1、五年級上冊 第一單元第1課時 教案Teaching contents 教學(xué)內(nèi)容Story time Teaching aims and learning objectives 教學(xué)目標(biāo)1. 在整體理解的基礎(chǔ)上聽懂、會說、會讀故事中出現(xiàn)的詞匯：bear, forest, there, soup, just right, hard, soft, afraid；2. 基于故事能夠聽懂、會說、會讀和會寫詞匯：house, room, in front of, her；3. 基于故事聽懂、會說、會讀句型：There is There are 并理解句型的意思；4. 能夠聽懂、會說、會讀日常用語：What

2、 a beautiful ! This is too Help；5. 能理解故事并有感情地朗讀故事；6. 能和同學(xué)合作表演故事。Focus of the lesson and predicted area of difficulty 教學(xué)重點和難點教學(xué)重點：1. 在聽故事的過程中理解相關(guān)詞匯及there be句型；2. 能夠從整體到局部理解內(nèi)容；3. 能以正確的語音語調(diào)朗讀故事，合作表演故事。教學(xué)難點： 1. 單詞afraid, front的讀音和拼寫，教師可以通過TPR及直拼法教學(xué)進行教學(xué)；2. there be 句型在本單元中第一次出現(xiàn)，教師充分利用文本情景幫助學(xué)生理解；3. 本課故事的結(jié)

3、構(gòu)由講述和對話構(gòu)成，建議在整體理解的基礎(chǔ)上分場景進行詳細(xì)分析和描述。Teaching procedures 教學(xué)過程Step 1 Warm-upFree talk.T: Welcome back to school! Nice to see you again! This is our first lesson of the new term. Today, Ill tell you a story as a gift for your new term. Do you like stories? S: Yes, I do.T: Good. Now lets read a story toge

4、ther. 【設(shè)計意圖：創(chuàng)設(shè)情境，引出講故事這一話題?！縎tep 2 Presentation出示故事背景圖T: Look! What can you see in this picture? S: Trees. T: Yes, we can see a lot of trees. What place is it, do you know?S: (可以用中文回答)T: Good, its a forest. Now look, its very big and beautiful. There are many trees and flowers. There are some birds.

5、 Listen, theyre singing. (播放鳥叫的音頻) Many animals live here. Maybe its their home. Look! Whats that in the forest? S: Its a house. (預(yù)習(xí)得好的同學(xué)應(yīng)該可以回答 教師新授house) T: I think, its a beautiful house, do you think so? S: Yes.T: Great! Theres a house in the forest. Whose house is it? Oh! Here comes a girl. Her

6、hair is gold. People call her Goldilocks. Is that her house? Maybe! And today, our story happened in this house. 【設(shè)計意圖：通過視聽激發(fā)學(xué)生對故事的學(xué)習(xí)興趣，導(dǎo)入故事發(fā)生的地點和人物?！縎tep 3 New teaching1. Watch and answer.T: Whose house is it? (播放視頻)S: The three bears. (教師根據(jù)學(xué)生回答新授bear) T: This is the bears house. What a beautiful h

7、ouse! (模仿錄音)T: The house is so nice, and Goldilocks goes into the house.【設(shè)計意圖： 整體把握故事大意，揭示課題?！?. Read and find (分三個場景開展學(xué)習(xí)).T: Whats the matter with Goldilocks at first? S: Shes hungry and thirsty. T: Whats the matter with her then? S: Shes tired.3. Look and say (分場景學(xué)習(xí)).a. T: What can Goldilocks see

8、in the house? S: She can see some soup (湯) on the table. There is some soup on the table. (教師新授 soup)T: Goldilocks is very hungry and thirsty, so she tastes the soup. How is the soup? S: The soup is too cold/hot.T: What about the third one? Its just right. (教師新授 just right)(1引導(dǎo)學(xué)生自讀第一個場景并嘗試表演 2教師播放錄音

9、學(xué)生跟讀模仿)b. T: Goldilocks is tired now. There are three beds in the room. (看圖說) She is trying to sleep in bed now. How are the three beds? T: Look at the three beds. Are they the same? S: No, they arent.T: How is this bed? Listen. (教師敲擊講臺，感覺疼的感覺) Ouch, its very hard. (教師新授hard) What about the second b

10、ed? Listen. (播放音頻音效) Oh, it is soft. (教師新授soft) T: OK. Look at the picture on the right, if you were Goldilocks, what would you say? S1: This bed is (學(xué)生回答結(jié)束后，全班跟讀三句話)【設(shè)計意圖：獲取課文的細(xì)節(jié)信息。hot和cold學(xué)生已經(jīng)學(xué)過，所以在此不再重復(fù)。hard和soft是初次接觸，通過實物或觸覺感知單詞并學(xué)習(xí)效果會更好?！?. 學(xué)生跟讀并嘗試表演。5. T: Goldilocks is running away. Look at her

11、 face. She is crying. How does she feel? S: She is afraid now. (教師新授afraid)T: Why is she afraid? Read the story, then tell me. (學(xué)生自讀故事并思考問題)T: Because there are three bears in front of her. (教師新授in front of) T: What did the bears say? S: Who are you?T: What did Goldilocks say? S: Help! Help! (解釋意思。讓

12、男生和女生分角色讀一讀最后一幅圖，教師指導(dǎo)afraid情緒)【設(shè)計意圖：通過多層次的模仿幫助學(xué)生掌握故事內(nèi)容?！縎tep 4 Practice1. Read the whole story. (1) T: Very good. This time, lets read the story after the tape. (學(xué)生一起跟讀錄音，教師指導(dǎo)朗讀)(2) T: OK. This time, you can read in a group. (四人一組自由讀)(3) 為故事配音。(4) 學(xué)生戴頭飾分角色朗讀故事。Step 5 Consolidation1. T: Now lets read

13、 it together. Try to remember the story. (Picture1，學(xué)生齊讀一遍，填入所缺單詞，同樣的方法練習(xí)后面的圖片)2. End the story.(1) T: Goldilocks runs and runs. What will happen at last? Please discuss in your group.(2) 教師引導(dǎo)學(xué)生發(fā)揮想象，給出一個美好的結(jié)尾。Homework 家庭作業(yè)1. Copy the new words. 2. Read and recite the story. 3. Try to talk about Think

14、 and say on Page 8 in pairs. Teaching aids 教學(xué)準(zhǔn)備（含板書設(shè)計）教學(xué)準(zhǔn)備：1. 教師準(zhǔn)備：PPT，詞匯卡和圖片，板書2. 學(xué)生準(zhǔn)備：聽Story time 錄音，初步了解故事內(nèi)容板書設(shè)計： Unit 1 Goldilocks and the three bears (Story time) 說課本節(jié)課是五年級上冊第一單元第一課時Story time?；趯ξ谋镜纳钊肜斫夂蛯W(xué)情的分析，教師從閱讀教學(xué)的角度對本節(jié)課設(shè)定了如下兩個層面的教學(xué)目標(biāo)：1. 學(xué)生能夠閱讀理解故事；2. 學(xué)生能夠在理解的基礎(chǔ)上表演故事。關(guān)于本節(jié)課教學(xué)環(huán)節(jié)中的活動設(shè)計及其設(shè)計意圖：

15、一、在閱讀前階段（Pre-reading）在閱讀前階段，教師直接呈現(xiàn)出故事發(fā)生的背景圖森林渲染氛圍，然后自然引出故事發(fā)生的地點“房子”。這樣的設(shè)計意圖是：1. 創(chuàng)設(shè)整體情境；2. 激發(fā)學(xué)生的興趣和積極性；3. 自然導(dǎo)入故事發(fā)生的地點。二、在閱讀中階段（While-reading）在本階段中，教師提出引導(dǎo)性問題，學(xué)生通過看課文動畫或者閱讀課文找到答案，掌握故事的大意，教師同時在學(xué)生回答的過程中及時教授新詞。為了強化學(xué)生對三個詞組too hot, too cold, just right的理解和記憶，教師安排了一個表演環(huán)節(jié)，先由教師示范，再請學(xué)生模仿。從學(xué)生的反饋情況來看，他們還是很樂于參與這樣的表演活動的。在理解課文后，為了加強語言的輸入，教師又設(shè)計了多種朗讀活動，既幫助學(xué)生記憶故事的主要情節(jié)，又為下面的故事復(fù)述和故事續(xù)編做好準(zhǔn)備。以上各個環(huán)節(jié)呈遞進式：1. 了解故事背景并預(yù)測故事發(fā)展；2. 整體感知文本，了解大意；3. 獲取課文細(xì)節(jié)信息并有效學(xué)習(xí)；4. 訓(xùn)練朗讀，培養(yǎng)語感。三、閱讀后階段（Post-reading）這個階段教師設(shè)計了兩個層面的環(huán)節(jié)：1. 看圖補充故事。學(xué)生根據(jù)課文插圖和文字提示把故事內(nèi)容補充完整。2. 為故事設(shè)計結(jié)尾。由于課文本身沒有給出明確的故事結(jié)尾，教師就鼓勵學(xué)生大膽猜測，并設(shè)計出一個完整的、全新的故事。這樣