膽開口，發(fā)音正確，所用話語與場合符合。4能在圖片、手勢，情景等非語言提示的幫助下，聽懂清晰的話語與錄音。5培養(yǎng)良好的書寫習慣，能做到書寫規(guī)范整潔。6培養(yǎng)良好的聽英語、讀英語、說英語、用英語的習慣，能自覺的模仿語音、語調(diào)，逐步培養(yǎng)語感。7能在任務(wù)型學習

5、的過程中運用相關(guān)的語言知識，完成某項任務(wù)，并促使語言能力的提高。8能演唱以學過的英語歌曲，朗誦已學過的歌謠。9能滲透給學生良好的自學英語的方法。四、學期教學措施：1 課堂上盡量使用英語組織教學，做到持之以恒，由少積多，以助于創(chuàng)造英語氣氛，養(yǎng)成學生聽英語，用英語思維的習慣。2根據(jù)學生的特征，可將每個單元，該單元的教學內(nèi)容重新組合，科學合理的把單詞教學，對話操練，復習鞏固融為一體。3多以圖片、手勢呈現(xiàn)英語單詞及對話情景，圖片呈現(xiàn)采用靈活多樣的方法將該單元所學的內(nèi)容柔和在一起進行綜合操練。如師生快速問候和介紹、學生間連續(xù)的相互問候和介紹，創(chuàng)設(shè)情景進行表演等，讓學生將所學的對話用于不同的情景。采用先聽

6、說，后讀寫，先整體，后局部的方法教學。4在課堂教學中，盡量開展形式多樣的活動教學，活躍氣氛提高興趣和學習效率。5詞匯教學上，盡量利用實物和圖片，增加復現(xiàn)次數(shù)，反復循環(huán)，循序漸進，注重師生操練、生生操練。精品文檔6 .逐步滲透任務(wù)型教學，培養(yǎng)學生活用英語，用英語完成任務(wù)的本領(lǐng)。7 .適當增加教學內(nèi)容量，以滾動式教學，以反復滲透鞏固的方法提高學習效率。8 .語音教學中采用“分散出現(xiàn)，集中歸納，經(jīng)常接觸”的方法。9 .初步滲透任務(wù)型教學的教學理念。五、教學進度安排：單元內(nèi)容教時進度Unit 1Goldilocks and the three bears59/1 9/10Unit 2A new stu

7、dent59/11 9/23Unit 3Our animal friends59/24 10/9Unit 4Hobbies510/10 10/22Project 1An animal school310/23 10/29期中復習610/30 11/12Unit 5What do they do?511/13 11/25Unit 6My e-friend511/26 12/4Unit 7At the weekends512/5 12/17Unit 8At Christmas512/18 12/30Project 2Our friends312/31 1/7期末復習考試81/8最后精品文檔精品文檔

8、（5課時）Unitl Goldilocks and the three bears教材分析：本單元話題是談?wù)摽陀^存在的人或事物。教學重點是“ there be+名詞（短語）+地點狀語”的句型， 表示某地有某人或某事物。there be句型涉及到可數(shù)名詞和不可數(shù)名詞，教師要提醒學生在運用時區(qū)分可數(shù)名詞的單復數(shù)形式，從而準確運用be動詞的正確形式。在教學中，教師可以舊帶新，引出本單元的目標介詞詞匯，可以利用圖片、簡筆畫或?qū)嵨锏冉虒W用具來教授方位介詞，還可以利用教室中的物品和場景 創(chuàng)設(shè)情境，教授和操練there be句型，使學生更好地理解句型的結(jié)構(gòu)并自如地運用。學情分析：本單元所學的there be

9、 句型對學生來說并不是很困難，在之前的學習中也接觸了一些，關(guān)鍵是要讓 學生注意到可數(shù)名詞的單復數(shù)問題，以便讓學生能正確地運用be動詞。在教學時，只要老師多創(chuàng)設(shè)情境進行教學，老師好好的引導，學生就能更好地接受并掌握新知識。在單詞教學這一塊，單詞afraid 等發(fā)音有所難度，只有讓學生多進行朗讀訓練，他們才能更好地將單詞發(fā)對音。本單元以金發(fā)女孩與三只狗熊 的故事內(nèi)容展開，學生一定很感興趣，學起來積極性要高一些。整個單元的內(nèi)容教師只要思考一些好的教 學方式，學生學起來一定比較輕松、有趣。 教學目標： 1.能聽懂、會說、會讀和會拼寫形容詞hard、soft、hot、cold、afraid 等。2 .能

10、聽懂、會說、會讀和會寫句型There be in/on/beside/in front of/between 3 .了解字母c在單詞中的讀音。4 . 了解“茶”和“咖啡”的文化。5 .能正確理解、朗讀 story time 和cartoon time. 教學重點：1 .能正確理解、掌握語篇內(nèi)容，并能朗讀、初步表演對話。2 .能正確地聽、說、讀、寫 There be句型描述場所，例如教室、臥室等。3 .能使用形容詞描述物體、感受等。 教學難點：1 .能正確理解、掌握語篇內(nèi)容，并能表演對話。2 .能正確地聽、說、讀、寫 There be句型描述場所。第1課時教學目標：1 .能夠聽懂、會說、會讀故事

11、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 4 .學生能夠閱讀、理解故事，并能夠在理解的基礎(chǔ)上表演出故事。5 .學生能夠改編故事并試著表演出來。6 .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

12、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。 教學具準備：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。教學過程：教學隨記欄Step1: Pre-reading 精品文檔1. Free talk(1) T: OK. It ' s time for class! Are you ready?Ss: Yes.T: Good morning, everyone!Ss: Good morning, Miss Zhan.(2)T: Boys and girls, tell me, what do you like

13、doing at home?S1: I like (學生個別回答，老師及時回應(yīng))T: Children, do you like reading stories?Ss: Yes.T: Good. Today our class will read a story together. Are you excited?Ss： Yes!2.Listen and guessT: Great! First, Let ' s go to a place.Try to guess: what place is it? Igive you some clues. Nowlook, it ' s

14、 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, don ' t be sad. Here I got a

15、 video about forest. Do you want to takea look?Ss: Yes!T: OK. Let ' s watch it. After watching, tell全班看視頻。3. Look and say(1.)T: OK. Is the forest beautiful?Ss: Yes, it is.T: What can you see in the beautiful forest51: I can see a 52: I can see some me, what can you see in theforest?(2)T: Good! L

16、ook at this picture. There are many trees in the forest. Letread the sentence.全班跟讀句型 2遍。T: Now, look, there are in the forest.Whocan try?讓學生模仿例句說說 ThereareStep2: While-reading1. Watch and answer(1)T: Wow, there is a girl in the forest.girl? What is her name? Let me tell Goldilocks) Oh, it ' s so

17、 surprising. see in the forest?Right? 學生跟讀句子2遍。Whois this you. Her name is Goldilocks. (Teach: Goldilocks is in the forest. What does sheSs: She sees a big house. (Teach: house)T: Yes. Look at Goldilocks.(拿出人物圖片)She' s very happy.(貼板書)Becauseshe sees a big house.(貝占板書)Howdoes she think about thi

18、s house? Let' s listen.(音頻： What a beautiful house! ) Is it a nice house?精品文檔精品文檔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 it's Canyou guess?S1: Maybe it ' s 's house.學生猜一猜。T: OK. Here ' s a video. After watching, tell

19、 me, whose house is it?學生看視頻。T: Is the story interesting?Ss: Yes, it is.T: OK. Answer my question. Question1: Whose house is it?Ss: It ' s the three bears ' house.T: Right! It ' s the three bears' house. What will happen to Goldilocks and the three bears? Today we ' ll read this

20、story. And the name of the story is :(揭題，全班讀題目2遍)2. Read and answerT: Nowplease open your books and turn to page6, read the story by yourselves, then, answer my question: What is in the house?讓學生自讀故事思考問題。(2)T: What ' s in the big house?提示學生用 There is / are 回答。(3)T: In this big house there are th

21、ree beds. There are three bears. Thereare/is 總結(jié)學生的答案并弓I 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 soup。T: Goldilocks is in the house. What time is it? Look, there' s a clock.Ss: It ' s twelve.T: Yes. It ' s 12 o ' clock. It ' s time for lun

22、ch. And how is Goldilocks?Ss: She ' s hungry and thirsty.(貼板書)T: What ' s on the table?S1: There is some soup. 及時糾正學生發(fā)音或 be動詞。3. Look and guess(1)T: Look at Goldilocks. Guess, which soup does she like? Does she like thissoup? (PPT顯示三碗湯)學生逐一回答。T: She doesn' t look happy in these two pictu

23、res, right? What' swrong with this soup? Let ' s 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 what' s wrong with this soup?(同法讀 too hot). And how about this soup? (Teach: just right)指導學生3句話連在一起讀1遍。(2)Look, boys and girls. I have some soup for you. Oh, I '

24、; m hungry and thirsty.I ' m 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 beGoldilocks 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, Goldilocks is very tired.(貼板書)What' s in the room now?S1: There

25、are three beds in the room.指導讀 2 遍。T: Look at the three beds. Are they the same?精品文檔精品文檔Ss: No, they aren ' t.T: How is this bed? Listen.教師敲擊講臺。Oh, it ' s very hard. (Teach: hard)What about the second bed? Listen.播放音頻音效。Oh, it is soft. (Teach: soft)教師拿出熊掌道具 Look, I have a toy bear claw. How

26、is it?讓學生捏一捏試一試并形容：It ' s 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? Is she happy? 教師肢體語言 提示。Ss: No

27、.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 you' re very happy. But, if there is a tiger or a lion standing in front

28、 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。4. Look and order(1)T: NowI ' d like you to read the whole story again, and try to put the pictures in

29、the correct order.指導學生完成書上第8頁的排序。(2) PPT出示答案，學生描述每副圖片。T: Let ' s read the short passage together.5. Reading time(1)T: Very good. This time, let' s 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 le t' s read it together. T

30、ry 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)Step3.Post-reading1. Retell the storyT: Children, do you like this story?Ss: Yes.T: Maybe you can tell the story to your parents. This time, try to retell thestory. I' ll give you some pictures and sentences. You can look at the blackboa

31、rd too. First, let ' s try together. 對口PPT或板書全班復述故事。(2) Now you can use your own language to retellthe story, and also you can saysomething more. OK? I ' ll give you some minutes. 四人一組練習。2. Make a short play and act it out.(1) T: Wow, do you think it ' s a lovely story? You can tell the

32、story now, but精品文檔精品文檔I still have a question about this story. At last, does the girl arrive homesafely? We don ' t know. Here I have an ending of the story. Let' s see if youlike it or not. 教師給出一種結(jié)局示范。Goldilocks is afraid. She runs away. Thebears run faster than her. They catch her and eat

33、 her. Do you like it?Ss: No!T: Me neither. It ' s so sad. We all want a happy ending. So, what will happen at last? What' s your idea? 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 a

34、gain. 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 story?Ss: Yes.T: Do you like today ' s story?Ss: Yes.T: You can read many interesting stories after class. Reading is great fun.Step4.Homework1 .Copy the new word

35、s.2 .Read and recite the story.3 .Read more books, watch the cartoons, then, think and write.板書設(shè)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 tiredafraid圖片： a house three bowls of soup three beds three bear

36、s第2課時教學目標：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 are3 .學生能夠準確運用故事中出現(xiàn)的新詞匯。4 .學生能夠熟練掌握 There be句型描述某處存在某樣東西。5 .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。6 .學生能夠完成 Fun time中的任務(wù)。7 .讓學生體

37、會到親自設(shè)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。教學具準備：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。精品文檔精品文檔教學隨記欄教學過程：Stepl. Review the story(Let ' s judge.)T: Good morning, class. In the last class, we have learned an interesting story.What is the name of the story?Ss:

38、 Goldilocks and the three bears.T: Do you like the story?Ss: Yes!T: Good. First, let ' s play a game. Let ' s try to judge. I ' ll give you some帶領(lǐng)學生說一說true和're team 2. Let ' s see which's begin!男女生輪流回答。re three bears. But in our教師從講臺下拿出兩個玩具熊。sentences. You just to judge if it

39、 is true or false. falseLet ' s compete. Boys, you ' re team 1. Girls, you team will get more honey and be the winner. Let Step2. Learn the words1. Brain stormT: Big hands for yourself! In this story, there classroom, there ' re two bears. Where are they?They' re here! Let's say

40、hello to them.Ss: Hello, bears!T: Are these bears the same?Ss: No, they aren ' t.T: They ' re 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 at this brown bear. How does it fee

41、l?教師敲擊小熊提示學生。51: It ' s very hard.T: Yes. How about the white one? Is it hard too?52: No, it ' s 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 )2.Look and learnT: I have some picturesfor you. Try to tell mewhich is hard, and which is soft.S:is hard.is soft.The opposite.T: Hard and soft,

42、 they ' re 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4. Look and answerT: Where is the baby bear?5. It ' s in front of the mother bear.T: Now, where is the baby bear?S: It ' s beside the moth

43、er bear.T: Now, where is the baby bear? (Teach: between)全班說到個別說。Ss: It ' s between the father bear and the mother bear.精品文檔精品文檔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。Step3.Grammar time（ too 的運用）Look and sayT: Just now we

44、reviewed the story. Now let' s move on to the Grammar time ofthis unit. Follow me. Grammar time.（讀一讀） OK. Task 1 here, we should knowthe usage of the word' too ' . Look at this picture. Does Goldilocks like thissoup?Ss: No.T: Why? What ' s the matter?S: This soup is too cold.T: What

45、' s wrong with this soup?S: This soup is too hot.T: Look at this bed. Why doesn ' t Goldilocks like it?S: This bed is too hard.T: What about this one?S: This bed is too soft.T: Let ' s read these sentences together. 齊讀四句話 1 遍。T: We use 'too ' to modify some adjective words. How d

46、o we use these words?Let me make some samples for you. Look, I want to carry this teacher' s desk,but it ' s too heavy. I can ' t move it. Understand?Ss: Yes.Look at the picture. Can the man reach the apple? Why not?S: The apple tree is too high. He can' t reach the apple.T: You '

47、; re right.Look and completeT: Does the boy look smart in this sweater? What' s wrong?S: The sweater is too big. He can ' t wear it.T: Oh, look at this baby. Can he go to school?S: The baby is too young. He can ' t go to school.Step4.Grammar time（ There be句型）Think and sayT: OK. Grammar 2

48、. The usage of There is / areFollow me, there is, there are.教師帶讀。First, let' s think and say. Tell me, what' s in the forest? What' s 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，教師板書句型。Look and discussT: Look

49、at these four sentences. Let' s read them together.適時提醒縮寫There' s / There ' re 的用法。Who can tell me the difference between'there is ' and 'there are ' ? You candiscuss in pairs first.學生同桌間討論區(qū)別。T: OK. What ' s your opinion? Let ' s listen.精品文檔精品文檔學生可以用中文總結(jié)他們發(fā)現(xiàn)的規(guī)律。T:

50、 Good try! Nowlisten to mecarefully.Whenwe' re talking about only one thing,we use 'there is ' . Whenwe are talkingabout the things, morethan 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。Play a gameT

51、: Nowlet ' s play a game. All the boys are 'is ' , and all the girls are 'are'. I' ll show you some 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?

52、Ss: OK.Look and writeT: Look! This is another picture of the bears' house. Look at it. Do you likeit? Can you complete the sentences with the right words?Welcome to the bears ' house! Look! There a picture of them the wall.There a table in the house. There some honey the table. Theretwo ball

53、s the table. There a toy car two balls. There a clock the window. There a cap the clock. Do you liketheir house?學生完成后利用幻燈片集體核對答案。Step5.Fun timeDraw a new house(1) T: After visiting the bears' house, Goldilocks feels very sorry, so shewrites a letter to the bears.Dear Bear Family,Sorry for bother

54、ing 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 bears be happy to get this letter? Ss: Yes.T: So the bears are coming. This is Goldilocks' house. What ' s i

55、n 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 show your picture to us, and talk about it?請學生上臺介紹圖畫內(nèi)容。(教師及日反饋)2.Make a short play and act it out(1)T:

56、Oh, I like your pictures, and I know all of your houses are ready for the bears. It ' s time for visiting. The bears are at Goldilocks' home now. Whatwill happen? Will they be happy? I think we can figure out a new story. I can make an example. I am Goldilocks. I need three bears. Who' d

57、 like to try?邀請三名學生上臺扮演bears ,示范表演對話。(2)T: Now you can practice in four.(3)Ss act in groups.Step6.Homework精品文檔精品文檔T: Today, you' ve done a very good job! I like your story so much. Here' s your homework.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.板書設(shè)計：Goldilocks and the three bears ( Grammar time & Fun time)This soup is too hot / cold.This bed is too hard / soft.There isThere are第3課時 教學目標：1 .能夠聽懂、會說、會讀卡通故事中出現(xiàn)的詞匯：really, then, find, their。2 .能夠流利地表達 There is There are的意