小学牛津译林版Unit 1 Goldilocks and the three bears教学课件ppt

《英语》（五年级上册）

Unit 1 Goldilocks and the three bears

Grammar time & Fun time

Teaching aims and learning objectives  教学目标

1. 巩固所学故事中出现的词汇：Goldilocks, bear, soup, hard, soft, afraid, just right, in front of, beside, between；

2. 四会掌握词汇：house, room, in front of, her, beside, between；

3. 学生能有感情地表演故事；

4. 基于三只熊的故事，巩固并四会掌握there be句型；

5. 创设不同情境，让学生能够听懂、会说、会读、会写句型：There is 加名词单数或不可数名词，There are加名词复数，并理解句型的意思；

6. 学生能够充分理解并掌握Grammar time中There be…句型的用法和规则以及单词too的用法。

Focus of the lesson and predicted area of difficulty  教学重点和难点

教学重点:

1. 滚动复现词汇Goldilocks, bear, forest, house, soup, hard, soft, afraid, just right, in front of；

2. 在故事情景中反复使用、巩固there be句型；

3. 创设不同情境，让学生能够听懂、会说、会读、会写句型：There is 加名词单数或不可数名词，There are加名词复数，并理解句型的意思；

4. 学生能够针对不同的情境活用日常用语This … is too…

教学难点：

1. 学生对词汇和语言的掌握属于理解跟说阶段，教师应创设不同情境让学生能够四会掌握词汇和句型

2. There is 加名词单数或不可数名词，There are加名词复数这组语言对中国学生来说有难度，教师通过趣味活动逐步突破

3. 学生能够针对不同的情境活用This … is too…

Teaching procedures  教学过程

Step 1 Greetings and warming up

1. Enjoy a song：One one

2. Listen and do

T: Put your …in/on/under/beside/between…

S: 学生根据老师的指令做出正确的反应

Step 2 Review the story

1. Think and judge

T: Last lesson we have learned an interesting story. What is the name of the story? 

S: Goldilocks and the three bears.

T: Do you like the story? 

T: Now I’ll give you some sentences. Please judge if it is true or false. (带领学生说一说true和false)

a. There is a house in the forest.       

b. Goldilocks is not hungry, but she is tired.

c. The three bowls (碗) of soup are for the bears.

d. There are three hard beds in the room.

e. Goldilocks is not afraid to see the bears.

2. Review the story

(1) 教师出示故事场景一：Look, Goldilocks is in the _______. There is a big _______. 学生和老师复习故事。(重点讲述There be句型)

(2) 同法复习第二、三、四场景，同时巩固新单词

    house, soup, hard, soft, afraid, in front of

(3) 学生齐读故事，教师指导语音语调

(4) 学生抽选场景，全班合作表演，相互评价。

(5) Retell the story. 学生根据图片和提示语复述故事。

Step3 Grammar time(too的用法)

(1) Try to say

(教师出示第2幅和第3幅课文插图，让学生说一说书上的句子)

T: Look at this picture. Does Goldilocks like this soup?

S: No.  

T: Why? What’s the matter?

S: This soup is too cold.

T: What’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.

(2) Try to summarize

T: We use “too” to modify some adjective words. How do we use these words? Let me give you some examples. Look, I want to carry this teacher’s desk, but it’s too heavy. I can’t move it. Understand?   

S: Yes.

T: Look at the pictures. Can you describe the situation? (用之前课文中出现的一些图片复习巩固too的用法)

T: This time, say the sentences as quickly as you can. (教师出示一些不同的图片，让学生快速描述This … is too …)

Step 4 Grammar time (There be句型)

1. Learn to say

(1) T: Goldilocks sees soup and beds in the house. And she also sees a lot of things in other rooms. Look, there are many things in the living room. Who can say the next? (教师引导学生接龙说句子：There is/are … in the living room)

(2) 教师逐图出示三只熊家里的其他房间(study和kitchen), 请学生四人一组合作以接龙形式将图片中的物品用there be句型表达出来

(3) 教师示范书写句型，学生在书上书写，完成后同桌交流检查。

2. Think and summarize

(1) 教师根据刚才的Think and say带领学生归纳There be用法

T: Who can tell me the difference between “there is” and “there are”? You can discuss in pairs first.

S: (学生可以用中文总结他们发现的规律)

T: Good try! Now listen to me carefully. When we talk about only one thing, we use “there is”. When we are talk about more than one thing, we use “there are”. But, when we are talking about the uncountable words, we use “there is”. (教师解释不可数名词，举例说明)

(2) Play a game

A. T: Now let’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?　

B. Fun time (Draw and say)

  T: Now please turn to page 10. You can draw first and then talk about your picture in pairs. (最后请几组学生介绍他们画的图片)

C. A letter to friend

① T: As we all know, Goldilocks was woken up by the three bears, and she was so afraid that she ran away. Now she is at home. She wants to tell the story to her good friend Amy. She is going to write a letter to her. Look at the letter. Can you finish it for her? You can talk about it with your partners first. (请同桌两人先讨论一下信的内容)

② Finish the letter orally.

③ Write the letter in pairs.

④ Check.

Dear Amy,

________ _____ a forest near my house. It is ________. _______ ______ many colourful flowers and lovely animals there. ________ ______ a nice house in the forest too. I went into the house. _________ ________ three rooms in the house. I can see a living room, a study, a kitchen, and a bedroom. In the kitchen, _________ ________ three bowls of soup _______ the __________. One of them is _____ _______. One of them is ________ _______. One of them is ________ _______. In the bedroom, ________ _______ three beds. I don’t like the __________ one or the _________ one. I fell asleep on the nice bed. But when I opened my eyes, I saw three bears. They were _________ ______ _______me. I was very afraid, so I ran away and shouted help! Do you want to see the bears? Come to my home and I’ll show you.

                                                                    Best wishes!

Goldilocks

Homework  家庭作业

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.

Teaching aids  教学准备(含板书设计)

教学准备：

1. 教师准备：PPT，板书。

2. 学生准备：复习Story time，熟读、会复述，会合作表演。

板书设计：         Unit 1 Goldilocks and the three bears (Story time)

说课

本节课第一单元第二课时Grammar time。作为第二课时，教师预期的教学重点是对词汇与句型的进一步学习和熟练运用，教师预期的教学难点为根据所描述的对象正确运用There be句型。

关于本节课教学环节中的活动设计及其设计意图：

首先是热身环节。通过歌曲为there be句型的进一步学习进行铺垫；紧接着教师和学生间进行听与做的互动，较为全面地复习了学过的方位介词，活动本身很有趣味性和挑战性，学生注意力高度集中，反馈的效果也较好。

其次是复习故事环节。教师设计了一个判断正误的游戏，学生需要根据屏幕上出现的句子快速判断正确与否，考查学生对所学故事的记忆和理解。然后教师带领学生通过按场景复习，看图复述等不同方式复习、巩固词汇和句型。在熟悉故事发展过程后再进行全班性的合作表演，巩固了对文本内容的理解。

语法板块是本节课的教学重点。本单元的语法板块共有两个学习任务：

1. 掌握单词too的用法。教师先让学生根据故事插图中Goldilocks的情绪变化，用too描述原因，进而呈现其他图片，以看图说短语/句子的形式突出重点，化解难点，帮助学生准确地理解too的意义并掌握用法。

2.掌握句型there be的用法。教师首先让学生用There be句型描述各个场景中存在的物品，然后让学生通过观察书中的图表讨论并总结There is和There are的不同用法，之后以游戏方式进行男女生比赛，以此巩固There be的正确用法，然后同桌完成Fun time，最后让学生运用所学的知识完成一封信。本板块的设计意图主要是：1.通过图表的形式帮助学生理清思路；2. 鼓励学生自主讨论、发现并学习语法规律；3.注重趣味性，给单一、枯燥的语法学习注入活力，调动学生的学习兴趣，并帮助他们理解并巩固运用。

分享与思考：

1. 关注完整的情境创设，设置具备趣味性和可操作性的学习活动或任务；

2. 语法知识的学习应该在情境中感知和运用。在交际活动中模仿学习语法知识；在归纳小结中明确语法规则；在说与写的训练中运用语法知识。