Unit 1 Goldilocks and the three bearsGrammar time & Fun timeTeaching contents 教学内容Grammar time & Fun timeTeaching aims and learning objectives 学习目标1. 巩固所学故事中出现的词汇：Goldilocks, bear, soup, hard, soft, afraid, just right,in front of, beside, between；2. 四会掌握词汇：house, room, in front of, her, beside, between； 3. 学生能有感情地表演故事；4. 基于三只熊的故事，巩固并四会掌握there be句型；5. 创设不同情境，让学生能够听懂、会说、会读、会写句型：There is 加名词单数或不可数名词，There are加名词复数，并理解句型的意思；6. 学生能够充分理解并掌握Grammar time中There be…句型的用法和规则以及单词too的用法。Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点: 1. 滚动复现词汇Goldilocks, bear, forest, house, soup, hard, soft, afraid, just right, infront of；2. 在故事情景中反复使用、巩固there be句型；3. 创设不同情境，让学生能够听懂、会说、会读、会写句型：There is 加名词单数或不可数名词，There are加名词复数，并理解句型的意思；4. 学生能够针对不同的情境活用日常用语This … is too…教学难点：1. 学生对词汇和语言的掌握属于理解跟说阶段，教师应创设不同情境让学生能够四会掌握词汇和句型2. There is 加名词单数或不可数名词，There are加名词复数这组语言对中国学生来说有难度，教师通过趣味活动逐步突破3. 学生能够针对不同的情境活用This … is too…Teaching procedures 教学过程Step 1 Greetings and warming up 第 1 页


的用法)(1) Try to say(教师出示第2幅和第3幅课文插图，让学生说一说书上的句子)第 2 页
1. Enjoy a song：One one2. Listen and doT: Put your …in/on/under/beside/between…S: 学生根据老师的指令做出正确的反应【设计意图：1.欣赏歌曲铺垫there be 2.以听听做做方式感知介词的用法 】Step 2 Review the story1. Think and judgeT: Last lesson we have learned an interesting story. What is the name of the story? S: Goldilocks and the three bears.T: Do you like the story? T: Now I’ll give you some sentences. Please judge if it is true or false. (带领学生说一说true和false)a. There is a house in the forest. b. Goldilocks is not hungry, but she is tired.c. The three bowls (碗) of soup are for the bears.d. There are three hard beds in the room.e. Goldilocks is not afraid to see the bears.2. Review the story(1) 教师出示故事场景一：Look, Goldilocks is in the _______. There is a big_______. 学生和老师复习故事。(重点讲述There be句型)(2) 同法复习第二、三、四场景，同时巩固新单词 house, soup, hard, soft, afraid, in front of(3) 学生齐读故事，教师指导语音语调(4) 学生抽选场景，全班合作表演，相互评价。(5) Retell the story. 学生根据图片和提示语复述故事。【设计意图：复习上一节课所学的故事。通过记忆力考验的游戏，复习、巩固There be …句型。】Step3 Grammar time(too


句型)1. Learn to say(1) T: Goldilocks sees soup and beds in the house. And she also sees a lot of thingsin other rooms. Look, there are many things in the living room. Who can say thenext? (教师引导学生接龙说句子：There is/are … in the living room)(2) 教师逐图出示三只熊家里的其他房间(study和kitchen), 请学生四人一组合作以接龙形式将图片中的物品用there be句型表达出来(3) 教师示范书写句型，学生在书上书写，完成后同桌交流检查。第 3 页
T: Look at this picture. Does Goldilocks like this soup?S: No. T: Why? What’s the matter?S: This soup is too cold. T: What’s wrong with this soup?S: This soup is too hot.T: Look at this bed. Why doesn’t Goldilocks like it? S: This bed is too hard.T: What about this one? S: This bed is too soft.T: Let’s read these sentences together. (2) Try to summarizeT: We use “too” to modify some adjective words. How do we use these words? Letme give you some examples. Look, I want to carry this teacher’s desk, but it’s tooheavy. I can’t move it. Understand? S: Yes.T: Look at the pictures. Can you describe the situation? (用之前课文中出现的一些图片复习巩固too的用法)T: This time, say the sentences as quickly as you can. (教师出示一些不同的图片，让学生快速描述This … is too …)【设计意图：1. 从复习书中的表达开始入手，衔接过渡自然。2.以看图理解的方式帮助进一步理解单词too的意义和用法。】Step 4 Grammar time (There be


【设计意图：借助接龙游戏，学生练习there be 句型并练习句子的书写。】2. Think and summarize(1) 教师根据刚才的Think and say带领学生归纳There be用法T: Who can tell me the difference between “there is” and “there are”? You candiscuss in pairs first. S: (学生可以用中文总结他们发现的规律)T: Good try! Now listen to me carefully. When we talk about only one thing, weuse “there is”. When we are talk about more than one thing, we use “thereare”. But, when we are talking about the uncountable words, we use “thereis”. (教师解释不可数名词，举例说明)【设计意图：从复习书中的表达开始入手，衔接过渡自然。】(2) Play a gameA. T: Now let’s play a game. All the boys are “is”, and all the girls are “are”. I’llshow you some pictures or sentences. If you think the word is “is”, boys,stand up and say “is” together loudly, otherwise, girls, you stand up and say“are”. OK?【设计意图：通过做游戏深化语法概念，调动学生的学习兴趣。】B. Fun time (Draw and say) T: Now please turn to page 10. You can draw first and then talk about your picture inpairs. (最后请几组学生介绍他们画的图片)C. A letter to friend① T: As we all know, Goldilocks was woken up by the three bears, and she was soafraid that she ran away. Now she is at home. She wants to tell the story to hergood friend Amy. She is going to write a letter to her. Look at the letter. Canyou finish it for her? You can talk about it with your partners first. (请同桌两人先讨论一下信的内容)② Finish the letter orally. ③ Write the letter in pairs.④ Check.Dear Amy,第 4 页


到故事运用，扩故事内容，充 整体性较强， 学生在
熟悉的场景中运用语言知识能增加他们表述的信心。】Homework 家
庭作ure1. Draw a pict业 of your room and talk about it in the next English class.2. Finish the exercise book. 3. Recite the new words and the story.Teaching aids 教学
准备(含板书设计)教学
准备：1. 教师
准备：PPT，板书。2. 学生
准备iStory t：复习me，熟读、会复述，会合作表演。板
书设计： Unit 1 Goldilocks and the three bears (Story time)说课本
课第一单节元作二课时Grammar tim第。e师第二课时，教为预期点教学重的
是对词汇与进型的句一步学习和熟练运师用，教预期的教学难点为根据所描述的对
象正确运rThe用e be句型。关
于本节课教学环节中的活动设计及其设计意图：首
先是热身环节。通过歌曲进there be句型为进一步学习的行铺垫；紧接着教进和学生间师
行听与为的互动，做较全面地复习了方过的学位介词，活动本第 5 页
________ _____ a forest near my house. It is ________. _______ ______ manycolourful flowers and lovely animals there. ________ ______ a nice house in theforest too. I went into the house. _________ ________ three rooms in the house. I cansee a living room, a study, a kitchen, and a bedroom. In the kitchen, _________________ three bowls of soup _______ the __________. One of them is ____________. One of them is ________ _______. One of them is ________ _______. Inthe bedroom, ________ _______ three beds. I don’t like the __________ one or the_________ one. I fell asleep on the nice bed. But when I opened my eyes, I saw threebears. They were _________ ______ _______me. I was very afraid, so I ran awayand shouted help! Do you want to see the bears? Come to my home and I’ll show you. Best wishes!Goldilocks【设计意图：从故事出示语法，再回


有趣味性和挑战性，学生注意力高度集中，反馈的效果也较好。其
次是复习故事环。节教师设计了一个断判正误的游戏，学生需要根据屏幕
上出现的句子快速判断正确事否，考查学生对所学故与的记忆和理解。然后教师带领学生通过按
场景复习，看图复述等方同不式复习、巩固词汇和句型。在
熟悉故事发展过程后再进行全班性的合作表演，巩固了对文本内容的理解。语法
板块是本节课的教学重点。本单元的语法板块共有两个学习任务1. 掌握单词too的用法。：教师先让学生根据故事插图中Goldilocks的情
绪变化，用too描述原因
，进而呈图其他现片，以看图说短语/句子的形式突出重点，化解难点，帮助学生
准型too的意义并掌握用法。2.掌握句确地理解there be的用法。教师
首述让学生用There 先句型描be各个场景中
存后的物品，然在让学生通过观察re中的图表讨论并总结The书 is和Thereare的不同用法，之后以游戏方式进
行男女生比赛，以此，固There be的正确用法巩然后同桌完成Fun time，最后让学生
运用所学的知识完成一封。信本板块的设计意图
主要是1.：通过图表的形式帮助学生理清思路励2. ；鼓学生自主习论、发现并学讨语法规律；3.注
重趣味性，给单一、枯燥习的法学语注入活力，调动学生的学习兴趣，并帮助他们理解并巩固
运用。分
享与思考：1. 关注
完整的情境创设，设置具备趣味性和可操作性的学习活动或任务；2. 语法知
识的学习应该情在境中感知和运交用在。际活动中模仿学习语法知
识；在归纳小结中明确语法规�