五上Unit 1 Goldilocks and the three bears （P4）

主教材与绘本融合教学设计

（Checkout time &Five little piggies and one lemonade stand）

一、设计背景分析

本课为译林版《英语》五（上）Unit1 Goldilocks and the three bears的第四课时。前期已经完成Story time, Fun time, Grammar time, Sound time, Culture time, Cartoon time的教学。为了将课内外知识有效融合，构课之初，以剩下的Checkout time板块为切入点，引入课外绘本《Five little piggies and one lemonade stand》，并始终通过Goldilocks and the three bears为主线，创设Goldilocks 和三只小熊成为朋友的情境，围绕Goldilocks in three bears’ room, Goldilocks in her room, Goldilocks at the lemonade stand三个场景展开教学。

教学中，在复习单元语言知识的基础上，以在不同场景下谈论物品陈列为主要语言学习任务，以“be friendly, helpful and cooperative with your friends”为情感线，引导学生深入了解“How to treat your friend”，并产生“友好待人、乐于助人以及学会合作”的生活态度。

二、文本解读

本课为童话故事，涉及译林教材5A《Goldilocks and the three bears》以及种子阅读《Five little piggies and one lemonade stand》，其中，种子阅读中还涉及了很多童话故事中的相关人物，如Little Red Riding Hood, Gingerbread man等。基于译林版教材中的核心目标句型“there be”,教师将这些故事及故事人物进行有效串联，并始终围绕there be句型设计相关学习活动。因此，本课主题意义定位如下：1.让学生加深对童话故事的理解，增强文化意识，体会童话故事中蕴藏的丰富的文化内涵。2.通过不同童话故事的学习，培养学生知识运用能力，将所学运用到日常生活中。

三、教学目标

语言能力

1. 能在交谈、描述中反复使用、巩固there be句型；

3. 能在具体的故事情境中运用本单元核心句型there be讨论物品的陈列；

4. 能运用所学知识用写作形式介绍不同场景物品的陈列；

文化意识

通过对童话故事的进一步学习，加深对童话故事的理解和热爱，理解不同故事人物的特点，并在阅读的过程中感受、想象、体验童话故事人物，激发孩子英语学习的兴趣。

思维品质

1．能基于对绘本人物的理解，理解、分析、推断不同童话故事人物的心情和想法。

2．能够对主人公Goldilocks和three bears进行全面的分析和综合的评价,习得“友好待人、乐于助人以及学会合作”的生活态度。

学习能力

通过自主阅读、合作搭建柠檬汁小站、想象表演等活动，进一步提升学生的自主学习能力,发展思维品质,最终能达到自信地展示学习成果的目的。能积极参与课堂活动,注意倾听，认真思考，主动探究，大胆尝试用英语进行交流。

四、教学重难点

1. 能通过阅读绘本，加深对童话故事的理解。

2. 能从文本中提取相关信息，基于真实场景进行生动地展示。

3．能够运用本课句型口头、笔头有序、正确地描述不同场景的物品陈列。

五、教学过程

一、            Warm up

课前热身：

Chant: What’s ,what’s ,what’s under the table?

Ruler ,ruler ,there is a ruler.

What’s ,what’s ,what’s on the table?

Apple, apple ,there is an apple.

What’s ,what’s, what’s between the tables?

Books, books , there are many books.

What’s, what’s ,what’s beside the table?

Box, box ,there is a big box.

【设计意图：通过chant，让师生了解彼此尽快进入上课状态，同时自然导入下面的猜测环节】

Step 1: Lead in

1. Guessing game:

What’s in my box? Maybe there is /are…in the box.

Look, there are many storybooks .Would you like to read?

2. Look and say:

Now I will share the covers of these books. Please tell me :What’s in the story?

There is a rabbit and a tortoise.

There are three pigs and a wolf.

There is big wolf and a lovely girl.

（补充:She is Little Red Riding Hood.）

There is a gingerbread man.

(补充：Look, they are catching him, and he is running )

There is a girl and three bears.

追问：What’s the name of the story?

Goldilocks and the three bears.(揭题，板书)

【设计意图：通过guessing game,引导学生运用目标语言猜测物品，同时引入一系列经典故事书，引导学生观察封面，利用there be句型说一说故事中的人物，为后面的输出做好铺垫。】

Step 2: In three bears’ room

1.Review story:

根据思维导图复述story time

What happened to her? Can you share the interesting story?

2.Watch a video:

Goldilocks are afraid of the bears. What about the bears?

Let’s have a look.

The three bears like Goldilocks and they want Goldilocks to come again.

Look, Goldilocks is coming ,she wants to invite them to her house.

Step 3: In Goldilocks’ room

1. Look and say:

Look, they are on the way to her house. Where are they?

They are under/beside/between/in front of…

2.Checkout time

(1) Ask and answer:

Look, they’re in Goldilocks’ room,.

First,  they are in Goldilocks’ living room.

Please remember the positions of these things in 30 seconds.

Let’s ask and answer like this:

Eg: What’s beside/between/in front of….? There is/are….

(2)Describe the living room:

【设计意图：通过创设Goldilocks in three bears’ house, Goldilocks in her living room的情境，引导学生复述story time，并在checkout time板块实现由问答到整段输出的语言实践。】

Step 4: At the lemonade stand

1. Cover-reading

The three bears are thirsty.

Goldilocks wants to buy something to drink.

Where is she?

What’s at the lemonade stand? (学生随意说)

教学：lemons/banner/tablecloth…

Where are the lemons?

Where is the banner?

Where is the tablecloth?

评价：How’s the lemonade stand?

2. Fast-reading

Whose lemonade stand is it?

3. Detailed-reading (P2-6):

（1）Read and match

What did they bring for the lemonade stand?

（教学first /second/third/fourth/fifth）

They brought….

【设计意图：通过fast reading ,detailed reading等学习活动，引导学生获取、梳理故事信息，培养学生信息提取和整合能力。】

4． Chant and put up the stand

Now ,who wants to be the five little piggies? Come here.

(Can you introduce yourself: I’m the first/second….piggie.)

Would you like to put up the lemonade together?

Let’s chant for them.

【设计意图：通过全班chant, 五个同学扮演小猪搭建柠檬汁小摊的活动，运用目标句型趣味巩固绘本中出现的新词，同时体会五只小猪的合作精神:Be cooperative。】

5． Think and say:

The five little piggies are so proud .They want to introduce their lemonade. How will they introduce?

【设计意图：通过创设五只小猪介绍自己的柠檬汁小摊的活动，引导学生对本单元的句型在新的情境中实现应用实践。】

6.Read and find (P8-12):

Now ,the lemonade stand is ready. Goldilocks would like some lemonade. Who else would like some lemonade stand? Please read and find.

7.Show and act:

Look, Little Red Riding Hood stopped by.

Now , I’m Little Red Riding Hood. Who wants to be one of the piggies.

T:I’m on my way to Granny’s house. And I’ m hungry.”

S:Welcome to…. There are….. Would you like some…?

T:OK.One cup of lemonade ,please.

S: Here you are .

T: Wow, it ‘s just right. I like it.

8. Imagine and say:

(1) Discuss:同桌讨论：根据对故事人物的了解，想一想他们购买柠檬汁的时候会说些什么呢？

What will others say? Now ,let’s discuss in pairs and try to imagine and say.

(2)Act: 演一演

五个人扮演五只小猪，其他同学挑选自己感兴趣的故事人物，进行现场对话表演。

a.       The Gingerbread Boy ran to the table.

What would he say?

b.      Goldilocks hurried out of a house. (理解hurried)

How would she buy the lemonade?

c.       Look, the rabbit ran by.

Do you know why she ran?
Yes ,she is having a running race with the tortoise.

How would she buy the lemonade?

d.      Look, the wolf also comes.

What would he say?

(3)Listen and imitate: 模仿语音语调，体会人物情感。

总结： You all have good imagination.

What did they say? Now ,let’s listen and imitate.

【设计意图：通过设计演一演的活动，充分调动学生对这些故事人物的已有认知，同时再次借助绘本情境和相关句型进行真实购买场景的体验，实现语言的真实运用。】

8. Read and find:

再读P8-12,找出他们是否都买到了柠檬汁。

Did they all get the lemonade? Who didn’t get the lemonade?

9. Read and answer:

Why didn’t the wolf get the lemonade?

Yes, because they are afraid of the bears.

They are so scared.so they ran away.

Did Goldilocks buy some lemonade for the three bears?

We know the three bears are so hungry. Goldilocks got some lemonade for them, right? What do you think of Goldilocks?( She’s very helpful.)

Step 5: in Goldilocks’ house again

1. Introduce other rooms to the three bears:

Goldilocks went back to her house .She will introduce other rooms to the three bears .Can you help her?

Choose one of the rooms to write and help Goldilocks introduce.

【设计意图：创设Goldilocks重新回到家中，继续热情介绍其他房间的场景，引导学生运用本课核心句型进行迁移创新运用，实现由说到写，同时在无形中渗透情感教育：Be friendly 】

2.Summary ：

根据板书复述故事流程。

总结：What do you learn from the story?

To be friends , We should be friendly and helpful just like Goldilocks and the three bears.

To be friends ,we should also be cooperative, just like the five piggies.

Try to be friendly ,helpful and cooperative to your friends.

六、Homework

1. Share your room with your classmates.

2. Read the story “Five little piggies and one lemonade stand” with your partners.

七、板书设计