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新译林英语五年级上册
全册教案及教学反思
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Unit1 Goldilocks and the three bears （ 5 课时）
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 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 、 cold 、 afraid 等。
2. 能听懂、会说、会读和会写句型There be…in/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 Therebe 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 Therebe 句型描述场所。
课时安排：
第一课时： Story time
第二课时： Grammar time and Fun time
第三课时： Sound time and Cartoon time
第四课时： Culture time, Checkout time andTicking time
第五课时： Review & Workbook
第 1 课时 ( 总第1课时 )
上课时间：9 月 4 日 课型：新授课
教学目标：
1. 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. 能够听懂、会说、会读句型： There is … There are… 并理解句型的意思。
3. 能够听懂、会说、会读日常用语： What a beautiful…! This … istoo…
4. 学生能够阅读、理解故事，并能够在理解的基础上表演出故事。
5 ．学生能够改编故事并试着表演出来。
6 ．让学生体会到阅读故事的乐趣，培养学生阅读的兴趣。
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。
教学具准备:
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 time 录音。
教学过程：
Step1: Pre-reading
1. Free talk
(1)T: OK. It’s time for class! Are you ready?
Ss: Yes.
T: Good morning, everyone!
Ss: Good morning, Miss sun.
2.Listen and guess
T: Great! First, Let’s go to a place. Try toguess: what place is it? I’ll give yousome clues. Now look, it’s very big and beautiful. There are many trees andflowers. There are some streams. Many wild animals live here. What place is it?
S1: A forest.
T: Good. Let me show you a picture of forest.
（ Teach: forest ） Have you ever been to a forest?
Ss: No.
T: Well, don’t be sad. Here I got a video aboutforest. Do you want to take a look?
Ss: Yes!
3. Look and say
(1.)T: OK. Is the forest beautiful?
Ss: Yes, it is.
T: What can you see in the beautiful forest ？
(2)T: Good! Look at this picture. There are manytrees in the forest. Let’s read the sentence. 全班跟读句型 2 遍。
T: Now, look, there are… in the forest. Who cantry? 让学生模仿例句说说 Thereare …
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? Letme tell you. Her name is Goldilocks. (Teach: Goldilocks) Oh, it’s sosurprising. Goldilocks is in the 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） She’s very happy. （贴板书） Because she sees a big house.( 贴板书 ) How does she think about this house?Let’s listen. （音频： What a beautiful house! ） Is it a nice house?
Ss ： Yes.
T: Now, read it together. （指导朗读）
(2) T: In the forest, there is a house. Whosehouse is it? Maybe it's … Can you guess?
S1: Maybe it’s …’s house. 学生猜一猜。
T: OK. Here’s 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: Whosehouse is it?
Ss: It’s the three bears’ house.
2. Read and answer
(1)T: Now please open your books and turn topage6, read the story by yourselves, then, answer my question: What is in thehouse? 让学生自读故事思考问题。
(2)T: What’s 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…
T: Goldilocks is in the house. What time is it?Look, there’s a clock.
Ss: It’s twelve.
T: Yes. It’s 12 o’clock. It’s time for lunch.And how is Goldilocks?
Ss: She’s hungry and thirsty. （贴板书）
T: What’s on the table?
S1: There is some soup .
3. Look and guess
(1)T: Look at Goldilocks. Guess, which soup doesshe like? Does she like this soup? (PPT 显示三碗汤 )
学生逐一回答。 T: She doesn’t look happy in thesetwo pictures, right? What’s wrong with this soup? Let’s 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 what’s wrong with this soup? ( 同法读too hot). And how about this soup? (Teach: 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 foryou. Oh, I’m hungry and thirsty. I’m going to eat the soup. This soup is toocold. This soup is too hot .
(3)T: After eating the soup, Goldilocks is verytired. （贴板书） What’s 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 aren’t.
T: How is this bed? Listen. 教师敲击讲台。 Oh, it’svery hard. (Teach: hard) What about the second bed? Listen. 播放音频音效。 Oh, it issoft. (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： It’ssoft.
(4) T: Oh, this bed is just right, so Goldilockswill have a sweat dream in this bed, I think. 出音效 “Help!Help!”How is she now? Is she happy? 教师肢体语言提示。
Ss: No.
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