英语Unit 1 Goldilocks and the three bears教案及反思

这是一份英语Unit 1 Goldilocks and the three bears教案及反思，共22页。
教材分析：
本单元话题是谈论客观存在的人或事物。教学重点是 “there be+ 名词（短语） + 地点状语 ” 的句型，表示某地有某人或某事物。 there be 句型涉及到可数名词和不可数名词，教师要提醒学生在运用时区分可数名词的单复数形式，从而准确运用 be 动词的正确形式。在教学中，教师可以旧带新，引出本单元的目标介词词汇，可以利用图片、简笔画或实物等教学用具来教授方位介词，还可以利用教室中的物品和场景创设情境，教授和操练 there be 句型，使学生更好地理解句型的结构并自如地运用。
学情分析：
本单元所学的 there be 句型对学生来说并不是很困难，在之前的学习中也接触了一些，关键是要让学生注意到可数名词的单复数问题，以便让学生能正确地运用 be 动词。在教学时，只要老师多创设情境进行教学，老师好好的引导，学生就能更好地接受并掌握新知识。在单词教学这一块，单词 afraid 等发音有所难度，只有让学生多进行朗读训练，他们才能更好地将单词发对音。本单元以金发女孩与三只狗熊的故事内容展开，学生一定很感兴趣，学起来积极性要高一些。整个单元的内容教师只要思考一些好的教学方式，学生学起来一定比较轻松、有趣。
教学目标：
1. 能听懂、会说、会读和会拼写形容词 hard 、 sft 、 ht 、 cld 、 afraid 等。
2. 能听懂、会说、会读和会写句型 There be…in/n/beside/in frnt f/between…
3. 了解字母 c 在单词中的读音。
4. 了解 “ 茶 ” 和 “ 咖啡 ” 的文化。
5. 能正确理解、朗读 stry time 和 cartn time.
教学重点：
1. 能正确理解、掌握语篇内容，并能朗读、初步表演对话。
2. 能正确地听、说、读、写 There be 句型描述场所，例如教室、卧室等。
3. 能使用形容词描述物体、感受等。
教学难点：
1. 能正确理解、掌握语篇内容，并能表演对话。
2. 能正确地听、说、读、写 There be 句型描述场所。
课时安排：
第一课时： Stry time
第二课时： Grammar time and Fun time
第三课时： Sund time and Cartn time
第四课时： Culture time, Checkut time and Ticking time
第五课时： Review & Wrkbk
第 1 课时 ( 总第1课时 )
上课时间：9 月 4 日 课型： 新授课
教学目标：
1. 能够听懂、会说、会读故事中出现的词汇： Gldilcks, bear, frest, huse, sup, hard, sft, afraid, just right, in frnt f 。
2. 能够听懂、会说、会读句型： There is … There are… 并理解句型的意思。
3. 能够听懂、会说、会读日常用语： What a beautiful…! This … is t…
4. 学生能够阅读、理解故事，并能够在理解的基础上表演出故事。
5 ．学生能够改编故事并试着表演出来。
6 ．让学生体会到阅读故事的乐趣，培养学生阅读的兴趣。
教学重点:
1 ．能够从整体上阅读故事并理解故事。
2 ．能够语音语调正确地朗读故事、复述故事。
教学难点： 能够根据课文内容创编剧本并表演。
教学具准备:
1. 教师准备： PPT ，三副碗勺，熊掌道具，词汇卡和图片，板书。
2. 学生准备：听 5 遍 Stry time 录音。
教学过程：
Step1: Pre-reading
1. Free talk
(1)T: OK. It’s time fr class! Are yu ready?
Ss: Yes.
T: Gd mrning, everyne!
Ss: Gd mrning, Miss sun.
2.Listen and guess
T: Great! First, Let’s g t a place. Try t guess: what place is it? I’ll give yu sme clues. Nw lk, it’s very big and beautiful. There are many trees and flwers. There are sme streams. Many wild animals live here. What place is it?
S1: A frest.
T: Gd. Let me shw yu a picture f frest.
（ Teach: frest ） Have yu ever been t a frest?
Ss: N.
T: Well, dn’t be sad. Here I gt a vide abut frest. D yu want t take a lk?
Ss: Yes!
3. Lk and say
(1.)T: OK. Is the frest beautiful?
Ss: Yes, it is.
T: What can yu see in the beautiful frest ？
(2)T: Gd! Lk at this picture. There are many trees in the frest. Let’s read the sentence. 全班跟读句型 2 遍。
T: Nw, lk, there are… in the frest. Wh can try? 让学生模仿例句说说 There are …
Step2: While-reading
1. Watch and answer
(1)T: Ww, there is a girl in the frest. Right? 学生跟读句子 2 遍。 Wh is this girl? What is her name? Let me tell yu. Her name is Gldilcks. (Teach: Gldilcks) Oh, it’s s surprising. Gldilcks is in the frest. What des she see in the frest?
Ss: She sees a big huse. (Teach: huse)
T: Yes. Lk at Gldilcks. （拿出人物图片） She’s very happy. （贴板书） Because she sees a big huse.( 贴板书 ) Hw des she think abut this huse? Let’s listen. （音频： What a beautiful huse! ） Is it a nice huse?
Ss ： Yes.
T: Nw, read it tgether. （指导朗读）
(2) T: In the frest, there is a huse. Whse huse is it? Maybe it's … Can yu guess?
S1: Maybe it’s …’s huse. 学生猜一猜。
T: OK. Here’s a vide. After watching, tell me, whse huse is it? 学生看视频。
T: Is the stry interesting?
Ss: Yes, it is.
T: OK. Answer my questin. Questin1: Whse huse is it?
Ss: It’s the three bears’ huse.
2. Read and answer
(1)T: Nw please pen yur bks and turn t page6, read the stry by yurselves, then, answer my questin: What is in the huse? 让学生自读故事思考问题。
(2)T: What’s in the big huse?
提示学生用 There is / are 回答。
(3)T: In this big huse there are three beds. There are three bears. There are/is…
T: Gldilcks is in the huse. What time is it? Lk, there’s a clck.
Ss: It’s twelve.
T: Yes. It’s 12 ’clck. It’s time fr lunch. And hw is Gldilcks?
Ss: She’s hungry and thirsty. （贴板书）
T: What’s n the table?
S1: There is sme sup .
3. Lk and guess
(1)T: Lk at Gldilcks. Guess, which sup des she like? Des she like this sup? (PPT 显示三碗汤 )
学生逐一回答。 T: She desn’t lk happy in these tw pictures, right? What’s wrng with this sup? Let’s listen t her. ( 音频： This sup is t cld.)
指导学生模仿跟读 2 遍，重点重复 t cld.
T: And what’s wrng with this sup? ( 同法读 t ht). And hw abut this sup? (Teach: just right)
指导学生 3 句话连在一起读 1 遍。
(2)Lk, bys and girls. I have sme sup fr yu. Oh, I’m hungry and thirsty. I’m ging t eat the sup. This sup is t cld. This sup is t ht .
(3)T: After eating the sup, Gldilcks is very tired. （贴板书） What’s in the rm nw?
S1: There are three beds in the rm. 指导读 2 遍。
T: Lk at the three beds. Are they the same?
Ss: N, they aren’t.
T: Hw is this bed? Listen. 教师敲击讲台。 Oh, it’s very hard. (Teach: hard) What abut the secnd bed? Listen. 播放音频音效。 Oh, it is sft. (Teach: sft) 教师拿出熊掌道具 Lk, I have a ty bear claw. Hw is it? 让学生捏一捏试一试并形容： It’s sft.
(4) T: Oh, this bed is just right, s Gldilcks will have a sweat dream in this bed, I think. 出音效 “Help! Help!”Hw is she nw? Is she happy? 教师肢体语言提示。
Ss: N.
T: She is afraid nw(Teach: afraid) Why is she afraid? Read the stry, then, tell me. 学生自读故事并思考问题。
(5)T: Because there are three bears in frnt f her. (Teach: in frnt f) Nw, lk at me. I am standing in frnt f yu. And yu’re very happy. But, if there is a tiger r a lin standing in frnt f yu, wuld yu be happy?
Ss: N!
T: Of curse nt. Yu must be afraid.
(6) T: What did the bears say?
Ss: Wh are yu ?
4. Lk and rder
(1)T: Nw I’d like yu t read the whle stry again, and try t put the pictures in the crrect rder. 指导学生完成书上第 8 页的排序。
(2) PPT 出示答案，学生描述每副图片。
T: Let’s read the shrt passage tgether.
5. Reading time
(1)T: Very gd. This time, let’s read the stry after the cmputer. 学生跟电脑齐读故事，教师指导朗读。
(2)T: OK. This time, yu can read in a grup. 四人一组自由读 。
Step3.Pst-reading
1. Retell the stry
(1)T: Children, d yu like this stry?
Ss: Yes.
T: Maybe yu can tell the stry t yur parents. This time, try t retell the stry. I’ll give yu sme pictures and sentences. Yu can lk at the blackbard t. First, let’s try tgether. 对照 PPT 或板书全班复述故事 。
2. Make a shrt play and act it ut.
(1) T: Ww, d yu think it’s a lvely stry? Yu can tell the stry nw, but I still have a questin abut this stry. At last, des the girl arrive hme safely? We dn’t knw. Here I have an ending f the stry. Let’s see if yu like it r nt. 教师给出一种结局示范。 Gldilcks is afraid. She runs away. The bears run faster than her. They catch her and eat her. D yu like it?
Ss: N!
T: Me neither. It’s s sad. We all want a happy ending. S, what will happen at last? What’s yur idea? Maybe Gldilcks and the three bears becme friends. 学生发挥想象，给出一个美好的结尾。
(2)T: Oh, I like the ending. The next day, Gldilcks and her friends visit the huse again. What will happen? I want yu t discuss in grups, and try t act the stry. OK?
Ss: OK.
学生分组练习表演故事 。
Step4.Hmewrk
1.Cpy the new wrds.
2.Read and recite the stry.
3.Read mre bks, watch the cartns, then, think and write.
板书设计：

Unit1 Gldilcks and the three bears ( Stry time)
Gldilcks 头像 Gldilcks 头像 Gldilcks 头像 Gldilcks 头像
单词条： happy hungry & thirsty tired afraid
图片： a huse three bwls f sup three beds three bears
教学后记：教学中，正确优美的示范，能激发学生的朗读兴趣。教师必须不断学习，以自身优美、纯正的语音、语调感染、熏陶学生，给学生美的享受，从而引起学生的朗读欲望。在教师示范的时候要让学生静听并注意观察口形。但由于小学生年龄小，理解能力相对较低，让学生真正用心听录音就显得比较困难，这就需要教师在日常教学中从小处、细处入手，培养学生的倾听能力。在练习的过程中，内容不要局限于本课学习的几个单词，教师可根据学生已学的知识情况，设置情景对练习内容进行拓展。但值得注意的是，拓展的内容应做到与学生的生活经验紧密联系，实现语言从课内到课外的延伸。开展综合性学习活动，拓宽学生的学习空间，增加 学生英语实践的时间与机会。
第2课时 ( 总第 2 课时 )
上课时间： 9 月 5 日 课型： 新授课
教学目标：
1. 进一步巩固并掌握故事中出现的词汇： Gldilcks, bear, frest, huse, sup, hard, sft, afraid, just right, in frnt f, beside, between 。
2. 进一步巩固并掌握四会句型： There is … There are…
3 ．学生能够准确运用故事中出现的新词汇。
4. 学生能够熟练掌握 There be… 句型描述某处存在某样东西。
5. 学生能够理解并掌握 Grammar time 中 There be… 句型的用法和规则以及单词 t 的用法。
6. 学生能够完成 Fun time 中的任务。
7 ．让学生体会到亲自设计家居的乐趣。
教学重点 : 对词汇和句型的学习和运用。
教学难点：根据所描述的对象正确运用 There be… 句型。
教学具准备 :
1. 教师准备： PPT ，一硬一软两个玩具熊，板书。
2. 学生准备：复习 Stry time ，熟读、会复述，会合作表演。
教学过程：
Step1. Review the stry(Let’s judge.)
T: Gd mrning, class. In the last class, we have learned an interesting stry. What is the name f the stry?
Ss: Gldilcks and the three bears.
T: D yu like the stry?
Ss: Yes!
T: Gd. First, let’s play a game. Let’s try t judge. I’ll give yu sme sentences. Yu just t judge if it is true r false. 带领学生说一说 true 和 false
Step2. Learn the wrds
1. Brain strm
T: Big hands fr yurself! In this stry, there’re three bears. But in ur classrm, there’re tw bears. Where are they? 教师从讲台下拿出两个玩具熊。 They’re here! Let's say hell t them.
Ss: Hell, bears!
T: Are these bears the same?
Ss: N, they aren’t.
T: They’re different. Can yu try t describe these tw bears? Fr example, this white bear is big, and this brwn bear is small. Can yu try? 学生试着描述一下两只玩具熊 。
2.Lk and learn
T: I have sme pictures fr yu. Try t tell me which is hard, and which is sft.
S: _________ is hard. ________ is sft.
The ppsite.
T: Hard and sft, they’re antnym. What is the antnym wrd f ht?
S: Cld.
学生练习学过的反义词，以此引出：
T: What abut ‘behind’? Ss: In frnt f.
（复习词组 in frnt f ）
PPT 显示图片
4. Lk and answer
T: Where is the baby bear?
S: It’s in frnt f the mther bear.
T: Nw, where is the baby bear?
S: It’s beside the mther bear.
T: Nw, where is the baby bear? (Teach: between)
Ss: It’s between the father bear and the mther bear. 全班说到个别说 。
Step3.Grammar time( t 的运用 )
Lk and say
T: Just nw we reviewed the stry. Nw let’s mve n t the Grammar time f this unit. Fllw me. Grammar time. （读一读） OK. Task 1 here, we shuld knw the usage f the wrd ‘t’. Lk at this picture. Des Gldilcks like this sup?
Ss: N.
T: Why? What’s the matter?
S: This sup is t cld.
T: What’s wrng with this sup?
S: This sup is t ht.
T: Lk at this bed. Why desn’t Gldilcks like it?
S: This bed is t hard.
T: What abut this ne?
S: This bed is t sft.
T: Let’s read these sentences tgether. 齐读四句话 1 遍。
T: We use ‘t’ t mdify sme adjective wrds. Hw d we use these wrds? Let me make sme samples fr yu. Lk, I want t carry this teacher’s desk, but it’s t heavy. I can’t mve it. Understand?
Ss: Yes .
Lk and cmplete
T: Des the by lk smart in this sweater? What’s wrng?
S: The sweater is t big. He can’t wear it.
T: Oh, lk at this baby. Can he g t schl?
S: The baby is t yung. He can’t g t schl.
Step4.Grammar time( There be… 句型 )
Think and say
T: OK. Grammar 2. The usage f There is / are…
Fllw me, there is, there are. 教师带读。
First, let’s think and say. Tell me, what’s in the frest? What’s n the table? Yu may say: There is / are … Yu can chse any pictures yu like.
S: There is / are … 学生选择书上的喜欢的图片用 There be… 句型描述 , 教师板书句型 。
Wh can tell me the difference between ‘there is’ and ‘there are’? Yu can discuss in pairs first. 学生同桌间讨论区别。
T: OK. What’s yur pinin? Let’s listen.
学生可以用中文总结他们发现的规律 。
Play a game
T: Nw let’s play a game. All the bys are ‘is’, and all the girls are ‘are’. I’ll shw yu sme pictures r sentences. If yu think the wrd is ‘is’, bys, stand up and say ‘is’ tgether ludly, therwise, girls, yu stand up and say ‘are’. OK?
Ss: OK.
Lk and write
T: Lk! This is anther picture f the bears’ huse. Lk at it. D yu like it? Can yu cmplete the sentences with the right wrds?
Welcme t the bears’ huse! Lk! There ____ a picture f them ____ the wall. There _____ a table in the huse. There _____ sme hney ____ the table. There _____ tw balls _____ the table. There ______ a ty car ______ tw balls. There _____ a clck ______ the windw. There _____ a cap ______the clck. D yu like their huse?
学生完成后利用幻灯片集体核对答案。
Step5.Fun time
Draw a new huse
(1) T: After visiting the bears’ huse, Gldilcks feels very srry, s she writes a letter t the bears.
Dear Bear Family,
Srry fr bthering yu last time. I wuld like t knw if yu have time t cme and visit my huse in the twn. Hpe we can be gd friends!
Gldilcks.
D yu think that they can be friends? Will the bears be happy t get this letter?
Ss: Yes .
(2) T: Wh can cme here t shw yur picture t us, and talk abut it? 请学生上台介绍图画内容。 ( 教师及时反馈 )
2.Make a shrt play and act it ut
(1)T: Oh, I like yur pictures, and I knw all f yur huses are ready fr the bears. It’s time fr visiting. The bears are at Gldilcks’ hme nw. What will happen? Will they be happy? I think we can figure ut a new stry. I can make an example. I am Gldilcks. I need three bears. Wh’d like t try?
邀请三名学生上台扮演 bears ，示范表演对话。
(2)T: Nw yu can practice in fur.
(3)Ss act in grups.
Step6.Hmewrk
T: Tday, yu’ve dne a very gd jb! I like yur stry s much. Here’s yur hmewrk.
1.Draw a picture f yur rm and talk abut it in the next English class.
2.Finish the exercise bk.
3.Recite the new wrds and the stry.
板书设计：
Gldilcks and the three bears ( Grammar time & Fun time)
This sup is t ht / cld.
This bed is t hard / sft.
There is …
There are …
教学后记：在新课标中，倡导将英语的学习生活化，将课本知识与生活经历融为一体。让学生成为课堂的中心和主角，大胆充分地演绎、发展自我。使学生真正感受到英语学习在生活中的乐趣，体验运用英语进行交际活动的成功喜悦。此外，我们还要实现语言从课内到课外的延伸，充分利用学校、家庭和社会等教育资源，拓宽 学生的学习空间，增加学生英语实践的时间与机会
第3课时 ( 总第3课时 )
上课时间： 9 月 6 日 课型： 新授课
教学目标：
1. 能够听懂、会说、会读卡通故事中出现的词汇： really, then, find, their 。
2. 能够流利地表达 There is … There are… 的意思。
3. 能够理解并掌握 There are … 句型的否定句式 There aren’t any … 。
4 能够听懂、会说、会读日常用语： Really?
5. 能够整体理解并简单表演卡通对话。
6 ．学生能熟练运用本单元所学的词句谈论某处的物品。
7 ．学生能正确理解、朗读 Cartn time 中的故事，能读懂其中的趣味之处，能在教师的指导下表演故事。
8 ．学生能了解中西方传统的饮食，并能用英语作简单介绍。
9 ．让学生体会到卡通故事的乐趣，通过了解中西方传统饮食的区别增加一些人文知识。
教学重点 : 能正确理解、朗读卡通故事，了解中西方传统的饮食。
教学难点：
1 ．能正确并且熟练地运用本单元所学的词句谈论某处的物品。
2 ．能用简单的英语介绍中西方传统的饮食。
教学具准备 :
1. 教师准备： PPT ，卡通人物头饰，板书。
2. 学生准备：提前预习 Cartn time 和搜集 Culture time 资讯
教学过程：
Step1. Lead-in
1.Quick respnse “Yes r N”
(1)T-S greetings
(2)T: First, let’s play a game. The game is called ‘Yes r N’. Nw yu will see sme sentences n the screen. Read and try t judge. If it is right, yu may say ‘Yes, yes, yes!’ If it is wrng, yu may say ‘N, n, n!’ 学生试说 2 遍。 Say ludly and quickly, please. Ready? G !
2. 1 minute – nn – stp – talk
T: OK. There isn’t a TV in this classrm, then, what’s in this classrm? Let’s play anther game named ‘ 1 minute – nn – stp – talk’. We will have a cmpetitin between bys and girls. Nw each f yur team has ne minute. Please try t say the things in the classrm as many as pssible. Yu shuld use ‘There is / are …’. Let’s see wh can win. 教 师在黑板上示意比赛规则。男女生分别在 1 分钟内用 There be… 句型说出教室里的物品，说得又对又多的胜利。教师给予评价。
Step2. Presentatin (Cartn time)
Talk abut the pictures.
T: Yu see, there are many things in ur classrm. D yu like having lessns in this rm?
Ss: Yes.
T: I’m happy t hear that. Nw lk at this picture. What’s in this picture?
Ss: There are tw mice .
Ss: Tina.
T: This is Bbby’s huse. They’re in the sitting rm nw. Lk at Bbby. Is he happy ？
Ss: N .
T: Let’s try tgether. 教师指导朗读。
Watch and think
T: S Bbby ges t the kitchen and try t find sme cakes, but can he find any cakes there? Let’s watch the cartn. 集体看卡通。
T: OK. Can Bbby find the cakes in the fridge?
Ss: N, he can’t .
Read and learn
(1)T:Where are the cakes then? Open yur bks, read the stry by yurselves and try t find the answer. 学生自读故事找出答案。
S: Tina and Bbby’s cusin eats the cakes.
T: That’s right! The cakes are in their cusin’s muth. Lk at Picture4. Tina is very surprised, s she says ‘Here are the cakes!’ Wh can be Tina?
指导学生模仿 Tina 说一说句子 。
T: Well, if yu were Bbby, what wuld yu say? And hw abut the cusin? 引导学生揣摩不同卡通人物的心理和语言。
Imitate and remember
(1)T: This time, let’s read the stry after the cmputer tgether. 跟电脑一句句齐读。
(2)T: Please read ludly by yurselves. 大声自读 。
Act in grups
(1) 师生间示范表演故事。可以请一位学生扮演 cusin ，运用之前创编的故事结尾使表演更完整 。
Step3. Presentatin(Culture time)
Learn t say
T: Lk, Bbby’s cusin eats s many cakes. Nw he’s very thirsty, I think. Here’s a cup f cffee, a cup f tea, and a glass f juice. Which ne wuld he like? Guess. 学生猜一猜。
T: I guess he’d like a glass f juice. Lk at the cffee and the tea. Maybe ur parents like them. Which is ppular in China, cffee r tea?
Ss: Tea.
T: Yes. Fllw me: Tea is ppular in China. Hw abut cffee? Oh, cffee is ppular in Western cuntries. (Teach: ppular, China, Western cuntries)
Say smething mre
T: Different fd and drinks are ppular in different cuntries. Nw let’s talk abut mre ppular fd and drinks in China and in Western cuntries. Fr example, ndles are ppular in China, and hamburgers are ppular in Western cuntries. Can yu say smething mre? Yu may discuss in pairs first. 学生同桌间讨论并汇报：
____________ is ppular in China, and _______ is ppular in Western cuntries. 教师反馈。
3.Enjy the vide
T: All f yu did a gd jb. I have a vide abut ppular fd and drinks in China and Western cuntries. Shall we watch tgether?
Ss: OK. （观看视频）
T: Let’s enjy different fd and drinks. Let’s enjy ur wnderful lives.
Step4. Hmewrk
(1)Read and act Cartn time.
(2)Dub fr the stry.
(3)Take a picture r draw ne abut yur favrite rm in yur huse.
板书设计：

Unit1 Gldilcks and the three bears ( Cartn time & Culture time)
教学后记： 小学生的年龄特征决定了其自觉用心倾听比较困难，这就需要教师在日常教学中从细微处人手，培养学生的倾听能力，如：游戏 “ 耳灵眼疾手快 ” 。在 听课文录音时，教师可以让学生带着问题听录音或边听边标顺序等，听后再回答问题。另外，在实践中还可以经常让学生闭眼听录音，使学生的注意力充分集中在单词的发音，为学生的模仿跟读打下坚实的基础。教师应设计有效的课堂教学活动，引导学生进行发散思维，最大限度的发挥学生的主体性。
第4课时 ( 总第4课时 )
上课时间： 9 月 15日 课型： 新授课
教学目标：
1. 能够正确、流利、生动地讲故事 Gldilcks and the three bears 。
2. 了解字母 c 在单词中的发音。
3. 能正确并熟练地运用本课词句谈论某处的物品。
4 ．学生能够熟练掌握 There be… 句型描述某处存在某样东西；
5. 学生能熟练掌握字母 c 在单词中的发音。
6. 学生能够运用较丰富的语言介绍自己的房间。
7 ．让学生体会到介绍家居的乐趣。
教学重点 : 能在教师的引导下完成本单元的三项目标检测，与同学合作完成自评和互评，了解和调整自己的学习情况。
教学难点：能运用比较丰富的语言介绍房间并完成相应短文的写作。
教学具准备 :
1. 教师准备： PPT ，房间的照片，打印的练习，板书。
2. 学生准备：复习 Stry time ，熟读、会复述，会合作表演。
教学过程：
Step1.Free talk
1. Talk abut the students’ things.
T: Lk, bys and girls, there are many things n yur desk. Right? What’s n yur desk? (T&Ss)
2. Talk abut the teacher’s things.
Step2.Presentatin
1 ． Shw teaching aims
In this lessn, we’ll have sme learning aims. Lk at the learning aims. First, I can understand “Gldilcks and the three bears.” The secnd , I knw the sund f the letter “C” .The third, I can use “There is/are...”t talk abut things in a place. (PPT 出示 teaching aims)
2. Act the stry in pairs
Nw, first, let’s cme t the first aim. Can yu understand “Gldilcks and the three bears”? Yes, I’m happy t hear that. Nw, let’s play a game. Wh’s the best stry teller? Are yu the best stry teller? Here’re sme pictures f the stry. If yu can tell the stry fluently , crrectly and vividly yu can get three stars. Nt very fluently r vividly yu can get tw stars. Sme mistakes yu can get ne star. ((PPT 出示 ticking frm)
Maybe yu can retell the stry like this. (One day, Gldilcks is in the frest. There ) 1.Wrk in grups
2. If yu can finish, yu can tick the frm.
3.Talk abut the picture
Yu can understand “Gldilcks and the three bears” .Let’s cme t the secnd aim. Lk at the picture. What’s in the picture? Whse cats are they? Lk, they are their cats. They are Liu Ta, uncle and cusin. Are they happy? What’s the matter? Wh’s cme? What’s the dctr saying? Let’s listen.
4. Fllw the tape
(1)Answer the questins.
(2)Fllw the T
(3)Clap yur hands
(4)Fllw the music
5. c/k/
Lk at the wrds, uncle, cld, cusin . What’s the prnunciatin f the letter c? Can yu write mre wrds? This time, let’s try t read the new wrds. Can yu read them? card, camel, cage, candy. What d they mean? Lk here, here are sme sentences and pictures .Maybe yu can knw their meanings frm these sentences, please read by yurselves. S we finished the secnd aim. Yu can tick the frm.
6. Lk and say
Let’ s cme t the third aim. Let’s have a try. Lk at the picture. What’s wrng with Gldilcks? She sees three bears. She’s afraid. She runs away. She runs int anther rm. Lk ,what’s in this rm? Nw try t say smething abut the rm. Use “there is r there are ...”. Yu can say in pairs. If yu say fluently, yu can get tw stars. 1.Wrk in pairs 2. Shw us 3. Say tgether ((PPT 出示房间图片 )
7. Lk and write
Step3.Output
1. T shws the rm
We can talk abut these pictures by using “there is /there are...”Nw lk, this time I’ll shw yu my huse. Let’s try t use “there is /there are...”t talk abut ur huse. This is the living rm. This is the dining rm. This is my bedrm. This is my sn’s bedrm. Is it nice? Lk at fur rms. Which rm d I describe? OK, listen. T: It’s very big. There is a sfa. There is a TV.I usually watch TV n the sfa. There are sme flwers. They are green. Which rm is it? Yes, it’s living rm. Lk at my living rm. If yu want t say smething abut the rm, yu can tell us “What’s in the rm?” . We can say “There is /there are...”.And “Hw is it ?”Maybe yu can say “It’s /They’re nice/hard/sft” And“ What d yu like ding in this rm?” I like/can...
2. Listen and pint
This is my living rm. Hw abut yur rm? Have yu gt a picture? First, talk abut yur picture with yur partner. Tell yur partner what’s in the rm? 1.Ss practice 2. T 随意拿学生的几张图片 Whse phts are they? Cme here, please. This time , let’s listen and guess. Which picture is it ?( 投影仪出示图片 )
3.Write smething abut yur rm
Nw yu can describe yur rms very well. This time let’s try t write abut yur rms. Take ut yur paper. Write dwn.
This is _________. There is_______. It’s_________.I ften__________.
There are_________.
________________________.
Step4.Hmewrk.
Finish yur passage f yur favrite rm
Finish the exercise in wrkbk.
板书设计：
Unit1 Gldilcks and the three bears
( Sund time & Checkut time& ticking time)
C/k/ There is/ are...
It’s/ They’re nice/ hard/ sft.
I like/can...
教学后记： 本课的情景创设是最能够体现新课程标准的一个亮点，源于学生生活实际，让学生充分体会身边 的英语，在课后作业的设计上也体现出了这一特点，整堂课中的活动教师可以根据所教学生的实际能力调整或进行删减，在教学中要注意面向全体学生、尊重学生的个体差异和帮助学生培养学习英语的自信心。教师始终要本着 “ 学习的主人是学生，课程的主体是学生。 ” 让学生成为学习上真正的主角，大胆充分地演绎，丰富自己，成为课堂中的主人。此外，我们还要实现语言从课内到课外的延伸，充分利用学校、家庭和社会等教育资源，开展综合性学习活动，拓宽学生的学习空间，增加学生英语实践的时间与机会。
第5课时 ( 总第5课时 )
上课时间： 9 月 16日 课型： 新授课
教学目标：
1 ．能综合运用本单元所学单词和句型。
2 ．能熟练掌握本单元四会内容。
3 ．完成本单元书面练习，查漏补缺。
4 ．锻炼自主学习的能力，能和同伴共同完成学习任务，敢于用英语进行交流和表达。
教学重点：复习本单元词汇与句型。
教学难点：熟练运用本单元所学内容。
教学具准备：
1. 教师准备： PPT ，房间的照片，打印的练习，板书，听力资料。
2. 学生准备：复习，熟读，会复述，会合作表演。
教学过程：
Step1.Learning aims
1. 能综合运用本单元所学单词和句型。
2. 能熟练掌握本单元四会内容 。
4. 锻炼自主学习的能力，能和同伴共同完成学习任务，敢于用英语进行交流和表达。
Step2.Presentatin
1 ．小组比赛，拼写四会单词。
2. 重点句型问答 。
Step3.Practice & Prductin
1 ．小组内讨论解决听力中的难点。
2. 各小组展示问题。
3. 在教师的指导下讨论并解决。
4. 校对所有笔试练习 。
Step4. Checkut
1. 听力和笔试中的重难点及学生易错的题目。
2. 练习。
3. 评价订正。
Step5: Hmewrk
1 ．复习 U1 词汇和句型。
2 ．整理、复习错题。
板书设计：
Unit1 Gldilcks and the three bears
本单元主要单词和句型
教学后记： 在新课标中，倡导将英语的学习生活化，将课本知识与生活经历融为一体。让学生成为课堂的中心和主角，大胆充分地演绎、发展自我。使学生真正感受到英语学习在生活中的乐趣，体验运用英语进行交际活动的成功喜悦。此外，我们还要实现语言从课内到课外的延伸，充分利用学校、家庭和社会等教育资源，拓宽学生的学习空间，增加学生英语实践的时间与机会。