Story time课时教案

五上Unit1 Goldilocks and the three bears Period 1 Story time 教学设计

沛县王店小学

曹薇

教材分析：

本单元主要话题是谈论房屋、住所和居室及房屋内物品的陈列。课文通过学生熟悉的中文版三只熊的趣味故事帮助学生理解英文文本、学习方位介词以及帮助学生理解There be…句型。本课学生可结合以前学过的地点类词汇和方位介词进行表述。在教学过程中，教师可以提前渗透There be…句型的一般疑问句，为第二单元做铺垫。在实际操练过程中可能会提及There be…句型的就近原则，教师也可以适当讲解。

学情分析：

学习本课的学生为五年级的小学生，他们具有好动、好奇、模仿能力较强等特点。本单元教授的是与学生们日常生活有紧密关系的房屋、住所和居室及房屋内物品的陈列的相关内容。学生们会对这方面的内容较感兴趣且较容易理解。本节课力求让学生多说多练多做，激发学生学习英语的兴趣。

教学策略与方法：

为了更好的突出重点，突破难点，按照学生的认知规律，我采用充分利用书本材料进行教学与操练，也可以让学生们用身边的物品进行对话交流，或在具体的情境下（例如自己的房间、学校、自己熟悉的场所）谈论物品陈列。通过师生交流、小组交流及成果展示充分调动学生积极性、主动性。多媒体课件的运用是本课教学的一个亮点，它使知识变得直观形象、生动有趣，符合学生的年龄特点和认知规律。

教学目标：

（一）知识目标：

1.能，听，说，读，写：

Goldilocks, forest, soup, just right, hard, soft, afraid, bears, in front of.

2.能运用句型There is/are ….

来介绍房屋、住所和居室及房屋内物品。

(二）能力目标:

通过学习本课，学生能够掌握结合以前学过的地点类词汇和方位介词进行谈论房屋、住所和居室及房屋内物品的陈列。

（三）情感与态度目标：

让学生体会英语学习中的乐趣，敢于表达，培养他们的学习兴趣，发展其综合语

言运用能力。同时自己的家。

教学重点：

1.能，听，说，读，写：

Goldilocks, forest, soup, just right, hard, soft, afraid, bears, in front of.

2.能运用句型There is/are ….

来介绍房屋、住所和居室及房屋内物品。

教学难点：

运用句型There is/are ….

来介绍房屋、住所和居室及房屋内物品。

教具准备：

多媒体

教学步骤：

Step 1.Free talk. Good morning,boys and girls. T: Welcome back to school,boys and girls!nice to see you Ss:Nice to see you,too. T: Did you read any story books in summer holiday? Ss: What is this story about? T: I read a story about Goldilocks and the three bears.(PPT出示课题) . （设计意图：通过chant活动用共同感兴趣的话题，激发了学生的学习热情，激发学生学习的兴趣。）

Step2 Presentation T: Long long ago there was a forest.(PPT)(教读forest)There are many trees in the forest. (设计意图：以介绍故事的形式呈现课文重点内容，让学生对课文先熟知。采用情境教学法教授生词，让学生很容易就理解单词的意思，避免枯燥乏味的解释。同时通过创设情境，巧妙地化解难点，学生理解也很容易。）( 完成运用任务1)

T:What else are there in the forest? S1: There are some birds in the forest. S2: There are many flowers in the forest.

T: There is a girl in the forest,too. (PPT)This girl is Goldilocks.Follow me: Goldilocks…

…

T: Goldilocks saw a house in the forest.(PPT)

T: Ask : Whose house is it? Maybe it is …

…

Maybe it is the birds’. Maybe it is the tiger’s. Maybe it is the panda’s. T: Work in groups. Read the story first then find out the answer.(5’) （

设计意图：小组合作，是很好的学习英语的方式，培养学生运用语言的能力。）

(PPT)Q1:Whose house is it? It’s three brars. T: (PPT)Read the story again .Q2: What’s in the house? Ss: (PPT)Some soup, three beds, three bears. T: Goldilocks is hungry and thirsty. She is drinking the soup. But this soup is too cold. This soup is too hot. This soup is just right. T: Now Goldilocks is tired. She wants to sleep. There are three beds in the room. (PPT)教授: hard,soft, just right. If you are Goldilocks. What can you say? This

…

… is too …

…（设计意图：请学生用学过的词描述，检验学习效果，培养学生运用语言的能力。）（

Ss: This bed is too hard. This bed is too soft. This bed is just right. T: Suddenly Goldilocks sees something in front of her. (设计意图: 设置问题利用学生的好奇心，激发学习热情。) Goldilocks is

A. happy

B. afraid.

C. thirsty. (PPT)Q3：Why is she

afraid？(Because) There are three bears in front of her! Step3. Pratice(练习) (PPT) Task1. Now let’s enjoy the dialogue. (PPT)(领读) Task2. Read in groups of four.(指名几组表演) (PPT) (设计意图：注重小组评价，让学生体验获胜感。) Step4. Consolidation(巩固) Task1.Now open your books and turn to page 8. Look and order. Look at the pictures and write down the numbers.(2’) T: Let’s check the answer. Number 1

…

…

Let’s read.

Task2.Now lets try to remember the key sentences(1’) Are you ready? (指名答) ready? Task3. Let’s retell the story together. （

设计意图：请学生用学过的词描述，检验学习效果，培养学生运用语言的能力。）

Step5. Homework. 1. Read the story and get ready to act it out.. 2. Tell the story to your friends or parents. （

设计意图：培养学生运用语言的能力。）