第一课时 Story time.docx

第一课时 Story time 一、教学内容 Story time二、教学目标1. 知识目标(1) 在课文情景中学生能够听懂、会说、会读故事中出现的词汇：Goldilocks, bear, forest, house, soup, hard, soft, afraid, just right, in front of ；(2) 基于三只熊的故事，在故事情景中反复理解、使用there be句型；2. 技能目标(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3) 学生能够在表演的基础上，适当拓展改编故事为小短剧并进行表演3. 情感目标(1) 能体会到阅读故事的乐趣，培养阅读的兴趣三、教学重点1. 从整体上阅读故事并理解2. 语音语调正确地朗读对话、复述故事四、教学难点根据课本内容创编剧本并表演五、教学准备 PPT， 相关实物及图片六、教学过程Step 1 Free talk 1. What do you like doing at home?2. Do you like reading stories?Step 2 Pre-reading 1. Let’s go to a place. Try to guess what place it is. Riddle --- forest (教读单词)It is very big. There are a lot of flowers and trees in it. There are a lot of animals in it .2. What do you see in the forest? Watch the cartoon. (迪斯尼卡通)3. There are many trees in the forest.操练句型： There are … in the forest.4.(PPT)（some birds, some flowers, a house ）What else can you see in the forest ? Practise： There is … . There are … .5.(呈现文本情景图) There is a girl in the forest . Her name is Goldilocks. Teach: Goldilocks What does she see in the forest? What does she think about the house?Teach: What a beautiful house!6. Guess: Whose house is it? Step 3 While-reading 1. Watch the cartoon.Q: Whose house is it? 揭题：Goldilocks and the three bears.2. Read the story by yourselfQ: What’s in the house?Teach： soup some soup There is some soup on the table. There are three beds in the house.3. Which soup does she like? Teach: too cold, too hot, just right教师拿出三个碗，示范表演。

This soup is … . This soup is too … .学生上台表演并体会4. Which bed does she like? Teach: hard, soft5. How is Goldilocks? Why is she afraid? Open the book and read the story.Teach: in front of What do the bears say?What does Goldilocks say?Ss read in roles.6. Look and order P8, order the pictures according to the story. 7. Read the story.1) Read after the tape2) Read in groups. 3) Read in roles. 8. Try to remember the story.Look at the picture and try to complete the whole sentences.9. Retell the story Goldilocks is happy. ----- Goldilocks is hungry and thirsty.Goldilocks is tired. ----- Goldilocks is afraid. Step 4 After- reading 1. What’s the story ending?2. The next day, Goldilocks and her friends go to visit the house again. What will happen to them? Discuss in groups and make a new dialogue. 3. Act out the new dialogue.七、作业布置1. 熟读并能背诵大课文。

2. 课课练第一、第二课时八、板书设计 Unit 1 Goldilocks and the three bears happy hungry and thirsty tired afraid too cold too hot just right too hard too soft just right 第二课时 Grammar time & Fun time 一、教学内容滚动复现Story time; 新授Grammar time和Fun time二、教学目标1. 知识目标(1) 能听懂、会读、会说故事中出现的新词汇2) 能听懂、会读、会说、会用There be 句型描述某地有某人或某物2. 技能目标(1) 能听懂、会读、会说、会用There be 句型描述某地有某人或某物2) 能理解并掌握Grammar time 中的There be 句型的用法及规则，还有单词too 的用法3) 能完成Fun time 中的任务3. 情感目标(1) 学生体会到亲自设计家居的乐趣。

三、教学重点1. 对词汇和句型的学习与运用2. 能理解并掌握Grammar Time 中的内容四、教学难点根据所描述的对象正确运用There is … / There are … .五、教学准备 PPT六、教学过程Step 1 Revision1. Play a game ( True or False )(利用游戏的方式，让学生来复习文本)Goldilocks is in the park.There is a house in the forest.There is some milk on the table.There are four beds in the room. There are two bears in front of Goldilocks.Goldilocks is afraid of the bears. Judge the sentences according to the story.2. Show two bears. Try to talk about these bears. (也可以用其他玩具来代替，操练反义词)T: Are these two bears the same? Try to say something about these two bears.Ss: This … is … .3. Look and say: What is soft? What is hard?4. Review the opposite words: big—small, soft—hard, high—short, behind—in front of 5. (图片呈现) Where is the baby bear ? Teach the new word: between (操练词汇：in front of , behind, beside, between)Step 2 Grammar time 1. The usage of the word “ too ”1) This soup is too hot/ cold. This bed is too hard/ soft.This soupistoohot.cold.bedhard.soft.Here we use “ too ” to modify adjectives. 2) Look at the pictures and try to complete the sentences. e.g. The tree is too high. He can’t reach the apple.教师示范搬桌子： The desk is too heavy. I can’t carry it. The sweater is too big. He can’t wear it.The baby is too young. He can’t go to school. 2. The usage of the word “ There is/ are… ”1) Think and say (图片呈现书上第八页四幅图)Please use the sentence structure to describe the pictures.There’s … in the forest.There’s … on the table.There are … in the room. There are … in front of Goldilocks.2) Read and think Thereisahouseinthe forest.somesouponthe table.arethreebedsinthe room.bearsin front ofher.Get the students to watch the table carefully and try to conclude the differences between “ There is … ” and “ There are …” by themselves.3) Play a game : (用 is 或are 填空)Boys represent“ is ”; Girls represent “ are”.e.g. There _______ som。