1、Unit 1 Goldilocks and the three bearsGrammar time & Fun timeTeaching contents 教学内容Grammar time & Fun timeTeaching aims and learning objectives 教学目标1. 巩固所学故事中出现的词汇：Goldilocks, bear, soup, hard, soft, afraid, just right, in front of, beside, between；2. 四会掌握词汇：house, room, in front of, her, beside, bet
2、ween； 3. 学生能有感情地表演故事；4. 基于三只熊的故事，巩固并四会掌握 there be 句型；5. 创设不同情境，让学生能够听懂、会说、会读、会写句型：There is 加名词单数或不可数名词，There are 加名词复数，并理解句型的意思；6. 学生能够充分理解并掌握 Grammar time 中 There be句型的用法和规则以及单词 too 的用法。Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点: 1. 滚动复现词汇 Goldilocks, bear, forest, house, soup
3、, hard, soft, afraid, just right, in front of；2. 在故事情景中反复使用、巩固 there be 句型；3. 创设不同情境，让学生能够听懂、会说、会读、会写句型：There is 加名词单数或不可数名词，There are 加名词复数，并理解句型的意思；4. 学生能够针对不同的情境活用日常用语 This is too教学难点：1. 学生对词汇和语言的掌握属于理解跟说阶段，教师应创设不同情境让学生能够四会掌握词汇和句型2. There is 加名词单数或不可数名词，There are 加名词复数这组语言对中国学生来说有难度，教师通过趣味活动逐步突破3
4、. 学生能够针对不同的情境活用 This is tooTeaching procedures 教学过程Step 1 Greetings and warming up 1. Enjoy a song：One one2. Listen and doT: Put your in/on/under/beside/betweenS: 学生根据老师的指令做出正确的反应【设计意图：1. 欣赏歌曲铺垫 there be 2.以听听做做方式感知介词的用法 】Step 2 Review the story1. Think and judgeT: Last lesson we have learned an int
5、eresting story. What is the name of the story? S: Goldilocks and the three bears.T: Do you like the story? T: Now Ill give you some sentences. Please judge if it is true or false. (带领学生说一说 true 和 false)a. There is a house in the forest. b. Goldilocks is not hungry, but she is tired.c. The three bowl
6、s (碗) of soup are for the bears.d. There are three hard beds in the room.e. Goldilocks is not afraid to see the bears.2. Review the story(1) 教师出示故事场景一：Look, Goldilocks is in the _. There is a big _. 学生和老师复习故事。(重点讲述 There be 句型)(2) 同法复习第二、三、四场景，同时巩固新单词house, soup, hard, soft, afraid, in front of(3) 学
7、生齐读故事，教师指导语音语调(4) 学生抽选场景，全班合作表演，相互评价。(5) Retell the story. 学生根据图片和提示语复述故事。【设计意图：复习上一节课所学的故事。通过记忆力考验的游戏，复习、巩固There be 句型。 】Step3 Grammar time(too 的用法 )(1) Try to say(教师出示第 2 幅和第 3 幅课文插图，让学生说一说书上的句子)T: Look at this picture. Does Goldilocks like this soup?S: No. T: Why? Whats the matter?S: This soup is
8、 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. (2) Try to summarizeT: We use “too” to modify some adjective words. How
9、do we use these words? Let me give you some examples. Look, I want to carry this teachers desk, but its too heavy. I cant move it. Understand? S: Yes.T: Look at the pictures. Can you describe the situation? (用之前课文中出现的一些图片复习巩固 too 的用法)T: This time, say the sentences as quickly as you can. (教师出示一些不同的图
10、片，让学生快速描述 This is too )【设计意图：1. 从复习书中的表达开始入手，衔接过渡自然。2.以看图理解的方式帮助进一步理解单词 too 的意义和用法。 】Step 4 Grammar time (There be 句型 )1. Learn to say(1) T: Goldilocks sees soup and beds in the house. And she also sees a lot of things in other rooms. Look, there are many things in the living room. Who can say the n
11、ext? (教师引导学生接龙说句子：There is/are in the living room)(2) 教师逐图出示三只熊家里的其他房间(study 和 kitchen), 请学生四人一组合作以接龙形式将图片中的物品用 there be 句型表达出来(3) 教师示范书写句型，学生在书上书写，完成后同桌交流检查。【设计意图：借助接龙游戏，学生练习 there be 句型并练习句子的书写。 】2. Think and summarize(1) 教师根据刚才的 Think and say 带领学生归纳 There be 用法T: Who can tell me the difference be
12、tween “there is” and “there are”? You can discuss in pairs first. S: (学生可以用中文总结他们发现的规律)T: Good try! Now listen to me carefully. When we talk about only one thing, we use “there is”. When we are talk about more than one thing, we use “there are”. But, when we are talking about the uncountable words,
13、we use “there is”. (教师解释不可数名词，举例说明)【设计意图：从复习书中的表达开始入手，衔接过渡自然。 】(2) Play a gameA. 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 sta
14、nd up and say “are”. OK? 【设计意图：通过做游戏深化语法概念，调动学生的学习兴趣。 】B. Fun time (Draw and say)T: Now please turn to page 10. You can draw first and then talk about your picture in pairs. (最后请几组学生介绍他们画的图片)C. A letter to friend T: As we all know, Goldilocks was woken up by the three bears, and she was so afraid th
15、at she ran away. Now she is at home. She wants to tell the story to her good friend Amy. She is going to write a letter to her. Look at the letter. Can you finish it for her? You can talk about it with your partners first. (请同桌两人先讨论一下信的内容) Finish the letter orally. Write the letter in pairs. Check.D
16、ear Amy,_ _ a forest near my house. It is _. _ _ many colourful flowers and lovely animals there. _ _ a nice house in the forest too. I went into the house. _ _ three rooms in the house. I can see a living room, a study, a kitchen, and a bedroom. In the kitchen, _ _ three bowls of soup _ the _. One
17、of them is _ _. One of them is _ _. One of them is _ _. In the bedroom, _ _ three beds. I dont like the _ one or the _ one. I fell asleep on the nice bed. But when I opened my eyes, I saw three bears. They were _ _ _me. I was very afraid, so I ran away and shouted help! Do you want to see the bears?
18、 Come to my home and Ill show you.Best wishes!Goldilocks【设计意图：从故事出示语法，再回到故事运用，扩充故事内容， 整体性较强，学生在熟悉的场景中运用语言知识能增加他们表述的信心。 】Homework 家庭作业1. 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.Teaching aids 教学准备 (含板书设计
19、)教学准备：1. 教师准备：PPT，板书。2. 学生准备：复习 Story time，熟读、会复述，会合作表演。板书设计： Unit 1 Goldilocks and the three bears (Story time)说课本节课第一单元第二课时 Grammar time。作为第二课时，教师预期的教学重点是对词汇与句型的进一步学习和熟练运用，教师预期的教学难点为根据所描述的对象正确运用 There be 句型。关于本节课教学环节中的活动设计及其设计意图：首先是热身环节。通过歌曲为 there be 句型的进一步学习进行铺垫；紧接着教师和学生间进行听与做的互动，较为全面地复习了学过的方位介词
20、，活动本身很有趣味性和挑战性，学生注意力高度集中，反馈的效果也较好。其次是复习故事环节。教师设计了一个判断正误的游戏，学生需要根据屏幕上出现的句子快速判断正确与否，考查学生对所学故事的记忆和理解。然后教师带领学生通过按场景复习，看图复述等不同方式复习、巩固词汇和句型。在熟悉故事发展过程后再进行全班性的合作表演，巩固了对文本内容的理解。语法板块是本节课的教学重点。本单元的语法板块共有两个学习任务：1. 掌握单词 too 的用法。教师先让学生根据故事插图中 Goldilocks 的情绪变化，用 too 描述原因，进而呈现其他图片，以看图说短语 /句子的形式突出重点，化解难点，帮助学生准确地理解 t
21、oo 的意义并掌握用法。2.掌握句型 there be 的用法。教师首先让学生用 There be 句型描述各个场景中存在的物品，然后让学生通过观察书中的图表讨论并总结 There is 和 There are 的不同用法，之后以游戏方式进行男女生比赛，以此巩固 There be 的正确用法，然后同桌完成 Fun time，最后让学生运用所学的知识完成一封信。本板块的设计意图主要是：1.通过图表的形式帮助学生理清思路；2. 鼓励学生自主讨论、发现并学习语法规律；3.注重趣味性，给单一、枯燥的语法学习注入活力，调动学生的学习兴趣，并帮助他们理解并巩固运用。分享与思考：1. 关注完整的情境创设，设置具备趣味性和可操作性的学习活动或任务；2. 语法知识的学习应该在情境中感知和运用。在交际活动中模仿学习语法知识；在归纳小结中明确语法规则；在说与写的训练中运用语法知识。
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