Story time课件配套优秀

译林英语五年级上册教案

Unit 1 Goldilocks and the three bears

(Story time)

赣榆华杰蔡玉春

Teaching contents:

Story time

Teaching aims and learning objectives:

1. 在整体理解的基础上听懂、会说、会读故事中出现的词汇:bear, forest, there, soup, just right, hard, soft, afraid;

2. 基于故事能够听懂、会说、会读和会写词汇:house, room, in front of, her;

3. 基于故事听懂、会说、会读句型:There is …There are …并理解句型的意思;

4. 能够听懂、会说、会读日常用语:What a beautiful …! This …is too …Help;

5. 能理解故事并有感情地朗读故事;

6. 能和同学合作表演故事。

Focus of the lesson and predicted area of difficulty:

1. 在听故事的过程中理解相关词汇及there be句型;

2. 能够从整体到局部理解内容;

3. 能以正确的语音语调朗读故事,合作表演故事。

教学难点:

1. 单词afraid, front的读音和拼写,教师可以通过TPR及直拼法教学进行教学;

2. there be 句型在本单元中第一次出现,教师充分利用文本情景帮助学生理解;

3. 本课故事的结构由讲述和对话构成,建议在整体理解的基础上分场景进行详细分析和描述。

Teaching aids:

1. 教师准备:PPT,词汇卡和图片,板书

2. 学生准备:听Story time录音,初步了解故事内容

Teaching procedures:

Step 1warm- up

1.Greetings:

2.Free talk :

3.Lead in the title:

Today ,we will learn a beautiful story,

learn Goldilocks and bear。采用分音节教学法,学习G-cold-i-l-socks →Goldilocks,pear→bear)

Step2 Presentation

1.Enjoy a song : Three bears.

T:Where can we see the bears?

(设计意图:学生可能会回答in the zoo,on the hill等,也会有学生用汉语回答在森林里,就此引出forest的学习)

2.Now look at the picture, Goldilocks is in the forest. Do you want to know what will happen?Now let’s watch and see. Before we watch the cartoon, I have some questions,Look at the screen

PPT shows three questions:

(1)A. Who is in the story? B.She is _____ .

A. Goldilocks B. Helen C. Nancy

(2)A.What's on the table? B.There is _____ .

A.some bread B.some soup C.some milk

(3)A. What's in the room? B.There are ____ .

A. three beds B.three sofas C.three chairs

学生边听边在导学案上完成选择题。

(设计意图:教会学生阅读的方法,读前带着问题,边读边思考,同时渗透单词soup,渗透句型There is…There are…简单教读几个句子。)

3.(呈现图一)T:Goldilocks is in the forest. What else can you see? How is the house?引导学生回答。

Let’s see what Goldilocks says:教师播放PPT,What a beautiful house! (设计意图:教师提出多个开放性问题,训练学生发散性思维,学生的回答可能会有trees,flowers等,依然允许学生用汉语回答,引出, beautiful,house的学习。)

4.T:Whose house is it?Read the story quickly and underline the key sentences .

学生快速浏览课文,划出能证明房子里住着三只熊的句子。师生校对答案,学习There is/are……。

5.How is the soup? And the beds?学生跟读课文,划出相关的句子,小组内讨论一下,完成导学案。

师生学习词组too hot,too cold,just right,too soft,too hard,句型This…is too….

(设计意图:学生在阅读过程中获取课文的细节信息,理解故事大意,突破本课时重难点,同时通过多层次的模仿帮助学生掌握故事内容。hot和cold学生已经学过,hard和sof t是初次接触,重点突破。) 6.PPT呈现第四幅图:

T:What can you see in the picture?

What’s the matter with Goldilocks?

Why is Goldilocks afraid?

Does Goldilocks like bears?

引导学生回答,学习afraid,in front of。

6.师生利用思维导图板书,复述课文。

Step 3 Consolidation

1.Reading time

学生小组内以自己喜欢的方式读课文。

(Read one by one. Read together. Read in roles. Follow one……) 2.Show time

学生小组内根据关键词提示进行展示。教师根据学生展示反馈进行点拨,纠正不正确的发音。

3.From the story,we know,Goldilocks drinks the soup and sleep on the bed. What do you want to say to Goldilocks?

因为学生语言还不足以表达自己的意思,可以允许用中文说一说。(设计意图:对学生进行情感升华教育。)

4.续编故事:What will happen at the end of the story?

(设计意图:对故事的续编不光能培养学生的想象能力,还能培养学生学习上的主动性、创造性和道德判断能力。可以鼓励学生大胆想象。)

Step4:Summary

师生根据板书复述课文及重要句型。

Setp5:Homework

1. Listen to the tape, and read the story three times.

(跟录音,读课文三遍)

2. Act this story with your partner.

(和你的搭档表演故事)