五上Unit1  Goldilocks and the three bears

教学目标：

1. 能初步听懂、会读、会拼写单词house, room, in front of, her, beside, between。

2. 能听懂、会说、会读单词bear, forest, there, soup, justright, hard, soft, afraid, really, then, find, their。

3. 能听懂、会说、会读、会运用句型There is... 和 There are .. Help!

4. 能理解并掌握There be…句型的用法和规则以及单词too的用法。

5. 掌握字母c在单词中的读音。

6. 能了解中西方传统的饮食，并能用英语作简单介绍。

教学重点：

1. 掌握四会单词house,room, in front of, her, beside, between

2. 理解并掌握There be…句型的用法和规则以及单词too的用法。

3. 掌握字母c在单词中的读音。

教学难点：

1. 句型There is/are ...的用法。

2. 四会词汇：house, room,in front of, her, beside, between等词的音、形、义。

3. 语音：字母c在单词中的读音。

4. 了解中西方传统的饮食区别。

课时安排：

第一课时 Story time

第二课时Grammar time & Fun time

第三课时Cartoon time & Culture time

第四课时Sound time , Checkout time& Ticking time

第五课时 复习检测，完成《补充习题》

五上Unit1 Goldilocks and thethree bears

The1st period

【教学内容】

Story time

【教学目标】

1. 能听懂、会说、会读故事中出现的词汇：Goldilocks, bear,forest, house, soup, hard, soft, afraid, just right, in front of ；

2. 能听懂、会说、会读句型：There is … Thereare…What a beautiful…! This … is too…并理解句型的意思；

3. 能够朗读并理解故事，并在此基础上表演故事。

4.学生能体会到阅读故事的乐趣，培养学生阅读的兴趣。

【教学重点】

1、掌握并理解故事中出现的词汇，如Goldilocks, bear,forest, house, soup, hard, soft, afraid等。

2、掌握并运用句型There is/are...

3、能够从整体上阅读故事并理解故事。

4、能够语音语调正确地朗读故事、复述故事

【教学难点】

1、掌握并理解故事中出现的词汇，如Goldilocks, bear,forest, house, soup, hard, soft, afraid等。

2、掌握并运用句型There is/are...

3、能够从整体上阅读故事并理解故事。

4、能够语音语调正确地朗读故事、复述故事

【教学准备】

卡片，CD及PPT，三副碗勺，熊掌道具，

【教学过程】

Step1 Warming up

Free talk

师生问候，复习以前句型

T: Boys and girls, tell me, what do you likedoing at home?  S1: I like… （学生个别回答，老师及时回应like doing）

T: Children, do you like reading stories?

Ss: Yes.

T: Good. Today our class will read a storytogether. Are you happy?  

Ss： Yes!   

Step2 Listen and guess

1. T: Great! First,Let’s go to a place. Try to guess: what place is it? I’ll give you some clues.Now look, it’s very big and beautiful. There are many trees and flowers. Thereare some streams. Many wild animals live here. What place is it?   

S1: A forest. 提示学生可以用中文回答。

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 videoabout forest. Do you want to take a look?

Ss: Yes!

T: OK. Let’s watch it. After watching, tellme, what can you see in the forest? 全班看视频。

2. Try to say

T: What can you see in the forest?

S: I can see ...

T: Yes, there are many trees in the forest.Let’s read the sentence.

   Now, look, there are ... in the forest. Whocan try? 鼓励学生用there are 句型造句

3. 出现a girl Whois the girl? Teach:goldilocks

  How about this house? Teach: What a nicehouse!

  Whose house is it?

Step3 Presentation

1.     Watch and answer

Whose house is it?

揭题：Goldilocks and the three bears

2. Read andanswer

What’s in the house?

学生自己阅读，并尝试用there is/are回答问题。

Teach: soup 提醒some soup 不可数

3. Look and guess

T: It’s 12 o’clock. Goldilocks is hungry and thirsty. She can see some soup on the table. Which soup does she like? (PPT显示三碗汤)

S: 学生逐一回答。

T: Shedoesn’t look happy in these two pictures, right? What’s wrong with this soup?Let’s listen to her. (音频：This soup is too cold.)

指导学生模仿跟读2遍，重点重复too cold.

T: And what’s wrong with this soup? (同法读too hot).

And how about this soup? (Teach: just right)

指导学生3句话连在一起读1遍。

指导有感情朗读并表演这一场景。

4. T: After eating the soup, Goldilocks isvery tired.（板书）   What’s in the room now?  

S1: There are three beds in the room. 指导读2遍。

T: Look at the three beds. Are they thesame?  

Ss: No, they aren’t.

T: How is this bed?  Listen. （教师敲击讲台）Oh, it’svery hard. (Teach: hard)

What about the second bed? Listen. 播放音频音效。Oh, it issoft. (Teach: soft)  教师拿出熊掌道具 Look, Ihave a toy bear claw. How is it? 让学生捏一捏试一试并形容：It’s soft.

T: OK. Look at the picture, if you wereGoldilocks, What would you say?  

S1: This bed is too… 学生个别说完，全班跟读三句话。

5. T: Oh, this bed isjust 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? (教师肢体语言提示)

Ss: No.

T: She is afraid now. (Teach: afraid) Why isshe afraid?

Read the story, then,tell me.

学生自读故事并思考问题。

T: Because there are three bears in front ofher.

(Teach: in front of)  

7. T: What did thebears say?   Ss: Who are you?

T: Goldilocks shouted:   

Ss: Help! Help! 解释意思。让男生和女生分角色读一读最后一幅图，教师指导afraid情绪。

8. Look and order

  学生完成书上第8页的排序, 教师检查并核对答案

  学生尝试描述图片内容

9. Reading time

   跟录音朗读，注意语音语调

10. Read in four

  四人一组，尝试根据PPT提示复述故事

11. Act it out

   表演故事，鼓励学生给故事编个结尾

   

Step4 Homework.

1.     Copy thenew words.

2.     Read andrecite the story.

3.  Read more books, watch the cartoons, then,think and write.

【板书设计】

Unit1 Goldilocks and the three bears

happy hungry and thirsty   tired   afraid

a house some soup   three beds   threebears

五上Unit1  Goldilocks and the three bears

教学目标：

1. 能初步听懂、会读、会拼写单词house, room, in front of, her, beside, between。

2. 能听懂、会说、会读单词bear, forest, there, soup, justright, hard, soft, afraid, really, then, find, their。

3. 能听懂、会说、会读、会运用句型There is... 和 There are .. Help!

4. 能理解并掌握There be…句型的用法和规则以及单词too的用法。

5. 掌握字母c在单词中的读音。

6. 能了解中西方传统的饮食，并能用英语作简单介绍。

教学重点：

1. 掌握四会单词house,room, in front of, her, beside, between

2. 理解并掌握There be…句型的用法和规则以及单词too的用法。

3. 掌握字母c在单词中的读音。

教学难点：

1. 句型There is/are ...的用法。

2. 四会词汇：house, room,in front of, her, beside, between等词的音、形、义。

3. 语音：字母c在单词中的读音。

4. 了解中西方传统的饮食区别。

课时安排：

第一课时 Story time

第二课时Grammar time & Fun time

第三课时Cartoon time & Culture time

第四课时Sound time , Checkout time& Ticking time

第五课时 复习检测，完成《补充习题》

五上Unit1 Goldilocks and thethree bears

The1st period

【教学内容】

Story time

【教学目标】

1. 能听懂、会说、会读故事中出现的词汇：Goldilocks, bear,forest, house, soup, hard, soft, afraid, just right, in front of ；

2. 能听懂、会说、会读句型：There is … Thereare…What a beautiful…! This … is too…并理解句型的意思；

3. 能够朗读并理解故事，并在此基础上表演故事。

4.学生能体会到阅读故事的乐趣，培养学生阅读的兴趣。

【教学重点】

1、掌握并理解故事中出现的词汇，如Goldilocks, bear,forest, house, soup, hard, soft, afraid等。

2、掌握并运用句型There is/are...

3、能够从整体上阅读故事并理解故事。

4、能够语音语调正确地朗读故事、复述故事

【教学难点】

1、掌握并理解故事中出现的词汇，如Goldilocks, bear,forest, house, soup, hard, soft, afraid等。

2、掌握并运用句型There is/are...

3、能够从整体上阅读故事并理解故事。

4、能够语音语调正确地朗读故事、复述故事

【教学准备】

卡片，CD及PPT，三副碗勺，熊掌道具，

【教学过程】

Step1 Warming up

Free talk

师生问候，复习以前句型

T: Boys and girls, tell me, what do you likedoing at home?  S1: I like… （学生个别回答，老师及时回应like doing）

T: Children, do you like reading stories?

Ss: Yes.

T: Good. Today our class will read a storytogether. Are you happy?  

Ss： Yes!   

Step2 Listen and guess

1. T: Great! First,Let’s go to a place. Try to guess: what place is it? I’ll give you some clues.Now look, it’s very big and beautiful. There are many trees and flowers. Thereare some streams. Many wild animals live here. What place is it?   

S1: A forest. 提示学生可以用中文回答。

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 videoabout forest. Do you want to take a look?

Ss: Yes!

T: OK. Let’s watch it. After watching, tellme, what can you see in the forest? 全班看视频。

2. Try to say

T: What can you see in the forest?

S: I can see ...

T: Yes, there are many trees in the forest.Let’s read the sentence.

   Now, look, there are ... in the forest. Whocan try? 鼓励学生用there are 句型造句

3. 出现a girl Whois the girl? Teach:goldilocks

  How about this house? Teach: What a nicehouse!

  Whose house is it?

Step3 Presentation

1.     Watch and answer

Whose house is it?

揭题：Goldilocks and the three bears

2. Read andanswer

What’s in the house?

学生自己阅读，并尝试用there is/are回答问题。

Teach: soup 提醒some soup 不可数

3. Look and guess

T: It’s 12 o’clock. Goldilocks is hungry and thirsty. She can see some soup on the table. Which soup does she like? (PPT显示三碗汤)

S: 学生逐一回答。

T: Shedoesn’t look happy in these two pictures, right? What’s wrong with this soup?Let’s listen to her. (音频：This soup is too cold.)

指导学生模仿跟读2遍，重点重复too cold.

T: And what’s wrong with this soup? (同法读too hot).

And how about this soup? (Teach: just right)

指导学生3句话连在一起读1遍。

指导有感情朗读并表演这一场景。

4. T: After eating the soup, Goldilocks isvery tired.（板书）   What’s in the room now?  

S1: There are three beds in the room. 指导读2遍。

T: Look at the three beds. Are they thesame?  

Ss: No, they aren’t.

T: How is this bed?  Listen. （教师敲击讲台）Oh, it’svery hard. (Teach: hard)

What about the second bed? Listen. 播放音频音效。Oh, it issoft. (Teach: soft)  教师拿出熊掌道具 Look, Ihave a toy bear claw. How is it? 让学生捏一捏试一试并形容：It’s soft.

T: OK. Look at the picture, if you wereGoldilocks, What would you say?  

S1: This bed is too… 学生个别说完，全班跟读三句话。

5. T: Oh, this bed isjust 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? (教师肢体语言提示)

Ss: No.

T: She is afraid now. (Teach: afraid) Why isshe afraid?

Read the story, then,tell me.

学生自读故事并思考问题。

T: Because there are three bears in front ofher.

(Teach: in front of)  

7. T: What did thebears say?   Ss: Who are you?

T: Goldilocks shouted:   

Ss: Help! Help! 解释意思。让男生和女生分角色读一读最后一幅图，教师指导afraid情绪。

8. Look and order

  学生完成书上第8页的排序, 教师检查并核对答案

  学生尝试描述图片内容

9. Reading time

   跟录音朗读，注意语音语调

10. Read in four

  四人一组，尝试根据PPT提示复述故事

11. Act it out

   表演故事，鼓励学生给故事编个结尾

   

Step4 Homework.

1.     Copy thenew words.

2.     Read andrecite the story.

3.  Read more books, watch the cartoons, then,think and write.

【板书设计】

Unit1 Goldilocks and the three bears

happy hungry and thirsty   tired   afraid

a house some soup   three beds   threebears