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Unit 1 Goldilocks and the three bearsStory time教学设计Teaching contents 教学内容Story time Teaching aims and learning objectives 学习目标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 教学重点和难点教学重点: 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 procedures 教学过程Step 1 Warm-up1.Free talkT: Welcome back to school! Nice to see you again! This is our first lesson of the newterm. Today, I’ll tell you a story as a gift for your new term. Do you like stories? S: Yes, I do.T: Good. Now let’s read a story together. 【设计意图：创设情境，引出讲故事这一话题。】第 1 页
Step 2 Presentation出示故事背景图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, it’s a forest. Now look, it’s very big and beautiful. There are many trees andflowers. There are some birds. Listen, they’re singing.（播放鸟叫的音频）Manyanimals live here. Maybe it’s their home. Look! What’s that in the forest? S: It’s a house. (预习得好的同学应该可以回答 新授house) T: I think, it’s a beautiful house, do you think so? S: Yes.T: Great! There’s a house in the forest. Whose house is it? Oh! Here comes a girl. Herhair is gold. People call her Goldilocks. Is that her house? Maybe！And today, ourstory happened in this house. 【设计意图：通过视听激发学生对故事的学习兴趣， 导入故事发生的地点和人物。】Step 3 New teaching1. Watch and answerT: Whose house is it? (播放视频)S: The three bears’. (教师根据学生回答新授bear) T: This is the bears’ house. What a beautiful house! (模仿录音)T: The house is so nice, and Goldilocks goes into the house.【设计意图： 整体把握故事大意，揭示课题。】2. Read and find (分三个场景开展学习)T: What’s the matter with Goldilocks at first? S: She’s hungry and thirsty. T: What’s the matter with her then? S: She’s tired.3. Look and say (分场景学习)第 2 页
T: What can Goldilocks see in the house? S: She can see some soup (汤) on the table. There is some soup on the table. (教师新授 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? It’s just right. (新授 just right)(1引导学生自读第一个场景并尝试表演 2教师播放录音学生跟读模仿)b. T: Goldilocks is tired now. There are three beds in the room. (看图说) She is tryingto sleep in bed now. How are the three beds? T: Look at the three beds. Are they the same? S: No, they aren’t.T: How is this bed? Listen. (教师敲击讲台，感觉疼的感觉) Ouch, it’s very hard.(新授hard) What about the second bed? Listen. (播放音频音效) Oh, it is soft. (新授 soft) T: OK. Look at the picture on the right, if you were Goldilocks, what would yousay? S1: This bed is… (学生回答结束后，全班跟读三句话)【设计意图：获取课文的细节信息。hot和cold学生已经学过，所以在此可以略教。hard和soft是初次接触，通过实物或触觉感知单词并学习效果会更好。】4. 学生跟读并尝试表演。5. T: Goldilocks is running away. Look at her face. She is crying. How does she feel? S: She is afraid now. (教师新授afraid)T: Why is she afraid? Read the story, then tell me. (学生自读故事并思考问题)T: Because there are three bears in front of her. (新授in front of) T: What did the bears say? S: Who are you?T: What did Goldilocks say? S: Help! Help! (解释意思。让男生和女生分角色读一读最后一幅图，教师指导afraid情绪)第 3 页
家庭作业1. Copy the new words. 抄写板书中的新单词。2. Read and recite the story. 读、背故事。3. Try to talk about Think and say on page 8 in pairs. 同桌间尝试讨论第八页的Think and say。Teaching aids
教学准备（含板书设计）教学准备：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。板书设计： Unit 1 Goldilocks and the three bears (Story time)说课本节课是五年
级上册第一单元第一课本的Story time时基于对文。深情理解和对学入的分析，教师从
阅读教学的角度对本节课设定了两下如个层面的教学目标：1.学生能够
阅读理解故事；2.学生能够在理解的基础上表演故事。关于本节课教学
环节中的活动设计及其设计意图：第 4 页
【设计意图：通过多层次的模仿帮助学生掌握故事内容。】Step 4 Practice1. Read the whole story (1) T: Very good. This time, let’s read the story after the tape. (学生一起跟读录音，教师指导朗读)(2) T: OK. This time, you can read in a group. (四人一组自由读)(3) 为故事配音(4) 学生戴头饰分角色朗读故事。Step 5 Consolidation1. T: Now let’s read it together. Try to remember the story. (Picture1, 学生齐读一遍填入所缺单词，同法练习后面的图片)2. End the story(1) T: Goldilocks runs and runs. What will happen at last? Please discuss in yourgroup.(2) 教师引导学生发挥想象，给出一个美好的结尾。Homework
阅读前阶段aPre-re（ding）在
阅读前阶段，教师直接呈图出故事发现的背景生森林渲染氛围，然后自然
引出故事发生的地点“房子”。这样计意的设图是：1.创设整体情境；2.激发学生的兴趣和
积极性；3.自然导入故事发生的地点。二
、在阅读中阶段-reWhile（ading）在本
阶段中，教师提出引导性文题，学生问过看课通动画或者阅读课文找到答
案大掌握故事的，意，教师同时及学生回在的过程中答时教授新词。为了强化
和生对三个词组too hot, too cold, just right的理解学记忆，教师安排演一个表了
环节，先师教由示范，再请的生模仿学从学生。反馈情况来看，他们还是很乐
于参与这样的表演活动了。在理解课文后的为，强加语言的输师入，教又设计了多
朗读种动活，生既助学帮记忆故事的主要为情，又节下面的故事复和述故做续编事
好准备。以上各个环节呈递进式：1.了解故事背景并预测 事发展；2.故整体感知文本，了解大意；3. 获取课文细节信息并有效学习；4. 训
练朗读，
培养语感。三、
阅读后阶段diPost-rea（ng）这个阶段
教师设计了两个层面的环节：1. 看图补文充事。学生根故课据插图和文
字提示把不是内容补充完文。2. 整为故事设计结尾。由于课本身没有给出
明确的故事结尾，教师就鼓励学生大胆猜测个并设计出一，完整的、全新的故事。这
样：设计意图在于的1. 巩固设文本的对习；2. 创学平台，学生使用目标语
言进行综合性语言输出。分
享与思考：1. 关
注学生对课文的整体感知和细节信息的获取。英
语故事本身作为一种阅读素材，非解有常于学生理利英语、体验英语。学生
必须能够读懂故事，教师要生过整体感通和细节获取帮助学知理清故事的发展
脉络。2. 基于文本的有效
拓展。有
梯度的阅读活动计设能激发学生的求知欲，调动学生的积极性，集中学生的
注意力，刺学激生的语言思维有基于文。设计一个本挑战的拓展活动能让学生的
综合语言运用能力和创新思维得到很好的锻炼和启发。第 5 页
一、在
Step 2 Presentation出示故事背景图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, it’s a forest. Now look, it’s very big and beautiful. There are many trees andflowers. There are some birds. Listen, they’re singing.（播放鸟叫的音频）Manyanimals live here. Maybe it’s their home. Look! What’s that in the forest? S: It’s a house. (预习得好的同学应该可以回答 新授house) T: I think, it’s a beautiful house, do you think so? S: Yes.T: Great! There’s a house in the forest. Whose house is it? Oh! Here comes a girl. Herhair is gold. People call her Goldilocks. Is that her house? Maybe！And today, ourstory happened in this house. 【设计意图：通过视听激发学生对故事的学习兴趣， 导入故事发生的地点和人物。】Step 3 New teaching1. Watch and answerT: Whose house is it? (播放视频)S: The three bears’. (教师根据学生回答新授bear) T: This is the bears’ house. What a beautiful house! (模仿录音)T: The house is so nice, and Goldilocks goes into the house.【设计意图： 整体把握故事大意，揭示课题。】2. Read and find (分三个场景开展学习)T: What’s the matter with Goldilocks at first? S: She’s hungry and thirsty. T: What’s the matter with her then? S: She’s tired.3. Look and say (分场景学习)第 2 页
T: What can Goldilocks see in the house? S: She can see some soup (汤) on the table. There is some soup on the table. (教师新授 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? It’s just right. (新授 just right)(1引导学生自读第一个场景并尝试表演 2教师播放录音学生跟读模仿)b. T: Goldilocks is tired now. There are three beds in the room. (看图说) She is tryingto sleep in bed now. How are the three beds? T: Look at the three beds. Are they the same? S: No, they aren’t.T: How is this bed? Listen. (教师敲击讲台，感觉疼的感觉) Ouch, it’s very hard.(新授hard) What about the second bed? Listen. (播放音频音效) Oh, it is soft. (新授 soft) T: OK. Look at the picture on the right, if you were Goldilocks, what would yousay? S1: This bed is… (学生回答结束后，全班跟读三句话)【设计意图：获取课文的细节信息。hot和cold学生已经学过，所以在此可以略教。hard和soft是初次接触，通过实物或触觉感知单词并学习效果会更好。】4. 学生跟读并尝试表演。5. T: Goldilocks is running away. Look at her face. She is crying. How does she feel? S: She is afraid now. (教师新授afraid)T: Why is she afraid? Read the story, then tell me. (学生自读故事并思考问题)T: Because there are three bears in front of her. (新授in front of) T: What did the bears say? S: Who are you?T: What did Goldilocks say? S: Help! Help! (解释意思。让男生和女生分角色读一读最后一幅图，教师指导afraid情绪)第 3 页
家庭作业1. Copy the new words. 抄写板书中的新单词。2. Read and recite the story. 读、背故事。3. Try to talk about Think and say on page 8 in pairs. 同桌间尝试讨论第八页的Think and say。Teaching aids
教学准备（含板书设计）教学准备：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。板书设计： Unit 1 Goldilocks and the three bears (Story time)说课本节课是五年
级上册第一单元第一课本的Story time时基于对文。深情理解和对学入的分析，教师从
阅读教学的角度对本节课设定了两下如个层面的教学目标：1.学生能够
阅读理解故事；2.学生能够在理解的基础上表演故事。关于本节课教学
环节中的活动设计及其设计意图：第 4 页
【设计意图：通过多层次的模仿帮助学生掌握故事内容。】Step 4 Practice1. Read the whole story (1) T: Very good. This time, let’s read the story after the tape. (学生一起跟读录音，教师指导朗读)(2) T: OK. This time, you can read in a group. (四人一组自由读)(3) 为故事配音(4) 学生戴头饰分角色朗读故事。Step 5 Consolidation1. T: Now let’s read it together. Try to remember the story. (Picture1, 学生齐读一遍填入所缺单词，同法练习后面的图片)2. End the story(1) T: Goldilocks runs and runs. What will happen at last? Please discuss in yourgroup.(2) 教师引导学生发挥想象，给出一个美好的结尾。Homework
阅读前阶段aPre-re（ding）在
阅读前阶段，教师直接呈图出故事发现的背景生森林渲染氛围，然后自然
引出故事发生的地点“房子”。这样计意的设图是：1.创设整体情境；2.激发学生的兴趣和
积极性；3.自然导入故事发生的地点。二
、在阅读中阶段-reWhile（ading）在本
阶段中，教师提出引导性文题，学生问过看课通动画或者阅读课文找到答
案大掌握故事的，意，教师同时及学生回在的过程中答时教授新词。为了强化
和生对三个词组too hot, too cold, just right的理解学记忆，教师安排演一个表了
环节，先师教由示范，再请的生模仿学从学生。反馈情况来看，他们还是很乐
于参与这样的表演活动了。在理解课文后的为，强加语言的输师入，教又设计了多
朗读种动活，生既助学帮记忆故事的主要为情，又节下面的故事复和述故做续编事
好准备。以上各个环节呈递进式：1.了解故事背景并预测 事发展；2.故整体感知文本，了解大意；3. 获取课文细节信息并有效学习；4. 训
练朗读，
培养语感。三、
阅读后阶段diPost-rea（ng）这个阶段
教师设计了两个层面的环节：1. 看图补文充事。学生根故课据插图和文
字提示把不是内容补充完文。2. 整为故事设计结尾。由于课本身没有给出
明确的故事结尾，教师就鼓励学生大胆猜测个并设计出一，完整的、全新的故事。这
样：设计意图在于的1. 巩固设文本的对习；2. 创学平台，学生使用目标语
言进行综合性语言输出。分
享与思考：1. 关
注学生对课文的整体感知和细节信息的获取。英
语故事本身作为一种阅读素材，非解有常于学生理利英语、体验英语。学生
必须能够读懂故事，教师要生过整体感通和细节获取帮助学知理清故事的发展
脉络。2. 基于文本的有效
拓展。有
梯度的阅读活动计设能激发学生的求知欲，调动学生的积极性，集中学生的
注意力，刺学激生的语言思维有基于文。设计一个本挑战的拓展活动能让学生的
综合语言运用能力和创新思维得到很好的锻炼和启发。第 5 页
一、在
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