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五年级英语上册Unit1教案（译林版新教材）
Unit 1 Goldilocks and the three bears
单元教材分析： 本单元主要话题 是谈论房屋、住所和居室及房屋内
物品的陈列。课文通过学生熟悉的中文版三只熊的趣味故事帮助学生理解英文文本、学习方位介词以及帮助学生理解There be…句
型。教师可以充分利用书本 材料进行教学与操练，也可以让学生们
用身边的物品进行对话交流，或在具体的情境下（例如自己的房< br>间、学校、自己熟悉的场所）谈论物品陈列。本单元中，教师可引
导学生结合以前学过的地点类词 汇和方位介词进行表述。在教学过
程中，教师也可以提前渗透There be…句型的一般疑问句，为第二
单元做铺垫。在实际操练过程中可能会提及There be…句型的 就近
原则，教师也可以适当讲解。五年级相对于三四年级的教材又增添
了2个新的学习版块：G rammar time 和 Culture time. 在第一单
元的教学中老师要继续注重培养 学生的学习兴趣，重视激发和保护
学生学习英语的热情，培养学生运用所学英语进行交际的意识和勇气。 单元教学目标： 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，在故事情景中反复使用、巩固there be句型； 3.
创设不同情境，让学生能够听懂、会说、会读、会写句型：There
is 加名词单数或不可数名词， There are加名词复数，并理解句
型的意思； 4. 学生能够针对不同的情境活用日常用语： This …
is too… 5. 能理解并掌握字母c 的发音规律，熟记例词。 能力
目标 1. 学生能正确理解Story time, 并能小组合作表演故事、续
写故事； 2. 学生能熟练运用本单元所学的词句在不同的情境中谈
论物品的陈列； 3. 学生能正确理解、朗读Cartoon time中的故
事，能读懂其中的趣味之处，能在教师的指导下表演故事； 4. 通
过小组合作讲述故事内容，并能够添加文本内容进行文本扩充； 5.
学生能了解中西方传统的饮食，并能用英语作简单介绍。 情感目标
1. 让学生体会到阅读故事的乐趣，培养学生阅读的兴趣。 2. 让学
生体会到亲自设计家居的乐趣。 3. 培养学生有序表达的能力 单元
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教学重点： 1．句型：There isare… 2．词汇：house, room ,
in front of, her, beside, between. 3．语音：字母c在单词中
的读音 单元教学难点： 1． 句型：There isare 的用法 2． 词
汇：house, room , in front of, her, beside, between.等词的
音、形、义 3． 语音：字母c在单词中的读音 课时安排：总 6 课
时 第1课时：Story time（text, Look and order） 第2课时：
Story time (words, Think and say) 第3课时：Fun
time ,Grammar time 第4课时：Cartoon time ,Culture time 第
5课时：Sound time, Checkout time 第6课时：Ticking
time(review , exercise)
第1课时 教学目标： 1. learn the vocabulary: Goldilocks,
forest, soup, just right, hard, soft, afraid, bears, in
front of. 2. Learn the sentences: There isare …. 3. Train
Ss enjoy the fun of this story. 教学重难点： 1. learn the
vocabulary: Goldilocks, forest, soup, just right, hard,
soft, afraid, bears, in front of. 2. Learn the sentences:
There isare …. 教具准备：录音机、挂图、goldilocks图像 教
学设计 二次备课及 设计理念 Step1. Warm up 1. Greeting Boys
and girls, welcome back to school. Good morning I’m happy ,
how about you? But I’m a little hungry, are you hungry?
and guess What’s the matter with me ? 3. Say and
chant （一边说一遍做动作） If you are hot, you can have an
ice cream. If you are cold ,you can eat some hot noodles.
If you are hungry ,you can eat a cake If you are thirsty,
you can drink some juice If you are tired, you can go to
bed. Step2. Preparation 1. There’s a girl , she is hungry
and thirsty. Look, what colour is her hair? It’s golden,
so we call her goldilocks 2. Look at the picture, try to
answer Where is goldilocks？ She’ s in the forest. What’s
in the forest? There is a house. 3. Goldilocks is hungry
and thirsty, then she sees a house, so surprised, yes? Now
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you’re in front of the house, is it beautiful? How to say?
What a beautiful house! (用惊喜、感叹的语气读) Step3
Presentation What’s in the house? Let’s go and have a
look. 1. Listen to the tape There are some soup, beds,
bears. How many? Three. 2. Show 1）Here are some soup, This
soup is too cold, this soup is too hot, this soup is just
right. (教师边品尝边做动作，让学生理解cold, hot, just
right) 2) Then Goldilocks is tired, she sees three beds.
This bed is too hard, this bed is too soft, this bed is …
(让学生根据教师的表情说just right) 3) Read the words. 4)
Choose some Ss to say: This… is too… you’re tired,
you can go to bed. Close your eyes , go to bed together. T:
Who are you? (教师戴上头饰说) How do you feel? Are you
afraid? Goldilocks is afraid, so she shouts: help ,help.
(让学生尝试害怕的语气) ，a funny story, Let’s read it
1) Read after teacher 2) Read in pairs Step4. Consolation
and order 1) Complete by oneself 2) Check (同时在黑
板上形成思维导图) to repeat the story. in pairs
(一名学生做解说员，一名学生表演Goldilocks) 1）Practice
2)Choose some pairs to act Homework: Read and repeat the
story, try to tell it to your parents. 板书设计： Unit 1
Goldilocks and the three bears 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 教学反思：
第2课时 教学目标： 1、复习上节课所学的词汇和故事。 2、能够
听懂、会说、会读句型：There is … There are… 并理解句型的
意思 3、能看图描述物品的所在位置，学习词汇：beside, between,
in front of 教学重难点： 1、能看图描述物品的所在位置，学习
词汇： beside, between, in front of。 2、语音语调正确的朗读
对话，复述故事。 教具准备：tape recorder
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教学设计 二次备课及 设计理念 Step 1: Revision 1.T: Good
morning, class. In the last class, we have learned an
interesting story. What is the name of the story?
Goldilocks and the three bears. Do you like the story?
’s play a game (True or false) Judge the sentences
according to the story 1）Goldilocks is at home (False , in
the forest) 2) She is hungry and thirsty (True ) 3) She
sees a beautiful house. (True) 4) In the house, there are
some eggs on the table. (False , some soup) 5)There are
three beds in the room (True) 6) Goldilocks likes the bears.
(False , afraid) Step 2: Learn the words and
girls ,do you like the bears? In this story, there’re
three bears. But in our classroom, there’re two bears.
1)Where are they? They are in front of you. Let’s say
hello to them. 2) Are they look the same? Try to describe
these two bears? For example, This white bear is big, and
this brown bear is small. (Review the words: big-small,
long-short 等) 3）Touch the bear, how do you feel? (soft )
4) The bears are soft, Try to tell me what is hard .
_________ is hard. ________ is soft. 2. Look and answer 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. 3、Think and say There’s … in the forest
There’s … on the table There’s … beside the cold soup.
There’s … between the beds. There are … in the room
There are … in front of me （Read the story, and try to
complete the dialogues.） 4、Read and spell the phrases
Step 3. Reading time 1、Read the story 1) 分角色读 2）齐读
2）Let’s retell! There is a beautiful ________ in the
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forest. In the house, I can see ________ bowls of soup on
the table. I’m ________ and _________. I like the ________
soup. ________ three beds in the room. I’m ________. I
sleep in the ________ bed. Whose house is this? It’s the
three bears’! a. Complete the passage b, choose someone to
say Step 4. Consolation (补充习题 Page 1) 1、Listen and
circle 2、Listen and number Homework: Copy the words and
dialogues. 板书设计： Unit1 Goldilocks and three bears
beside between in front of
教学反思：
第3课时 教学目标： 1、能听懂、会读、会说、会用There be 句
型描述某处有某样东西。 2、能理解并掌握There be 句型的用法
及规则，还有单词too 的用法。 3、能完成Fun time 中的任务。
教学重难点： 根据所描述的对象正确运用There is … There
are … 教具准备： 教学设计 二次备课及 设计理念
talk ng talk 1)Boys and girls, We are in the
classroom Where is Me? (I’m standing in front of you)
Where is Me, now? (I’m between beside…) 2) Can you tell
me what’s in the classroom? (提示学生用There’s
there’re句式说) Where is it Where are they? What’s
inonunderbehindbesidebetween … Step 2. Grammar time
The usage of There is are… me, there is, there
are. 2. Tell me what’s in the forest? What’s on the table?
You can choose any pictures you like. at these four
sentences. Let’s read them together. (Page 9) 适时提醒缩写
There’s There’re 的用法。 4. Who can tell me the
difference between ‘there is’ and ‘there are’? You can
discuss in pairs first. Learning tip: There be 句型：分单数
There is …和复数There are… 两种,不可数名词统一用There
is… 它们都解释为“有”，表示存在有，含义是在某地方有某东
西。 a game All the boys are ‘is’, and all the
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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? and write Goldilocks is in
the forest. There some birds and flowers in the forest.
There a house in the forest, too. Goldilocks opens the door.
There a clock in the room. It’s twelve, she is hungry and
thirsty. There a table in the room. And there some soup on
the table. She eats the soup. She is tired now. There three
beds in the room. At last, she is afraid and runs away.
Because there three bears in front of her. The usage of the
word ”too” 1. Does Goldilocks like this soup? Why?
What’s the matter? (This soup is too ) at
this bed. Why doesn’t Goldilocks like it? (This bed is too
hard.) What about this one? (This bed is too soft.) 3.
Let’s read these sentences together Learning tip: We use
‘too’ to modify some adjective words. at the
pictures and try to complete the sentences Eg: The tree is
too high, he can’t reach the apple The sweater is too
big ,he can’t wear it … Step time Goldilocks
invites the bears to visit her house , what’s in the house?
1. Draw something in her house. Maybe you can draw some
food on the table, or some toys for the baby bear. 2. Who
can come here to show your picture to us, and talk about it?
Step 4. Consolation (补充习题Page 2-3) ,read and
choose 2, Look and say Homework: a picture of your
room and talk about it in the next English class. 2 Finish
the exercise book. 板书设计： Unit1 Goldilocks and the
three bears This soup is too hot cold. There is asome…
This bed is too hard soft. There are … 教学反思：
第4课时 教学目标： 1. 能够听懂、会说、会读卡通故事中出现的
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词汇：really, then, find, their； 2. 能够流利地表达There
is … There are…的意思； 3. 能够理解并掌握There are …句
型的否定句式There aren’t any …； 4 能够听懂、会说、会读
日常用语：Really? 5. 能够整体理解并简单表演卡通对话 教学重
难点： 1.学生能正确理解、朗读Cartoon time中的故事，能读懂
其中的趣味之处，能在教师的指导下表演故事； 2. 学生能了解中
西方传统的饮食，并能用英语作简单介绍。 教具准备： 教学设计
二次备课及 设计理念 Step1. Lead-in response “Yes
or No” Show some sentences ,and let the students read and
judge 1) There are 55 students in your class. 2) There are
a lot of books in your bag. 3) There is a beautiful teacher
in front of you. There is a TV in this classroom. 2. 1
minute �C non �C stop �C talk OK. There isn’t a TV in
this classroom, then, what’s in this classroom? Let’s
play another game named ‘ 1 minute �C non �C stop �C
talk’. We will have a competition between boys and girls.
Now each of your team has one minute. Please try to say the
things in the classroom as many as possible. You should use
‘There is are …’. Let’s see who can win. Step 2
Presentation 1. Talk about the pictures Now look at this
picture. What’s in this picture? (There are two mice.) Who
are they? (They’re Bobby and Tina.) What else? What’s in
this room? (There is a sofa book … There are some …) 2.
Watch and think This is Bobby’s house. They’re in the
sitting room now. Look at Bobby. Is he happy？ Can Tina
help him? Let’s listen. ( Yes, she can. ) What does Tina
say? Let’s listen again. Who can have a try? So Bobby goes
to the kitchen and try to find some cakes, but can he find
any cakes there? 3. Read and learn 1). Where are the cakes
then? Open your books, read the story by yourselves and try
to find the answer. (Tina and Bobby’s cousin eats the
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cakes.) 2)Look at Bobby and his cousin. How do they feel?
Can you fill in the blanks? Bobby’s cousin is ___________.
Bobby is ________. 3)Well, if you were Bobby, what would
you say? And how about the cousin? 4. Imitate and remember
1)T: This time, let’s read the story after the tape. 2)T:
Please read loudly by yourselves. 3) Read in roles. 5. Act
in groups Step3 Culture time 1. Learn to say Look, Bobby’s
cousin eats so many cakes. Now he’s very thirsty, I think.
Here’s a cup of coffee, a cup of tea, and a glass of juice.
Which one would he like? Guess. I guess he’d like a glass
of juice. Look at the coffee and the tea. Maybe our parents
like them. Which is popular in China, coffee or tea? Yes.
Follow me: Tea is popular in China. How about coffee? Oh,
coffee is popular in Western countries. (Teach: popular,
China, Western countries) 2. Say something more Different
food and drinks are popular in different countries. Now
let’s talk about more popular food and drinks in China and
in Western countries. ________ is popular in China, and
_______ is popular in Western countries. 3. Let’s enjoy
different food and drinks. Let’s enjoy our wonderful lives.
Homework: Read and act Cartoon time 板书设计: Unit1
Goldilocks and the three bears
第5课时 教学目标： 1..了解字母c在单词中的发音。 2.能正确
并熟练地运用本课词句谈论某处的物品。 3.通过练习，检测学生对
句型There be 的掌握情况，使学生能正确运用。 教学重难点： 1.
学生能熟练掌握字母c在单词中的发音。 2.学生能够运用较丰富的
语言介绍自己的房间 教具准备：
教学设计 二次备课及 设计理念 Step1. Free talk 1. Look, boys
and girls, there are many things on your desk. Right?
What’s on your desk? (T&Ss) 2.I have a bag. What’s in my
bag? Can you guess? Let me show you, OK? Step 2
8 9

Presentation at the picture. What’s in the picture?
Whose coats are they? (They are Liu Tao, uncle and cousin.)
Are they happy? What’s the matter? Who’s come? Let’s
listen. 1).Answer the questions. 2). Follow the T 3).clap
your hands follow the music 4).Practice in pairs 5). Ss say
together at the words, uncle, cold, cousin . What’s
the pronunciation of the letter c? Can you write more words?
This time, let’s try to read the new words. 3. Exercise :
Read and find 将下列单词按读音归类： nice, cold, rice, come,
doctor, cup, policeman. k _____________
s_______________ Understand the different pronunciation
of letter c. Step 3. checkout time 1. Look and say
Goldilocks sees three bears. She’s afraid. She runs into
another room. Look ,what’s in this room? 1).Work in pairs
2). Show us 3). Say together 2. Look and write You can say
correctly. Can you write correctly? 1) Complete by oneself
2)Check together Step 4. Exercise (补充习题 Page 4)
and write 2. Look and write Homework: 1. Take a picture or
draw one about your favorite room in your house.
Unit1 板书设计: Unit1 Goldilocks and the three bears c k
coat cousin uncle cool cold come doctor cake cup s nice
rice policeman policewoman dance face cinema
教学反思：



9 9

五年级英语上册Unit1教案（译林版新教材）
Unit 1 Goldilocks and the three bears
单元教材分析： 本单元主要话题 是谈论房屋、住所和居室及房屋内
物品的陈列。课文通过学生熟悉的中文版三只熊的趣味故事帮助学生理解英文文本、学习方位介词以及帮助学生理解There be…句
型。教师可以充分利用书本 材料进行教学与操练，也可以让学生们
用身边的物品进行对话交流，或在具体的情境下（例如自己的房< br>间、学校、自己熟悉的场所）谈论物品陈列。本单元中，教师可引
导学生结合以前学过的地点类词 汇和方位介词进行表述。在教学过
程中，教师也可以提前渗透There be…句型的一般疑问句，为第二
单元做铺垫。在实际操练过程中可能会提及There be…句型的 就近
原则，教师也可以适当讲解。五年级相对于三四年级的教材又增添
了2个新的学习版块：G rammar time 和 Culture time. 在第一单
元的教学中老师要继续注重培养 学生的学习兴趣，重视激发和保护
学生学习英语的热情，培养学生运用所学英语进行交际的意识和勇气。 单元教学目标： 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，在故事情景中反复使用、巩固there be句型； 3.
创设不同情境，让学生能够听懂、会说、会读、会写句型：There
is 加名词单数或不可数名词， There are加名词复数，并理解句
型的意思； 4. 学生能够针对不同的情境活用日常用语： This …
is too… 5. 能理解并掌握字母c 的发音规律，熟记例词。 能力
目标 1. 学生能正确理解Story time, 并能小组合作表演故事、续
写故事； 2. 学生能熟练运用本单元所学的词句在不同的情境中谈
论物品的陈列； 3. 学生能正确理解、朗读Cartoon time中的故
事，能读懂其中的趣味之处，能在教师的指导下表演故事； 4. 通
过小组合作讲述故事内容，并能够添加文本内容进行文本扩充； 5.
学生能了解中西方传统的饮食，并能用英语作简单介绍。 情感目标
1. 让学生体会到阅读故事的乐趣，培养学生阅读的兴趣。 2. 让学
生体会到亲自设计家居的乐趣。 3. 培养学生有序表达的能力 单元
1 9

教学重点： 1．句型：There isare… 2．词汇：house, room ,
in front of, her, beside, between. 3．语音：字母c在单词中
的读音 单元教学难点： 1． 句型：There isare 的用法 2． 词
汇：house, room , in front of, her, beside, between.等词的
音、形、义 3． 语音：字母c在单词中的读音 课时安排：总 6 课
时 第1课时：Story time（text, Look and order） 第2课时：
Story time (words, Think and say) 第3课时：Fun
time ,Grammar time 第4课时：Cartoon time ,Culture time 第
5课时：Sound time, Checkout time 第6课时：Ticking
time(review , exercise)
第1课时 教学目标： 1. learn the vocabulary: Goldilocks,
forest, soup, just right, hard, soft, afraid, bears, in
front of. 2. Learn the sentences: There isare …. 3. Train
Ss enjoy the fun of this story. 教学重难点： 1. learn the
vocabulary: Goldilocks, forest, soup, just right, hard,
soft, afraid, bears, in front of. 2. Learn the sentences:
There isare …. 教具准备：录音机、挂图、goldilocks图像 教
学设计 二次备课及 设计理念 Step1. Warm up 1. Greeting Boys
and girls, welcome back to school. Good morning I’m happy ,
how about you? But I’m a little hungry, are you hungry?
and guess What’s the matter with me ? 3. Say and
chant （一边说一遍做动作） If you are hot, you can have an
ice cream. If you are cold ,you can eat some hot noodles.
If you are hungry ,you can eat a cake If you are thirsty,
you can drink some juice If you are tired, you can go to
bed. Step2. Preparation 1. There’s a girl , she is hungry
and thirsty. Look, what colour is her hair? It’s golden,
so we call her goldilocks 2. Look at the picture, try to
answer Where is goldilocks？ She’ s in the forest. What’s
in the forest? There is a house. 3. Goldilocks is hungry
and thirsty, then she sees a house, so surprised, yes? Now
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you’re in front of the house, is it beautiful? How to say?
What a beautiful house! (用惊喜、感叹的语气读) Step3
Presentation What’s in the house? Let’s go and have a
look. 1. Listen to the tape There are some soup, beds,
bears. How many? Three. 2. Show 1）Here are some soup, This
soup is too cold, this soup is too hot, this soup is just
right. (教师边品尝边做动作，让学生理解cold, hot, just
right) 2) Then Goldilocks is tired, she sees three beds.
This bed is too hard, this bed is too soft, this bed is …
(让学生根据教师的表情说just right) 3) Read the words. 4)
Choose some Ss to say: This… is too… you’re tired,
you can go to bed. Close your eyes , go to bed together. T:
Who are you? (教师戴上头饰说) How do you feel? Are you
afraid? Goldilocks is afraid, so she shouts: help ,help.
(让学生尝试害怕的语气) ，a funny story, Let’s read it
1) Read after teacher 2) Read in pairs Step4. Consolation
and order 1) Complete by oneself 2) Check (同时在黑
板上形成思维导图) to repeat the story. in pairs
(一名学生做解说员，一名学生表演Goldilocks) 1）Practice
2)Choose some pairs to act Homework: Read and repeat the
story, try to tell it to your parents. 板书设计： Unit 1
Goldilocks and the three bears 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 教学反思：
第2课时 教学目标： 1、复习上节课所学的词汇和故事。 2、能够
听懂、会说、会读句型：There is … There are… 并理解句型的
意思 3、能看图描述物品的所在位置，学习词汇：beside, between,
in front of 教学重难点： 1、能看图描述物品的所在位置，学习
词汇： beside, between, in front of。 2、语音语调正确的朗读
对话，复述故事。 教具准备：tape recorder
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教学设计 二次备课及 设计理念 Step 1: Revision 1.T: Good
morning, class. In the last class, we have learned an
interesting story. What is the name of the story?
Goldilocks and the three bears. Do you like the story?
’s play a game (True or false) Judge the sentences
according to the story 1）Goldilocks is at home (False , in
the forest) 2) She is hungry and thirsty (True ) 3) She
sees a beautiful house. (True) 4) In the house, there are
some eggs on the table. (False , some soup) 5)There are
three beds in the room (True) 6) Goldilocks likes the bears.
(False , afraid) Step 2: Learn the words and
girls ,do you like the bears? In this story, there’re
three bears. But in our classroom, there’re two bears.
1)Where are they? They are in front of you. Let’s say
hello to them. 2) Are they look the same? Try to describe
these two bears? For example, This white bear is big, and
this brown bear is small. (Review the words: big-small,
long-short 等) 3）Touch the bear, how do you feel? (soft )
4) The bears are soft, Try to tell me what is hard .
_________ is hard. ________ is soft. 2. Look and answer 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. 3、Think and say There’s … in the forest
There’s … on the table There’s … beside the cold soup.
There’s … between the beds. There are … in the room
There are … in front of me （Read the story, and try to
complete the dialogues.） 4、Read and spell the phrases
Step 3. Reading time 1、Read the story 1) 分角色读 2）齐读
2）Let’s retell! There is a beautiful ________ in the
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forest. In the house, I can see ________ bowls of soup on
the table. I’m ________ and _________. I like the ________
soup. ________ three beds in the room. I’m ________. I
sleep in the ________ bed. Whose house is this? It’s the
three bears’! a. Complete the passage b, choose someone to
say Step 4. Consolation (补充习题 Page 1) 1、Listen and
circle 2、Listen and number Homework: Copy the words and
dialogues. 板书设计： Unit1 Goldilocks and three bears
beside between in front of
教学反思：
第3课时 教学目标： 1、能听懂、会读、会说、会用There be 句
型描述某处有某样东西。 2、能理解并掌握There be 句型的用法
及规则，还有单词too 的用法。 3、能完成Fun time 中的任务。
教学重难点： 根据所描述的对象正确运用There is … There
are … 教具准备： 教学设计 二次备课及 设计理念
talk ng talk 1)Boys and girls, We are in the
classroom Where is Me? (I’m standing in front of you)
Where is Me, now? (I’m between beside…) 2) Can you tell
me what’s in the classroom? (提示学生用There’s
there’re句式说) Where is it Where are they? What’s
inonunderbehindbesidebetween … Step 2. Grammar time
The usage of There is are… me, there is, there
are. 2. Tell me what’s in the forest? What’s on the table?
You can choose any pictures you like. at these four
sentences. Let’s read them together. (Page 9) 适时提醒缩写
There’s There’re 的用法。 4. Who can tell me the
difference between ‘there is’ and ‘there are’? You can
discuss in pairs first. Learning tip: There be 句型：分单数
There is …和复数There are… 两种,不可数名词统一用There
is… 它们都解释为“有”，表示存在有，含义是在某地方有某东
西。 a game All the boys are ‘is’, and all the
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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? and write Goldilocks is in
the forest. There some birds and flowers in the forest.
There a house in the forest, too. Goldilocks opens the door.
There a clock in the room. It’s twelve, she is hungry and
thirsty. There a table in the room. And there some soup on
the table. She eats the soup. She is tired now. There three
beds in the room. At last, she is afraid and runs away.
Because there three bears in front of her. The usage of the
word ”too” 1. Does Goldilocks like this soup? Why?
What’s the matter? (This soup is too ) at
this bed. Why doesn’t Goldilocks like it? (This bed is too
hard.) What about this one? (This bed is too soft.) 3.
Let’s read these sentences together Learning tip: We use
‘too’ to modify some adjective words. at the
pictures and try to complete the sentences Eg: The tree is
too high, he can’t reach the apple The sweater is too
big ,he can’t wear it … Step time Goldilocks
invites the bears to visit her house , what’s in the house?
1. Draw something in her house. Maybe you can draw some
food on the table, or some toys for the baby bear. 2. Who
can come here to show your picture to us, and talk about it?
Step 4. Consolation (补充习题Page 2-3) ,read and
choose 2, Look and say Homework: a picture of your
room and talk about it in the next English class. 2 Finish
the exercise book. 板书设计： Unit1 Goldilocks and the
three bears This soup is too hot cold. There is asome…
This bed is too hard soft. There are … 教学反思：
第4课时 教学目标： 1. 能够听懂、会说、会读卡通故事中出现的
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词汇：really, then, find, their； 2. 能够流利地表达There
is … There are…的意思； 3. 能够理解并掌握There are …句
型的否定句式There aren’t any …； 4 能够听懂、会说、会读
日常用语：Really? 5. 能够整体理解并简单表演卡通对话 教学重
难点： 1.学生能正确理解、朗读Cartoon time中的故事，能读懂
其中的趣味之处，能在教师的指导下表演故事； 2. 学生能了解中
西方传统的饮食，并能用英语作简单介绍。 教具准备： 教学设计
二次备课及 设计理念 Step1. Lead-in response “Yes
or No” Show some sentences ,and let the students read and
judge 1) There are 55 students in your class. 2) There are
a lot of books in your bag. 3) There is a beautiful teacher
in front of you. There is a TV in this classroom. 2. 1
minute �C non �C stop �C talk OK. There isn’t a TV in
this classroom, then, what’s in this classroom? Let’s
play another game named ‘ 1 minute �C non �C stop �C
talk’. We will have a competition between boys and girls.
Now each of your team has one minute. Please try to say the
things in the classroom as many as possible. You should use
‘There is are …’. Let’s see who can win. Step 2
Presentation 1. Talk about the pictures Now look at this
picture. What’s in this picture? (There are two mice.) Who
are they? (They’re Bobby and Tina.) What else? What’s in
this room? (There is a sofa book … There are some …) 2.
Watch and think This is Bobby’s house. They’re in the
sitting room now. Look at Bobby. Is he happy？ Can Tina
help him? Let’s listen. ( Yes, she can. ) What does Tina
say? Let’s listen again. Who can have a try? So Bobby goes
to the kitchen and try to find some cakes, but can he find
any cakes there? 3. Read and learn 1). Where are the cakes
then? Open your books, read the story by yourselves and try
to find the answer. (Tina and Bobby’s cousin eats the
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cakes.) 2)Look at Bobby and his cousin. How do they feel?
Can you fill in the blanks? Bobby’s cousin is ___________.
Bobby is ________. 3)Well, if you were Bobby, what would
you say? And how about the cousin? 4. Imitate and remember
1)T: This time, let’s read the story after the tape. 2)T:
Please read loudly by yourselves. 3) Read in roles. 5. Act
in groups Step3 Culture time 1. Learn to say Look, Bobby’s
cousin eats so many cakes. Now he’s very thirsty, I think.
Here’s a cup of coffee, a cup of tea, and a glass of juice.
Which one would he like? Guess. I guess he’d like a glass
of juice. Look at the coffee and the tea. Maybe our parents
like them. Which is popular in China, coffee or tea? Yes.
Follow me: Tea is popular in China. How about coffee? Oh,
coffee is popular in Western countries. (Teach: popular,
China, Western countries) 2. Say something more Different
food and drinks are popular in different countries. Now
let’s talk about more popular food and drinks in China and
in Western countries. ________ is popular in China, and
_______ is popular in Western countries. 3. Let’s enjoy
different food and drinks. Let’s enjoy our wonderful lives.
Homework: Read and act Cartoon time 板书设计: Unit1
Goldilocks and the three bears
第5课时 教学目标： 1..了解字母c在单词中的发音。 2.能正确
并熟练地运用本课词句谈论某处的物品。 3.通过练习，检测学生对
句型There be 的掌握情况，使学生能正确运用。 教学重难点： 1.
学生能熟练掌握字母c在单词中的发音。 2.学生能够运用较丰富的
语言介绍自己的房间 教具准备：
教学设计 二次备课及 设计理念 Step1. Free talk 1. Look, boys
and girls, there are many things on your desk. Right?
What’s on your desk? (T&Ss) 2.I have a bag. What’s in my
bag? Can you guess? Let me show you, OK? Step 2
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Presentation at the picture. What’s in the picture?
Whose coats are they? (They are Liu Tao, uncle and cousin.)
Are they happy? What’s the matter? Who’s come? Let’s
listen. 1).Answer the questions. 2). Follow the T 3).clap
your hands follow the music 4).Practice in pairs 5). Ss say
together at the words, uncle, cold, cousin . What’s
the pronunciation of the letter c? Can you write more words?
This time, let’s try to read the new words. 3. Exercise :
Read and find 将下列单词按读音归类： nice, cold, rice, come,
doctor, cup, policeman. k _____________
s_______________ Understand the different pronunciation
of letter c. Step 3. checkout time 1. Look and say
Goldilocks sees three bears. She’s afraid. She runs into
another room. Look ,what’s in this room? 1).Work in pairs
2). Show us 3). Say together 2. Look and write You can say
correctly. Can you write correctly? 1) Complete by oneself
2)Check together Step 4. Exercise (补充习题 Page 4)
and write 2. Look and write Homework: 1. Take a picture or
draw one about your favorite room in your house.
Unit1 板书设计: Unit1 Goldilocks and the three bears c k
coat cousin uncle cool cold come doctor cake cup s nice
rice policeman policewoman dance face cinema
教学反思：



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