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1、优化教学设计，提高教学效益单元/章/课：五年级上册 Unit 1 第 一 课时 课题Unit1 Goldilocks and the three bears!课型新授课教材分析本单元是五年级上学期的第一单元。Story time是一个生动的小故事，讲述的是金发女郎与三只熊之间发生故事，故事充满了神奇的色彩，是学生爱读的英语小童话，其间渗透了句型：Theis too ，以及There be 句型的教学。教师在这样的小故事中要给予学生更多的说、演的机会。目标表达（应包括知识、技能和情感目标）（一）知识目标1.能听懂、会读、会说house, soup, just right, hard, soft,
2、 help.2.能听懂、会读、会说、会初步运用句型Thisis too/Thisis just right. There is/are(二) 技能目标1.培养学生阅读能力及阅读技巧。2.能理解故事大意，较流利的朗读并试着表演故事。（三）情感态度目标1.引导学生观察比较，大胆开口说英语的能力。2.让学生认识到，人和动物和谐的关系。学情分析学生有什么以前所学的词汇、句型和日常交际用语。如：What time is it ?Whats the matter ?等。学生缺什么学会用Theis来表达某物的性质。学会使用There be句型来表达某地有什么？重点1. 能理解故事大意，并能较为流利的朗读和简
3、单的表演故事。2. 掌握故事中的重点句子，并运用于生活当中。3. 初步了解There be 句型的运用。难点1. 能理解故事大意，并能较为流利的朗读和简单的表演故事。2. 掌握故事中的重点句子，并运用于生活当中。方法手段情境教学法、任务型教学法等教 学 过 程（包括：主要教学流程、重难点处理过程与方法、亮点/精彩片段）教师教什么、怎么教学生学什么、怎么学Step 1 谈话导入1.Free talk T：Welcome back to school. Are you happy now?T: How do you often do on Summer holiday?T: You like re
4、ading. I like reading too. Do you like reading stories?2.T：Were going to read a story together .First ,Lets go to a place .What place ?( Read and guess)Its very big and beautiful !There are many trees and flowers .There are some streams. Many wild aimals live here .Step 2 新知呈现1.Ask： Do you know :“wh
5、ats in the forest?”T: There are some trees and some flowers in the forest.2.T：Look, There is a girl in the forest. Who is she ? 3.T:What can Goldilocks see in the forest ?4.T:How is the house ? So Goldilocks says :What a beautiful house ! (指导学生朗读,读出新奇感叹的语气！) Step3.Story time1.初读文本，整体感知T: Its a beaut
6、iful house !But do you know ,Whose house is this ? Lets watch and answer .T：Do you remember ,Whats in the house ? (learn :soup)2.精读文本，理解语篇a. T：Look at the pictures , What time is it ?T: Whats the matter with Goldilocks ?T: There is some soup on the table.How about is the the soup ?(Listen and answer
7、 )T: How about the first soup ?T: How about the second soup ?T: How about the third soup ?（学习just right.） (指导朗读，教师示范，注意读出冷、热、恰好的感觉)B.T: Goldilocks isnt hungry and thirsty now ,but she is tired now .T：Look, There are three beds in the room ? How about the three beds ?(listen and answer)T: How is the
8、first bed ?T: How is the second bed ?T: How is the third bed ?(指导朗读，教师示范，注意读出硬、软、恰好的感觉)CT：Goldilocks can sleep very well. But Look ，Whats wrong with Goldilocks ? (教授afraid)T：Why is she afraid ?(读课文，试着回答问题)T：There are some bears in front of her .（教学：in front of）（指导朗读，读出惊吓的语气。）D再读文本，加深理解T： Read the st
9、ory again .Lets look and order .T: Check the answer .5,1,3,4,6,2Step 4 巩固提升1. Read the story after the tape.2. Read the story and try to remember.（逐幅图带领学生朗读，挖去部分单词，根据记忆，朗读课文）T：Lets retell the story .Step 4 拓展延伸T： Whats the ending ? Do you know? I have an ending : Goldilocks runs away ,The bear runs
10、after her. But the bear runs faster than her. Then the bear catches her and eats her .Do you like the ending ? T: Its sad .Do you have an idea ? Animals are our friends .（揭示：人与动物是朋友）Step 5 Homework1.Read and recite the story .2.Copy the words (三英一中)3.练习给故事配音。S: Yes, I am.S: I often read/play/swim/dr
11、aw pictures /do homework/watch TV.S: Yes .通过猜谜游戏这个环节让学生提前进入文本学习的氛围中。 S1: There are S2：There are （引导学生用There be的句型来回答问答,初步接触There be句型。）S: GoldilocksS: She can see a house .S: Its nice/cool/beautiful/big(学生试着有情感的读句子 What a beautiful house !)学生观看动画，试着回答问题。S：Its the three bears house .S1: There is /are
12、 in the house . There is some soup in the house .S: Its twelve oclock .S: Shes hungry and thirsty .(学生听录音，试着回答问题)S1：Its too cold .S2: Its too hot .S3: Its just right.(学生朗读，读出冷、热、恰好的感觉)(学生听录音，试着回答问题)S1：Its too hard .（学习单词）S2: Its too soft .（学习单词）S3: Its just right.(学生朗读，读出硬、软、恰好的感觉)S: Shes afraid .(读
13、课文，试着回答问题)S：There are some bears in front of her .学习in front of（学生角色朗读）(学生再读文本，排序,回答问题)(跟读故事，继续巩固所学语篇)(学生2-3分钟准备后，试着复述故事)S: They become friends .课堂巩固训练连词成句：1. bed, is, too, this, right ,just( .) .2. is, kitchen ,there, soup, in ,some, the(.) .3. are, many ,there, in, trees, the, forest(?) ?4. the, is ,pencil-box ,hard, too(?) ?课后安排巩固练习课课练P1（B、C）预习内容1.试着能给故事配音。2.书上P8练说：There be句型，思考如何使用there is与thereare .反思与 重建
