Unit1GoldilocksandthethreebearsTickingtime&CheckouttimeTeachingaimsandlearningobjectives教学目标1.通过自我、同伴、老师的评价，引导学生对单元所学知识开展回顾和小结；2.能熟练表演并复述Storytime,Cartoontime相关内容；3.学生能熟练朗读Soundtime小诗并运用发音规律尝试新单词的发音；4.学生能扎实掌握本单元的四会词汇和句型，根据Checkouttime创编对话，并能够在理解的基础上表演对话或综合运用语言。Focusofthelessonandpredictedareaofdifficulty教学重点和难点教学重点:能在老师的引导下完成本单元的三项目标检测，与同学合作完成自评和互评，了解和调整自己的学习情况。教学难点：能运用比较丰富的语言介绍物品所属并完成相应短文的写作。Teachingprocedures教学过程Step1Greetingsandwarmingup1.GreetingsT:Hello,boysandgirls.Happytoseeyou.S:Happytoseeyou.T:Thisisourtickingtable.IwanttoknowifyoulearnUnit1well.(教师出示Ticking内容)Tickingtime☆☆☆☆☆☆Icansaythewordsofadj.andprep.Iknowthesoundoftheletter“c”Icanactthestories.Icanuse“Thereis/are”totalkaboutthingsinaplace.2.Enjoyarhyme:InmyroomStep2Wordsandsound1.Wordsofprep.T:Therearemanythingsintheboys’room.Andherearemanythingsinmyroom,too.Nowlookandsay.(教师先出示一张房间图片，提醒学生注意物品位置，然后出示物品移走后的图片，请学生将物品的位置连线，提问：Where’s/Wherearethe…?学生轮流回答)2.Sound(1)T:(出示将cake,cup,coat隐藏在房间图中的图):Goodjob!NowIamlookingforsomething.Canyouhelpme?I’mhungry.SoIneed______.S:Cake.T:Yes.I’mthirstyandIwanttodrinksomewater,soIneed_______.4
S:Cup.T:Yes.I’mcoldnow.SoIneed_____.S:Acoat.(2)T:Right.Nowpleaselook,cake,cup,coat,cispronouncedas/k/.Doyouknowwordsaboutc/k/?(学生举例然后念诵书上小诗)(3)教师出示新单词：class,close,camp,cute让学生尝试拼读(4)教师出示单词,学生两人一组开展辨音比赛：cakeclass()niceice()comecake()crayoncup()doctorcousin()cinemacold()3.TickingT:Well,youhavefinishedthefirstaim.Youcangetthreestarsifyoudon’thaveanymistakes.Youcangettwostarsifyouhaveonemistake.Twomistakesyoucangetonestar.Step3Actthestory1.教师出示表演评分标准：☆☆☆：有道具，表演有感情，无错误☆☆：有感情，无错误☆：能表演，略有错误2.教师出示故事图片（Goldilocks&Bobbyandthecakes）学生选择故事内容，四人一组准备3分钟后上台表演。3.学生展示后评价4.Retellthestory.(1)教师出示书上图片和关键词，让学生翻译storytime中词组(2）教师和3位学生做示范复述并加工故事InthekitchenIntheforestBearsarehomeInthebedroomS1:It’sasunnyday.Goldilocksgoesout.Sheisintheforest.Therearemanytreesandflowersintheforest.Therearesomeanimals,too.Look,what’soverthere?There’sahouse.S2:Goldilocksknocksonthedoor.Therearenotanypeopleinthehouse.Sheopensthedoor.Thereisakitchen,adiningroomandkitcheninthehouse.Goldilocksishungryandthirsty.Therearethreebowlsofsouponthetable.Sheeatsthesoup.Thefirstbowlistoohot.Thesecondbowlistoocold.Andthethirdbowlisjustright.S3:Goldilocksistirednow.Shewantstosleep.Therearethreebeds.Thefirstbedis4
toohard.Thesecondbedistoosoft.Thethirdbedisjustright.S4:Threebearsarehome.TheyseeGoldilocks.Theydon’tlikeGoldilocks.Theyarestandinginfrontofher.Goldilocksseesthreebearsinfronther.Sheisafraid.Sheshoutsandrunsaway.(3)学生根据课文内容4人合作改编故事并展示(4)完成Ticking.Step4Icanuse“Thereis/are...”totalkaboutthingsinaplace.1.Checkouttime(Lookandsay)(1)教师出示Checkouttime—Lookandsay：ThereisabigroomintheBear’shouse,too.Look,what’sintheroom?Discusswithyourpartners.(2)Lookatthisone.Igiveyou40seconds.Youshouldansweritonebyone.(出示书上Checkout—Lookandsay图片，让学生们观察30秒，尝试记忆房间中的物品，四人为一组进行汇总，再小组汇报)PlaceThingsOnthetableUnderthetableBesidethetableInfrontofthewindow(3)PPT出示房间图片，学生LookandwriteThisistheBear’sroom.Therearemanythings.Thereare_______infrontofthewindow.There_____________booksonthetable.Thereare__________underthetable.There________abear______thechair.2.Practise(1)T:Wecantalkaboutthebear’sroombyusing“thereis/thereare...”NowI’llshowyouTom’sroom.(出示补充习题P.2房间图)(2)教师引导学生介绍Tom’sroom.(3)教师出示文本指导写作。3.学生介绍自己的房屋。T:Howaboutyourroom?Tellyourpartnerwhat’sintheroom?T:Youdidagoodjob.Thistimelet’strytodesignandwritetheroomorclassroomofyourown.Takeoutyourpaper.Drawandwrite.(教师指导学生口头介绍后写作)Homework1.Reviewthewordsandphrasesofthisunit.2.ReadandreciteStorytime.3.Designadreamroomandintroduceit.4.整理归纳本单元词汇、语音。4
Teachingaids教学准备（含板书设计）教学准备：1.教师准备：PPT，板书及补充习题相应练习。2.学生准备：复习各板块学习内容，熟读、会复述，会合作表演。板书设计：Unit1Goldilocksandthethreebears(Tickingtime)Ican…WhatIcansaythewordsofadj.andprep.cold,hot,happy,hungry,thirsty,tired,soft,hardinoninfrontofbesidebetweenIknowthesoundoftheletter“c”cakecoatcomecupdoctorIcanactthestories.intheforestinthehouseinthekitchenintheroombearsarehomerunawayIcanuse“Thereis/are…”totalkaboutthingsinaplace.Thisis_________.Thereis_______.It’s_______.Ioften_______.Thereare_________.___________.说课本节课为单元的最后一个课时，目的是帮助学生通过开展各个活动回顾对本单元知识的掌握情况。整节课以Tickingtime为线，串联各板块知识内容，帮助学生在回顾知识的同时开展评价。从语音，词汇，单句，故事表演，Checkouttime到真实房间的介绍，由点到面，由单一到综合，螺旋递进开展复习，最终达到综合运用的目的。首先，课外歌曲统领本课主题，由房间内物品的说唱导入对介词及语音的复习。其次，Storytime故事表演再次巩固本课多个语法知识，Retellthestory引导学生将自己学过的语言进行重组，达到语言和思维的双重结合。再次，结合Checkouttime内容，以讨论房间为途径，帮助学生综合运用已经学过的词汇融合本单元主要语言初步开展交际运用，进一步夯实单元知识。最后，教师提供Tom的房间，引导学生运用Therebe句型及前几个单元所学的句型开展进一步的运用，使语言像滚雪球一样越说越丰富，最后达到写作和实际运用的最高要求。4
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