英语五年级上册
Unit 1 Goldilocks and the three bears
第一课时 Story time教学设计
一、教学内容 Story time
二、教学目标
1. 知识目标
(1) 在课文情景中学生能够听懂、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) 基于三只熊的故事，在故事情景中理解、使用there be句型。
2. 技能目标
(1) 学生能够阅读理解故事。
(2) 学生能够在理解的基础上表演故事。
(3)学生能够在表演的基础上，适当拓展改编故事为小短剧并进行表演。
3. 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。
三、教学重点
1. 从整体上阅读故事并理解。
2. 语音语调正确地朗读对话、复述故事。
四、教学难点
1. 根据课本内容创编剧本并表演。
五、教学准备
PPT，相关实物及图片
六、教学过程
Step 1 Pre-reading
Brainstorming
呈现新单词soup,afraid,forest,及感知句型：
There is…
There are…
【设计意图】通过头脑风暴的形式，激活学生原有的知识和已有的生活经验，引入新单词soup,afraid,forest，并初步感知故事主要句型：There is…，There are…，为故事学生做好铺垫。
Step 2 While-reading
1. 整体了解故事
Today I bring a story to you. It happens in the forest. And it’s about the little girl. Her name is Goldilocks. Teach: Goldilocks
What happens to her?
【设计意图】交待故事发生的背景：地点和人物，让学生带着好奇整体了解故事。
Watch the cartoon and order
让学生看卡通了解故事大意后给课文图片排序。
2. 分图细读故事
Picture1:(呈现文本情景图)
Goldilocks is in the forest.There is a house.
How is the house?
What does she think about the house ?
Teach: What a beautiful house !
Picture2:(呈现文本情景图)
Goldilocks goes into the house. What’s in the house?
学生再次用：There is …
There are…
描述看到屋子里的东西,在情景中操练句型。
There is a clock. What time is it? （12 o’clock）It’s time for lunch.
How is Goldilocks?(hungry and thirsty)
What’s on the table?
There is some soup on the table.
Which soup does she like ?
Teach : too cold , too hot , just right
教师拿出三个碗，示范表演。
This soup is … . This soup is too … .
学生上台表演并体会。
Picture3:(呈现文本情景图)
There are three beds in the house .
Which bed does she like ?
Teach : hard , soft
Picture4:(呈现文本情景图)
How is Goldilocks ? Why is she afraid?
Teach : in front of
What do the bears say ?
What does Goldilocks say ?
Ss read in roles.
【设计意图】随着故事发生的脉络，带着学生学习故事，通过听、演、模仿等教学手段让学生在学习故事的同时，也学习语言的表达，为最终自己能用语言讲述故事做好铺垫。
3. Read the whole story after the tape
4. Q: Whose house is it?
How do you know that?
揭题：Goldilocks and the three bears.
【设计意图】整个故事学完后，用一个问题Whose house is it?检测学生是否真正理解故事，带着趣味性和思考性。
Step 3 Post- reading
1. Act out the story in the group.
2.Try to tell the story by themselves.
Goldilocks is happy . ----- Goldilocks is hungry and thirsty .
Goldilocks is tired. ----- Goldilocks is afraid.
【设计意图】阅读后活动进行了小组表演和讲故事的语言输出活动，前者用小组合作的方式表演故事，此形式一是符合学生的年龄特点，二是让扩大学生参与面。而在此基础上，用自己的话来讲述故事难度则更上一层，可让学有余力的学生尝试和练习。
3. Think about the new ending:What’s the story ending ?
【设计意图】给故事加一个结尾则是更加考验学生思维能力和语言表达能力的环节，更具开放性，能极大激发学生的想象力，激发其对故事学习，对英语学习的兴趣。
Step 4 Homework
1.Read the story after the tape fluently.
2.Share the story with your family and friends.
七、板书设计
Unit 1 Goldilocks and the three bears
happy hungry and thirsty tired afraid