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5A Unit1 Goldilocks and the three bears
(Period1-story time)
一、教学目标 （一）知识目标
1. 能听懂、会读、会说、会写house，in front of.
2. 能听懂、会读、会说bear, forest, soup, afraid, just right. 3. 能听懂、会读、会说、会初步运用句型This…is too…/ This…is 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。 二、教学重难点
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。 三、教学准备 PPT
四、教学过程 Step1. Warm up Greetings Step2. Story time
1. Guessing game. It’s very big and beautiful. There are many trees and flowers. There are some streams. Many wild animals live there. 教学forest
2. 教学There is/ are…
T: In the forest there are many trees. 教读There are
T: What else are there in the forest? 学生简单练说There are句型。
3. T: Look. There is a girl in the forest. She is Goldilocks. 跟读Goldilocks T: She sees a house. 教学house, 与horse比较读音。
T: Look at the house. Can you say something about the house? 学生描述
T: Let’s listen what Goldilocks says. 跟读What a beautiful house! ( 指导朗读，读出房子的美丽)
4. T: Whose house is it? Guess. Watch and answer.
5. T: What’s in the house? 学生试着回答。 出示图片，教学soup/ some soup
T: Goldilocks is hungry and thirsty. There is some soup on the table. So she tastes them. How is the soup. The first one “This soup is too cold.”(指导朗读，加上表情动作)
同法，出示This soup is too hot/ just right.
6. T: Goldilocks is tired now. There are three beds in the room. How are the three
beds? The first one is too hard. 教学hard 同法教学soft
T: Look at the three beds. If you are Goldilocks, what will you say? 学生描述，操练句子。
7. T: So Goldilocks sleeps on the right bed. When she wakes up, she runs away and shouts,“Help! Help!” What’s the matter with her? 教学afraid
T: Why is she afraid? 学生猜测
T: Because there are three bears in front of her! 教学bear/ in front of
T: When the three bears see Goldilocks, they say,“Who are you?”（模仿朗读，读出疑问和惊讶）
And Goldilocks says “ Help! Help!” （模仿朗读，读出害怕） Step 3. Practice
1. Read and order.
2. 跟读全文；分段朗读记忆。 3. Retell the story.
4. Answer: Whose house is it? Step 4. Homework
1. Read the story and get ready to act it out. 2. Tell the story to your friends or parents. 教学反思：本课时主要是教学story time,在这过程中学生通过观看flash动画以及在教师针对性问题的引领下，学习该故事，并初步感知了What’s +地点？回答用There is/are…,为下一课时重点学习该句型打下基础。这是一个生动有趣的故事，课堂上我让学生进行角色扮演，学生积极性很高，较投入，语音语调也是模仿的惟妙惟肖。
Unit1 Goldilocks and the three bears
(Period2)
教学目标：
1、复习上节课所学的词汇。
2、能听懂、会说、会运用句型There is … There are…. 3、能看图描述物品的所在位置。
4、通过练习加强巩固There be句型。 5、学习词汇：beside, between, in front of 教学重点：
1、进一步巩固复习上节课的词汇。 2、使学生能正确运用There be 句型
教学重点：帮助学生掌握可数名词与不可数名词在There be句型中的运用。 教学准备： PPT, 头饰 教学过程： Step1. Warm up 1. Greeting 2. Read and act
A: 模仿朗读Story time B：组织表演
3. Let’s retell.(根据课文内容选词填空)
There is beautiful ______ in the forest. In the house ,I can see______ bowls of soup on the table. I’m _____ and ______.I like the _______ soup. ________ three beds in the room. I’m _____.I sleep in the _____ bed. Whose house is this? It’s the three bears!
4. Fill in the blanks.( 将单词补充完整，并写出中文意思。） Step 2. Presentation & Practice
（一）T：You all did a good preparation.
Now,boys and girls, look at the picture，what’sthat? Ss: It’s a clock.
呈现There is a clock in the picture.
图片由clock变成watch，再由book变成bag
1．T：What’sin my bag?（出示教师的包，引导学生猜测用 There is a… T: Look, there are two dolls in my bag,too.呈现There are two dolls. 2．T: Can you say the difference between“there is” and “there are”? Learning tip:
There be 句型：分单数There is …和复数There are… 两种,不可数名词统一用There is…
它们都解释为“有”，表示存在有，含义是在某地方有某东西。 如： There is a teacher. There are some teachers.
3. Try to complete. (试着用 is 和 are 填空。） 1.There ___ an egg near the milk.
2.There ___ some milk on the bookcase. 3.There ___ two bookcases near the chair. 4.There ___ some chairs near the computer. 5.There ___ a computer in our classroom.
5. 由操练句型What’s on the box/ in the box/under the desk/ behind the door/ beside the box/in front of the box/between the boxes? Work in pairs: 同桌一问一答操练句型 There is … in/on/in front of… There are … in/on/in front of…
复习了in/on/under/behind,并学习了beside/ in front of/ between Step 3 Practice
1. Do some exercise 词组翻译： 在我的房子后面 在小山附近 在你的椅子下面 在熊中间