1、Unit 1 Goldilocks and the three bearsTicking time & Checkout timeTeaching contents 教学内容Ticking time & Checkout time Teaching aims and learning objectives 教学目标1. 通过自我、同伴、老师的评价，引导学生对单元所学知识开展回顾和小结；2. 能熟练表演并复述 Story time, Cartoon time 相关内容；3. 学生能熟练朗读 Sound time 小诗并运用发音规律尝试新单词的发音；4. 学生能扎实掌握本单元的四会词汇和句型，根据
2、 Checkout time 创编对话，并能够在理解的基础上表演对话或综合运用语言。Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点: 能在老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。教学难点：能运用比较丰富的语言介绍物品所属并完成相应短文的写作。Teaching procedures 教学过程Step 1 Greetings and warming up 1. GreetingsT: Hello, boys and girls. Happy to see you. S
3、: Happy to see you.T: This is our ticking table. I want to know if you learn Unit 1 well. (教师出示 Ticking 内容)Ticking time I can say the words of adj. and prep.I know the sound of the letter “c”I can act the stories.I can use “There is/are” to talk about things in a place.2. Enjoy a rhyme: In my room【设
4、计意图：出示评价表内容，帮助学生了解本节课教学目标，有利于课堂的有序开展。 】Step 2 Words and sound1. Words of prep.T: There are many things in the boys room. And here are many things in my room, too. Now look and say. (教师先出示一张房间图片，提醒学生注意物品位置，然后出示物品移走后的图片，请学生将物品的位置连线，提问：Wheres/Where are the ? 学生轮流回答)2. Sound (1) T: (出示将 cake, cup, coat
5、隐藏在房间图中的图 ): Good job! Now I am looking for something. Can you help me? Im hungry. So I need _. S: Cake.T: Yes. Im thirsty and I want to drink some water, so I need _. S: Cup. T: Yes. Im cold now. So I need _. S: A coat.(2) T: Right. Now please look, cake, cup, coat, c is pronounced as /k/. Do you k
6、now words about c/k/? (学生举例然后念诵书上小诗)(3) 教师出示新单词： class, close, camp, cute 让学生尝试拼读(4) 教师出示单词 , 学生两人一组开展辨音比赛：cake class ( ) nice ice ( ) come cake ( ) crayon cup ( ) doctor cousin ( ) cinema cold ( )3. TickingT: Well, you have finished the first aim. You can get three stars if you dont have any mistak
7、es. You can get two stars if you have one mistake. Two mistakes you can get one star. Step 3 Act the story1. 教师出示表演评分标准：有道具，表演有感情，无错误：有感情，无错误：能表演，略有错误2. 教师出示故事图片（Goldilocks & Bobby and the cakes ）学生选择故事内容，四人一组准备 3 分钟后上台表演。3. 学生展示后评价4. Retell the story. (1) 教师出示书上图片和关键词，让学生翻译 story time 中词组(2）教师和 3 位
8、学生做示范复述并加工故事In theforestIn thekitchenIn thebedroomBears are homeS1: Its a sunny day. Goldilocks goes out. She is in the forest. There are many trees and flowers in the forest. There are some animals, too. Look, whats over there? Theres a house.S2: Goldilocks knocks on the door. There are not any peo
9、ple in the house. She opens the door. There is a kitchen, a dining room and kitchen in the house. Goldilocks is hungry and thirsty. There are three bowls of soup on the table. She eats the soup. The first bowl is too hot. The second bowl is too cold. And the third bowl is just right.S3: Goldilocks i
10、s tired now. She wants to sleep. There are three beds. The first bed is too hard. The second bed is too soft. The third bed is just right.S4: Three bears are home. They see Goldilocks. They dont like Goldilocks. They are standing in front of her. Goldilocks sees three bears in front her. She is afra
11、id. She shouts and runs away. (3) 学生根据课文内容 4 人合作改编故事并展示(4) 完成 Ticking.Step 4 I can use “There is/are.”to talk about things in a place. 1. Checkout time (Look and say)(1) 教师出示 Checkout timeLook and say：There is a big room in the Bears house, too. Look, whats in the room? Discuss with your partners.(2
12、) Look at this one. I give you 40 seconds. You should answer it one by one.(出示书上 CheckoutLook and say 图片，让学生们观察 30 秒，尝试记忆房间中的物品，四人为一组进行汇总，再小组汇报)Place ThingsOn the tableUnder the tableBeside the tableIn front of the window(3) PPT 出示房间图片，学生 Look and writeThis is the Bears room. There are many things.
13、There are _ in front of the window. There _ _books on the table. There are _ under the table. There _ a bear _ the chair. 2. Practise(1) T: We can talk about the bears room by using “there is /there are.” Now Ill show you Toms room. (出示补充习题 P.2 房间图)(2) 教师引导学生介绍 Toms room.(3) 教师出示文本指导写作。3. 学生介绍自己的房屋。
14、T: How about your room? Tell your partner whats in the room? T: You did a good job. This time lets try to design and write the room or classroom of your own. Take out your paper. Draw and write. (教师指导学生口头介绍后写作)【设计意图：以 Checkout time 和补充习题内容为基本素材，指导学生综合运用 there be 句型开展对房间物品摆放的描述，最后回归生活，学生运用所学语言对自己的房间物
15、品进行介绍。 】Homework1. Review the words and phrases of this unit. 2. Read and recite Story time. 3. Design a dream room and introduce it.4. 整理归纳本单元词汇、语音。Teaching aids 教学准备（含板书设计）教学准备：1.教师准备：PPT，板书及补充习题相应练习。2.学生准备：复习各板块学习内容，熟读、会复述，会合作表演。板书设计： Unit 1 Goldilocks and the three bears (Ticking time)I can What
16、 I can say the words of adj. and prep. cold, hot, happy, hungry, thirsty, tired, soft, hardin on in front of beside between I know the sound of the letter “c” cake coat come cup doctorI can act the stories. in the forest in the house in the kitchen in the room bears are home run awayI can use “There
17、 is/are ” to talk about things in a place.This is _. There is_. Its_. I often_.There are_. _.说 课本节课为单元的最后一个课时，目的是帮助学生通过开展各个活动回顾对本单元知识的掌握情况。整节课以 Ticking time 为线，串联各板块知识内容，帮助学生在回顾知识的同时开展评价。从语音，词汇，单句，故事表演，Checkout time 到真实房间的介绍，由点到面，由单一到综合，螺旋递进开展复习，最终达到综合运用的目的。首先，课外歌曲统领本课主题，由房间内物品的说唱导入对介词及语音的复习。其次，Story time 故事表演再次巩固本课多个语法知识，Retell the story 引导学生将自己学过的语言进行重组，达到语言和思维的双重结合。再次，结合 Checkout time 内容，以讨论房间为途径，帮助学生综合运用已经学过的词汇融合本单元主要语言初步开展交际运用，进一步夯实单元知识。最后，教师提供 Tom 的房间，引导学生运用 There be 句型及前几个单元所学的句型开展进一步的运用，使语言像滚雪球一样越说越丰富，最后达到写作和实际运用的最高要求。
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