译林版五上英语U1.docx
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1、5AUnit1 Goldilocks and the three bears 教材分析: 本单元话题是谈论客观存在的人或事物。教学重点是“there be+名词(短语)+地点状语” 的句型,表示某地有某人或某事物。there be 句型涉及到可数名词和不可数名词,教师要提醒 学生在运用时区分可数名词的单复数形式,从而准确运用 be 动词的正确形式。在教学中,教 师可以旧带新,引出本单元的目标介词词汇,可以利用图片、简笔画或实物等教学用具来教 授方位介词,还可以利用教室中的物品和场景创设情境,教授和操练 there be 句型,使学生 更好地理解句型的结构并自如地运用。 学情分析: 本单元所学的
2、 there be 句型对学生来说并不是很困难,在之前的学习中也接触了一些, 关键是要让学生注意到可数名词的单复数问题, 以便让学生能正确地运用 be 动词。 在教学时, 只要老师多创设情境进行教学,老师好好的引导,学生就能更好地接受并掌握新知识。在单 词教学这一块,单词 afraid 等发音有所难度,只有让学生多进行朗读训练,他们才能更好地 将单词发对音。本单元以金发女孩与三只狗熊的故事内容展开,学生一定很感兴趣,学起来 积极性要高一些。整个单元的内容教师只要思考一些好的教学方式,学生学起来一定比较轻 松、有趣。 教学目标: 1.能听懂、会说、会读和会拼写形容词 hard、soft、hot、
3、cold、afraid 等。 2.能听懂、会说、会读和会写句型 There bein/on/beside/in front of/between 3.了解字母 c 在单词中的读音。 4.了解“茶”和“咖啡”的文化。 5.能正确理解、朗读 story time 和 cartoon time. 教学重点: 1.能正确理解、掌握语篇内容,并能朗读、初步表演对话。 2.能正确地听、说、读、写 There be 句型描述场所,例如教室、卧室等。 3.能使用形容词描述物体、感受等。 教学难点: 1.能正确理解、掌握语篇内容,并能表演对话。 2.能正确地听、说、读、写 There be 句型描述场所。 课时
4、安排: 5 课时 第一课时 教学内容:Story time 教学目标: 1.能听懂、会读、会说、会写 house,in front of. 2.能听懂、会读、会说 bear, forest, soup, afraid, just right. 3.能听懂、会读、会说、会初步运用句型 Thisis too/ 4.培养学生阅读能力及阅读技巧。 教学重点: 1.能够从整体上阅读故事并理解故事。 2.能够语音语调正确地朗读故事、复述故事。 教学难点: 能够根据课文内容创编剧本并表演。 教学准备: 1.教师准备:PPT,三副碗勺,熊掌道具,词汇卡和图片,板书。 2.学生准备:听 5 遍 Story ti
5、me 录音。 教学过程: Step1: Pre-reading 1. Free talk (1)T: OK. Its time for class! Are you ready? Ss: Yes. T: Good morning, everyone! Ss: Good morning, Miss Tao. (2)T: Boys and girls, tell me, what do you like doing at home? S1: I like (学生个别回答,老师及时回应) T: Children, do you like reading stories? Ss: Yes. T: Go
6、od. Today our class will read a story together.Are you excited? Ss: Yes! 2.Listen and guess T: Great! First, Lets go to a place. Try to guess: what place is it? Ill give you some clues. Now look, its very big and beautiful. There are many trees and flowers. There are some streams. Many wild animals
7、live here. What place is it? S1:Aforest. (提示学生可以用中文回答。) T: Good. Let me show you a picture of forest. (Teach: forest)Have you ever been to a forest? Ss: No. T: Well, dont be sad. Here I got a video about forest. Do you want to take a look? Ss: Yes! T: OK. Lets watch it. After watching, tell me, what
8、 can you see in the forest? 全班看视频。 3. Look and say (1.)T: OK. Is the forest beautiful? Ss: Yes, it is. T: What can you see in the beautiful forest? S1: I can see a S2: I can see some (2)T: Good! Look at this picture.There are many trees in the forest. Lets read the sentence. 全班跟读句型 2 遍。 T: Now, look
9、, there are in the forest. Who can try?让学生模仿例句说说 There are Step2: While-reading 1. Watch and answer (1)T: Wow, there is a girl in the forest. Right? 学生跟读句子 2 遍。Who is this girl? What is her name? Let me tell you. Her name is Goldilocks. (Teach: Goldilocks) Oh, its so surprising. Goldilocks is in the
10、 forest. What does she see in the forest? Ss: She sees a big house. (Teach: house) T: Yes. Look at Goldilocks.(拿出人物图片)Shes very happy.(贴板书)Because she sees a big house.(贴板书) How does she think about this house? Lets listen. (音频:What a beautiful house!)Is it a nice house? Ss:Yes. T: Now, read it toge
11、ther. (指导朗读) (2) T: In the forest, there is a house. Whose house is it? Maybe its Can you guess? S1: Maybe its s house.学生猜一猜。 T: OK. Heres a video.After watching, tell me, whose house is it? 学生看视频。 T: Is the story interesting? Ss: Yes, it is. T: OK. Answer my question. Question1: Whose house is it?
12、Ss: Its the three bearshouse. T: Right! Its the three bears house. What will happen to Goldilocks and the three bears? Today well read this story.And the name of the story is :(揭题,全班读题目 2 遍) 2. Read and answer (1)T: Now please open your books and turn to page6, read the story by yourselves, then, an
13、swer my question: What is in the house? 让学生自读故事思考问题。 (2)T: Whats in the big house? 提示学生用 There is / are 回答。 (3)T: In this big house there are three beds. There are three bears. There are/is 总结学生的 答案并引出:And also there is some soup. Follow me: soup. (Teach: soup) 提示学生注意 soup 是 不可数,some soup。 T: Goldil
14、ocks is in the house. What time is it? Look, theres a clock. Ss: Its twelve. T:Yes. Its 12 oclock. Its time for lunch. And how is Goldilocks? Ss: Shes hungry and thirsty.(贴板书) T: Whats on the table? S1: There is some soup. 及时纠正学生发音或 be 动词。 3. Look and guess (1)T: Look at Goldilocks. Guess, which sou
15、p does she like? Does she like this soup? (PPT 显 示三碗汤) 学生逐一回答。 T: She doesnt look happy in these two pictures, right? Whats wrong with this soup? Lets listen to her. (音频:This soup is too cold.) 指导学生模仿跟读 2 遍,重点重复 too cold. T: And whats wrong with this soup? (同法读 too hot). And how about this soup? (Te
16、ach: just right) 指导学生 3 句话连在一起读 1 遍。 (2)Look, boys and girls. I have some soup for you. Oh, Im hungry and thirsty. Im going to eat the soup. This soup is too cold. This soup is too hot. This soup is just right. 教师示范表演喝汤的三种感觉。Do you want to be Goldilocks and have a try here? 请 2-3 位学生分别上台模仿表演。 (3)T:A
17、fter eating the soup, Goldilocks is very tired.(贴板书)Whats in the room now? S1: There are three beds in the room. 指导读 2 遍。 T: Look at the three beds. Are they the same? Ss: No, they arent. T: How is this bed? Listen. 教师敲击讲台。Oh, its very hard. (Teach: hard) What about the second bed? Listen. 播放音频音效。 O
18、h, it is soft. (Teach: soft)教师拿出熊掌道具 Look, I have a toy bear claw. How is it? 让学生捏一捏试一试并形容:Its soft. T: OK. Look at the picture, if you were Goldilocks, What would you say?S1: This bed is too 学生个别说完,全班跟读三句话。 (4) T: Oh, this bed is just right, so Goldilocks will have a sweat dream in this bed, I thin
19、k. 出 音效“Help! Help!”How is she now? Is she happy?教师肢体语言提示。 Ss: No. T: She is afraid now(Teach: afraid) Why is she afraid? Read the story, then, tell me. 学生自读 故事并思考问题。 (5)T: Because there are three bears in front of her. (Teach: in front of)Now, look at me. I am standing in front of you. And youre ve
20、ry happy. But, if there is a tiger or a lion standing in front of you, would you be happy? Ss: No! T: Of course not. You must be afraid. (6) T: What did the bears say? Ss: Who are you? T: Goldilocks shouted: Ss: 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。 4. Look and order (1)T: Now Id like
21、 you to read the whole story again, and try to put the pictures in the correct order. 指导学生完成书上第 8 页的排序。 (2) PPT 出示答案,学生描述每副图片。 T: Lets read the short passage together. 5. Reading time (1)T: Very good. This time, lets read the story after the computer. 学生跟电脑齐读故事,教 师指导朗读。 (2)T: OK. This time, you can
22、read in a group. 四人一组自由读。 (3)T: Now lets 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) Step3.Post-reading 1. Retell the story (1)T: Children, do you like this story? Ss: Yes. T: Maybe you can tell the story to your parents. This time, try to retell the story. Ill g
23、ive you some pictures and sentences. You can look at the blackboard too. First, lets try together. 对照 PPT 或板书全班复述故事。 (2) Now you can use your own language to retell the story, and also you can say something more. OK? Ill give you some minutes. 四人一组练习。 2. Make a short play and act it out. (1) T: Wow,
24、 do you think its a lovely story? You can tell the story now, but I still have a question about this story. At last, does the girl arrive home safely? We dont know. Here I have an ending of the story. Lets see if you like it or not. 教师给出一种结局示范。 Goldilocks is afraid. She runs away. The bears run fast
25、er than her. They catch her and eat her.Do you like it? Ss: No! T: Me neither. Its so sad. We all want a happy ending. So, what will happen at last? Whats your idea? Maybe Goldilocks and the three bears become friends. 学生发挥想象,给出一个美好 的结尾。 (2)T: Oh, I like the ending. The next day, Goldilocks and her
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