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Unit 1 Goldilocks and the three bearsCartoon Time & Grammar TimeTeaching contents 教学内容Cartoon Time & Grammar Time Teaching aims and learning objectives 学习目标1. 能听懂、会读、会说：Wheres /Wherere? Here are. There arent any 2. 在巩固核心句型的基础上，熟练运用本单元所学的词汇语言谈论物品所属。 3. 能正确理解并朗读Cartoon time故事内容，读懂故事的幽默，在教师的指导下表演故事。4. 结合练习册部分内容深入开展语言练习。Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：1. 能正确理解、朗读卡通故事，在教师指导下表演故事内容。2. 基于故事理解语法知识：There is/are教学难点：1. 正确并熟练地运用There be句型的单复数来谈论物品的所属。2. Cartoon time中语言点的理解和掌握。Teaching procedures 教学过程Step 1 Greeting and warm up1. Greetings: T: Hello, boys and girls.S: Hello, Miss .T: Nice to see you.S: Nice to see you.2. Game: Hot or cold.T: Boys and girls. Do you like games?S: Yes.T: Lets play a game. (教师让一个学生背对同学，悄悄地把一个球放在一个同学课桌里，当该同学靠近球大家大声喊：There is a ball. 靠球远声音放轻，帮助学生找到球。There is a ball in s desk. 教师再把书本等复数物品让学生放，大家进行猜测)3. Talk about our classroom. (The more the better)T: There is a ball in our classroom. There are some toys in our classroom. What is in our classroom, too? Please introduce our nice classroom. (学生分组用There be句型说出教室里的物品)S1: There is a blackboard in our classroom. S2: There is a blackboard in our classroom. There is a computer in our classroom. S3: There is a blackboard in our classroom. There is a computer in our classroom. There are some 【设计意图：通过游戏活动，学生在趣味活动中不断巩固there be句型，为熟练而准确地运用语言开展交际运用打下基础。】Step 2 Cartoon time1. Talk about the picture of the Cartoon time.T: There are many things in our classroom. And we are having an English class in our classroom. Look, where are Bobby and Tina? (教师出示Cartoon time第一张图片)S: They are in the living room.T: Why do you know they are in the living room?S: Theres a sofa in the room. 2. Watch and answer.(1) T: What are they talking in the living room? (教师播放卡通后学生回答： Cakes.) (2) T: (出示第一幅图) Look！Bobby is hungry. What does Tina tell him?S: There are some cakes in the kitchen.T: So Bobby goes to the kitchen and tries to find some cakes, but can he find any cakes there? Lets watch the cartoon again.T: Can Bobby find the cakes in the fridge?S: No, he cant.T: Why?S: There arent any cakes here.(3) 在图片上出示句型： There are some cakes in the fridge. There arent any cakes here. (教师示范，学生跟读)T: Where are the cakes? S: Tina and Bobbys cousin eats the cakes.(4) T: Look at Bobby and his cousin. How do they feel? Can you fill in the blanks? Bobbys cousin is _. But Bobby is _. 3. 朗读故事(1) 逐句跟读录音(2) 教师逐一出示Cartoon time图片，教师说台旁白，学生跟说Bobby, Tina的对话(3) 分角色朗读故事。(4) Dub the story.(5) Act the story. 学生表演对话。【设计意图：cake是本故事的线索，抓住这一线索开展阅读，有效地突破故事的难点。】Step 3 Grammar time1. T: Bobbys cousin eats all the cakes. He feels sorry. So he put more things in the fridge. Whats in the fridge? (教师出示里面塞满东西的冰箱，学生看10秒钟后回答)There is _ in the fridge.There are _ in the fridge. 说得多的小组获胜。2. 再次出示冰箱里的物品及例句There is a pineapple in the fridge.There is some milk in the fridge.There are some eggs in the fridge.There are four apples in the fridge.师生根据例句共同进行语法讲解：There is 后面跟在不可数名词或单数物品，There are 后面跟复数名词3 学生根据冰箱内物品和语言提示介绍：This is my fridge. There are many things in it. There is _.There are _.【设计意图：由Cartoon time导入语法归纳和句型操练，使教学具有延续性，通过限时看图说句子的活动，能帮助学生更牢固地掌握主句型。】Step 4 Consolidation1. 教师出示补充习题P.3图片，选择一幅图与学生开展问答 T: Look, this is a kitchen. S: Its small but nice. T: Whats in the kitchen? S: Theres a table. T: Whats on the table? S: There are some peaches. T: I like peaches. S: Me too. T: Are there any eggs on the table? S: No, there arent any eggs. (教师可以引导学生说更多)2. 学生选择一幅图开展两人练习。3. 学生写句并交流。【设计意图：拓展部分以配套练习册为内容，深化单元主题，活化练习册内容，帮助学生更综合地掌握there be语言开展运用。】Homework 家庭作业1. Read and act Cartoon time.2. Choose one picture to write about it. 3. Finish the exercise book. Teaching aids 教学准备(含板书设计)教学准备：1.教师准备：PPT，板书, 蛋糕图片或实物。2.学生准备：复习Story time，熟读、会复述，会合作表演。板书设计： Unit 1 Goldilocks and the three bears ( Cartoon time & Grammar time)Bobby的话：There arent any Tina的话：You can have some cakes. Their cousin的话：说课本节课是第一单元第三课时Cartoon time。关于本节课教学环节中的活动设计及其设计意图如下：本节课围绕课时目标，重组Story time, Cartoon time, Grammar time, 等多个板块内容，为学生巩固there be句型并逐步达到语言的综合运用服务。热身环节设计两个游戏，由单一的说There is/are 句型到小语段的表述，简单回顾上节课的学习内容。接下里以Cartoon time发生的故事背景切入故事。Cartoon time 语言难度不大，整个故事围绕cakes 展开，因此教师呈现故事人物及发生的背景之后就组织学生观看卡通故事，通过问答引导学生对故事的理解和对幽默的感悟。卡通故事不仅为学生提高阅读能力奠定基础，更为There be句型的巩固提高提供新的语言信息。为促使学生更牢固地掌握there be句型，教师从卡通故事情节出发，以There arent any cakes in the fridge. But there are more things in it. 由此导入对There is/are 各类句型的巩固和操练。为提高学生的综合运用能力，教师特选择补充习题部分内容，由原来对单一地点物品摆放的讨论过渡到不同地点物品的摆放，由此培养学生综合运用能力。整节课流程为：夯实语言冰箱内物品其实,任何一门学科都离不开死记硬背,关键是记忆有技巧,“死记”之后会“活用”。不记住那些基础知识,怎么会向高层次进军?尤其是语文学科涉猎的范围很广,要真正提高学生的写作水平,单靠分析文章的写作技巧是远远不够的,必须从基础知识抓起,每天挤一点时间让学生“死记”名篇佳句、名言警句,以及丰富的词语、新颖的材料等。这样,就会在有限的时间、空间里给学生的脑海里注入无限的内容。日积月累,积少成多,从而收到水滴石穿,绳锯木断的功效。新语言信息这个工作可让学生分组负责收集整理,登在小黑板上,每周一换。要求学生抽空抄录并且阅读成诵。其目的在于扩大学生的知识面,引导学生关注社会,热爱生活,所以内容要尽量广泛一些,可以分为人生、价值、理想、学习、成长、责任、友谊、爱心、探索、环保等多方面。如此下去,除假期外,一年便可以积累40多则材料。如果学生的脑海里有了众多的鲜活生动的材料,写起文章来还用乱翻参考书吗?卡通故事教师范读的是阅读教学中不可缺少的部分，我常采用范读，让幼儿学习、模仿。如领读，我读一句，让幼儿读一句，边读边记；第二通读，我大声读，我大声读，幼儿小声读，边学边仿；第三赏读，我借用录好配朗读磁带，一边放录音，一边幼儿反复倾听，在反复倾听中体验、品味。唤醒旧知游戏综合运用补充习题
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