1、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, bet
2、ween； 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, s
3、oft, afraid, just right, in front 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
4、用This is tooTeaching procedures 教学过程Step 1 Greetings and warming up 1. Enjoy a song：One one2. Listen and doT: Put your in/on/under/beside/betweenS: 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. W
5、hat is the name of the story? S: Goldilocks and the three bears.T: Do you like the story? T: Now Ill 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 fo
6、r 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
7、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)T: Look at this picture. Does Goldilocks like this soup?S: No. T: Why? Whats the matter?S: This soup is too cold. T: Whats wrong wi
8、th this soup?S: This soup is too hot.T: Look at this bed. Why doesnt Goldilocks like it? S: This bed is too hard.T: What about this one? S: This bed is too soft.T: Lets read these sentences together. (2) Try to summarizeT: We use “too” to modify some adjective words. How do we use these words? Let m
9、e give you some examples. Look, I want to carry this teachers desk, but its too heavy. I cant 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.
10、 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句型)1. Learn to say(1) T: Goldilocks sees soup and beds in the house. And she also sees a lot of things in other rooms. Look, there are many things in the living room. Who can say the next? (教师引导学生接龙说句子：There is/are in th
11、e 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。【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 can disc
12、uss 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, we use “there is”. When we are talk about more than one thing, we use “there are”. But, when we are talking about the uncountable words, we use “there is”. (教师解释不可数名词，举例说明)【设计意图：从复习书中
13、的表达开始入手，衔接过渡自然。】(2) Play a gameA. T: Now lets play a game. All the boys are “is”, and all the girls are “are”. Ill show 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
14、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 in pairs. (最后请几组学生介绍他们画的图片)C. A letter to friend T: As we all know, Goldilocks was woken up by the three bears, and she was so afraid that she ran away. Now she is at home. She wants t
15、o tell the story to her good friend Amy. She is going to write a letter to her. Look at the letter. Can you 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) Finish the letter orally. Write the letter in pairs. Check.Dear Amy,_ _ a forest near my house. It is _. _ _
16、 many colourful flowers and lovely animals there. _ _ a nice house in the forest too. I went into the house. _ _ three rooms in the house. I can see 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
17、is _ _. In the bedroom, _ _ three beds. I dont like the _ one or the _ one. I fell asleep on the nice bed. But when I opened my eyes, I saw three bears. They were _ _ _me. I was very afraid, so I ran away and shouted help! Do you want to see the bears? Come to my home and Ill show you. Best wishes!G
18、oldilocks【设计意图：从故事出示语法，再回到故事运用，扩充故事内容， 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 家庭作业1. Draw a picture 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：复习Story time，熟读、会复述
19、，会合作表演。板书设计： Unit 1 Goldilocks and the three bears (Story time)说课本节课第一单元第二课时Grammar time。作为第二课时，教师预期的教学重点是对词汇与句型的进一步学习和熟练运用，教师预期的教学难点为根据所描述的对象正确运用There 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。通过歌曲为there be句型的进一步学习进行铺垫；紧接着教师和学生间进行听与做的互动，较为全面地复习了学过的方位介词，活动本身很有趣味性和挑战性，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。教师设计了一个判断正
20、误的游戏，学生需要根据屏幕上出现的句子快速判断正确与否，考查学生对所学故事的记忆和理解。然后教师带领学生通过按场景复习，看图复述等不同方式复习、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，进而呈现其他图片，以看图说短语/句子的形式突出重点，化解难点，帮助学生准确地理解too的意义并掌握用法。要练说，得练听。听是说的前提，听得准确，才有条件正确模仿，才能不断地掌握高一级水平的语言。我在教学中，
21、注意听说结合，训练幼儿听的能力，课堂上，我特别重视教师的语言，我对幼儿说话，注意声音清楚，高低起伏，抑扬有致，富有吸引力，这样能引起幼儿的注意。当我发现有的幼儿不专心听别人发言时，就随时表扬那些静听的幼儿，或是让他重复别人说过的内容，抓住教育时机，要求他们专心听，用心记。平时我还通过各种趣味活动，培养幼儿边听边记，边听边想，边听边说的能力，如听词对词，听词句说意思，听句子辩正误，听故事讲述故事，听谜语猜谜底，听智力故事，动脑筋，出主意，听儿歌上句，接儿歌下句等，这样幼儿学得生动活泼，轻松愉快，既训练了听的能力，强化了记忆，又发展了思维，为说打下了基础。2.掌握句型there be的用法。教师首
22、先让学生用There be句型描述各个场景中存在的物品，然后让学生通过观察书中的图表讨论并总结There is和There are的不同用法，之后以游戏方式进行男女生比赛，以此巩固There be的正确用法，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；2. 鼓励学生自主讨论、发现并学习语法规律；3.注重趣味性，给单一、枯燥的语法学习注入活力，调动学生的学习兴趣，并帮助他们理解并巩固运用。我国古代的读书人,从上学之日起,就日诵不辍,一般在几年内就能识记几千个汉字,熟记几百篇文章,写出的诗文也是字斟句酌,琅琅上口,成
23、为满腹经纶的文人。为什么在现代化教学的今天,我们念了十几年书的高中毕业生甚至大学生,竟提起作文就头疼,写不出像样的文章呢?吕叔湘先生早在1978年就尖锐地提出:“中小学语文教学效果差,中学语文毕业生语文水平低,十几年上课总时数是9160课时,语文是2749课时,恰好是30%,十年的时间,二千七百多课时,用来学本国语文,却是大多数不过关,岂非咄咄怪事!”寻根究底,其主要原因就是腹中无物。特别是写议论文,初中水平以上的学生都知道议论文的“三要素”是论点、论据、论证,也通晓议论文的基本结构:提出问题分析问题解决问题,但真正动起笔来就犯难了。知道“是这样”,就是讲不出“为什么”。根本原因还是无“米”下
24、“锅”。于是便翻开作文集锦之类的书大段抄起来,抄人家的名言警句,抄人家的事例,不参考作文书就很难写出像样的文章。所以,词汇贫乏、内容空洞、千篇一律便成了中学生作文的通病。要解决这个问题,不能单在布局谋篇等写作技方面下功夫,必须认识到“死记硬背”的重要性,让学生积累足够的“米”。分享与思考：其实,任何一门学科都离不开死记硬背,关键是记忆有技巧,“死记”之后会“活用”。不记住那些基础知识,怎么会向高层次进军?尤其是语文学科涉猎的范围很广,要真正提高学生的写作水平,单靠分析文章的写作技巧是远远不够的,必须从基础知识抓起,每天挤一点时间让学生“死记”名篇佳句、名言警句,以及丰富的词语、新颖的材料等。这样,就会在有限的时间、空间里给学生的脑海里注入无限的内容。日积月累,积少成多,从而收到水滴石穿,绳锯木断的功效。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在情境中感知和运用。在交际活动中模仿学习语法知识；在归纳小结中明确语法规则；在说与写的训练中运用语法知识。
