1、Unit1 第1课时教学设计【内容来源】译林版（五年级）上册Unit1【主 题】Goldilocks and the three bears【课 时】第1课时：Story time, Fun time一、板块介绍本部分讲述金发女孩Goldilocks在森林中迷路后的遭遇。她先是发现了一座小木屋，走进去发现了一个餐桌，上面摆放着三碗汤。随后她又发现了三张床，并躺在其中一张床上睡了一个午觉。最后她醒了，发现床前围着三只熊。教师可根据学生的具体情况，拓展故事语言，将教材中的故事版本改编得更丰满，更生动，也可以鼓励学生想象故事的结尾或续写故事。二、教学目标1、能听懂、会说、会读、会写house, ro
2、om, in front of, her, beside, between；2、能听懂、会说、会读hear, forest, there, soup, just right, hard, soft, afraid；3、能听懂、会说、会读Story time中的故事，及there is/are三、教学重难点1、句型：There is/are .的用法2、词汇：house, room, in front of, her, beside, between等词的音、形、义四、教学准备教学课件（教师可以在优教平台直接调用或下载）、课文录音、动画、扇子、手套、蛋糕、矿泉水等实物。五、教学过程Step 1:
3、 Warm-up/Lead-in1. 问答活动，复习感官类形容词教师借助扇子、手套、蛋糕、矿泉水等实物或图片作提示，和学生进行问答活动，复习在四年级下册Unit7学过的hot, cold, hungry, thirsty, tired等感官类形容词。如：T: (扇扇子)Whats the matter with me?Ss: Youre hot.T: (带上手套)Whats the matter with me?Ss: Youre cold.T: (做吃东西的动作)Whats the matter with me?Ss: Youre hungry.2. 编创歌谣，引入单元话题教师可以将已学过的
4、单词hot, cold, hungry, thirsty, tired编入歌谣，并结合已经学过的食物类单词ice cream, cake, juice, milk, hamburger, pie, noodles, rice等。教师可以指导学生一边唱诵歌谣，一边做相应动作。如：If you are hot, you can have an ice cream. (学生做舔冰淇淋动作）If you are cold, you can eat some hot noodles. (学生做吃面动作）If you are hungry, you can eat a cake. (学生做吃蛋糕动作）If
5、 you are thirsty, you can drink some juice. (学生做喝果汁动作）If you are tired, you can go to bed. (学生做睡觉动作）3. 问答活动，引入目标介词教师利用手边的物品和周围环境，复习介词in, on, behind和under,和学生进行问答活动，引入本单元的新介词。如：T: (将一本书放入手提袋中)Wheres my book?Ss: Its in the bag.T: (将手提袋放在讲台前的桌子上)Wheres my bag?Ss: Its on the desk.T: (将手提袋放在椅子下面)Wheres m
6、y bag?Ss: Its under the chair.T: (将手提袋放在自己身后)Wheres my bag now?Ss: Its behind you.Step 2: Presentation & Practice1. 摸摸说说，教授soft和hard教师课則准备一件质感很柔软和一件很坚硬的物品，让学生触摸理解并运用 hard和soft描述事物。如：T: (出示一毛绒玩具)Touch this, please. How is it? Its soft, right?S1: Yes, its soft.T: (出示一小块石头)Touch this now. How is it? Is
7、 it soft too?S1: No.T: Right. Its not soft. Its hard.2. 接龙活动，操练hard和soft教师要求学生利用手边的物品，进行接龙活动。如：S1: Touch this rubber, please.S2: Its soft. Touch this pencil, please.S3: Its hard. Touch this bottle, please.3. 问答活动，教授和操练介词beside, between和in front of教师邀请一个男生和一个女生，并和他们一起并排站在全体同学面前，呈现beside, between和in f
8、ront of的位置关系。如：T：(教师站在两个学生中间，横向排列面对学生)Where am I? Im between and (教师站在两个学生的最前面，纵向排列面对学生)Now Im in front of. and (教师站在两个学生的一侧，横向排列面对学生)Now Im beside and 随后，教师继续和两个学生随意排列一侧，让其他学生用目标介词表达你们三人 的位置关系。如：S1: . is between/in front of/beside .4. 说说做做教师课前准备三个玩具熊或头像Papa Bear, Mama Bear, 和Baby Bear, 然后邀请若干学生根据教师
9、的表述来摆Baby Bear的正确位置，进一步帮助学生理解和掌握三个方位词。5. 接龙活动 教师也可利用教室内学生座位的安排，要求学生用beside, in front of, behind和between来表述自己的位置。接龙活动可以纵向操作，亦可横向进行。如：S2: Im in front of S2: Im behind /Im between and /Im in from of6. 故事人物和场景介绍教师可以课前准备一个金发的芭比娃娃，或者利用课文图片，简单介绍故事主人公Goldilocks和故事场景。如：T: (出示色比娃娃)Look at this girl. What colo
10、ur is her hair?Ss: Its golden.T: Youre right. But we can also say its blonde. What colour is her hair?Ss: Its blonde. T: OK. Shes a girl and she has golden hair. So her name is Goldilocks. Say hello to Goldilocks.Ss. Hello, Goldilocks.T:（出示图片1) Look at this picture. What can you see in the picture?S
11、1: I can see a house.S2: I can see some trees.S3: I can see Goldilocks.T: Where can you see many trees?Ss: In a park.T: Yes. You can see many trees in a park. Where else can you see many trees?S1: In a forest.T: Right. Its a forest. Wheres Goldilocks?Ss: Shes in the forest.7. 看图说话，教授新句型教师可以利用四幅挂图出示图
12、片，引导学生理解并尝试用there be句型描述图片。教师要提醒学生注意there be句型中be动词的单复数形式，按就近原则来确定用is或者are。建议教师将例句写在黑板上，使学生更好地理解句型的结构。如：T: (出示图片l)Look. Whats in the forest?Ss: A girl.T: (板书例句)Yes. There is a girl in the forest.Ss: There is a girl in the forest.T: What else is in the forest?Ss: A house.T: (板书例句)Yes. There is a hous
13、e in the forest.Ss: There is a house in the forest.T: Whats in the house? Would you like to have a look? (出示图片2) Wheres Goldilocks now?Ss: Shes in the house.T: What can you see in the house?Ss: I can see a table.T: (板书例句)Right. There is a table in the house.Ss: There is a table in the house.T: What
14、can you see on the table?Ss: Three bowls.T:(板书例句)Right. There are three bowls on the table.Ss: There are three bowls on the table.T: What can you see in the bowls?Ss: Soup.T: (板书例句)Yes. There is some soup in the bowls.Ss: There is some soup in the bowls.教师可以用同样的方法继续和学生进行看图问答，板书以下例句：There is a clock
15、in the house. There are three chairs in the house.There are three beds in the house.There are three bears in the house.8. 看图说话，操练新句型教师可以利用学生用书P8Think and say的活动，要求学生根据图片和句型提示描述图片，进一步操练there be句型。9. 看图讲故事比赛教师先要求学生完成学生用书p8Look and order的排序活动，然后再组织学生根据正确的图片顺序，开展看图讲故事比赛，看谁能把故事讲得正确、完整又生动，谁就是班级的故事大王。 10. 续编故事 教师可引导学生发挥想象力，根据现有故事内容续编结尾。教师可以提出几个问 题引导学生思考故事的发展。如：1）Would the bears be angry?2）What would they do?3）What would they say to Goldilocks?4）Would they be friends at last?Step 3: Cons
