U1 (2).doc

丹徒区辛丰中心小学Unit 1 Goldilocks and the three bears主备人 盛文佳 执教人 集备时间 2015.8.27 单元教学要求：1.能正确理解、掌握语篇内容，并能朗读、表演故事。2.能正确地听、说、读、写There be句型。3.能听懂、会说、会读和会读单词bear ,forest ,there, soup, just right ,hard ,soft, afraid, really, then, find ,their4. 能听懂、会说、会读和会读单词 house, room, in front of ,her ,beside ,between5.了解字母c 在单词中的读音。单元教学重难点：1. 能正确地听、说、读、写There be句型。2. 能听懂、会说、会读和会读单词 house, room, in front of ,her ,beside ,between3. 了解字母c 在单词中的读音。单元教时安排：5 课时第一课时：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：补充习题Unit 1 Goldilocks and the three bears第一课时一、教学内容：Story time二、教学目标1.能够听懂、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 too 4.学生能够在理解的基础上表演出故事；5.让学生体会到阅读故事的乐趣，培养学生阅读的兴趣。三、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。四、教学难点能够根据课文内容创编剧本并表演。五、教学准备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Story time 录音。六、教学过程Step1. Free talk1.T: OK. Its time for class! Are you ready?Ss: Yes. T: Good morning, everyone! Welcome back to school.Ss: Good morning Miss T: Nice to see you . Ss: Nice to see you ,too.T: This is our new classroom. What canyou see?S: I can see Step 2 Presentation1. First, Lets go to a place. Try to guess: what place is it? Ill give you some clues. Now look, its very big and beautiful. There are many trees and flowers. There are 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: OK. Is the forest beautiful? Ss: Yes, it is.2.T: What can you see in the beautiful forest？S1: I can see a S2: I can see some 1. T: There are many trees in the forest. Lets read the sentence. 全班跟读句型2遍。 T: Now, look, there are in the forest. Who can try? 让学生模仿例句说说There are 2. T: Wow, there is a girl in the forest. Right? 学生跟读句子2遍。Who is this girl? What is her name? Let me tell you. Her name is Goldilocks. (Teach: Goldilocks) Oh, its so surprising. Goldilocks is in the forest. 5 T:What does she see in the forest? Ss: She sees a big house. (Teach: house)T: Yes. Look at Goldilocks.（拿出人物图片）Shes very happy.（贴板书）Because she sees a big house.(贴板书) How does she think about this house? Lets listen. （音频：What a beautiful house!）Is it a nice house? Ss：Yes.T: Now, read it together. （指导朗读）6. T: In the forest, there is a house. Lets read the sentence. 全班跟读句型2遍。T:Whose house is it? Maybe its Can you guess? S1: Maybe its s house.学生猜一猜。T: OK. Heres a video. After watching, tell me, whose house is it? 学生看视频。T: Is the story interesting? Ss: Yes, it is.T: OK. Answer my question. Whose house is it? Ss: Its the three bears house.T: Right! Its the three bears house. Lets choose the best title for this story. (揭题，全班读题目2遍）7.Read and learn(1) T: Now please open your books and turn to page6, read the story by yourselves answer my question: What is in the house? 让学生自读故事思考问题。 提示学生用There is / are 回答。(2). T: In this big house there are three beds. There are three bears. There are/is 总结学生的答案并引出：And also there is some soup. Follow me: soup. (Teach: soup) 提示学生注意soup是不可数，some soup。(3)T: Goldilocks is in the house. What time is it? Look, theres a clock. Ss: Its twelve.T: Yes. Its 12 oclock. Its time for lunch. And how is Goldilocks? Ss: Shes hungry and thirsty.（贴板书）T: Whats on the table? S1: There is some soup.及时纠正学生发音或be动词。 T: Look at Goldilocks. Guess, which soup does she like? Does she like this soup? (PPT显示三碗汤)学生逐一回答。T: She doesnt look happy in these two pictures, right? Whats wrong with this soup? Lets 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 whats 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。(4). T: After eating the soup, Goldilocks is very tired.（贴板书）Whats 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 the same? Ss: No, they arent.T: How is this bed? Listen. 教师敲击讲台。Oh, its very hard. (Teach: hard) What about the second bed? Listen. 播放音频音效。Oh, it is soft. (Teach: soft) T: OK. Look at the picture, if you were Goldilocks, What would you say? S1: This bed is too 学生个别说完，全班跟读三句话。T: Oh, this bed is just right, so Goldilocks will have a sweet dream in this bed, I think. (5)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 is she afraid? Read the story, then, tell me. 学生自读故事并思考问题。T: What did the bears 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 order1. 指导学生完成书上第8页的排序. PPT出示答案，学生描述每副图片。Step 3 Practice1. Read the story after the computer. 2.Read in groups3.Act4. Retell the story 对照PPT或板书全班复述故事。四人一组练习。5.Make a short play and act it outT: We all want a happy ending. So, what will happen at last? Whats your idea? Maybe Goldilocks and the three bears become friends. 学生发挥想象，给出一个美好的结尾。T: Oh, I like the ending. The next day, Goldilocks and her friends visit the house again. What will happen? I want you to discuss in groups, and try to act the story. OK? Ss: OK.学生分组练习表演故事。T: Do you like their happy story? Ss: Yes.T: Do you like todays story? Ss: Yes.T: You can read many interesting stories after class. Reading is great fun.Step 4. Homework1. Copy the new words.2. Read and recite the story.七、板书设计： Unit 1 Goldilocks and the three bears ( Story time)单词条：happy hungry & thirsty tired afraid图片：a house three bowls of soup three beds three bears【教学反思】：第二课时一、教学内容：Grammar time & Fun time二、教学目标：1.进一步巩固并掌握故事中出现的词汇：Goldilocks, bear, forest, house, soup, hard, soft, afraid, just right, in front of, beside, between ；2.进一步巩固并掌握四会句型：There is There are 3.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too的用法；4.学生能够完成Fun time中的任务。三、教学重、难点：根据所描述的对象正确运用There be句型。四、课前准备：1.教师准备：PPT，一硬一软两个玩具熊，板书。2.学生准备：复习Story time，熟读、会复述，会合作表演。五、教学过程：Step1. Review the story1.Lets judgeT: First, lets play a game. Lets try to judge. Ill give you some sentences. You just to judge if it is true or false. Step 2 Presentation1.Learn the wordsT: In this story, therere three bears. But in our classroom, therere two bears. Theyre different.学生试着描述一下两只玩具熊。T: Good job! Look at this brown bear. How does it feel? 教师敲击小熊提示学生。S1: Its very hard. T: Yes. How about the white one? Is it hard too? S2: No, its soft. T: Yes. Touch it. 让学生说一说然后摸一摸感受一下。（复习hard和soft）T: I have some pictures for you. Try to tell me which is hard, and which is soft. S: _ is hard. _ is soft.2.The opposite.T: Hard and soft, theyre antonym. What is the antonym word of hot? S: Cold.学生练习学过的反义词，以此引出：T: What about behind? Ss: In front of.（复习词组in front of）3.Look and answerT: Where is the baby bear? S: Its in front of the mother bear.T: Now, where is the baby bear? S: Its beside the mother bear.T: Now, where is the baby bear? (Teach: between)Ss: Its between the father bear and the mother bear. 全班说到个别说。T: Look, I am standing between XX and XXX.Do you understand me? Can you say something like this? 学生模仿老师说出自己在谁和谁的中间。4.Grammar time( too 的运用)T: Now lets move on to the Grammar time of this unit. Task 1 here, we should know the usage of the word too. Look at this picture. Does Goldilocks like this soup?Ss: No. T: Why? Whats the matter?S: This soup is too cold. T: Whats wrong with this soup?S: This soup is too hot.T: Look at this bed. Why doesnt Goldilocks like it? S: This bed is too hard.T: What about this one? S: This bed is too soft.T: Lets read these sentences together. 齐读四句话1遍。5.Look and completeLook at the picture. Can the man reach the apple? Why not? S: The apple tree is too high. He cant reach the apple. T: Youre right.T: Does the boy look smart in this sweater? Whats wrong? S: The sweater is too big. He cant wear it.T: Oh, look at this baby. Can he go to school?S: The baby is too young. He cant go to school.6.Grammar time( There be句型)T: OK. Grammar 2. The usage of There is / areFollow me, there is, there are. 教师带读。First, lets think and say. Tell me, whats in the forest? Whats on the table? You may say: There is / are You can choose any pictures you 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。T: Look at these four sentences. Lets read them together. 适时提醒缩写Theres / Therere 的用法。Who can tell me the difference between there is and there are? You can discuss in pairs first. 学生同桌间讨论区别。T: OK. Whats your opinion? Lets listen.学生可以用中文总结他们发现的规律。T: 解释不可数名词，举例说明。 7.T: Now lets play a game. All the boys are is, and all the girls are are. Ill 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?Ss: OK. 8.Look and writeT: Look! This is another picture of the bears house. Look at it. Do you like it? Can you complete the sentences with the right words?Welcome to the bears house! Look! There _ a picture of them _ the wall. There _ a table in the house. There _ some honey _ the table. There _ two balls _ the table. There _ a toy car _ two balls. There _ a clock _ the window. There _ a cap _the clock. Do you like their house?学生完成后利用幻灯片集体核对答案。Step3 Fun time1.Draw a new house T: So the bears are coming. This is Goldilocks house. Whats in the house? Can you draw something in her house? Maybe you can draw some food on the table, or some toys for the baby bear. Please draw and talk about it. 指导学生完成书上第10页内容。2. T: Who can come here to show your picture to us, and talk about it? 请学生上台介绍图画内容。教师及时反馈。3.Make a short play and act it outWhod like to try?邀请三名学生上台扮演bears，示范表演对话。T: Now you can practice in four. Ss act in groups.Step 5. Homework1. 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.七、板书设计：Unit1 Goldilocks and the three bears( Grammar time & Fun time)This soup is too hot / cold.This bed is too hard / soft.There is There are 【教学反思】第三课时一、教学内容：Cartoon time& Culture time二、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 arent 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. 学生能了解中西方传统的饮食，并能用英语作简单介绍。三、教学重、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。四、课前准备：1.教师准备：PPT，卡通人物头饰，板书。2.学生准备：提前预习Cartoon time和搜集Culture time资讯五、教学过程：Step1 Warm up1.sing a song2.T: First, lets play a game. The game is called Yes or No. Now you will see some sentences on the screen. Read and try to judge. If it is right, you may say Yes, yes, yes! If it is wrong, you may say No, no, no!1) There are 55 students in your class.2) There are a lot of books in your bag. 3) There is a beautiful teacher in front of you.4) There is a TV in this classroom.T: OK. There isnt a TV in this classroom, then, whats in this classroom? Lets play another game named 1 minute non stop talk. We will have a competition between boys and girls. Now each of your team has one minute. Please try to say the things in the classroom as many as possible. You should use There is / are . Lets see who can win. Step2 Presentation(Cartoon time)1、Watch the cartoonT: Who are they? S: Theyre Bobby and Tina.T: Yes. What else? Whats in this room?S: There is a sofa / book S: There are some T: Who are reading the book? Ss: Tina.T: This is Bobbys house. Theyre in the sitting room now. Look at Bobby. Is he happy？ Ss: No.T: No, hes kind of hungry, I think. How do I know? Because he says: 引导学生回答Im hungry. Can Tina help him? Lets listen. So, can Tina help Bobby? Ss: Yes, she can. 2、Try to sayT: What does Tina say? Lets listen again. Who can have a try? S：T: Lets try together. 教师指导朗读。T: So Bobby goes to the kitchen and try to find some cakes, but can he find any cakes there?3.Watch and think Lets watch the cartoon. T: OK. Can Bobby find the cakes in the fridge?Ss: No, he cant.T: What does Bobby say? Listen. 1）. Where are the cakes then? Open your books, read the story by yourselves and try to find the answer. 学生自读故事找出答案。S: Tina and Bobbys cousin eats the cakes.T: Thats right! The cakes are in their cousins mouth. Look at Picture4. Tina is very surprised, so she says Here are the cakes! Who can be Tina? 指导学生模仿Tina 说一说句子。2） T: Look at Bobby and his cousin. How do they feel? Can you fill in the blanks? Bobbys cousin is _. Bobby is _. Guess. What are they saying? You can talk about it in pairs. 同桌间猜测他们会说些什么。T: Well, if you were Bobby, what would you say? And how about the cousin? 引导学生揣摩不同卡通人物的心理和语言。4、Lets read1）. T: This time, lets read the story after the computer together. 2）. T: Please read loudly by yourselves. 3）. T: This time, Id like to be Tina, boys, you could be Bobby, and girls, youre the narrator. OK? 4）. Read in roles. 2.Act in groupsStep 3 Presentation(Culture time)1.Say something moreT: Look, Bobbys cousin eats so many cakes. Now hes very thirsty, I think. Heres a cup of coffee, a cup of tea, and a glass of juice. Which one would he like? Guess. T: I guess hed like a glass of juice. Look at the coffee and the tea. Maybe our parents like them. Which is popular in China, coffee or tea?Ss: Tea. T: Yes. Follow me: Tea is popular in China. How about coffee? Oh, coffee is popular in Western countries. (Teach: popular, China, Western countries)T: Different food and drinks are popular in different countries. Now lets talk about more popular food and drinks in China and in Western countries. For example, noodles are popular in China, and hamburgers are popular in Western countries. Can you say something more? You may discuss in pairs first. _ is popular in China, and _ is popular in Western countries. T: All of you did a good job. I have some pictures about popular food and drinks in China and Western countries. Shall we watch together? Ss: OK.4. Enjoy the picturesT: Lets enjoy different food and drinks. Lets enjoy our wonderful lives. Step 4. Homework1. Read and act Cartoon time.2. Dub for the story.Take a picture or draw one about your favorite room in your house.七、板书设计：Unit 1 Goldilocks and the three bears( Cartoon time & Culture time)【教学反思】第四课时一、教学内容：Checkout time&Sound time&Ticking time二、教学目标：1.能够正确、流利、生动地讲故事Goldilocks 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。 三、教学重、难点：1.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。2.能运用比较丰富的语言介绍房间并完成相应短文的写作。四、课前准备：PPT，房间的照片，打印的练习，板书五、教学过程：Step 1.Warm upFree talkTalk about the students thingsa.T: Look, boys and girls, there are many things on your desk. Right? Whats on your desk? (T&Ss)b.Play a game:”Yes or No”Step 2.Presentation1. Show teaching aims Now, first, lets come to the first aim. Can you understand “Goldilocks and the three bears”? Yes, Im happy to hear that. Now, lets play a game. Whos the best story teller? Herere some pictures of the story. If you can tell the story fluently , correctly and vividly you can get three stars. Not very fluently or vividly you can get two stars. Some mistakes you can get one star. (出示ticking form) Maybe you can retell the story like this. (One day, Goldilocks is in the forest. There is/are.) 1).Work in groups 2). If you can finish, you can tick the form. 3).Ask some students to act the storyYou can understand “Goldilocks and the three bears” .2.Let s come to the second aim. Lets have a try. Look at the picture. Whats wrong with Goldilocks? She sees three bears. Shes afraid. She runs away. She runs into another room. Look ,whats in this room? Now try to say something about the room. Use “there is or there are .”. You can say in pairs. If you say fluently, you can get two stars. 1).Work in pairs 2). Show us 3). Say together (PPT出示房间图片) 3. Look and writeIf you can write correctly, you can get one star.Now open your books, turn to page 15 and write down.1)Lets check. (PPT出示答案) 2).Lets read together.4. Lets come to the third aim. Look at the picture. Whats in the picture? Whose coats are they? Look, t