Unit 1 Goldilocks and the three bears-Grammar & Fun time-ppt课件-(含教案+素材)-市级公开课-新牛津译林版五年级上册(编号：60188).zip

Unit 1 Goldilocks and the three bears (Grammar time&Fun time) Get to know There is a toy bear in my bedroom. There are 22 students in my class. I like reading The beaver dad story. 海狸爸爸故事海狸爸爸故事 ( 猜猜关于老师的信息是否正确！猜猜关于老师的信息是否正确！) I like drawing. Goldilocks and the three bears Retell the story 根据思维导图复述课文根据思维导图复述课文 is in . There is a is in . is . There is some is . There are too. too. There are is . too. too. What.! Try to summary This soup is too cold. This soup is too hot. This bed is too hard. This bed is too soft. too.太太. This . is too . Try to say This . is too . Try to say This . is too . Try to say 什么时候使用什么时候使用there is? 什么时候使用什么时候使用there are？ 请小组一起讨论请小组一起讨论! Try to summary 介词短语（表示方位、地点）介词短语（表示方位、地点） Lets PK Whats in the fridge ? Whats in the supermarket? Whats in the school ? Whats in the zoo ? 1. 用用There is /are .说下面地点里有什么？说下面地点里有什么？ 2. 30秒小组竞赛，看看哪组说的多！秒小组竞赛，看看哪组说的多！ Whats in the fridge? There is /are . Guess and say Whats in the supermarket? There is /are . Guess and say Whats in the school? There is /are . Guess and say Whats in the zoo? There is /are . Guess and say Theresome milk snail There are two snails behind the sheep. There is a sheep on the farm. The milk is too hot. Tips: 观察红色单词的位置，完成句子接龙。观察红色单词的位置，完成句子接龙。 Whats on the farm？ Sentences connect句子接龙句子接龙 There is /are. 1 Find the difference 大家来找茬大家来找茬 4 Find the difference 大家来找茬大家来找茬 5 5 Draw and say Welcome to my house. are Welcome to my house. Red selection 眼力大考验眼力大考验 Try to remember in 10 seconds （10秒钟记住物品的位置并完成小短文）秒钟记住物品的位置并完成小短文） Try to finish Look, this is Goldilockss living room. There some books the sofa. There some juice and apples on the table. an egg on the table. This egg is big. There toy cars under the table. What a beautiful house! Try to finish are is two Therestoo arethree on theres=there is Read a story Who? Where? What? Today is sunny. There a bear in a big city. There many buildings in the big city. The bear comes into a nice house. This soup is too . This biscuit is too . This cake is just right. This chair is too . This chair is too . This chair is just right. This bed is pink. This bed is pink. This bed is too and wet. This bed is green. Its just right. Who drinks the water? Who eats my cake? The bear wakes up . Who? Who? Oh! There is a on the bed! Who are you? You are the baby bear. You are the little girl. They become good friends and have a good time. . Read a story Name the story! 快来给故事起个名字吧！快来给故事起个名字吧！ Draw a picture of your room and talk about it with your classmates. Retell the story of your book and share the new story with your friends. Homework Draw and say 第 1 页 译林版五年级上册译林版五年级上册 Unit1 Goldilocks and the three bears 第二课时教学设计第二课时教学设计 一、教学理念：一、教学理念： 随着英语教材的改革及小学英语课程的全面推进，小学英语教学改革已成为教师 们探究的主要议题。在小学英语新课程标准的背景下，对于小学起始年级的英语老师 也提出了新的要求，上课之前我们需要做的第一件事就是认真分析研究教材及教学对 象，分析教材的重点及难点，分析学生的知识水平及知识接能力，本着以人为本的教 学观念，已发展的眼光看待学生学习的过程。当然，教师也要有效的利用书中教学计 划及教学方法，并依据新目标，针对我们的教学对象，充分考虑我们自身的教学环境， 选择适合我们的教学方法。 而本案例作为第一单元的第二课时的语法教学板块，仔细研读教材我们不难发现， 每个单元的 Grammar time 板块都是在 story time 板块之后出现的，其目的是以表格 的形式对文本中出现的新句型，语法点进行归纳总结，引导学生理解本单元的语法现 象掌握基本的语法知识，并让其学会在实践中运用。在语法教学板块中，教者应该尽 量的规避传统的教师向学生进行知识简单传递的模式，而是启发学习者自主的构建自 己的知识结构。因此，在课堂教学中，教师应该采用多样的教学手段，让学生自主建 构知识，提升其学习的主动性和兴趣。 二、学情分析：二、学情分析： 本案例学习的对象是小学五年级的学生，五年级英语在小学英语教学中起着承上 启下的作用，既是四年级的衍生又是六年级的铺垫，而他们的思维和语言发展都比较 突出，已经掌握了一定的英语日常交际用语，具备一定的英语学习基础。本课时的教 学活动中设计了大量的游戏和小组活动环节，引导学生敢于说，乐于说积极主动的参 与到学习活动中，从而能够达到灵活的运用。 三、教材分析：三、教材分析： 本单元的话题是谈论客观存在的人或物，能够使用 there be +名词（短语）+地点 状语的句型，正确的表达某地有某人或某物。本课时是语法板块的学习及操练，在实 际运用中能够区分名词的单复数形式，从而准确地运用 be 动词。另外让学生根据故 事插图中 Goldilocks 的情绪变化，用 too 描述原因，进而呈现其他图片，以看图说句 第 2 页 子的形式突出重点，化解难度，帮助学生准确地理解 too 的意义并掌握用法。 四、教学目标四、教学目标： 1. 基于三只熊的故事巩固 there be 句型，能够自主的归纳并掌握 there be 句型的 用法。 2. 在游戏中熟练运用方位介词：in, on, under, in front of, behind, beside ,between 等。 3. 通过比较图片，了解并掌握 too 的用法。 4. 通过找不同的游戏，提升 There be 句型的否定句。 5. 能够在眼力大考验的游戏中，完成 Fun time 中对于 there be 句型小语段的考 察任务。 五、教学重难点：五、教学重难点： 1. 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，并理解句子的意思。 2. 能够针对不同的情景，活用日常用语 This.is too. 3. 培养学生有序表达的能力。 六、教学流程图：六、教学流程图： Warm up Presentation Enjoy a video About me Retell the story Summary Enjoy a picture book Play games 第 3 页 七、教学准备七、教学准备：多媒体课件, 实物，作业纸 八、教学过程：八、教学过程： Step 1 ：Get to know Today Im very happy to be your English teacher. Do you want to know more about me? There is some information about me. Try to guess its right or wrong? 1. I like drawing. 2. There is a toy bear in my bedroom. (与学生交流 Whats in your bedroom?, 形成话语轮回) 3. There are 22students in my class. (与学生交流 How many students are there in your class?) 4. I like readingthe beaver dad story. Do you know this story? In fact, you have learned a story from it. What is it? 同时引出课题Goldilocks and the three bears （设计意图： 以趣味性地判断关于老师信息是否正确的方式，拉近师生之间的距离， 既和学生形成了话语轮回，复习了第一课时的主要句型，又引出了课题，同时还跟学 生渗透了金发女孩和三只熊这个故事的出处。 ） Step 2 ：Retell the story 第 4 页 Do you love this story? Please look at this mind map and try to tell me the story. （设计意图：通过思维导图的方式，让学生自主的来讲述故事。 ） Step 3 ：Try to summary 1. There is some soup on the table. How about the soup? This soup is too cold/hot. 图片示范。 We use“too”to modify some adjective words. Can you describe these pictures? （设计意图：通过复习文本，引出 too 的用法，并且通过几组图片的对比，帮助 学生进一步理解并掌握。 ） 2. Read the table together. （1）Find the difference between “ there is ” and “there are” , you can discuss with your partner.(让学生自由讨论并且总结) （2）T: When we talk about only one thing, we use “ there is ” , when we talk about more than one thing, we use “ there are” ,but when we talk about the uncountable words, we use “there is”. ahouseinthe forest. is somesouponthe table. bedsinthe room. There arethree bearsin front ofher. 第 5 页 （设计意图：在复习文本的基础上，再以表格的形式呈现 there be 句型，让学生 以小组合作的形式进行归纳总结，自主发现其用法。 ） Step 4 ：Play games. 1. There are so many things in the room ,but whats in these places? Lets have a competition.（30 seconds, the more the better） For example: picture 1, There is an apple in the fridge. There are some juice in the fridge. （设计意图：在归纳总结 there be 的用法后，通过四组图片，让学生用 there be 句型 来表达并进行小组竞争。 ） 2. Lets move to the second game, sentences connect. I will give you an example, please pay attention to the colorful words. (强调句子结构和游戏规则，用简笔画边画边呈现句型。) 第 6 页 (设计意图：通过句子接龙这个极具趣味性的游戏考察学生对 there be 句型的掌握情 况，这个游戏不仅要求学生能够灵活的运用句型，还要求学生能够发现其中的逻辑关 系。) 3. The third game, find the difference.(使用 there be 句型，表达五组图的不同之处！) Step 5: Red selection T: Look at this big house, where is the Goldilocks? S: She is in the living room. So welcome to Goldilockss living room, try to remember where the things are in 10 seconds and finish this short essay. Work Sheet Goldilocks is at home. Look, this is her living room. There a sofa the door and the light(灯). Its purple. There a table the chair. There a pencil case and some on the sofa. There some juice and apples on the table. Goldilocks likes juice very much. an egg on the table . 第 7 页 This egg is big . There toy cars under the table. What a beautiful house! Step 5: Share a new picture book I think, Goldilocks is a lucky girl, Although she got lost in the forest, but she found her house at last, what happened to the baby bear? I have a new story. Lets have a look. 第 8 页 第 9 页 第 10 页 第 11 页 （设计意图：通过图文并茂的绘本，有效地延续了学生对文本的兴趣，并且在课外绘 本的阅读过程中，进行留白，既让学生保持了新鲜感，同时也检测了学生能否用已知 的 there be 句型和 This .is too.的句型对新故事进行描述。最后通过小组讨论的形式， 让学生来自有的帮这个绘本故事起个名字！） 九、家庭作业：九、家庭作业： 十、十、 板书设计：板书设计： Unit1 Goldilocks and the three bears strong-weak This is too fat-thin tall-short soft-hard There is a . some. are . 第 12 页