淮安王庆粉5上Unit1第一课时教案 (2)

1、Situation blending, live learning The teaching design of Mary and three bears Teaching Material Analysis:1. Teaching typeReading2. Teaching content This text focuses on a girl in the forest. It introduces the things she sees in the house and what happens later.3. Text language Words: hard, soft, afr

2、aid, in front of, beside, between Patterns: Theres/are She wakes up. She is afraid.Students Analysis:1. Pre-existing knowledgeThe Ss have grasped certain words about feelings. They have learnt the words: hungry, thirsty, tired2. Pre-existing life experienceThe Ss have had certain cognition about the

3、 fairy tale, but they still lack of the understanding of essence of the whole story.Teaching aims:1. Knowledge objectivesTo enable the Ss to read, recognize and use the words and sentences of the story To help Ss get the general information about the story.2. Skill objectivesTo train Ss to read and

4、act the story with emotion. To foster the students to imagine the story fully.3. Affective objectiveThe student can read and enjoy the story happilyEncourage the students to read more fairytales after class.Teaching strategies:1. Teaching methodsTBLT; TPR, Situational approach; and communicative app

5、roach，etc2. Learning methodsThe independent study and the cooperation studyTeaching aids:CAI, pictures, object，musicTeaching procedures:Step1 Pre-reading1. Greetings.2. Get to know each other. About the Ss. (Free talk) About the teacher.3. Talk about the picture The teacher gives a picture of the fo

6、rest. Let the Ss talk about the picture.(Use the pattern: Theres/are)4. Lead in The teacher Elicit the topic and write it on the blackboard. The teacher guide the Ss to try to ask the questions about the topic.(Purpose: To warm up and to elicit the theme and at the same time it provides situations t

7、o activate the students prior knowledge for the next step.)Step2 While-reading1. Watch, answer and guess. The teacher gives the student four pictures of the story. Let the Ss to describe the story in Chinese. And answer the questions.(Purpose: Let the students get the general information of this sto

8、ry. To give the students more imaginative space.)2. Watch the cartoon and answerQ1: Whats on the table?Q2:How many beds are there in the room?(Purpose: Ask two questions to help students focus their attention and arouse their interest.)3. Read and underline T-Now please read and underline the words

9、about the girl, the soup and the bed.(Purpose: Scanning for the details. Let the students learn to do things in class. )4. Read and discuss. T- Why is the girl afraid the three bears?(Purpose: To help the students to get further understanding of this story . )5. Fill in the blanks.6. Read aloud in e

10、motion and try to imitate.(Purpose: It can facilitate the Ss abilities to pronounce the words and draw the whole Ss attention to the intonation of the whole story. )7. Try to retell. Let the Ss to retell the story according to the hints on the blackboard.(Purpose: To help the students use the langua

11、ge what they learned. To foster the students capability to apply their knowledge. )Step3 Post-reading T- Now you imagine the ending of the story. Work in group four.(Purpose: The activity is to develop Ss ability of communication, and also, their ability of cooperation will be well developed. )Step5

12、 Summary 1. Recap with the class about what has been taught so far. 2. Emotional education3. Ticking time(Purpose: Here the emotional education will be realized and the students will consolidate what they have learned in this lesson. They will assess themselves through the forms and feel the success and satisfaction of learning English. )Step6 Homework1. Make a recommendation card.（制作阅读推荐卡）2. Try to tell the story for your family.(Purpose: Homework is designed to help the students use the langua