Unit1 Goldilocks and the three bears第一课时教案.doc

Unit1 Goldilocks and the three bearsStory time一、教学目标（一）知识目标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、会初步使用句型Thisis too/Thisis just right. There is/are(二) 技能目标 1.培养学生阅读水平及阅读技巧。2.能理解故事大意，较流利的朗读并试着表演故事。（三）情感态度目标1.引导学生观察比较，大胆开口说英语的水平。2.让学生理解到人和动物和谐的关系。二、教学重难点1. 能理解故事大意，并能较为流利的朗读和简单的表演故事。2. 掌握故事中的重点句子，并使用于生活当中。三、教学准备 PPT 四、教学过程Step1. Warm upGreetingsStep2. Story time1. Guessing game.Its very big and beautiful. There are many trees and flowers. There are some streams. Many wild animals live there.教学forest2. 教学There is/ areT： In the forest there are many trees. 教读There areT： What else are there in the forest? 学生简单练说There are句型。3. T： Look. There is a girl in the forest. She is Goldilocks. 跟读GoldilocksT： She sees a house. 教学house, 与horse比较读音。T: Look at the house. Can you say something about the house? 学生描述T: Lets listen what Goldilocks says. 跟读What a beautiful house! ( 指导朗读，读出房子的美丽)4. T: Whose house is it? Guess.Watch and answer.5. T: Whats in the house? 学生试着回答。出示图片，教学soup/ some soupT: Goldilocks is hungry and thirsty. There is some soup on the table. So she tastes them. How is the soup. The first one “This soup is too cold.”(指导朗读，加上表情动作)同法，出示This soup is too hot/ just right.6. T: Goldilocks is tired now. There are three beds in the room. How are the three beds? The first one is too hard. 教学hard同法教学softT: Look at the three beds. If you are Goldilocks, what will you say? 学生描述，操练句子。7. T: So Goldilocks sleeps on the right bed. When she wakes up, she runs away and shouts,“Help! Help!” Whats the matter with her?教学afraidT: Why is she afraid? 学生猜测T: Because there are three bears in front of her! 教学bear/ in front ofT: When the three bears see Goldilocks, they say,“Who are you?”（模仿朗读，读出疑问和惊讶） And Goldilocks says “ Help! Help!” （模仿朗读，读出害怕）Step 3. Practice1. Read and order. 2. 跟读全文；分段朗读记忆。3. Retell the story.4. Answer: Whose house is it?Step 4. Homework1. Read the story and get ready to act it out.2. Tell the story to your friends or parents.教学反思：本课时主要是教学story time,在这过程中学生通过观看flash动画以及在教师针对性问题的引领下，学习该故事，并初步感知了Whats +地点？回答用There is/are,为下一课时重点学习该句型打下基础。这是一个生动有趣的故事，课堂上我让学生进行角色扮演，学生积极性很高，较投入，语音语调也是模仿的惟妙惟肖。