Unit1 Goldilocks and the three bears（教学设计）-2024-2025学年译林版（三起）英语五年级上册

译林版英语五上Unit1 Goldilocks and the three bears 教材内容 本单元教学内容为译林版《英语》五年级上册第一单元 Goldilocks and the three bears，属于“人与自我”和“人与社会”主题范畴，涉及“生活与学习”、“社会服务与人际沟通”、“历史、社会与文化”主题群，“身边的事物与环境”、“个人感受与见解，倾听、体谅他人，包容与宽容”、“中外文学史上有代表性的作家和作品”等子主题。 Story time是英文故事，主要讲述金发女孩Goldilocks在森林中迷路后的遭遇。她先是在森林中发现了一座小木屋，走进去发现了一个餐桌，上面摆放着三碗汤，并喝了其中一碗，随后她又发现三张床，并躺在其中一张床上睡了一个午觉。当她醒来后，发现床前围着三只熊，她被惊吓之后逃离了小木屋。故事旨在教育学生要学会有礼貌地待人接物，不随意登堂入室、使用他人物品。 Grammar time板块是一个图表，呈现了there be 句型的肯定形式和单复数形式，并归纳了表示地点、位置、范围的介词和感官类形容词的用法。 Fun time是draw and say游戏，要求学生在图上根据自己的想象添加内容，呈现一幅起居室的图片，并运用新句型There is/are… 描述自己添画的内容。 Sound time呈现了辅音字母c在单词中的读音/k/, 通过小诗歌进一步地引导学生用正确的语音语调朗诵英文，学会关心他人。 Culture time讲述了中国的茶tea 和西方国家的咖啡coffee。该语篇旨在让学生了解更多国家的茶文化，进一步感受中西方茶文化的差异，体验茶文化的多样性。 Cartoon time讲述了Bobby在家里找蛋糕吃，最后在角落发现小表弟两手捧着蛋糕吃得正欢的故事。该语篇在巩固单元语言知识的同时也培养了学生包容、关爱、分享的优秀品质。 Checkout time由一组配图小短文和四个配图小练习组成。一组配图短文，呈现了写作小练习是一个非完整的记叙文。该语篇旨在帮助学生梳理写作身边环境的结构，用简单的语言向别人介绍生活中的场景。 学情分析 通过两年的英语学习，五年级的学生能积极参与各项英语学习活动，初步形成了良好的听、说、读、写、看的学习习惯，在日常的语境中学会理解与表达已学知识，习得词汇与语法知识，能围绕主题参加语言实践活动。学生积累了大量的形容词，感官类形容词hungry，thirsty，tired等；其它形容词beautiful、hot、cold等；学会的方位介词有in, on, under, behind, beside, next to...;能用句型Where is/are...? It’s/They’re...谈论物品的所属位置。学生已经接触了大量的中文版的外国经典童话，喜欢模仿、表演故事。本单元教材是典型的故事教学单元，学生通过中文版本阅读，早已对经典童话故事《金发姑娘和三只熊》耳熟能详。 教学目标 本单元学习后，学生能够： 1. 在故事情境中，借助角色扮演表达人物的语言、心情与神态，感悟故事的主题意义：礼貌地待人接物，不随意登堂入室、使用他人物品。 2. 在图片情境中，借助“Goldilocks’ house”, 按一定顺序介绍不同房间的环境布置。在卡通故事情境中，借助图片熟练地介绍周边环境。 3. 基于对三只熊的小木屋的参观活动，在教师的指导下，完成某一房间的短文书面表达。 4. 能正确读出字母c 在单词中的发音/K/，并能够体会小诗的节奏和韵律感。 5. 了解中西方茶文化的差异，体验茶文化的多样性，并能用英语作简单的介绍。 评价目标 1. 借助故事情境，询问和应答有关故事情节的信息；根据图片和标题，推测故事的主题、语境、事情的发生、发展和结局。 2. 在看图、阅读对话的过程中，获取并梳理有关房间的环境布置，从具体到抽象逐步建构对There be句型的理解与运用。 3. 在视听、阅读故事的过程中，描述不同房间物品的摆放。正确使用句型“There is/are ...”描述物品的位置，按一定顺序介绍房间环境；在情境中有礼貌地待人接物、尊重、关心、包容他人。 4. 正确辨识字母c 在单词中的发音。 5. 初步感知中西方茶文化的多样性，增加民族自信心。 重点难点 （一）教学重点 1. 在图片情境中，借助“Goldilocks’ house”，按一定顺序介绍房间环境。 2. 基于对三只熊的小木屋的参观活动，在教师的指导下，完成某一房间的短文书面表达。 （二）教学难点 1. 在具体语境中理解、掌握并合理运用There be 句型。 2. 能综合运用There be 句型介绍身边的环境。 单元主题意义 通过多模态语篇阅读，让学生感悟如何恰当地待人接物，倡导学生学会尊重他人、关爱他人并包容他人，提高自身的人际沟通能力。 分课时教学 课时 教材板块 教学内容 课时子主题 课时教学目标 课时评价目标 Period 1 Story time 1.经典童话故事（金发女孩Goldilocks在森林中迷路后的遭遇）； 2.补充资源：Goldilocks and the three bears其他版本的视频或动画资料。 Goldilocks and the three bears（主题意义：在使用别人的东西前，必须要征求对方的同意） 1. 能听懂、会读、会说：bear，forest，there，house，soup，just right，room，hard，soft，afraid，in front of her. 2. 能听懂、会读、会说句型：There is some soup on the table./There are three beds in the room等。 3.在故事情境中，借助角色扮演表达人物的语言、心情与神态，感悟故事的主题意义：在使用别人的东西前，必须要征求对方的同意。 正确、理解童话故事内容，在教师的指导下探究主题意义，熟练表演童话故事。 Period 2 Grammar time& Fun time 1. there be 句型的肯定形式和单复数形式。表示地点、位置、范围的介词和感官类形容词的用法。 Goldilocks’ house（主题意义：基于结构化的语言知识，运用目标语言描述客观存在的人或事。） 1.能在故事情境中逐步理解there be 句型的肯定形式和单复数形式和意义。 2. 在图片情境中，借助Goldilocks’ house，按照一定顺序介绍不同房间的人或物。 正确使用句型“There is/are ...”描述物品的位置，按一定顺序介绍房间内的环境。 Period 3 Culture time, Sound time &Cartoon time 1. 了解中西方饮品文化的差异，体会茶文化的多样性； 2. 了解字母c 在单词中的发音/K/，并能够体会小诗的节奏和韵律感； 3. 续编卡通故事。 Little cousin comes (主题意义：学会关心、包容他人） 1.能正确朗读字母C的发音，并能够体会小诗的韵律。 2.能正确理解、朗读Cartoon time故事，读懂其中的趣味之处，并能在教师指导下生动表演故事。 3.了解中西方饮品文化，增加民族自信。 正确辨识字母c 在单词中的发音；正确理解中西方茶文化的多样性，增加民族自信心；能用英语作简单的介绍熟练运用句型“There is/are ... ”按一定顺序介绍并描写房间环境。 Period 4 Checkout time& Ticking time 1. 学习、讲述和创编故事； 2.补充资源：丽声北极星五上 The Empty Room。 Welcome to my house(主题意义：学会有礼貌地待人接物，按顺序描写身边的事物或环境） 基于对三只熊的小木屋的参观活动，在教师的指导下，完成描写某一房间环境的书面表达。 在情境中学会有礼貌地待人接物、尊重、关爱、宽容他人，理清文本结构，合理架构短文，设计仿写提纲，有序描写身边的事物或环境。 五上Unit 1 Goldilocks and the three bears（Period 1） 【教学内容】Story time 【教学目标】 通过本课时学习，学生能够： 1. 在看、听、说的活动中，获取、梳理故事的语境、发生、发展和结局。 2. 在教师的帮助下，利用图片、板书等分角色表演故事（程度较好的学生可以尝试丰富故事的情节和人物的语言）。 3. 简要评价对金发姑娘闯进小熊家所作所为的看法，探究主题意义。 4. 根据教师提供的图片，在小组内交流金发姑娘的卧室的环境布置，并用连贯的语言在全班汇报交流。 【核心词汇】 bear，forest，there，house，soup，just right，room，hard，soft，afraid，in front of her. 【核心句型】 What a beautiful house! There is some soup on the table. There are three beds in the room. There be... 【教学重点】 1.能理解、复述并表演故事内容。 2.能在语境中理解bear，forest，there，house，soup，just right，room，hard，soft，afraid，in front of her. There is some soup on the table./There are three beds in the room等词句，并在听、说、读、写等活动中按照一定顺序使用其表达意义。 【教学难点】 1. 能懂得尊重他人，在进入别人家里或使用他人物品前要征求主人的意愿。 2. 积极思考、主动探究，善于发现金发姑娘闯进小熊家里的不当之处，提炼主题意义。 【教学准备】 PPT、图片 【教学过程】 Step 1 Guess game （出示描述人物的关键词） Q：Who is she? PPT shows some key words and sentences, and let the students read and guess. 1. Once upon a time there was a girl, her mother died. Then her father went to a beautiful but evil queen. (Snow White) 2. Once upon a time there lived an unhappy young girl. Her mother was dead and her father had married a widow with two daughters.( Cinderella) 3. Long long ago, there was a lovely girl. She has blonde hair .(Goldilocks) 教学新单词Goldilocks Q：Who else can you see in the picture? (Three bears) In this lesson, we will read a classic story ：Goldilocks and the three bears（揭题） 【设计意图】上课伊始，教师对经典童话人物用两三句话介绍，引导学生聚焦故事情景与人物特点，由此培养学生聚合性思维，激发课堂氛围，猜测人物名字，引出本课的主人公Goldilocks， 由此正式铺开故事的标题与情景。 Step 2 Look and order （出示书上第8页排序练习） What happens in the story? Finish the exercise on P8 of the book, and check on the PPT Step3 Look and say What’s the story about? Q1. Where is Goldilocks? Where does she go? 教学新单词forest, house. Q2. What does she do there? Q3. How is she at first/at last? Goldilocks goes into a beautiful house in the forest. She eats the soup. She goes to the bed. She sees the three bears and she cries: Help! Help!教学新单词be afraid 【设计意图】教师通过先抛出问题链的方式，帮助学生激活故事中的要素，如场景、活动、情感等，再采用缺词填空的语境促进学生实现完整概括的任务，培养概况性思维能力。 Step4. Read and learn Why is she happy at first but afraid at last? A. Look and say（出示图一） What does Goldilocks see in the forest? (trees/grass/birds/house) How is the house? ( nice/ beautiful) How is she? (happy) Guess, what will she say: ________________. (What a beautiful house!) 指导朗读 Whose house is it? Do you like this house? So she goes into the house. What does she do then? B. Listen and say （出示图片二与音频） Now Goldilocks is in the house. How is she? (hungry and thirsty）What can you see on the table? (some soup) 教学新句型There is some soup on the table. How is the soup? Which one does she like? Listen and say. This soup is ______ ______. 教学新词组just right Can you read and act as the hungry and thirsty Goldilocks?（指导朗读） How is she now? Why? (Happy. She likes the soup.) Actually whose house is it? ( The three bears’) 【设计意图】小学阶段，阅读教学重在教师的指导与自身的体验。故事中的前两个场景，教师先带领学生通过观察、思考、交流等活动解读图意和文本，再采用听的方式训练学生获取关键词的能力，授给学生“渔”的方法。 C. Read and learn What happens then? Goldilocks is ________ now. She says “I want to _______.” Look! There are _______ beds in the room. This bed is too _______. This bed is too _______. This bed is _______ _______. (tired, sleep, three, hard, soft, just right) 教学新单词hard, soft. How is Goldilocks when she is on the third bed? (Happy and comfortable) Can you read and act as a happy girl? （指导朗读） Whose beds are they? ( The three bears’) D. Look and talk （出示图片4） Look here! The three bears are back home. Where are they? (教学新词汇 in front of her) How is Goldilocks now? Why? What will she do/say? （Afraid. The bears are tall and strong. Who are you? Don’t eat me! Help！......） How are the bears? Why? (Surprised, angry......) （指导朗读） 【设计意图】在后两个场景中，教师重在指导，放手让学生自己观察、阅读、体验与想象，逐渐在语境中学会“渔”。再通过及时的朗读指导，加强学生模仿和理解能力。 E. Think and choose: What do you think of Goldilocks? ( ) A. Goldilocks likes the beautiful house so she can go into the house. ( ) B. Goldilocks can’t go into the house and use the things without the owner’s admission. (得到主人的同意） 【设计意图】解读完故事细节后，引导学生深入挖掘文本内涵、探究故事主题意义：未经主人同意，不可以随意进入他人房间或使用别人物品，体现阅读的育人价值。 Step 5 Read and act 1. Read after the tape and try to imitate 2. Read with the teacher and remember the contents 3. Work in groups and try to act it out Step 6 Think and say 1. Goldilocks goes home in hurry. She can’t wait to tell the story to her parents. There’s ...in the forest. There is ... on the table. There are... in the room. There are ...in front of me. 2. Can she go into the house and use the things there? What will her parents say to her? 3. Then Goldilocks wants to be a polite girl. She wants to invite the three bears to her house next time. Can you help to introduce the bedroom for her? (Practice and introduce) Look, this is my... There’s ... There are ... 【设计意图】探究主题意义是阅读教学的真正价值的所在。金发姑娘的所作所为正确吗？家长会如何引导她有礼貌地待人接物，与人交往？本环节正是师生根据故事的解读作主题意义探究的重要时机，学生将从实际和生活出发，表达对金发姑娘的评价和建议，并观照自己的日常交往和活动，真正实现阅读育人的目标。 Step 7 Homework Must to do: 1. Read and act out the story. 2. Copy the new word for four times. Choose to do: Draw a bedroom for Goldilocks and introduce with structures. (Look, this is my... There’s ... There are ...) 3. Enjoy the video about Goldilocks and three bears. (其他版本) 【板书设计】 Unit1 Goldilocks and the three bears (period 1) Where: forest sitting room bedroom / What: see a house eat the soup sleep on the bed run away How : happy → hungry and thirsty → tired → afraid beautiful just right hard soft in front of 五上Unit 1 Goldilocks and the three bears（Period 2） 【教学内容】Grammar time，Fun time 【教学目标】 通过本课时学习，学生能够： 1. 借助图片和关键词，熟练复述并表演Story time，并适当拓展细节或场景，深入理解主题意义。 2. 在观察、阅读、交流的活动中，学习理解、实践运用There be 句型及This...is too...表达，灵活运用已学的形容词happy，hungry, thirsty, tired等。 3. 能利用图片情境，借助“Goldilocks’ house”语境, 按一定顺序、正确地使用There be 句型描述房间内的环境布置。 完成课时目标所需的核心语言如下。 【核心词汇】living room, dinning room, study, in front of, between 【核心句型】 There is/are...in/on/under ... This ...is too... The...are too... 【教学重点】 能利用图片情境，借助“Goldilocks’ house”, 正确地使用There be 句型介绍不同 房间的物品。 【教学难点】 能理解并初步运用There be 句型，突破be 词的正确用法。 【教学准备】 PPT、图片 【教学过程】 Step 1 Read and judge( T or F) Goldilocks goes into the forest, what happens then? Please read and judge. ( T ) 1. There is a beautiful house in the forest. ( F ) 2. Goldilocks goes into the house because three bears say“welcome”. ( T ) 3. There is some soup on the table. Goldilocks eats the soup. ( F ) 4. There are three beds in the bedroom. Goldilocks doesn’t want to sleep. ( F ) 5. There are three bears in front of Goldilocks. They make friends. It’s not polite to go into the house and use the things when you don’t ask for admission. 【设计意图】通过上一课的阅读与分析，学生基本理解并学会熟练朗读文本。第二课开始，教师以判断信息是否与故事相符的形式帮助学生激活旧知，句式均已there be形式，为本节课的重点--语法教学作好铺垫。 Step 2 Introduce and say Last lesson, we introduced the bedroom for Goldilocks. Let’s check the homework. Look, this is my... There’s ... There are ...This is my ...homework. Step 3 Look, draw and learn Goldilocks wants to make friends with three bears, she would like to learn how to introduce her other rooms. Q: Look, how many rooms are there in her house? What are they? There are six. They are two bedrooms, a sitting room, a dining room, a kitchen , a bathroom and a study. 【设计意图】延续Story time的故事情节，以金发姑娘想要和三只小熊交朋友为语境，设置如何介绍各个房间内环境的语言实践任务，促进学生在模拟的环境中进行语言实践和学习。 A. Try to learn What’s in the living room? Q1: This is the living room. What can you see? Q2：What’s on the chair? 教学句型：There is a book on the chair. Q3: What’s on the table? 教学句型：There is some milk on the table. Q4: What’s on the wall? 教学句型：There are some pictures on the wall. Look and compare the three sentences, how to use the verb “be” correctly? （There be表示某地有某物，be动词的使用根据紧跟其后的名词来判断，单数和不可数名词前用is，复数名词前用are） Now let’s introduce the living room together. Welcome to my .../Look at my ... There is....There are...（on，under，in，behind，in front of） Q5: Look at the pictures on the wall, what can you see? How are they? P1. This water is too _____. This water is _____ _____. This water is _____ _____. P2. This sofa is too _______. This sofa is _______ _______. This sofa is _______ _______. P3. These trees are too short. These trees are too _______. These trees_______ _______ _______. 【设计意图】本环节利用帮助金发姑娘介绍客厅的语境，由点到面地展现了there be句型的形式以及意义，也巧妙嵌入了This ... is too.. 的表达，旨在引导学生在真实、有趣的语境中感知、体验、理解与实践。 B. Try to say What’s in the dining room? Look at the dining room. What’s in it? 1. There _____ a fridge near the window. 2. There _____ a big table in the middle of the dining room. 3. There _____ some tea on the table. 4. There is _________________________. 5. There are ________________________. Can you introduce the dining room with these sentences all? C. Try to order and introduce What’s in the study? Look at the study. What a mess!. Let’s help Goldilocks put things in order. Q1. What’s on the desk? Q2. What’s on the bed? Q3. Is there a computer on the desk? Q4. Are there any toys on the floor? Q5. Are there any pictures on the wall? Now everything goes well. How is it? What’s in the study? What does she do there? Please introduce the study like this: This is Goldilocks’ study. It’s ...and ... (How?) There is... There are ... (What？) She usually ...in the study. ( What to do?) 【设计意图】教师通过三个维度的问题，帮助学生架构起有序介绍一个地方的逻辑顺序：先说整体印象，再到具体细节，最后讲在这个地方干些什么事。如此结构化的教学内容能促进学生的逻辑性思维，从而推进语言的有序表达。 Step4 Choose, design and practice (pair work) We have three rooms left. They are her parents’ bedroom, the kitchen and the bathroom but a little bit messy. Can you choose one room and order the things, then introduce for us? Scene 1 : her parents’ bedroom (a red dress, some books, a bag) Scene 2 : the kitchen ( some coffee, some cakes，three apples) Scene 3 : the bathroom ( a clock, some flowers) This is ... It’s ...and ... (How?) There is... There are ... (What？) They usually ...in the ... ( What to do?) In this lesson，we know how to introduce the places with the structure “there be”. Then we can be polite to welcome friends to our house. 【设计意图】以学生为主体的教学体现在学生拥有自主选择、主动探究和积极实践的时空。在拓展创新环节，教师给出三个不同的场景，设置不整洁的画面，设计多重的实践任务：一是选择场景；二是整理房间；三是整体介绍。在同伴合作与教师指导下，学生在原有的基础上不仅能提升思维、语言能力，同时也将加深对如何美化居室的理解和内化。 Homework 1. Read and remember the Grammar time. 2. Design one room in your house. 3. Finish the exercise. 【板书设计】 Unit1 Goldilocks and the three bears (period 2) Rooms: living room dining room study Things: book, milk, pictures ... ... There is a book on the chair. There is some milk on the table. There are some pictures on the wall. 五上Unit 1 Goldilocks and the three bears（Period 3） 【教学内容】Sound time，Culture time & Cartoon time 【教学目标】 通过本课时学习，学生能够： 1.在看、听、说的活动中，获取、梳理卡通板块对话中Tina，Bobby，Little Cousin所发生的故事； 2.在教师的帮助下，分角色表演卡通板块对话（鼓励学生注意语音语调变化，加上动作表情，选择自己喜欢的方式表演对话）； 3.合理想象Bobby与Little Cousin心理活动，简要评价对他们的看法，给他们提出自己的建议； 4.延续卡通板块故事情境，为Little Cousin选择合适饮品的背景下，学习文化板块，了解更多国家的茶文化，进一步感受中西方茶文化的差异，体验茶文化的多样性；　 5.延续卡通板块故事情境，抓住饮品coffee字母c的发音，学习语音板块，感受小诗节奏，总结更多含有字母c的单词，发现字母c的发音规律。 完成课时目标所需的核心语言如下。 【核心词汇】really，then，find，their 【核心句型】There is.... There isn’t... There are... There aren’t any... 【教学重点】 1.能正确理解、朗读Cartoon time故事，读懂其中的趣味之处，并能在教师指导下生动表演故事并续编。 2.能正确朗读字母C的发音，并能够体会小诗的韵律。 3.解中西方饮品文化，增加民族自信。 【教学难点】 1. 熟练运用句型“There is/are ...”，按一定顺序介绍并描写房间环境。 2. 续编卡通故事，理解故事主题意义。 【教学准备】 PPT 【教学过程】 Step 1 Warming-up 1. Quick response“ Yes or No” PPT shows some sentences , and let the students read and judge. There are fifty-five students in your class. There are a lot of books in your school bag. There is a girl in front of you . There is a TV in this classroom.... 2. a PK game T: Today , we’ll have our English lesson in this classroom . Do you like this classroom ? It’s big and nice , right? There are many things here . Let’s have a PK game between boys and girls. Say about the things here in 1 minute . Try to say as many as possible. There is / are … . 3. Talk about Bobby’s sitting-room. (PPT shows the picture of Bobby and Tina sitting in the sitting-room.) This room is nice . Look at this room. Is it nice too? Who’s in this room? What room is it? What’s in the room? 【设计意图】通过三个步骤，帮助学生学习热身：利用快速反应游戏，联系学生实际生活，训练学生语言表达正确性；利用男女生PK赛，激发学生表达兴趣，训练学生语言表达的流畅性；利用卡通板块第一幅图，激活学生已知，培养学生观察力，为下一步学习卡通语篇做好铺垫。 Step 2 Presentation 1. Cartoon time 1) Listen and say Bobby and Tina are sitting on the sofa. Q1: What’s the matter with Bobby ? He’s hungry. Q2:Can Tina help him? Listen to Tina . You can have some cakes. There are some in the kitchen. 2) Watch and answer Q3: Can Bobby find any cakes in the kitchen? There aren’t any cakes here. 3) Read and answer Q4:Where are the cakes ? Then, Bobby and Tina find their cousin. Here are the cakes. 4)Look and say Q5: How are they? Bobby’s cousin is happy. Bobby is angry. Tina is confused. 5) Read and act . A. Read after the tape . B. Read after the teacher. C. Read by themselves D. Read in roles (Try to remember) E. Act it out . 6)Imagine and think Q6: What will they say? What will happen then? Q7: What do you want to say to Bobby? 【设计意图】基于故事情境，教师编制主问题链，引导学生运用多种感官，多层次理解故事，逐步化解内容难点，培养学生观察力、听力、理解力等多种能力，在模仿、表演中获取学习自信心，鼓励学生充分想象，大胆表达，续编故事，升华主题意义“Bobby’s cousin is young. Don’t be angry, Bobby....”“Little cousin, you should share the cakes with Bobby... ”，在故事学习中，学生懂的了“在生活中，我们要关心、包容他人”。 2. Culture time 1) Talk and choose Bobby’s cousin eats so many cakes. Then he gets very thirsty . He needs something to drink. Here’s a cup of coffee, a cup of tea and a glass of juice. Q1:What would he like? Guess! 2) Look and say Q2:What is popular in China? Q3:What is popular in Western countries? Tea is popular in China. Coffee is popular in Western countries. 3） Look and know Q4：What else tea in China do you know? There are many kinds of tea in China. I love tea. 【设计意图】延续卡通故事情境，创设Bobby’s cousin吃了很多蛋糕，感觉口渴，他会选择什么饮品解渴？自然引出中西方两大饮品tea，coffee，导出Culture time的教学，还运用一些图片帮助学生了解我国茶文化，树立民族自信。 2. Sound time 1) Say more words with c Chinese love tea. Western People love coffee. Q1: What else words with c? 2) Find out the rule There are many words on the blackboard. Q2: What rule can you find? 3) Listen and fill My uncle has a cold, And my cousin too! The doctor comes and says, “Put on your coats, you two!” 4) Chant and say Q3: What’s the matter with them? 【设计意图】延续文化板块情境，引导学生说出更多已知含有字母C的单词，鼓励他们为其进行读音分组，发现字母C在单词中发音规律；听并填空，训练学生对字母C发/K/的敏感度；呈现整个Sound time图文，在说唱儿歌中，理解儿歌内容细节。 Step 3 Homework 1.Read and recite Cartoon time. 2.Finish the exercise. 【教学板书】 Unit1 Goldilocks and the three bears ( There aren ’ t any cakes here . They ’ re my cakes. …… ) ( Here are the cakes . )Bobby ( How nice ! I like the cakes. …… )Tina cousin Tea is popular in China. Coffee is popular in Western countries. C /k/ coat cousin cat cold doctor ... 五上Unit 1 Goldilocks and the three bears（Period 4） 【教学内容】Checkout time & Ticking time 【教学目标】 1.正确使用There be句型合理表达房间物品位置。 2.情境中理解礼貌待人接物、尊重、关爱、宽容他人主题意义。 3.合理架构短文，有序介绍身边的事物环境。 【教学目标】 通过本课时学习，学生能够： 1.在复述与表演的活动中，梳理Story time板块语言结构，巩固核心句型There be，并针对学习目标1进行自我评价； 2.基于Story time板块情境，利用Checkout time1.Look and say图片和句型结构，创设three bears参观Goldilocks家教学新情境，在看、选、说的活动中，介绍Goldilocks不同房间的物品摆设； 3.利用Checkout time2.Look and write图片和句型结构，对There be句型进行扩充，发挥合理想象生成不同场景的对话，并针对学习目标2进行自我评价。 完成课时目标所需的核心语言如下。 【核心句型】There is.... There are... 【教学重点】 1.基于故事情境，使用There be句型合理表达房间物品位置。 2.基于故事情境，深入理解故事内涵，如有礼貌待人接物、尊重、关爱、宽容他人。 3.基于生活情景，合理架构短文，使用There be句型有序描写身边的事物环境。 【教学难点】 1. 发挥想象，合理使用There be句型创编新故事。 2. 基于情境，正确使用There be句型，生成新对话。 【教学准备】 PPT。 【教学过程】 Step 1 Warming-up 1.Learning aims: I can understand the story “Goldilocks and the three bears”. I can use “There is/ are” to talk about things in a place. 2.Game:What’s in my bag? Guess!... 【设计意图】通过呈现学习目标，学生明确学习方向，教师明确评价指标。通过创设游戏，提供交流情境，学生先用There be句型猜测老师包中物品，再同桌之间，进行游戏，最后全班进行游戏，巩固There be句型，营造本课积极的教学氛围。 Step 2 Revision Check Aim 1：I can understand the story “Goldilocks and the three bears”. 1）Look and retell Show pictures in Story time and Ss retell the story in groups. Retell the story correctly, fluently and vividly. ★★★ Retell the story correctly and fluently .★★ Retell the story correctly. ★ 【设计意图】呈现评价任务，明确评价标准，通过小组合作，学生互评，给予不同层次学生展示自我的机会，巩固单元主语篇框架结构。 2）Practice and act Act the story correctly, fluently and vividly. ★★★ Act the story correctly and fluently .★★ Act the story correctly. ★ 【设计意图】呈现评价任务，明确评价标准，通过小组合作，学生互评，鼓励学生声情并茂表演故事，促进学生深入理解故事。 3）Think and say Q:Goldilocks isn’t happy. She is afraid. Why? 【设计意图】基于上面两次教学活动，以追问故事内涵的方式，催生学生深思Goldilocks害怕逃跑的原因，更加理解故事主题意义“恰当地待人接物，倡导学生学会尊重他人”，也自然创设下面教学情境“Goldilocks感觉擅入别人家中的不妥，所以邀请three bears做客”。 Step 3 Presentation Check Aim 2：I can use “There is/ are” to talk about things in a place. 1)Look and talk Goldilocks wants to invite the three bears to visit her house. Look! What’s in this room? Use the picture on P14. 【设计意图】延续Story time故事情境，创设新情境，参观Goldilocks的家，学生扮演Goldilocks向three bears介绍自己的家，在情境中，运用There be句型介绍不同物品在家中不同地方，形成小语篇，进行诵读。 2)Choose and say Different rooms in Goldilocks’ house. 【设计意图】继续延续Story time故事情境，创设新情境，学生小组合作，选择Goldilocks家中不同房间，运用There be句型介绍不同房间里的不同物品，生成不同小语篇，组间分享。 3)Look and write. Use the pictures on P15. 【设计意图】延续Goldilocks向three bears介绍自己的家为情境，假设第15页所有图片就是three bears在Goldilocks家中参观到的物品，学生运用There be句型进行补充、扩充，发挥想象生成新对话。 例如：图1. There are five apples on the table in the dining room. Goldilocks: Would you like apples? Three bears: Yes, please. We like eating apples. Goldilocks: Here you are. Three bears: Thank you. They are big and sweet. ... Step4 Homework 1. Choose one room in your house and introduce. 2.Read Picture book “The Empty Room”. 【教学板书】 Unit1 Goldilocks and the three bears There is/ are... Different rooms in Goldilocks’ house Goldilocks: Would you like apples? Three bears: Yes, please. We like eating apples.... 学科网（北京）股份有限公司 $$