5A unit1-8教案.doc

启东市合作小学五年级英语备课单元：Unit1 课题：Goldilocks and the three bears 课时： 1 课型： 新授 【教学内容】 Story time【教学目标】（一）知识目标1. 通过老师的引导阅读故事，理解故事。2. 在故事中学习，通过查阅单词表、查字典、猜测词义等方式听懂、会说、会读单词：afraid, hard, soft, beside, between和in front of 。3. 初步感知There be句型，并能简单运用There be句型。（二）能力目标1. 能够语音语调正确地朗读故事，复述故事。2. 能够结合故事中所学的语言，续编故事。（三）情感目标 1. 能够在阅读过程中体验到阅读的乐趣，喜爱阅读英语绘本故事。【教学重点】1. 在品读细节的过程中，掌握六个新单词：afraid, hard, soft, beside, between和in front of。2. 初步感知There be句型，并能运用句型复述课文。【教学难点】通过有步骤地阅读掌握绘本内容，并能运用所学语言续编故事。【教学准备】PPT课件、单词卡片等。【课前先学】 1. Learn the new words by yourselves. 查阅单词表和字典，写出以下单词的中文意思，并跟着磁带读一读： forest _ afraid _ hard _ soft _ beside _ between _ in front of _ 2. Listen to the tape. Guess whats the story talking about? 听录音，猜一猜故事讲了什么？【教学过程】先 学 预 设后 教 策 略二次调整Step 1. Preparation1. Greeting.2. Sing a song Three bears.唱完歌曲之后揭题。Step 2. Presentation & PracticePre-reading1. 出现场景以及故事的主人公：Three bears和Goldilocks。T: The story happens in the forest. (教授新单词forest)2. Begin the storyT: Look, Goldilocks is in the forest. It is very beautiful.T: Oh! There are many trees and flowers in the forest.Q: What else are there in the forest?(利用图片的方式，让学生说一说)3. Guess: Whats in the house?There is a beautiful house in the forest.最后一张图片出现在Goldilocks的面前，是一座房子。While-reading1. Watch the cartoon.Q: Whats in the house?Teach the new word: some soupTheres some soup on the table. There are three beds in the house.2. Which soup does she like?Teach the new phrases: too cold, too hot, just right.3. Which bed does she like?Teach the words: hard, soft4. How is Goldilocks? Why is she afraid?Open the books and read the story.Teach the new words: afraid, in front of, between, beside.Step3 Production.1. Look and order.Turn to page8 and order the pictures according to the story.2. Read the story.1) Read after the tape.2) Read in roles.3. Try to retell the story根据图片及提示复述课文。T: Now children. There are some pictures. Discuss in your group, and try to retell the story. Step4 Progress.After-reading1. Whats the story ending?课文故事是没有结局的，老师给出提示，请学生续编故事。 Would the bears be angry? What would they do? What would they say to Goldilocks? Would they be friends at last? 唱完歌曲之后老师顺势揭题The three bears are so cute. Do you love them?Today I bring a story to you! The name is Goldilocks and the three bears. forest是一个新单词，在教授时要注意提醒学生其发音。引导学生用There is/ There are 来描述森林里所看见的东西，初步让学生感知这个句型。学生可能会单复数不分，如：There is many birds in the forest.老师可以提醒学生应该这样说：There are many birds in the forest.让学生体会到复数用are，单数用is 。引导学生猜想屋子里面有些什么，用There be 句型阐述。看完卡通回答问题：房子里有什么？结合书本第8页Think and say部分让学生说一说。通过听的方式，了解Goldilocks对这三碗汤的评价，教授新词组：too cold, too hot, just right.并请学生模仿金发女孩，表演一下。引导学生Goldilocks is not hungry and thirsty. She is tired. 进入第三幅图的教学。用听音效的方式让学生辨别床是soft还是hard。学生阅读最后一幅图，教授新单词：afraid和in front of 。同时通过单词卡片教授beside和between这两个介词。如果学生不能理解的话，就利用教室内学生座位安排用这几个介词来描述，帮助学生理解。 跟读的过程中要注意重读以及语音语调的指导。复述课文的形式：小组一起复述、小组分角色复述、演一演。学生自选一种形式。这个环节请学生发挥想象力，小组合作，根据现有的故事内容续编故事。在学生小组讨论时，老师要适时地给出帮助，最后以小组为单位，将续编的故事展示出来。作业设计1. Read the story.2. Try to tell this story to your friend.3. Read more English stories after school.教后反思启东市合作小学五年级英语备课单元：Unit1 课题： Goldilocks and the three bears 课时：2 课型：新授 【教学内容】Grammar time、Fun time、Sound time&Culture time【教学目标】（一）知识目标1. 能听懂，会读，会说，会用There be句型描述某处存有某样东西。2. 能理解并掌握Grammar time中的There be 句型的用法及规则，还有单词too的用法。3. 能完成Fun time中的任务。4. 了解字母C在单词中的发音。5. 了解中西方传统的饮食，并能用英语做简单的介绍。（二）能力目标1. 对词汇和句型的交际运用。2. 能看图描述物品的所在位置。3. 通过小组合作初步了解辅音字母c在单词中的发音。（三）情感目标 了解coffee 和tea在不同国家的应用, 从而了解不同国家的饮食文化。 【教学重点】1. 进一步巩固复习上节课的词汇和句型。2. 能理解并掌握Grammar time 中的内容，并能正确运用其单复数句子。3. 了解中西方传统饮食。【教学难点】1. 根据所描述的对象正确运用There is. There are.2. 能用简单的英语介绍中西方传统饮食。【教学准备】PPT课件、先学单、玩具熊等。【课前先学】1. Goldilocks invites the bears to visit her house in the town. Whats in the house? Please draw some things in the house. 请学生按照书上P10 Draw and say的图片设计一下Goldilocks的家，并自己预先练说。2. 读一读下列单词，体会字母“C”的发音。cake coat come cup doctor以上单词中“c”的发音是（ ）请任选上面的两个词写一句话。_【教学过程】先 学 预 设后 教 策 略二次调整Step 1. PreparationRevision1. Lets play a game. (True or False)Judge the sentences according to the story.这个环节是对Story time内容的回顾复习，教师可以组织学生分成两组Sentences: Goldilocks is in the park.There is a beautiful house in the forest.There is some milk in the table.There are four beds in the room.There are three bears in front of her!2. Show two toy bears. Try to talk about these bears.3. Look and say: What is soft? What is hard？Step 2. Presentation & PracticeGrammar time1. The usage of the word “too”.(1) This soup is too hot/cold. This bed is too hard/soft. 表格见书上P9。Here we use “too” to modify adjectives.(2) Look at the pictures and try to complete the sentences.E.g. The tree is too high. He cant pick (摘) the apple.The sweater is too big. He cant wear it.The baby is too young. He cant go to school. 2. The usage of the word“There is/are.”.(1)Think and sayPlease use the sentence structure to describe the pictures. Theres . in the forest. Theres.on the table. There are.in the room. There are.in front of Goldilocks.(2) Read and think. 表格见书P9.Get the students to watch the table carefully and try to conclude the differences between “There is.” and “There are.” by themselves. (3) Look and writeShow another picture about the house in the story. Get the students to fill in the blanks.Goldilocks is in the forest. There_ some birds and flowers in the forest. There_ a house in the forest, too. Goldilocks opens the door. There _ a clock in the room. Its twelve. She is hungry and thirsty. There _ a table in the room. And there _ some soup on the table. She eats the soup. She is tired now. There _ three beds in the room. At last, she is afraid and runs away. Because there _ three bears in front of her.Fun timeGoldilocks invites the bears to visit her house in the town. Whats in the house? Please use these sentences：Theres.on/behind/under/beside. There are.Sound time1. Look and talkThere are two coats on the wall. Whose coats are they? (出示图片的另一部分）Whats the matter with them?(出示图片的另一部分）Look, the doctor comes. What is he saying? Lets listen!2. Follow the tape.Say the chant in pairs.3. Sum upLook at these words, uncle, cold, doctor, come, coat. What is the letter “c” pronounced? /k/What other words have this sound?Write them down.Let the students say the words, T writes on the blackboard.4. Try to read the new words:card camel cage candyCulture timeTalk and lead-inThree bears visit Goldilocks house. Then they get very thirsty. They need something to drink. Heres a cup of coffee, a cup of tea and a glass of juice. What would they like? Guess!Listen to him.Which is popular in China? Which is popular in Western countries?(Let the students learn to read).Step 3. Production1. Try to say more .is popular in China/ Western countries.Tea is popular in China. Coffee is popular in Western countries. What else do you know about the food and drinks in China and Western countries?Talk in groups, let some students say more.2. Watch a piece of video about the food in China and Western countries. 进行比赛，这样可以更激发学生的积极性。教师拿出提前准备的两只玩具熊。一只是木质的小熊，另一只是大的毛绒玩具熊。让学生自己说出形容词如：big-small，soft-hard，high-short等，运用句型This . is.PPT上出现实物的图片，让学生进行练说。让学生运用句型This.is hard/soft。教师可以出示Story time中的图片和学生一起回顾一下This.is too .的句型，然后让学生读一下书本上的句子。这个环节中可以让学生通过同桌讨论得出答案。在这里前半句学生能一下子就说出答案。后半句就有一点小困难，教师可以进行适当的引导示范。这个环节中在PPT上出现课文的四幅图画，让学生自己说出书上的Theres. 和There are.的句子。让学生仔细观察表格后，小组进行讨论，并请小组长做好记录并汇报。教师进行适当的提炼总结。并呈现出There be 句型的规则，让学生进行适当的记录。这部分让学生独立完成，教师进行巡视指导，要特别关注后进生，并让他们回答。教师让学生拿出课前先学中让学生画好的图片，并让学生先在小组内进行展示交流,同时可以检测学生的先学。这时教师一定要去指导巡视，要让每个小组长发挥作用，督促小组内的每个成员都要进行交流，并帮助部分后进生练说。然后让两到三名学生上台来展示。教师要让全班学生仔细聆听其他学生的展示，教师可以提出一些问题去考查学生听的情况。这个环节如果学生能进行有效先学的话，能够很快的回答出老师所提的问题。跟读时一定要提醒学生仔细听磁带进行模仿跟读。并可以指名学生读，进行一下小比赛。在总结读音时可以让学生进行小组讨论，并让学生讨论other words have this sound。 组长负责组织讨论，请记录员负责记录，最后请另外的组员汇报结果，同时教师把单词写在黑板上。这时教师适时的总结引导I think coffee and tea are not good for children. Theyre for your father and mother. Right? They are popular in different areas. What else do you know about the food and drinks in China and Western countries?从而引出下面的讨论活动因为学生可能不太会用英语进行表达，教师可以补充些食物饮料类的单词，进行示范。然后开展小组活动，教师进行巡视和适时的引导，组长发挥好带头作用，记录员也一并把讨论的结果记录好。注意让组员一同帮助后进生。教师适时的情感熏陶。Now, food and drinks have been mixture in China and Western countries. We can enjoy different food and drinks we like. 作业设计1. Use “theresthere are” to write a passage about your study or bedroom.（用所学句型写一段话介绍你的书房或卧室。）2. Finish the exercise book.教后反思 启东市合作小学五年级英语备课单元：Unit1 课题：Goldilocks and the three bears 课时：3 课型：新授 【教学内容】Cartoon time、Checkout time、Ticking time【教学目标】（一）知识目标1. 能熟练运用本单元所学的词句谈论某处的物品。2. 能正确理解、朗读Cartoon 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。3. 能用比较丰富的语言介绍自己的房间。（二）能力目标1. 对重点句型There be.和介词的综合运用能力。2. 学生对There be.句型单复数的理解（三）情感目标 通过学习Cartoon time的故事，教育学生要学会分享。【教学重点】 能正确理解、朗读Cartoon time中的故事。 【教学难点】 在综合复习本单元的基础上能正确谈论自己的房间里有什么东西。【教学准备】PPT课件、房间图片等。【课前先学】1. 准备如下问题，让学生带着问题，有目的地阅读Cartoon time故事.1) Whats in the picture?2) Who are they?3) Where are they?4) Whats the matter with Bobby【教学过程】先 学 预 设后 教 策 略二次调整Step 1. Preparation1. Free talkBoys and girls have a PKT: Lets have a pk. Say about things in the classroom in 1 minute. Try to say with there is/ there are2. Show teaching aims.1). Cartoon time2). Retelling time3). Sound time4). Checkout timeStep 2. Presentation and practice Aim1: Cartoon timeT: Now, lets come to the first aim.Look at the picture and discuss.(Show the picture of Bobby and Tina sitting in the sitting-room.)1) Listen and sayT: Bobby and Tina are sitting on the sofa. Whats the matter with Bobby?S: Hes hungry.T: Whats for him? Lets watch the cartoon.2) Watch and answerCan Bobby find any cakes? No, he cant.What does Bobby say?Where are the cakes?3) Read and get to know where the cakes are.4) Look and say.引导学生模仿Tina的语调说一说。情感教育：要学会分享。5） Read and actRead after the tape.Read after the teacher.Read in groups.Show it in class. (小组互评)Act it out without books. Read it fluently and vividly with actionsYou made some mistakes. Aim2: Retelling timeT: You can read cartoon time very well. How about the story? Now, lets play a game. Whos the best story teller?Herere some pictures of the story. (出示书本第八页的图片)根据图片提示，复述课文。（组内评价）You can tell the story fluently, correctly and vividly You can tell the story but not very fluently or vividly. You made some mistakes. Aim3: Sound timeT: Last lesson we have learnt the sound of letter “C”.1. Can you read this?My uncle has a cold.And my cousin too!The doctor comes and says,“Put on your coats, you two!”2. Do you remember the sound of letter “C”?picnic candy camp cool coffee cold3. Can you use the words with the letter “C” to make sentences?eg. My cousin has a cold. He cant go to the park.Aim4: Checkout timeT: There are three bears in front of Goldilocks. She is afraid. She runs away. She runs into another room. Now, she is in the living room. Whats in this room? Please talk in pairs. (Show the pictures on page14.)You can talk about the things here fluently and correctly. You can talk about the things, but something wrong or not fluently.T: You can say correctly. Can you write correctly? If you can write correctly, you can get one star. （page15页 Look and write）1) Check in pairs2) Let students say their answersStep3. ProductionTalk about Ts room.1. T shows some pictures of rooms.2. Listen to the teacher and findout the right roomStep4. ProgressTalk about Sss rooms.1. Talk in groups2. Let some say about their rooms, the other students listen and find the right rooms.学生在用there be 句型说教室里的东西时，可能出现错误，教师可以让学生来纠错。告诉学生本课的学习目标，让学生能够更清楚自己要学的内容，让整节课条理更清晰。利用卡通部分的图片，老师可以问：1) Whats in the picture?2) Who are they?3) Where are they?4) Whats the matter with Bobby?在提问的过程中检查了学生先学成果。卡通部分的故事结尾是Bobby发现自己的小表弟把冰箱里的蛋糕偷偷吃掉了，并没有和他们分享。老师可以询问学生：Is their cousin right? 学生说: No.情感教育：学会分享是一种美德。请几组学生表演，表演完之后请其余学生给他们小组打星，评价。表演的好要请学生进行赞美。表演有欠缺的要请学生提出建议。让学生以讲故事的方式复述课文，为了让学生说得更有条理一些，老师可以做个示范。For example: One day, Goldilocks is in the forest. There is/are.语音部分的检测分为三个部分来给学生打星。1. 请学生比赛读一读语音部分的绕口令，看看谁读的既准确又流利。读的好的可以获得一颗星。2正确读出下列单词，并能说出划线部分发音的得一颗星。3. 能够用所学的含有字母“C”发音发/k/的单词造句得一颗星。如果三个任务都很很好地完成就可以得三颗星了。学生在同桌讨论的过程中，老师要在教室内走动，适时地提供帮助。Look and say完成之后就练一练书本15页的Look and write 。如果学生能够准确无误地完成Look and write部分的句子，那么就可以多获得一颗星，激发学生完成的积极性。老师在描述房间的时候语速要慢一些，给学生一个良好的示范，同时要为学生如何描述一个房间提供指导。学生在描述房间的时候可能不是很流利，老师要及时提供帮助。作业设计1. Read and act cartoon time.2. Write a passage about your rooms.教后反思启东市合作小学五年级英语备课单元：Unit1 课题：Goldilocks and the three bears 课时：4 课型：复习 【教学目标】（一）知识目标1. 能熟练复述storytime的故事，并能续编故事。2. 能掌握there be句型和一些表示地点的介词及感官类形容词的用法。3. 能掌握字母C在单词中的发音，并能利用学过的含相同读音的单词编写成一个句子。（二）能力目标对重点句型There be.和介词的综合运用能力。（三）情感目标培养学生热爱学校热爱家庭的情感。【教学重点】 能正确理解、朗读Cartoon time中的故事。 【教学难点】 在综合复习本单元的基础上能正确谈论自己的房间里有什么东西。【教学准备】PPT课件、房间图片等。【教学过程】先 学 预 设后 教 策 略二次调整Step 1. Preparationa.Greetingb.sing songsc.Imitation模仿表演cartoon timeStep 2. Presentation & Practice1.Review the story time模仿表演，完成第一项ticking time2.Look and sayT: (出示P14页的图片)Ss: (对图片进行描述) There is There are.(work in groups)3.Look and write(完成P15页中的内容)Ss: work in pairs ,完成Ticking time第二项内容。4. Sound time T:（出示图片）Whats in the picture?Ss: There are two coats near the sofa.T: Whose coats are these?(PPT展示sound time部分中的人物跟句型)Ss: They are uncle and cousins coats.T:（播放动画）（PPT显示单词cold, cousin, doctor, comes, coats）Ss: (找出C的读音/k/)Listen and repeatExercise : Read and find将下列单词按读音归类：Nice, cold, rice, come, doctor, cup, policeman./k/ _/s/_Step3 Production and progress1. 默写本单元的词汇跟句型2. 看图写话，完成一篇小作文。Blackboard design: Unit1 Goldilocks and the three bearscake coat come cup doctor /k/ 同桌交流学校设施的词汇然后用there be造句，可以小组比赛，说句子最多的加分。出示小黑板，先独立练习进行讲评。学生可能对there be 结构的就近原则仍然模糊，强调不管有多少不同类的物品，there be都要根据最近的名词来确实be动词的单复数。拿出准备好的理想的学校图片，四人小组进行交流，学生可能不能完整描述句子，小组进行纠正，然后学生进行表演。教师可以选择有错误的学生协助黑板上，集体讲评。让学生先读一读这些单词，在说说C的读音。让学生一边观察图片，一边阅读句子，根据前后句意填写单词。作业设计1. Read and act cartoon time.2. Write a passage about your rooms.教后反思启东市合作小学五年级英语备课 单元：Unit2 课题：A new student 课时： 1 课型： 新授 【教学目标】（一）知识目标1通过整体阅读理清思路，绘制学校教学楼各室分布图的方式理解并掌握故事内容。2在故事中学习，通过查阅单词表、字典、猜测词义等方式听懂、会说、会读单词或词组：student, show.around, classroom, second, floor, computer, third, first.3学生能够运用句型：There is There are来介绍学校。（二）能力目标1学会有步骤地阅读，绘制自己学校的平面示意图，。2通过自主学习和小组合作，能介绍自己的学校。（三）情感目标 1能够在阅读过程中体验当小导游的乐趣。2给班里的同学当导游，介绍自己的家。【教学重点】在品读细节的过程中，掌握新单词和会用There isThere are的句型。【教学难点】通过有步骤地阅读掌握story time的大意，能运用这课所学的知识来介绍自己的学校和自己的家。【教学准备】教学光盘、单词卡、学习单等。【课前先学】1读读story time，用红笔圈出你不会读的单词。2查字典将以下单词的音标和意思写下来，试着根据音标读读这些单词，再打开录音机听录音检查自己读得对吗？art / / library / / classroom / / student/ / computer / / floor / / music/ / second / / first / / third / / showaround / / / / 3跟磁带读准story time，然后读熟它。4仿照书本P：18页的图在自己纸上绘制我们学校A楼的平面示意图，需把每层楼上的各室名称标注清楚。【教学过程】先 学 预 设后 教 策 略二次调整Step 1. Preparation1.Sing a song拿出一张Unit1中学校的图片，引导I love my school.2.Free talk人物图片呈现教师与学生，学生与学生T: Who is she in the school?S: She is She is a (new student).呈现本课标题大家试着跟Nancy Black打个招呼吧！3.T: Lets show her around the school now.But firstly lets check the preparation of the new words.Step 2. Presentation & PracticeT: How to read the story time? We can follow these steps.Watch and remember(用笔在纸上记下自己在动画中看到听到内容的关键信息) Answer quickly(让学生通过回忆和纸上的信息来回答以下问题)1.Who?T: Who are they in the story?T: Who shows Nancy around the school?A. Yang Ling B. Miss Li2.What?（Fast reading）T: Whats in Yang Lings school?3.Where?（Group work）Read the story carefully and find out the answer.T: Where are they?Lets underline the sentences from this story.Fill in the blankets.如书本P：18页表格根据书P：18页完成好的表格，试着用简短的句子进行复述。Read the story1. Read after the story（注意语音语调、重读、升降调等）2.Read by yourselves3.Read in rolesShare your feelings.Read the whole story and share your feelings. Step 3. ProductionThink deeply: What about our school?Talk about our lovely school (group work):Show your school picture and introduce your school.Summarize all the details. 学生跟Nancy Black打招呼的时候教师可以充