译林版小学五年级英语上册Unit 1 Goldilocks and the three bears 第2课时教案

《英语》（五年级上册）Unit1GoldilocksandthethreebearsGrammartime,Soundtime,Culturetime&CheckouttimeTeachingaimsandlearningobjectives教学目标1.学生能够用配音或看图说话的方式滚动复习Cartoontime2.学生了解字母c在单词中的发音；尝试运用所学的语音知识拼读生词，同时结合小诗读出韵律和节奏3.借助checkouttime局部内容，学生滚动已学词汇熟练地运用本课词句谈论不同地方的物品所在4.学生能了解中西方传统的饮食，并能用英语作简单介绍。Focusofthelessonandpredictedareaofdifficulty教学重点和难点教学重点:1.能理解并掌握字母c的发音规律，熟记例词2.综合运用Therebe句型，描述物品的陈列位置3.能用简单的英语介绍中西方传统的饮食教学难点：1.正确区分字母c的两种发音，并能正确举例2.在Therebe句型中，能根据名词的单复数，正确使用be动词，并掌握就近原则Teachingprocedures教学过程Step1Greetingsandwarmingup1.Sayachant.教师手拿一个盒子和一些物品，引导学生一起说唱:T:What’sinthebox?What’sinthebox?S:Apen.Apen.There’sapen.T:What’sinthebox?What’sinthebox?S:Aruler.Aruler.There’saruler.T:What’sinthebox?What’sinthebox?S:Apples.Apples.Therearesomeapples.2.GreetingT:Hello,boysandgirls.Howareyou?S:I’mfine,thanks.Step2ReviewCartoonTime1.T:(出示Cartoontime图1)HowisBobby?S:He’shungry.T:HowmuchdoyourememberaboutCartoontime?2.Askandanswer:Q1:CanBobbyseeanycakesinthefridge?Q2:CanBobbyeatthecakesatlast?4\n3.Dubthestoryfirstandthenactthestory.【设计意图：由师生间自然问候导入到Cartoontime人物的情绪，以回答问题的方式唤起对故事内容的回忆。】Step3Soundtime1.T:(出示Soundtime图片局部)Lookatthemanandtheboy.What’swrongwiththem?S:Theyhaveacold.T:(出示医生)Whocomestohelpthem?S:Adoctor.2.T:Whatdidthedoctorsay?Let’slisten.(cold,doctor,coat)3.教师放小诗录音；教师出示例词：cold,cousin,doctor,come,coat，学生体会C的发音；学生跟读小诗。4.教师出示新单词：can,candy,cow,cone等词让学生尝试运用规则5.教师出示含有c的不同单词，学生找到c在单词中发音的一般规律(c/k/和c/s/)Step4Grammartime1.T:(出示Cartoontime中Bobby和Soundtime图片)Look,Bobbyishungry.Themanandtheboyhaveacold.Theyfeelbad.2.T:(出示Storytime四张场景图)HowdoesGoldilocksfeel?Goldilocksisintheforest.She’s_______.Sheseesahouse.Goldilocksisinthehouse.Sheis_____and______.Goldilocksis_______.Therearethreebedsintheroom.Nowsheis_____,becausetherearethreebearsinfrontofher.Howaboutyou?Youare_________.Youwouldlikeacake.Youare_________.Youwantsomedrink.Youhaveanewbag.Soyouare________.Youwalkforalongtime.Soyouare_________.Step5Checkouttime—Lookandwrite1.T:Goldilocksrunsaway.Sherunsintoagarden.Look,what’sinthegarden?(教师引导学生说Thereisatableinthegarden.)T:What’sonthetable?S:Therearesomeapplesonthetable.(同法完成其余三幅图片，同桌核对答案)2.Makeanewstory.Step6Culturetime1.T:(出示Culture图片)Goldilocksrunsoutofthethreebears’house.She’sverythirsty.Sheseestwohouses.ThroughthewindowsheseesanEnglishwomanmakingcoffee.ThroughanotherwindowsheseesaChinesewomanmakingtea.WhichhousedoesGoldilockswanttocomein?S:Ithinkshe’dlikeacupofcoffee.T:Why?S:GoldilocksspeaksEnglish.Westernpeoplelikecoffee.T:Good.Howabouttea?S:TeaispopularinChina.T:Yes.Followme:TeaispopularinChina.CoffeeispopularinWesterncountries.4\n(教授popular,China,Westerncountries)2.介绍文化T:Differentfoodanddrinksarepopularindifferentcountries.Nowlet’stalkaboutmorepopularfoodanddrinksinChinaandinWesterncountries.Forexample,noodlesarepopularinChina,andhamburgersarepopularinWesterncountries.Canyousaysomethingmore?Youmaydiscussinpairsfirst.(学生同桌间讨论并汇报)____________ispopularinChina,and_______ispopularinWesterncountries.(教师反馈)3.MoreinformationT:Allofyoudidagoodjob.IhaveavideoaboutpopularfoodanddrinksinChinaandWesterncountries.Let’swatchit.Homework1.Makeanewstory.2.Drawaroomofyourhome.3.Finishtheexerciseinworkbook.Teachingaids教学准备（含板书设计）教学准备：1.教师准备：PPT，板书,或实物。2.学生准备：复习Cartoontime，熟读、会复述，会合作表演。板书设计：Unit1Goldilocksandthethreebears(Soundtime,Grammartime&Checkouttime)doctorcakec/k/_____ispopularinChina.cupcoatcome_____ispopularinWesterncountries.说课本节课为单元的综合板块，融合了Grammartime,Soundtime,CultureTime,Checkouttime。教师敏锐地捕捉到这几个板块共有的元素—feeling，以此为主线串联整节课的教学过程。第一步从师生问候中自然导入到Cartoontime中Bobby的feeling—hungry,由此展开对卡通的复习和巩固。第二步以Soundtime中uncleand4\ncousin的feeling，自然过度到语言板块的复习。第三步由feeling为主线讨论Goldilocks在三只熊家里的不同感受从而导入到对Storytime的主要内容回顾，进一步巩固关于感觉类词汇的使用。第四步以故事为线，将谈话地点转移到书上的Checkouttime，由此帮助学生进入到综合运用环节和文化介绍的环节。整节课以feeling为教学主线，串联各板块内容，以Storytime的后续故事情节，趣味而扎实地实现了板块的大综合。4