五上U1-3.doc

课题: 译林版五年级上册Unit1 Goldilocks and the three bears
课时: The third period ( Cartoon time & Culture time )
教学目标：
（一）知识目标：
1.能够听懂、会说、会读卡通故事中出现的词汇：really, then, find, their；
2.能够流利地表达There is … There are…的意思；
3.能够理解并掌握There are …句型的否定句式There aren’t any …；
4.能够听懂、会说、会读日常用语：Really?
5.能够整体理解并简单表演卡通对话；
（二）能力目标：
1.学生能熟练运用本单元所学的词句谈论某处的物品；
2.学生能正确理解、朗读Cartoon time中的故事，能读懂其中的趣味之处，能在教师的指导下表演故事；
3.学生能了解中西方传统的饮食，并能用英语作简单介绍。
（三） 情感目标：
1.让学生体会到卡通故事的乐趣，通过了解中西方传统饮食的区别增加一些人文知识。
2.培养学生乐于助人的优良品质。
教学重点:
1.能正确理解、朗读卡通故事，分组表演故事内容。
1.了解中西方传统的饮食。
教学难点：
1.能正确并且熟练地运用本单元所学的There be 句型的单复数来谈论某处的物品。
1.能用简单的英语介绍中西方传统的饮食。
教学准备:
1.教师准备：PPT，卡通人物头饰，板书。
2.学生准备：熟练朗读Story time内容。
教学步骤
教学活动
名 称
活动组织
活动目的
活动时间
二次修改
1. Lead-in

2. Presentation
(Cartoon time)

3. Presentation
(Culture time)

4. Homework
1.Quick response “Yes or No”

2. 1 minute – non – stop – talk

1. Talk about the pictures.

2. Watch and think

3. Read and learn

4. Imitate and remember

5. Act in groups

1. Learn to say

2. Say something more

3. Enjoy the video
1. T-S greetings
2. T: First, let’s play a game. The game is called ‘Yes or No’. Now you will see some sentences on the screen. Read and try to judge. If it is right, you may say ‘Yes, yes, yes!’ If it is wrong, you may say ‘No, no, no!’ 学生试说2遍。Say loudly and quickly, please. Ready? Go!
1) There are 55 students in your class.
2) There are a lot of books in your bag.
3) There is a beautiful teacher in front of you.
4) There is a TV in this classroom.
5) Is there a teacher in the classroom now ?
6) Are there any toys on your desks?
7) What’s on the blackboard?引导学生用There be
来回答，进行适当拓展练习。
T: OK. There isn’t a TV in this classroom, then, what’s in this classroom? Let’s play another game named ‘ 1 minute – non – stop – talk’. We will have a competition between boys and girls. Now each of your team has one minute. Please try to say the things in the classroom as many as possible. You should use ‘There is / are …’. Let’s see who can win. 教师在黑板上示意比赛规则。男女生分别在1分钟内用There be…句型说出教室里的物品，说得又对又多的胜利。教师给予评价。
3.学生能够用配音或看图说话的方式滚动复习Cartoon time;
4. 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。
5. 教师创编家中不同房间的设施让学生熟练地运用本课词句谈论某处的物品。
T: You see, there are many things in our classroom. Do you like having lessons in this room? Ss: Yes.
T: I’m happy to hear that. Now look at this picture. What’s in this picture? Ss: There are two mice.
T: Who are they? S: They’re Bobby and Tina.
T: Yes. What else? What’s in this room?
S: There is a sofa / book …
S: There are some …
T: Who are reading the book? Ss: Tina.
T: This is Bobby’s house. They’re in the sitting room now. Look at Bobby. Is he happy？ Ss: No.
T: No, he’s kind of hungry, I think. How do I know? Because he says: 引导学生回答I’m hungry.让学生帮其想办法后导入 Can Tina help him?并加入学生的预测。
Let’s listen.
(出音频You can have some cakes. There are some in the kitchen.) So, can Tina help Bobby?
Ss: Yes, she can. 对学生预测进行揭示结果。
T: What does Tina say?再次预测， Let’s listen again. Who can have a try? S：…揭示结果。
T: Let’s try together. 教师指导朗读。
T: So Bobby goes to the kitchen and try to find some cakes, but can he find any cakes there? Let’s watch the cartoon. 集体看卡通。
T: OK. Can Bobby find the cakes in the fridge?
Ss: No, he can’t.
T: What does Bobby say? Listen. （出音频：There aren’t any cakes here. 教师板书句型，带读3遍）
1. Where are the cakes then? Open your books, read the story by yourselves and try to find the answer. 学生自读故事找出答案。
S: Tina and Bobby’s cousin eats the cakes.
T: That’s right! The cakes are in their cousin’s mouth. Look at Picture4. Tina is very surprised, so she says ‘Here are the cakes!’ Who can be Tina?
指导学生模仿Tina 说一说句子。
1. T: Look at Bobby and his cousin. How do they feel? Can you fill in the blanks?
Bobby’s cousin is ___________. Bobby is ________. Guess. What are they saying? You can talk about it in pairs. 同桌间猜测他们会说些什么。
T: Well, if you were Bobby, what would you say? And how about the cousin? 引导学生揣摩不同卡通人物的心理和语言。

1. T: This time, let’s read the story after the computer together. 跟电脑一句句齐读。
2. T: Please read loudly by yourselves. 大声自读。
3. T: This time, I’d like to be Tina, boys, you could be Bobby, and girls, you’re the narrator. OK? （师生间分角色朗读对话）
4. Read in roles. 学生间分角色朗读。
1. 师生间示范表演故事。可以请一位学生扮演cousin，运用之前创编的故事结尾使表演更完整。
2. T: Now please act the story in groups.
3. Act

T: Look, Bobby’s cousin eats so many cakes. Now he’s very thirsty, I think. Here’s a cup of coffee, a cup of tea, and a glass of juice. Which one would he like? Guess. 学生猜一猜。
T: I guess he’d like a glass of juice. Look at the coffee and the tea. Maybe our parents like them. Which is popular in China, coffee or tea?
Ss: Tea.
T: Yes. Follow me: Tea is popular in China. How about coffee? Oh, coffee is popular in Western countries. (Teach: popular, China, Western countries)
T: Different food and drinks are popular in different countries. Now let’s talk about more popular food and drinks in China and in Western countries. For example, noodles are popular in China, and hamburgers are popular in Western countries. Can you say something more? You may discuss in pairs first. 学生同桌间讨论并汇报：
____________ is popular in China, and _______ is popular in Western countries. 教师反馈。
T: All of you did a good job. I have a video about popular food and drinks in China and Western countries. Shall we watch together? Ss: OK.
（观看视频）

T: Let’s enjoy different food and drinks. Let’s enjoy our wonderful lives.

1. Read and act Cartoon time.
2. Dub for the story.
3. Take a picture or draw one about your favorite room in your house.
1. 结合学生的生活实际复习巩固There be…句型，营造英语学习氛围，为进一步学习做铺垫。

2. 用男女生PK赛的形式复习巩固四会句型，训练学生语言表达的流畅性。

1. 初步感知，预测故事大意，引出问题。

2. 整体感知故事内容。
学生预测每个问题的结果，后听录音揭示预测结果。

3. 阅读故事的细节，化解难点。

4. 模仿故事中人物的语音、语调、表情和心理活动，为表演做准备。

5. 引导学生发挥想象，创造性地表演故事，培养学生运用语言的能力。

1. 引出tea, coffee, juice，呈现Culture time的主要话题。

2. 激活学生的思维，将文化渗透和语言学习相结合。

3. 梳理文化信息，拓展学生的视野，了解更多的中西方饮食文化。

Notes:

:

板书设计：

Unit1 Goldilocks and the three bears ( Cartoon time & Culture time)
Bobby的话：
There aren’t any …

Their cousin的话：
I like cakes!
…
Tina的话：
You can have some cakes. …