公告栏
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教学课题 |
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课型 |
新授课 |
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本课题教时数：6 本教时为第1教时 备课日期：8月30日 |
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教学目标： （一）知识目标： 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 … is too… （二）能力目标: 1. 学生能够阅读并理解故事； 2.
学生能够在理解的基础上表演出故事； 3.
学生能够改编故事并试着表演出来。 （三）德育情感目标： 让学生体会到阅读故事的乐趣，培养学生阅读的兴趣。
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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。
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教学方法与手段：多媒体课件，单词及句型卡片、实物礼品等。 |
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教学过程： 教师活动 |
学生活动 |
设计意图 |
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Step 1：Pre-reading 1. Free talk T: Good
morning, everyone! T: Boys and girls,
tell me, what do you like doing at home? T: Children, do you
like reading stories? T: Good. Today our
class will read a story together. Are you excited?
2.Listen
and guess What place is it?提示学生可以用中文回答。Teach:
forest
3. Look and
say T: What can you see in the beautiful forest？ There are many trees in the forest. T: Now, look, there are… in the forest. Who
can try?
Step 2：While-reading 1. Watch and answer Who is this girl? What is her name? What does she see in the forest? (Teach: Goldilocks ,house) T: Let’s listen. （音频：What a
beautiful house!）Is it a nice house? T: Now, read it together. （指导朗读） T: Whose house is it? T:What will happen to Goldilocks and the
three bears?（揭题）
2. Read
and answer T: What’s in the big house? (Teach:
soup, some soup) T: What time is it? T: Yes. It’s 12 o’clock. It’s time for
lunch. And how is Goldilocks? T: What’s on the table?
3. Look
and guess T: Which soup does she like? Teach: too cold, too hot, just right T: What’s in the room now? (Teach: hard, soft) 学生个别说完，全班跟读三句话。 T: She is afraid now. (Teach: afraid) T: Why is she afraid? Read the story, then,
tell me. (Teach: in front of)
4. Look
and order
5.
Reading time Read after the tape Read together Read in groups
Step 3: Post-reading 1.
Retell the story 对照PPT或板书全班复述故事。
2. Make a short
play and act it out
Step 4: Homework 1. Copy the
new words. 2. Read and
recite the story. 3. Read
more books, watch the cartoons, then, think and write. |
Ss: Good
morning, xxx. S1: I like… （学生个别回答，老师及时回应） Ss: Yes. Ss： Yes!
S1: A forest. Ss learn the word.
Ss read the
sentence. 学生模仿例句说说There are …
全班看视频。 Ss: Goldilocks S1: house
Ss: Yes, it is. Ss read. S1: Maybe it’s …’s
house.学生猜一猜。 Ss: It’s the three bears’ house.
学生用There is / are 回答。
Ss: It’s twelve. Ss: She’s hungry and thirsty.（贴板书） S1: There is some
soup.
Ss learn and read. S1: There are three
beds in the room. S1: This bed is too… Ss: No. S1: Because there
are three bears in front of her.
学生完成书上第8页
Ss read in
different ways
Ss try to retell
the story
Ss try to make a short play and act it out |
这一步骤主要主要是创设整体情景，通过询问学生是否喜欢读故事引起学生的兴趣，激发学生的学习热情。
导入故事的地点---- forest 自然过渡到新词的学习。
渗透There be… 句型的教学。
学生通过观看动画和回答问题，了解故事的背景，预测故事的发展。
整体感知故事文本，了解故事大意。
通过自读和跟读训练学生的朗读，良好的语感。
创设平台，使学生使用目标语进行综合性语言输出。 |
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