五上U1教学设计.doc

五上 Unit1 Goldilocks and the three bears 教 学内 容Unit 1 “Story time”共几课时5课型新授执教第几课时1教 学目 标1. 能听懂，会读，会说故事中的单词短语Goldilocks，forest, soup, just right, hard, soft, afraid, in front of。2.能听懂，会说，会读句型There is/are并初步了解There is/are的区别。3.能运用日常交际用语What a/an!Thisis.4.能够在理解的基础上表演故事。教 学重 难点教学重点1. 能听懂，会读，会说故事中的单词短语Goldilocks，forest, soup, just right, hard, soft, afraid, in front of。2.能听懂，会说，会读句型There is/are并初步了解其含义。教学难点1. 能听懂，会读，会说故事中的单词短语Goldilocks，forest, soup, just right, hard, soft, afraid, in front of。2.能听懂，会说，会读句型There is/are并初步了解其含义。3.学生能初步了解There is/are的区别。教 学资 源1. 学生已有的学习经验：学生在四年级时已经学习过hungry, thirsty等形容词。2. 学生可能遇到的问题：There is some soup on the table.这句中的is 用成are.3. 教学策略： 通过创设情境，游戏教学和小组合作等方式进行学习。4.教学准备：PPT，卡片预 习作 业1. 听U1Story time录音，试着朗读课文，大致理解课文意思。学 程 预 设导 航 策 略调整与反思Step 1:Warming-up（2分钟）1. Free talkSs: Yes, I do./No, I dont.学生回忆自己阅读过的故事，可用中文来说。Step 2: Pre-reading(8分钟)1. Read the title:Goldilocks and the three bears.2. Learn the new word: in the forest学生初步感知并简单运用 there be 句型 There is .in the forest. There are in the forest.Step 3: While-reading（15分钟）1. Watch and answerWatch the cartoon and answer the questions: There are three bears. Its the bears. There is some soup. There are three beds. Learn the new word: soup2. Read and answerRead the story and try to answer:学生通过教师的表演感知三晚汤的区别，并学习just right.在故事语境中学习新单词hard, soft , 学生小组合作表演上述两个部分，体会句型This .is学习新单词： afraid, in front of 3. Look and order 自主完成书本P8 看图排序 展示交流4Read the story (1) Listen and repeat (2)Read in groups (3) Read in rolesStep 4: Post- reading（8分钟）1.There is/are 2.学生小组合作，试着用黑板上的板书一起获分角色复试课文。3.小组合作，尝试表演课文。Step 5:Checkout.（6分钟）1. Summary2. 课课练相关练习Step 6: Homework. （1分钟）*听磁带，有感情地模仿熟读课文。*把这个故事讲给朋友听。* 尝试脱离书本复述，并准备交流。T: Do you like reading stories? What stories do you know? 教师通过Free talk将话题引到故事上来，并揭示课题。教师指导朗读 GoldilocksT: Do you know where is Goldilocks?Whats in the forest?教师可以板书句型There isThere are并先举例。教师播放PPT, 引导学生观看动画。Whats in the forest in the text?Whose house is it?Whats in the house？教师出示课文第一幅插图，引导学生用there be 句型描述。Read the story and try to answer:(1) Which soup does she like?教师可拿出道具表演This soup is This soup is This soup is （2）Which bed does she like？教师也可先表演，让学生体会单词含义。教师追问Why?引导学生运用短语too cold, too hot等来回答。（3）How is Goldilocks now? 教师播放动