Unit1 Goldilocks and the three bears
第一课时( Story time)
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 … is too…
教学重点:
教学难点：
能够根据课文内容创编剧本并表演。
教学准备:
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。
教学步骤
step 1. Pre-reading
Free talk
T: OK. It’s time for class! Are you ready?
Ss: Yes. T: Good morning, everyone! Ss: Good morning, xxx.
T: Boys and girls, tell me, what do you like doing at home? S1: I like… （学生个别回答，老师及时回应） T: Children, do you like reading stories? Ss: Yes. T: Good. Today our class will read a story together. Are you excited? Ss： Yes!
Listen and guess
T: Great! First, Let’s go to a place. Try to guess: what place is it? I’ll give you some clues. Now look, it’s very big and beautiful. There are many trees and flowers. There are some streams. Many wild animals live here. What place is it? S1: A forest. 提示学生可以用中文回答。
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 about forest. Do you want to take a look? Ss: Yes! T: OK. Let’s watch it. After watching, tell me, what can you see in the forest? 全班看视频。
Look and say
T: OK. Is the forest beautiful? Ss: Yes, it is.
T: What can you see in the beautiful forest？
S1: I can see a … S2: I can see some …
T: Good! Look at this picture. There are many trees 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 can try? 让学生模仿例句说说There are …
step 2. While-reading
Watch and answer
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? Let me tell you. Her name is Goldilocks. (Teach: Goldilocks) Oh, it’s so surprising. 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）
T: In the forest, there is a house. Whose house 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: Whose house is it? Ss: It’s the three bears’ house.
T: Right! It’s the three bears’ house. What will happen to Goldilocks and the three bears? Today we’ll read this story. And the name of the story is :（揭题，全班读题目2遍）
Read and answer
T: Now please open your books and turn to page6, read the story by yourselves, then, answer my question: What is in the house? 让学生自读故事思考问题。
T: What’s in the big house?
提示学生用There is / are 回答。
T: In this big house there are three beds. There are three bears. There are/is… 总结学生的答案并引出：And also there is some soup. Follow me: soup. (Teach: soup) 提示学生注意soup是不可数，some soup。
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.及时纠正学生发音或be动词。
Look and guess
T: Look at Goldilocks. Guess, which soup does she 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 these two 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。
Look, boys and girls. I have some soup for you. Oh, I’m hungry and thirsty. I’m going to eat the soup. This soup is too cold. This soup is too hot. This soup is just right. 教师示范表演喝汤的三种感觉。Do you want to be Goldilocks and have a try here? 请2-3位学生分别上台模仿表演。
T: After eating the soup, Goldilocks is very tired.（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’s very hard. (Teach: hard) What about the second bed? Listen. 播放音频音效。Oh, it is soft. (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’s soft.
T: OK. Look at the picture, if you were Goldilocks, What would you say? S1: This bed is too… 学生个别说完，全班跟读三句话。
T: Oh, this bed is just right, so Goldilocks will 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. T: She is afraid now. (Teach: afraid) Why is she afraid? Read the story, then, tell me. 学生自读故事并思考问题。
T: Because there are three bears in front of her. (Teach: in front of) Now, look at me. I am standing in front of you. And you’re very happy. But, if there is a tiger or a lion standing in front of you, would you be happy? Ss: No!
T: Of course not. You must be afraid.
T: What did the bears say? Ss: Who are you?
T: Goldilocks shouted: Ss: Help! Help! 解释意思。让男生和女生分角色读一读最后一幅图，教师指导afraid情绪。
Look and order
T: Now I’d like you to read the whole story again, and try to put the pictures in the correct order. 指导学生完成书上第8页的排序.
PPT出示答案，学生描述每副图片。
T: Let’s read the short passage together.
Reading time
T: Very good. This time, let’s read the story after the computer. 学生跟电脑齐读故事，教师指导朗读。
T: OK. This time, you can read in a group. 四人一组自由读。
T: Now let’s read it together. Try to remember the story. (Picture1, 学生齐读一遍填入所缺单词，同法练习后面的图片)
step 3,Post-reading
Retell the story
T: Children, do you like this story? Ss: Yes.
T: Maybe you can tell the story to your parents. This time, try to retell the story. I’ll give you some pictures and sentences. You can look at the blackboard too. First, let’s try together. 对照PPT或板书全班复述故事。
Now you can use your own language to retell the story, and also you can say something more. OK? I’ll give you some minutes. 四人一组练习。
Make a short play and act it out
T: Wow, do you think it’s a lovely story? You can tell the story now, but I still have a question about this story. At last, does the girl arrive home safely? We don’t know. Here I have an ending of the story. Let’s see if you like it or not. 教师给出一种结局示范。 Goldilocks is afraid. She runs away. The bears run faster than her. They catch her and eat her. Do you like it? Ss: No!
Me neither. It’s so sad. We all want a happy ending. So, what will happen at last? What’s your idea? Maybe Goldilocks and the three bears become friends. 学生发挥想象，给出一个美好的结尾。
T: Oh, I like the ending. The next day, Goldilocks and her friends visit the house again. What will happen? I want you to discuss in groups, and try to act the story. OK? Ss: OK.
学生分组练习表演故事。
T: Do you like their happy story? Ss: Yes.
T: Do you like today’s story? Ss: Yes.
T: You can read many interesting stories after class. Reading is great fun.
step4. Homework
Copy the new words.
Read and recite the story.
Read more books, watch the cartoons, then, think and write.
板书设计：
Unit1 Goldilocks and the three bears ( Story time)
Goldilocks头像 Goldilocks头像 Goldilocks头像 Goldilocks头像
单词条： happy hungry & thirsty tired afraid
图片： a house three bowls of soup three beds three bears
教后反思:
第二课时( Grammar time & Fun time)
教学目标：
1. 进一步巩固并掌握故事中出现的词汇：Goldilocks, bear, forest, house, soup, hard, soft, afraid, just right, in front of, beside, between ；
2. 进一步巩固并掌握四会句型：There is … There are…
3. 学生能够理解并掌握Grammar time中There be…句型的用法和规则以及单词too的用法；
4. 学生能够完成Fun time中的任务。
教学重点:
对词汇和句型的学习和运用。
教学难点：
根据所描述的对象正确运用There be…句型。
教学准备:
1.教师准备：PPT，一硬一软两个玩具熊，板书。
2.学生准备：复习Story time，熟读、会复述，会合作表演。
教学步骤：
step 1 Review the story
Let’s judge
T: Good morning, class. In the last class, we have learned an interesting story. What is the name of the story? Ss: Goldilocks and the three bears.
T: Do you like the story? Ss: Yes!
T: Good. First, let’s play a game. Let’s try to judge. I’ll give you some sentences. You just to judge if it is true or false. 带领学生说一说true和false
Let’s compete. Boys, you’re team 1. Girls, you’re team 2. Let’s see which team will get more honey and be the winner. Let’s begin! 男女生轮流回答。
Learn the words
Brain storm
T: Big hands for yourself! In this story, there’re three bears. But in our classroom, there’re two bears. Where are they? 教师从讲台下拿出两个玩具熊。They’re here! Let's say hello to them.
Ss: Hello, bears!
T: Are these bears the same? Ss: No, they aren’t.
T: They’re different. Can you try to describe these two bears? For example, this white bear is big, and this brown bear is small. Can you try? 学生试着描述一下两只玩具熊。
T: Good job! Look at this brown bear. How does it feel? 教师敲击小熊提示学生。
S1: It’s very hard.
T: Yes. How about the white one? Is it hard too?
S2: No, it’s soft. T: Yes. Touch it. 让学生说一说然后摸一摸感受一下。（复习hard和soft）
T: I have some pictures for you. Try to tell me which is hard, and which is soft.
S: _________ is hard. ________ is soft.
T: Hard and soft, they’re antonym. What is the antonym word of hot? S: Cold.
学生练习学过的反义词，以此引出：
T: What about ‘behind’? Ss: In front of.
（复习词组in front of）
PPT显示图片
T: Where is the baby bear?
S: It’s in front of the mother bear.
T: Now, where is the baby bear?
S: It’s beside the mother bear.
T: Now, where is the baby bear? (Teach: between)
Ss: It’s between the father bear and the mother bear. 全班说到个别说。
T: Look, I am standing between XX and XXX.
Do you understand me? Can you say something like this? 学生模仿老师说出自己在谁和谁的中间。
step 2.Grammar time( too 的运用)
Look and say
T: Just now we reviewed the story. Now let’s move on to the Grammar time of this unit. Follow me. Grammar time.（读一读）OK. Task 1 here, we should know the usage of the word ‘too’. Look at this picture. Does Goldilocks like this soup?
Ss: No. T: Why? What’s the matter?
S: This soup is too cold.
T: What’s wrong with this soup?
S: This soup is too hot.
T: Look at this bed. Why doesn’t Goldilocks like it? S: This bed is too hard.
T: What about this one?
S: This bed is too soft.
T: Let’s read these sentences together. 齐读四句话1遍。
T: We use ‘too’ to modify some adjective words. How do we use these words? Let me make some samples for you. Look, I want to carry this teacher’s desk, but it’s too heavy. I can’t move it. Understand? Ss: Yes.
Look at the picture. Can the man reach the apple? Why not? S: The apple tree is too high. He can’t reach the apple. T: You’re right.
Look and complete
T: Does the boy look smart in this sweater? What’s wrong?
S: The sweater is too big. He can’t wear it.
T: Oh, look at this baby. Can he go to school?
S: The baby is too young. He can’t go to school.
step 3.Grammar time( There be…句型)
Think and say
T: OK. Grammar 2. The usage of There is / are…
Follow me, there is, there are. 教师带读。
First, let’s think and say. Tell me, what’s in the forest? What’s on the table? You may say: There is / are … You can choose any pictures you like.
S: There is / are … 学生选择书上的喜欢的图片用There be…句型描述, 教师板书句型。
Look and discuss
T: Look at these four sentences. Let’s read them together. 适时提醒缩写There’s / There’re 的用法。
Who can tell me the difference between ‘there is’ and ‘there are’? You can discuss in pairs first. 学生同桌间讨论区别。
T: OK. What’s your opinion? Let’s listen.
学生可以用中文总结他们发现的规律。
T: Good try! Now listen to me carefully. When we’re talking about only one thing, we use ‘there is’. When we are talking about the things, more than one thing, we use ‘there are’. But, when we are talking about the uncountable words, we use ‘there is’. 解释不可数名词，举例说明。
Play a game
T: Now let’s play a game. All the boys are ‘is’, and all the girls are ‘are’. I’ll show you some pictures or sentences. If you think the word is ‘is’, boys, stand up and say ‘is’ together loudly, otherwise, girls, you stand up and say ‘are’. OK? Ss: OK.
Look and write
T: Look! This is another picture of the bears’ house. Look at it. Do you like it? Can you complete the sentences with the right words?
Welcome to the bears’ house! Look! There ____ a picture of them ____ the wall. There _____ a table in the house. There _____ some honey ____ the table. There _____ two balls _____ the table. There ______ a toy car ______ two balls. There _____ a clock ______ the window. There _____ a cap ______the clock. Do you like their house?
学生完成后利用幻灯片集体核对答案。
step 4. Fun time
Draw a new house
T: After visiting the bears’ house, Goldilocks feels very sorry, so she writes a letter to the bears.
Dear Bear Family,
Sorry for bothering you last time. I would like to know if you have time to come and visit my house in the town. Hope we can be good friends!
Goldilocks.
Do you think that they can be friends? Will the bears be happy to get this letter? Ss: Yes.
T: So the bears are coming. This is Goldilocks’ house. What’s in the house? Can you draw something in her house? Maybe you can draw some food on the table, or some toys for the baby bear. Please draw and talk about it. 指导学生完成书上第10页内容。
Make a short play and act it out
T: Who can come here to show your picture to us, and talk about it? 请学生上台介绍图画内容。教师及时反馈。
T: Oh, I like your pictures, and I know all of your houses are ready for the bears. It’s time for visiting. The bears are