牛津小學(xué)英語(yǔ)五年級(jí)上教案全冊(cè)

（2017～2018學(xué)年第一學(xué)期）五年級(jí)英語(yǔ)教學(xué)計(jì)劃一、班情學(xué)情分析：經(jīng)過(guò)兩年的學(xué)習(xí)，大部分學(xué)生對(duì)英語(yǔ)仍然保持著濃厚的興趣，但有少數(shù)學(xué)生由于遇到困難，學(xué)習(xí)興趣可能會(huì)開(kāi)始減退。因此，這個(gè)學(xué)期在教學(xué)中，教師應(yīng)該以學(xué)生的發(fā)展為宗旨，以培養(yǎng)學(xué)生的創(chuàng)新精神和實(shí)踐能力為重點(diǎn)，面向全體學(xué)生，在激發(fā)學(xué)生興趣的同時(shí)，扎扎實(shí)實(shí)地從每個(gè)學(xué)生抓起。五年級(jí)的學(xué)生學(xué)習(xí)比較理性。教師在以活動(dòng)為課堂教學(xué)的主要形式的同時(shí)，要充分發(fā)揮任務(wù)性教學(xué)在高年級(jí)的優(yōu)化使用，設(shè)計(jì)豐富多彩的教學(xué)活動(dòng)，有效的教學(xué)任務(wù)。同時(shí)注意到學(xué)生中存在的兩極分化，教學(xué)內(nèi)容注意由簡(jiǎn)到難，循序漸進(jìn)，在知識(shí)的復(fù)現(xiàn)中做好及時(shí)補(bǔ)差工作。充分培養(yǎng)學(xué)生的聽(tīng)說(shuō)讀寫(xiě)能力，尤其要加強(qiáng)識(shí)讀，拼寫(xiě)的能力。重視閱讀能力和寫(xiě)作能力的同步培養(yǎng)。重視英語(yǔ)作為語(yǔ)言的交際功能。二、全冊(cè)教材分析：新教材強(qiáng)調(diào)培養(yǎng)學(xué)生綜合語(yǔ)言運(yùn)用能力，注重口語(yǔ)表達(dá)練習(xí)，讓學(xué)生在閱讀故事、做做玩玩、唱唱說(shuō)說(shuō)的過(guò)程中發(fā)展語(yǔ)言能力、思維能力以及交流合作能力。英語(yǔ)（五年級(jí)上冊(cè)）共八個(gè)新授單元，每個(gè)新授單元都有八個(gè)板塊。Storytime借助插圖和故事情節(jié)，以對(duì)話或語(yǔ)篇的形式呈現(xiàn)單元詞匯、句型和日常用語(yǔ)。Grammartime是五六年級(jí)新增的板塊，通過(guò)直觀易懂的表格和語(yǔ)言提示的方式，對(duì)語(yǔ)法知識(shí)進(jìn)行簡(jiǎn)單的總結(jié)和歸納。Funtime是句型和詞匯的操練板塊，通過(guò)趣味性、互動(dòng)性較強(qiáng)的語(yǔ)言實(shí)踐活動(dòng)，提高學(xué)生用英語(yǔ)進(jìn)行簡(jiǎn)單對(duì)話的能力。Cartoontime是拓展性趣味閱讀板塊，通過(guò)趣味小故事幫助學(xué)生復(fù)習(xí)本單元的語(yǔ)言知識(shí)，提高閱讀理解能力，有計(jì)劃地呈現(xiàn)即將出現(xiàn)的知識(shí)。Soundtime是語(yǔ)音教學(xué)板塊，通過(guò)范例單詞和節(jié)奏感較強(qiáng)的歌謠，幫助學(xué)生了解字母在單詞中的發(fā)音，本冊(cè)教材還有部分語(yǔ)調(diào)的訓(xùn)練。Songtime和culturetime在本冊(cè)中替換出現(xiàn)。通過(guò)歌曲、激發(fā)興趣，活躍身心；不斷提高語(yǔ)言運(yùn)用能力和人文素養(yǎng)。Checkouttime是檢測(cè)板塊。通過(guò)形式多樣的綜合性語(yǔ)言應(yīng)用活動(dòng)，幫助學(xué)生復(fù)習(xí)鞏固所學(xué)的語(yǔ)言知識(shí)。Tickingtime是自我評(píng)價(jià)板塊。通過(guò)評(píng)價(jià)，引導(dǎo)學(xué)生了解自己對(duì)所學(xué)主要內(nèi)容的掌握情況，反思和調(diào)整自己的學(xué)習(xí)過(guò)程，體驗(yàn)進(jìn)步與成功。每四個(gè)單元后有一個(gè)綜合語(yǔ)言實(shí)踐項(xiàng)目Project。通過(guò)形式多樣的綜合語(yǔ)言實(shí)踐活動(dòng)，引導(dǎo)學(xué)生思考、調(diào)查、討論、交流和合作，綜合運(yùn)用所學(xué)的語(yǔ)言知識(shí)和語(yǔ)言技能。三、教學(xué)總體目標(biāo)：1．能按四會(huì)與三會(huì)要求掌握所學(xué)的單詞。2．能按四會(huì)要求掌握所學(xué)的句型。3．能運(yùn)用日常交際用語(yǔ)，活用四會(huì)句型，進(jìn)行簡(jiǎn)單的交流，并做到大膽開(kāi)口，發(fā)音正確，所用話語(yǔ)與場(chǎng)合符合。4．能在圖片、手勢(shì)，情景等非語(yǔ)言提示的幫助下，聽(tīng)懂清晰的話語(yǔ)與錄音。5．培養(yǎng)良好的書(shū)寫(xiě)習(xí)慣，能做到書(shū)寫(xiě)規(guī)范整潔。6．培養(yǎng)良好的聽(tīng)英語(yǔ)、讀英語(yǔ)、說(shuō)英語(yǔ)、用英語(yǔ)的習(xí)慣，能自覺(jué)的模仿語(yǔ)音、語(yǔ)調(diào)，逐步培養(yǎng)語(yǔ)感。7．能在任務(wù)型學(xué)習(xí)的過(guò)程中運(yùn)用相關(guān)的語(yǔ)言知識(shí)，完成某項(xiàng)任務(wù)，并促使語(yǔ)言能力的提高。8．能演唱以學(xué)過(guò)的英語(yǔ)歌曲，朗誦已學(xué)過(guò)的歌謠。9．能滲透給學(xué)生良好的自學(xué)英語(yǔ)的方法。四、學(xué)期教學(xué)措施：1．課堂上盡量使用英語(yǔ)組織教學(xué)，做到持之以恒，由少積多，以助于創(chuàng)造英語(yǔ)氣氛，養(yǎng)成學(xué)生聽(tīng)英語(yǔ)，用英語(yǔ)思維的習(xí)慣。2．根據(jù)學(xué)生的特征，可將每個(gè)單元，該單元的教學(xué)內(nèi)容重新組合，科學(xué)合理的把單詞教學(xué)，對(duì)話操練，復(fù)習(xí)鞏固融為一體。3．多以圖片、手勢(shì)呈現(xiàn)英語(yǔ)單詞及對(duì)話情景，圖片呈現(xiàn)采用靈活多樣的方法將該單元所學(xué)的內(nèi)容柔和在一起進(jìn)行綜合操練。如師生快速問(wèn)候和介紹、學(xué)生間連續(xù)的相互問(wèn)候和介紹，創(chuàng)設(shè)情景進(jìn)行表演等，讓學(xué)生將所學(xué)的對(duì)話用于不同的情景。采用先聽(tīng)說(shuō)，后讀寫(xiě)，先整體，后局部的方法教學(xué)。4．在課堂教學(xué)中，盡量開(kāi)展形式多樣的活動(dòng)教學(xué)，活躍氣氛提高興趣和學(xué)習(xí)效率。5．詞匯教學(xué)上，盡量利用實(shí)物和圖片，增加復(fù)現(xiàn)次數(shù)，反復(fù)循環(huán)，循序漸進(jìn)，注重師生操練、生生操練。6．逐步滲透任務(wù)型教學(xué)，培養(yǎng)學(xué)生活用英語(yǔ)，用英語(yǔ)完成任務(wù)的本領(lǐng)。7．適當(dāng)增加教學(xué)內(nèi)容量，以滾動(dòng)式教學(xué)，以反復(fù)滲透鞏固的方法提高學(xué)習(xí)效率。8．語(yǔ)音教學(xué)中采用“分散出現(xiàn)，集中歸納，經(jīng)常接觸”的方法。9．初步滲透任務(wù)型教學(xué)的教學(xué)理念。五、教學(xué)進(jìn)度安排：?jiǎn)卧獌?nèi)容教時(shí)進(jìn)度Unit1Goldilocksandthethreebears59/1～9/10Unit2Anewstudent59/11～9/23Unit3Ouranimalfriends59/24～10/9Unit4Hobbies510/10～10/22Project1Ananimalschool310/23～10/29期中復(fù)習(xí)610/30～11/12Unit5Whatdotheydo?511/13～11/25Unit6Mye-friend511/26～12/4Unit7Attheweekends512/5～12/17Unit8AtChristmas512/18～12/30Project2Ourfriends312/31～1/7期末復(fù)習(xí)考試81/8～最后Unit1Goldilocksandthethreebears（5課時(shí)）教材分析：本單元話題是談?wù)摽陀^存在的人或事物。教學(xué)重點(diǎn)是“therebe+名詞（短語(yǔ)）+地點(diǎn)狀語(yǔ)”的句型，表示某地有某人或某事物。therebe句型涉及到可數(shù)名詞和不可數(shù)名詞，教師要提醒學(xué)生在運(yùn)用時(shí)區(qū)分可數(shù)名詞的單復(fù)數(shù)形式，從而準(zhǔn)確運(yùn)用be動(dòng)詞的正確形式。在教學(xué)中，教師可以舊帶新，引出本單元的目標(biāo)介詞詞匯，可以利用圖片、簡(jiǎn)筆畫(huà)或?qū)嵨锏冉虒W(xué)用具來(lái)教授方位介詞，還可以利用教室中的物品和場(chǎng)景創(chuàng)設(shè)情境，教授和操練therebe句型，使學(xué)生更好地理解句型的結(jié)構(gòu)并自如地運(yùn)用。學(xué)情分析：本單元所學(xué)的therebe句型對(duì)學(xué)生來(lái)說(shuō)并不是很困難，在之前的學(xué)習(xí)中也接觸了一些，關(guān)鍵是要讓學(xué)生注意到可數(shù)名詞的單復(fù)數(shù)問(wèn)題，以便讓學(xué)生能正確地運(yùn)用be動(dòng)詞。在教學(xué)時(shí)，只要老師多創(chuàng)設(shè)情境進(jìn)行教學(xué)，老師好好的引導(dǎo)，學(xué)生就能更好地接受并掌握新知識(shí)。在單詞教學(xué)這一塊，單詞afraid等發(fā)音有所難度，只有讓學(xué)生多進(jìn)行朗讀訓(xùn)練，他們才能更好地將單詞發(fā)對(duì)音。本單元以金發(fā)女孩與三只狗熊的故事內(nèi)容展開(kāi)，學(xué)生一定很感興趣，學(xué)起來(lái)積極性要高一些。整個(gè)單元的內(nèi)容教師只要思考一些好的教學(xué)方式，學(xué)生學(xué)起來(lái)一定比較輕松、有趣。教學(xué)目標(biāo)：1.能聽(tīng)懂、會(huì)說(shuō)、會(huì)讀和會(huì)拼寫(xiě)形容詞hard、soft、hot、cold、afraid等。2.能聽(tīng)懂、會(huì)說(shuō)、會(huì)讀和會(huì)寫(xiě)句型Therebe…in/on/beside/infrontof/between…3.了解字母c在單詞中的讀音。4.了解“茶”和“咖啡”的文化。5.能正確理解、朗讀storytime和cartoontime.教學(xué)重點(diǎn)：1.能正確理解、掌握語(yǔ)篇內(nèi)容，并能朗讀、初步表演對(duì)話。2.能正確地聽(tīng)、說(shuō)、讀、寫(xiě)Therebe句型描述場(chǎng)所，例如教室、臥室等。3.能使用形容詞描述物體、感受等。教學(xué)難點(diǎn)：1.能正確理解、掌握語(yǔ)篇內(nèi)容，并能表演對(duì)話。2.能正確地聽(tīng)、說(shuō)、讀、寫(xiě)Therebe句型描述場(chǎng)所。課時(shí)安排：第一課時(shí)：Storytime第二課時(shí)：GrammartimeandFuntime第三課時(shí)：SoundtimeandCartoontime第四課時(shí)：Culturetime,CheckouttimeandTickingtime第五課時(shí)：Review&Workbook第1課時(shí)(總第1課時(shí))上課時(shí)間：9月7日課型：新授課教學(xué)目標(biāo)：1.能夠聽(tīng)懂、會(huì)說(shuō)、會(huì)讀故事中出現(xiàn)的詞匯：Goldilocks,bear,forest,house,soup,hard,soft,afraid,justright,infrontof。2.能夠聽(tīng)懂、會(huì)說(shuō)、會(huì)讀句型：Thereis…Thereare…并理解句型的意思。3.能夠聽(tīng)懂、會(huì)說(shuō)、會(huì)讀日常用語(yǔ)：Whatabeautiful…!This…istoo…4.學(xué)生能夠閱讀、理解故事，并能夠在理解的基礎(chǔ)上表演出故事。5．學(xué)生能夠改編故事并試著表演出來(lái)。6．讓學(xué)生體會(huì)到閱讀故事的樂(lè)趣，培養(yǎng)學(xué)生閱讀的興趣。教學(xué)重點(diǎn):1．能夠從整體上閱讀故事并理解故事。2．能夠語(yǔ)音語(yǔ)調(diào)正確地朗讀故事、復(fù)述故事。教學(xué)難點(diǎn)：能夠根據(jù)課文內(nèi)容創(chuàng)編劇本并表演。教學(xué)具準(zhǔn)備:1.教師準(zhǔn)備：PPT，三副碗勺，熊掌道具，詞匯卡和圖片，板書(shū)。2.學(xué)生準(zhǔn)備：聽(tīng)5遍Storytime錄音。教學(xué)過(guò)程：Step1:Pre-reading1.Freetalk(1)T:OK.It’stimeforclass!Areyouready?Ss:Yes.T:Goodmorning,everyone!Ss:Goodmorning,Misssun.2.Listenandguess(2)T:Boysandgirls,tellme,whatdoyoulikedoingathome?S1:Ilike…(2)T:Boysandgirls,tellme,whatdoyoulikedoingathome?S1:Ilike…（學(xué)生個(gè)別回答，老師及時(shí)回應(yīng)）T:Children,doyoulikereadingstories?Ss:Yes.T:Good.Todayourclasswillreadastorytogether.Areyouexcited?Ss：Yes!T:Great!First,Let’sgotoaplace.Trytoguess:whatplaceisit?I’llgiveyousomeclues.Nowlook,it’sverybigandbeautiful.Therearemanytreesandflowers.Therearesomestreams.Manywildanimalslivehere.Whatplaceisit?S1:Aforest.((提示學(xué)生可以用中文回答。)T:Good.Letmeshowyouapictureofforest.（Teach:forest）Haveyoueverbeentoaforest?Ss:No.T:Well,don’tbesad.HereIgotavideoaboutforest.Doyouwanttotakealook?Ss:Yes!T:OK.LetT:OK.Let’swatchit.Afterwatching,tellme,whatcanyouseeintheforest?全班看視頻。3.Lookandsay(1.)T:OK.Istheforestbeautiful?Ss:Yes,itis.T:Whatcanyouseeinthebeautifulforest？S1:Icanseea…S2:IcanseesomeS1:Icanseea…S2:Icanseesome…(2)T:Good!Lookatthispicture.Therearemanytreesintheforest.Let’sreadthesentence.全班跟讀句型2遍。T:Now,look,thereare…intheforest.Whocantry?讓學(xué)生模仿例句說(shuō)說(shuō)Thereare…Step2:While-reading1.Watchandanswer(1)T:Wow,thereisagirlintheforest.Right?學(xué)生跟讀句子2遍。Whoisthisgirl?Whatishername?Letmetellyou.HernameisGoldilocks.(Teach:Goldilocks)Oh,it’ssosurprising.Goldilocksisintheforest.Whatdoessheseeintheforest?Ss:Sheseesabighouse.(Teach:house)T:Yes.LookatGoldilocks.（拿出人物圖片）She’sveryhappy.（貼板書(shū)）Becausesheseesabighouse.(貼板書(shū))Howdoesshethinkaboutthishouse?Let’slisten.（音頻：Whatabeautifulhouse!）Isitanicehouse?Ss：Yes.T:Now,readittogether.（指導(dǎo)朗讀）(2)T:Intheforest,thereisahouse.Whosehouseisit?Maybeit's…Canyouguess?S1:Maybeit’s…’shouse.學(xué)生猜一猜。T:OK.Here’savideo.Afterwatching,tellme,whosehouseisit?學(xué)生看視頻。T:Isthestoryinteresting?Ss:Yes,itis.T:OK.Answermyquestion.Question1:Whosehouseisit?Ss:It’sthethreebears’house.T:Right!ItT:Right!It’sthethreebears’house.WhatwillhappentoGoldilocksandthethreebears?Todaywe’llreadthisstory.Andthenameofthestoryis:（揭題，全班讀題目2遍）2.Readandanswer(1)T:Nowpleaseopenyourbooksandturntopage6,readthestorybyyourselves,then,answermyquestion:Whatisinthehouse?讓學(xué)生自讀故事思考問(wèn)題。(2)T:What’sinthebighouse?提示學(xué)生用Thereis/are回答。(3)T:Inthisbighousetherearethreebeds.Therearethreebears.Thereare/is…答案并引出：答案并引出：Andalsothereissomesoup.Followme:soup.(Teach:soup)提示學(xué)生注意soup是不可數(shù)，somesoup。T:Goldilocksisinthehouse.Whattimeisit?Look,there’saclock.Ss:It’stwelve.T:Yes.It’s12o’clock.It’stimeforlunch.AndhowisGoldilocks?Ss:She’shungryandthirsty.（貼板書(shū)）T:What’sonthetable?S1:Thereissomesoup.及時(shí)糾正學(xué)生發(fā)音或be動(dòng)詞。及時(shí)糾正學(xué)生發(fā)音或be動(dòng)詞。3.Lookandguess(1)T:LookatGoldilocks.Guess,whichsoupdoesshelike?Doesshelikethissoup?(PPT顯示三碗湯)學(xué)生逐一回答。T:Shedoesn’tlookhappyinthesetwopictures,right?What’swrongwiththissoup?Let’slistentoher.(音頻：Thissoupistoocold.)指導(dǎo)學(xué)生模仿跟讀2遍，重點(diǎn)重復(fù)toocold.T:Andwhat’swrongwiththissoup?(同法讀toohot).Andhowaboutthissoup?(Teach:justright)指導(dǎo)學(xué)生3句話連在一起讀1遍。(2)Look,boysandgirls.Ihavesomesoupforyou.Oh,I’mhungryandthirsty.I’mgoingtoeatthesoup.Thissoupistoocold.Thissoupistoohot.Thissoupisjustright.教師示范表演喝湯的三種感覺(jué)。DoyouwanttobeGoldilocksandhaveatryhere?Thissoupisjustright.教師示范表演喝湯的三種感覺(jué)。DoyouwanttobeGoldilocksandhaveatryhere?請(qǐng)2-3位學(xué)生分別上臺(tái)模仿表演。(3)T:Aftereatingthesoup,Goldilocksisverytired.（貼板書(shū)）What’sintheroomnow?S1:Therearethreebedsintheroom.指導(dǎo)讀2遍。T:Lookatthethreebeds.Aretheythesame?Ss:No,theyaren’t.T:Howisthisbed?Listen.教師敲擊講臺(tái)。Oh,it’sveryhard.(Teach:hard)Whataboutthesecondbed?Listen.播放音頻音效。Oh,itissoft.(Teach:soft)教師拿出熊掌道具Look,Ihaveatoybearclaw.Howisit?讓學(xué)生捏一捏試一試并形容：It’ssoft.T:OK.Lookatthepicture,ifyouwereGoldilocks,Whatwouldyousay?S1:ThisbedistooT:OK.Lookatthepicture,ifyouwereGoldilocks,Whatwouldyousay?S1:Thisbedistoo…學(xué)生個(gè)別說(shuō)完，全班跟讀三句話。(4)T:Oh,thisbedisjustright,soGoldilockswillhaveasweatdreaminthisbed,Ithink.出音效“Help!Help!”Howisshenow?Isshehappy?教師肢體語(yǔ)言提示。Ss:No.T:Sheisafraidnow(Teach:afraid)Whyissheafraid?Readthestory,then,tellme.學(xué)生自讀故事并思考問(wèn)題。(5)T:Becausetherearethreebearsinfrontofher.(Teach:infrontof)Now,lookatme.Iamstandinginfrontofyou.Andyou’reveryhappy.But,ifthereisatigeroralionstandinginfrontofyou,wouldyoubehappy?Ss:No!T:Ofcoursenot.Youmustbeafraid.(6)T:Whatdidthebearssay?Ss:Whoareyou?T:Goldilocksshouted:Ss:Help!Help!解釋意思。讓男生和女生分角色讀一讀最后一幅圖，教師指導(dǎo)T:Goldilocksshouted:Ss:Help!Help!解釋意思。讓男生和女生分角色讀一讀最后一幅圖，教師指導(dǎo)afraid情緒。4.Lookandorder(1)T:NowI’dlikeyoutoreadthewholestoryagain,andtrytoputthepicturesinthecorrectorder.指導(dǎo)學(xué)生完成書(shū)上第8頁(yè)的排序。(2)PPT出示答案，學(xué)生描述每副圖片。T:Let’sreadtheshortpassagetogether.5.Readingtime(1)T:Verygood.Thistime,let’sreadthestoryafterthecomputer.學(xué)生跟電腦齊讀故事，教師指導(dǎo)朗讀。(2)T:OK.Thistime,youcanreadinagroup.四人一組自由讀。(3)T:Nowlet’sreadittogether.Trytorememberthestory.(Picture1,(3)T:Nowlet’sreadittogether.Trytorememberthestory.(Picture1,學(xué)生齊讀一遍填入所缺單詞，同法練習(xí)后面的圖片)Step3.Post-reading1.Retellthestory(1)T:Children,doyoulikethisstory?Ss:Yes.T:Maybeyoucantellthestorytoyourparents.Thistime,trytoretellthestory.I’llgiveyousomepicturesandsentences.Youcanlookattheblackboardtoo.First,let’strytogether.對(duì)照PPT或板書(shū)全班復(fù)述故事。(2)Nowyoucanuseyourownlanguagetoretellthestory,andalsoyoucansaysomethingmore.OK?I’llgiveyousomeminutes.(2)Nowyoucanuseyourownlanguagetoretellthestory,andalsoyoucansaysomethingmore.OK?I’llgiveyousomeminutes.四人一組練習(xí)。2.Makeashortplayandactitout.(1)T:Wow,doyouthinkit’salovelystory?Youcantellthestorynow,butIstillhaveaquestionaboutthisstory.Atlast,doesthegirlarrivehomesafely?Wedon’tknow.HereIhaveanendingofthestory.Let’sseeifyoulikeitornot.教師給出一種結(jié)局示范。Goldilocksisafraid.Sherunsaway.Thebearsrunfasterthanher.Theycatchherandeather.Doyoulikeit?Ss:No!T:Meneither.It’ssosad.Weallwantahappyending.So,whatwillhappenatlast?What’syouridea?MaybeGoldilocksandthethreebearsbecomefriends.學(xué)生發(fā)揮想象，給出一個(gè)美好的結(jié)尾。(2)T:Oh,Iliketheending.Thenextday,Goldilocksandherfriendsvisitthehouseagain.Whatwillhappen?Iwantyoutodiscussingroups,andtrytoactthestory.OK?Ss:OK.學(xué)生分組練習(xí)表演故事。(3)T:Doyouliketheirhappystory?Ss:Yes.T:Doyouliketoday(3)T:Doyouliketheirhappystory?Ss:Yes.T:Doyouliketoday’sstory?Ss:Yes.T:Youcanreadmanyinterestingstoriesafterclass.Readingisgreatfun.Step4.Homework1.Copythenewwords.2.Readandrecitethestory.3.Readmorebooks,watchthecartoons,then,thinkandwrite.板書(shū)設(shè)計(jì)：Unit1Goldilocksandthethreebears(Storytime)Goldilocks頭像Goldilocks頭像Goldilocks頭像Goldilocks頭像單詞條：happyhungry&thirstytiredafraid圖片：ahousethreebowlsofsoupthreebedsthreebears教學(xué)后記：教學(xué)中，正確優(yōu)美的示范，能激發(fā)學(xué)生的朗讀興趣。教師必須不斷學(xué)習(xí)，以自身優(yōu)美、純正的語(yǔ)音、語(yǔ)調(diào)感染、熏陶學(xué)生，給學(xué)生美的享受，從而引起學(xué)生的朗讀欲望。在教師示范的時(shí)候要讓學(xué)生靜聽(tīng)并注意觀察口形。但由于小學(xué)生年齡小，理解能力相對(duì)較低，讓學(xué)生真正用心聽(tīng)錄音就顯得比較困難，這就需要教師在日常教學(xué)中從小處、細(xì)處入手，培養(yǎng)學(xué)生的傾聽(tīng)能力。在練習(xí)的過(guò)程中，內(nèi)容不要局限于本課學(xué)習(xí)的幾個(gè)單詞，教師可根據(jù)學(xué)生已學(xué)的知識(shí)情況，設(shè)置情景對(duì)練習(xí)內(nèi)容進(jìn)行拓展。但值得注意的是，拓展的內(nèi)容應(yīng)做到與學(xué)生的生活經(jīng)驗(yàn)緊密聯(lián)系，實(shí)現(xiàn)語(yǔ)言從課內(nèi)到課外的延伸。開(kāi)展綜合性學(xué)習(xí)活動(dòng)，拓寬學(xué)生的學(xué)習(xí)空間，增加學(xué)生英語(yǔ)實(shí)踐的時(shí)間與機(jī)會(huì)。第2課時(shí)(總第2課時(shí))上課時(shí)間：9月8日課型：新授課教學(xué)目標(biāo)：1.進(jìn)一步鞏固并掌握故事中出現(xiàn)的詞匯：Goldilocks,bear,forest,house,soup,hard,soft,afraid,justright,infrontof,beside,between。2.進(jìn)一步鞏固并掌握四會(huì)句型：Thereis…Thereare…3．學(xué)生能夠準(zhǔn)確運(yùn)用故事中出現(xiàn)的新詞匯。4.學(xué)生能夠熟練掌握Therebe…句型描述某處存在某樣?xùn)|西。5.學(xué)生能夠理解并掌握Grammartime中Therebe…句型的用法和規(guī)則以及單詞too的用法。6.學(xué)生能夠完成Funtime中的任務(wù)。7．讓學(xué)生體會(huì)到親自設(shè)計(jì)家居的樂(lè)趣。教學(xué)重點(diǎn):對(duì)詞匯和句型的學(xué)習(xí)和運(yùn)用。教學(xué)難點(diǎn)：根據(jù)所描述的對(duì)象正確運(yùn)用Therebe…句型。教學(xué)具準(zhǔn)備:1.教師準(zhǔn)備：PPT，一硬一軟兩個(gè)玩具熊，板書(shū)。2.學(xué)生準(zhǔn)備：復(fù)習(xí)Storytime，熟讀、會(huì)復(fù)述，會(huì)合作表演。教學(xué)過(guò)程：Step1.Reviewthestory(Let’sjudge.)T:Goodmorning,class.Inthelastclass,wehavelearnedaninterestingstory.Whatisthenameofthestory?Ss:Goldilocksandthethreebears.T:Doyoulikethestory?Ss:Yes!T:Good.First,let’splayagame.Let’strytojudge.I’llgiveyousomesentences.Youjusttojudgeifitistrueorfalse.帶領(lǐng)學(xué)生說(shuō)一說(shuō)true和falseLet’scompete.Boys,youLet’scompete.Boys,you’reteam1.Girls,you’reteam2.Let’sseewhichteamwillgetmorehoneyandbethewinner.Let’sbegin!男女生輪流回答。Step2.Learnthewords1.BrainstormT:Bighandsforyourself!Inthisstory,there’rethreebears.Butinourclassroom,there’retwobears.Wherearethey?教師從講臺(tái)下拿出兩個(gè)玩具熊。They’rehere!Let'ssayhellotothem.Ss:Hello,bears!T:Arethesebearsthesame?Ss:No,theyaren’t.T:They’redifferent.Canyoutrytodescribethesetwobears?Forexample,thiswhitebearisbig,andthisbrownbearissmall.Canyoutry?學(xué)生試著描述一下兩只玩具熊。T:Goodjob!Lookatthisbrownbear.Howdoesitfeel?教師敲擊小熊提示學(xué)生。S1:ItT:Goodjob!Lookatthisbrownbear.Howdoesitfeel?教師敲擊小熊提示學(xué)生。S1:It’sveryhard.T:Yes.Howaboutthewhiteone?Isithardtoo?S2:No,it’ssoft.T:Yes.Touchit.讓學(xué)生說(shuō)一說(shuō)然后摸一摸感受一下。（復(fù)習(xí)hard和soft）2.LookandlearnT:Ihavesomepicturesforyou.Trytotellmewhichishard,andwhichissoft.S:_________ishard.________issoft.Theopposite.T:Hardandsoft,they’reantonym.Whatistheantonymwordofhot?S:Cold.學(xué)生練習(xí)學(xué)過(guò)的反義詞，以此引出：T:Whatabout‘behind’?Ss:Infrontof.（復(fù)習(xí)詞組infrontof）PPT顯示圖片4.LookandanswerT:Whereisthebabybear?S:It’sinfrontofthemotherbear.T:Now,whereisthebabybear?S:It’sbesidethemotherbear.T:Now,whereisthebabybear?(Teach:between)Ss:It’sbetweenthefatherbearandthemotherbear.全班說(shuō)到個(gè)別說(shuō)。T:Look,IamstandingbetweenXXandXXX.Doyouunderstandme?Canyousaysomethinglikethis?學(xué)生模仿老師說(shuō)出自己在誰(shuí)和誰(shuí)的中間。T:Look,IamstandingbetweenXXandXXX.Doyouunderstandme?Canyousaysomethinglikethis?學(xué)生模仿老師說(shuō)出自己在誰(shuí)和誰(shuí)的中間。Step3.Grammartime(too的運(yùn)用)LookandsayT:Justnowwereviewedthestory.Nowlet’smoveontotheGrammartimeofthisunit.Followme.Grammartime.（讀一讀）OK.Task1here,weshouldknowtheusageoftheword‘too’.Lookatthispicture.DoesGoldilockslikethissoup?Ss:No.T:Why?What’sthematter?S:Thissoupistoocold.T:What’swrongwiththissoup?S:Thissoupistoohot.T:Lookatthisbed.Whydoesn’tGoldilockslikeit?S:Thisbedistoohard.T:Whataboutthisone?S:Thisbedistoosoft.T:Let’sreadthesesentencestogether.齊讀四句話1遍。T:Weuse‘too’tomodifysomeadjectivewords.Howdoweusethesewords?Letmemakesomesamplesforyou.Look,Iwanttocarrythisteacher’sdesk,butit’stooheavy.Ican’tmoveit.Understand?Ss:Yes.Lookatthepicture.Canthemanreachtheapple?Whynot?S:Theappletreeistoohigh.Hecan’Lookatthepicture.Canthemanreachtheapple?Whynot?S:Theappletreeistoohigh.Hecan’treachtheapple.T:You’reright.LookandcompleteT:Doestheboylooksmartinthissweater?What’swrong?S:Thesweateristoobig.Hecan’twearit.T:Oh,lookatthisbaby.Canhegotoschool?S:Thebabyistooyoung.Hecan’tgotoschool.Step4.Grammartime(Therebe…句型)ThinkandsayT:OK.Grammar2.TheusageofThereis/are…Followme,thereis,thereare.教師帶讀。First,let’sthinkandsay.Tellme,what’sintheforest?What’sonthetable?Youmaysay:Thereis/are…Youcanchooseanypicturesyoulike.S:Thereis/are…學(xué)生選擇書(shū)上的喜歡的圖片用Therebe…句型描述,教師板書(shū)句型。LookanddiscussT:Lookatthesefoursentences.Let’LookanddiscussT:Lookatthesefoursentences.Let’sreadthemtogether.適時(shí)提醒縮寫(xiě)There’s/There’re的用法。Whocantellmethedifferencebetween‘thereis’and‘thereare’?Youcandiscussinpairsfirst.學(xué)生同桌間討論區(qū)別。T:OK.What’syouropinion?Let’slisten.學(xué)生可以用中文總結(jié)他們發(fā)現(xiàn)的規(guī)律。T:Goodtry!Nowlistentomecarefully.Whenwe’retalkingaboutonlyonething,weuseT:Goodtry!Nowlistentomecarefully.Whenwe’retalkingaboutonlyonething,weuse‘thereis’.Whenwearetalkingaboutthethings,morethanonething,weuse‘thereare’.But,whenwearetalkingabouttheuncountablewords,weuse‘thereis’.解釋不可數(shù)名詞，舉例說(shuō)明。PlayagameT:Nowlet’splayagame.Alltheboysare‘is’,andallthegirlsare‘a(chǎn)re’.I’llshowyousomepicturesorsentences.Ifyouthinkthewordis‘is’,boys,standupandsay‘is’togetherloudly,otherwise,girls,youstandupandsay‘a(chǎn)re’.OK?Ss:OK.LookandwriteT:Look!Thisisanotherpictureofthebears’house.Lookatit.Doyoulikeit?Canyoucompletethesentenceswiththerightwords?Welcometothebears’house!Look!There____apictureofthem____thewall.There_____atableinthehouse.There_____somehoney____thetable.There_____twoballs_____thetable.There______atoycar______twoballs.There_____aclock______thewindow.There_____acap______theclock.Doyouliketheirhouse?學(xué)生完成后利用幻燈片集體核對(duì)答案。Step5.FuntimeDrawanewhouse(1)T:Aftervisitingthebears’house,Goldilocksfeelsverysorry,soshewritesalettertothebears.DearBearFamily,Sorryforbotheringyoulasttime.Iwouldliketoknowifyouhavetimetocomeandvisitmyhouseinthetown.Hopewecanbegoodfriends!Goldilocks.Doyouthinkthattheycanbefriends?Willthebearsbehappytogetthisletter?Ss:Yes.T:Sothebearsarecoming.ThisisGoldilocks’house.WhatT:Sothebearsarecoming.ThisisGoldilocks’house.What’sinthehouse?Canyoudrawsomethinginherhouse?Maybeyoucandrawsomefoodonthetable,orsometoysforthebabybear.Pleasedrawandtalkaboutit.指導(dǎo)學(xué)生完成書(shū)上第10頁(yè)內(nèi)容。(2)T:Whocancomeheretoshowyourpicturetous,andtalkaboutit?請(qǐng)學(xué)生上臺(tái)介紹圖畫(huà)內(nèi)容。(教師及時(shí)反饋)2.Makeashortplayandactitout(1)T:Oh,Ilikeyourpictures,andIknowallofyourhousesarereadyforthebears.It’stimeforvisiting.ThebearsareatGoldilocks’homenow.Whatwillhappen?Willtheybehappy?Ithinkwecanfigureoutanewstory.Icanmakeanexample.IamGoldilocks.Ineedthreebears.Who’dliketotry?邀請(qǐng)三名學(xué)生上臺(tái)扮演bears，示范表演對(duì)話。(2)T:Nowyoucanpracticeinfour.(3)Ssactingroups.Step6.HomeworkT:Today,you’vedoneaverygoodjob!Ilikeyourstorysomuch.Here’syourhomework.1.DrawapictureofyourroomandtalkaboutitinthenextEnglishclass.2.Finishtheexercisebook.3.Recitethenewwordsandthestory.板書(shū)設(shè)計(jì)：Goldilocksandthethreebears(Grammartime&Funtime)Thissoupistoohot/cold.Thisbedistoohard/soft.Thereis…Thereare…教學(xué)后記：在新課標(biāo)中，倡導(dǎo)將英語(yǔ)的學(xué)習(xí)生活化，將課本知識(shí)與生活經(jīng)歷融為一體。讓學(xué)生成為課堂的中心和主角，大膽充分地演繹、發(fā)展自我。使學(xué)生真正感受到英語(yǔ)學(xué)習(xí)在生活中的樂(lè)趣，體驗(yàn)運(yùn)用英語(yǔ)進(jìn)行交際活動(dòng)的成功喜悅。此外，我們還要實(shí)現(xiàn)語(yǔ)言從課內(nèi)到課外的延伸，充分利用學(xué)校、家庭和社會(huì)等教育資源，拓寬學(xué)生的學(xué)習(xí)空間，增加學(xué)生英語(yǔ)實(shí)踐的時(shí)間與機(jī)會(huì)第3課時(shí)(總第3課時(shí))上課時(shí)間：9月9日課型：新授課教學(xué)目標(biāo)：1.能夠聽(tīng)懂、會(huì)說(shuō)、會(huì)讀卡通故事中出現(xiàn)的詞匯：really,then,find,their。2.能夠流利地表達(dá)Thereis…Thereare…的意思。3.能夠理解并掌握Thereare…句型的否定句式Therearen’tany…。4能夠聽(tīng)懂、會(huì)說(shuō)、會(huì)讀日常用語(yǔ)：Really?5.能夠整體理解并簡(jiǎn)單表演卡通對(duì)話。6．學(xué)生能熟練運(yùn)用本單元所學(xué)的詞句談?wù)撃程幍奈锲贰?．學(xué)生能正確理解、朗讀Cartoontime中的故事，能讀懂其中的趣味之處，能在教師的指導(dǎo)下表演故事。8．學(xué)生能了解中西方傳統(tǒng)的飲食，并能用英語(yǔ)作簡(jiǎn)單介紹。9．讓學(xué)生體會(huì)到卡通故事的樂(lè)趣，通過(guò)了解中西方傳統(tǒng)飲食的區(qū)別增加一些人文知識(shí)。教學(xué)重點(diǎn):能正確理解、朗讀卡通故事，了解中西方傳統(tǒng)的飲食。教學(xué)難點(diǎn)：1．能正確并且熟練地運(yùn)用本單元所學(xué)的詞句談?wù)撃程幍奈锲贰?．能用簡(jiǎn)單的英語(yǔ)介紹中西方傳統(tǒng)的飲食。教學(xué)具準(zhǔn)備:1.教師準(zhǔn)備：PPT，卡通人物頭飾，板書(shū)。2.學(xué)生準(zhǔn)備：提前預(yù)習(xí)Cartoontime和搜集Culturetime資訊教學(xué)過(guò)程：Step1.Lead-in1.Quickresponse“YesorNo”(1)T-Sgreetings(2)T:First,let’splayagame.Thegameiscalled‘YesorNo’.Nowyouwillseesomesentencesonthescreen.Readandtrytojudge.Ifitisright,youmaysay‘Yes,yes,yes!’Ifitiswrong,youmaysay‘No,no,no!’學(xué)生試說(shuō)2遍。Sayloudlyandquickly,please.Ready?Go!AThereare55studentsinyourclass.BTherearealotofbooksinyourbag.CThereisabeautifulteacherinfrontofyou.AThereare55studentsinyourclass.BTherearealotofbooksinyourbag.CThereisabeautifulteacherinfrontofyou.DThereisaTVinthisclassroom.2.1minute–non–stop–talkT:OK.Thereisn’taTVinthisclassroom,then,what’sinthisclassroom?Let’splayanothergamenamed‘1minute–non–stop–talk’.Wewillhaveacompetitionbetweenboysandgirls.Noweachofyourteamhasoneminute.Pleasetrytosaythethingsintheclassroomasmanyaspossible.Youshoulduse‘Thereis/are…’.Let’sseewhocanwin.教師在黑板上示意比賽規(guī)則。男女生分別在1分鐘內(nèi)用Therebe…句型說(shuō)出教室里的物品，說(shuō)得又對(duì)又多的勝利。教師給予評(píng)價(jià)。Step2.Presentation(Cartoontime)Talkaboutthepictures.T:Yousee,therearemanythingsinourclassroom.Doyoulikehavinglessonsinthisroom?Ss:Yes.T:I’mhappytohearthat.Nowlookatthispicture.What’sinthispicture?Ss:TherearetwomiceT:Whoarethey?S:They’reBobbyandTina.T:Yes.Whatelse?What’sinthisroom?S:Thereisasofa/book…T:Whoarethey?S:They’reBobbyandTina.T:Yes.Whatelse?What’sinthisroom?S:Thereisasofa/book…S:Therearesome…T:Whoarereadingthebook?Ss:Tina.T:ThisisBobby’shouse.They’reinthesittingroomnow.LookatBobby.Ishehappy？Ss:No.T:No,he’skindofhungry,Ithink.HowdoIknow?Becausehesays:T:No,he’skindofhungry,Ithink.HowdoIknow?Becausehesays:引導(dǎo)學(xué)生回答I’mhungry.CanTinahelphim?Let’slisten.(出音頻Youcanhavesomecakes.Therearesomeinthekitchen.)So,canTinahelpBobby?Ss:Yes,shecan.T:WhatdoesTinasay?Let’slistenagain.Whocanhaveatry?S：…T:Let’strytogether.教師指導(dǎo)朗讀。WatchandthinkT:SoBobbygoestothekitchenandtrytofindsomecakes,butcanhefindanycakesthere?Let’swatchthecartoon.集體看卡通。T:OK.CanBobbyfindthecakesinthefridge?Ss:No,hecan’t.T:WhatdoesBobbysay?Listen.（出音頻：TherearenT:WhatdoesBobbysay?Listen.（出音頻：Therearen’tanycakeshere.教師板書(shū)句型，帶讀3遍）Readandlearn(1)T:Wherearethecakesthen?Openyourbooks,readthestorybyyourselvesandtrytofindtheanswer.學(xué)生自讀故事找出答案。S:TinaandBobby’scousineatsthecakes.T:That’sright!Thecakesareintheircousin’smouth.LookatPicture4.Tinaisverysurprised,soshesays‘Herearethecakes!’WhocanbeTina?指導(dǎo)學(xué)生模仿Tina說(shuō)一說(shuō)句子。(2)T:LookatBobbyandhiscousin.Howdotheyfeel?Canyoufillintheblanks?Bobby’(2)T:LookatBobbyandhiscousin.Howdotheyfeel?Canyoufillintheblanks?Bobby’scousinis___________.Bobbyis________.Guess.Whataretheysaying?Youcantalkaboutitinpairs.同桌間猜測(cè)他們會(huì)說(shuō)些什么。T:Well,ifyouwereBobby,whatwouldyousay?Andhowaboutthecousin?引導(dǎo)學(xué)生揣摩不同卡通人物的心理和語(yǔ)言。Imitateandremember(1)T:Thistime,let’sreadthestoryafterthecomputertogether.跟電腦一句句齊讀。(2)T:Pleasereadloudlybyyourselves.大聲自讀。(3)T:Thistime,I’dliketobeTina,boys,youcouldbeBobby,andgirls,you(3)T:Thistime,I’dliketobeTina,boys,youcouldbeBobby,andgirls,you’rethenarrator.OK?（師生間分角色朗讀對(duì)話）(4)Readinroles.學(xué)生間分角色朗讀。Actingroups(1)師生間示范表演故事?？梢哉?qǐng)一位學(xué)生扮演cousin，運(yùn)用之前創(chuàng)編的故事結(jié)尾使表演更完整。(2)T:Nowpleaseactthestoryingroups.(3)Act.(2)T:Nowpleaseactthestoryingroups.(3)Act.Step3.Presentation(Culturetime)LearntosayT:Look,Bobby’scousineatssomanycakes.Nowhe’sverythirsty,Ithink.Here’sacupofcoffee,acupoftea,andaglassofjuice.Whichonewouldhelike?Guess.學(xué)生猜一猜。T:Iguesshe’dlikeaglassofjuice.Lookatthecoffeeandthetea.Maybeourparentslikethem.WhichispopularinChina,coffeeortea?Ss:Tea.T:Yes.Followme:TeaispopularinChina.Howaboutcoffee?Oh,coffeeispopularinWesterncountries.(Teach:popular,China,Westerncountries)SaysomethingmoreT:Differentfoodanddrinksarepopularindifferentcountries.Nowlet’stalkaboutmorepopularfoodanddrinksinChinaandinWesterncountries.Forexample,noodlesarepopularinChina,andhamburgersarepopularinWesterncountries.Canyousaysomethingmore?Youmaydiscussinpairsfirst.學(xué)生同桌間討論并匯報(bào)：____________ispopularinChina,and_______ispopularinWesterncountries.教師反饋。3.EnjoythevideoT:Allofyoudidagoodjob.IhaveavideoaboutpopularfoodanddrinksinChinaandWesterncountries.Shallwewatchtogether?Ss:OK.（觀看視頻）T:Let’senjoydifferentfoodanddrinks.Let’senjoyourwonderfullives.Step4.Homework(1)ReadandactCartoontime.(2)Dubforthestory.(3)Takeapictureordrawoneaboutyourfavoriteroominyourhouse.板書(shū)設(shè)計(jì)：Unit1Goldilocksandthethreebears(Cartoontime&Culturetime)BobbyBobby的話：Therearen’tany…Theircousin的話：Theircousin的話：Ilikecakes!…Tina的話：Youcanhavesomecakes.…教學(xué)后記：小學(xué)生的年齡特征決定了其自覺(jué)用心傾聽(tīng)比較困難，這就需要教師在日常教學(xué)中從細(xì)微處人手，培養(yǎng)學(xué)生的傾聽(tīng)能力，如：游戲“耳靈眼疾手快”。在聽(tīng)課文錄音時(shí)，教師可以讓學(xué)生帶著問(wèn)題聽(tīng)錄音或邊聽(tīng)邊標(biāo)順序等，聽(tīng)后再回答問(wèn)題。另外，在實(shí)踐中還可以經(jīng)常讓學(xué)生閉眼聽(tīng)錄音，使學(xué)生的注意力充分集中在單詞的發(fā)音，為學(xué)生的模仿跟讀打下堅(jiān)實(shí)的基礎(chǔ)。教師應(yīng)設(shè)計(jì)有效的課堂教學(xué)活動(dòng)，引導(dǎo)學(xué)生進(jìn)行發(fā)散思維，最大限度的發(fā)揮學(xué)生的主體性。第4課時(shí)(總第4課時(shí))上課時(shí)間：9月15日課型：新授課教學(xué)目標(biāo)：1.能夠正確、流利、生動(dòng)地講故事Goldilocksandthethreebears。2.了解字母c在單詞中的發(fā)音。3.能正確并熟練地運(yùn)用本課詞句談?wù)撃程幍奈锲贰?．學(xué)生能夠熟練掌握Therebe…句型描述某處存在某樣?xùn)|西；5.學(xué)生能熟練掌握字母c在單詞中的發(fā)音。6.學(xué)生能夠運(yùn)用較豐富的語(yǔ)言介紹自己的房間。7．讓學(xué)生體會(huì)到介紹家居的樂(lè)趣。教學(xué)重點(diǎn):能在教師的引導(dǎo)下完成本單元的三項(xiàng)目標(biāo)檢測(cè)，與同學(xué)合作完成自評(píng)和互評(píng)，了解和調(diào)整自己的學(xué)習(xí)情況。教學(xué)難點(diǎn)：能運(yùn)用比較豐富的語(yǔ)言介紹房間并完成相應(yīng)短文的寫(xiě)作。教學(xué)具準(zhǔn)備:1.教師準(zhǔn)備：PPT，房間的照片，打印的練習(xí)，板書(shū)。2.學(xué)生準(zhǔn)備：復(fù)習(xí)Storytime，熟讀、會(huì)復(fù)述，會(huì)合作表演。教學(xué)過(guò)程：Step1.Freetalk1.Talkaboutthestudents’things.T:Look,boysandgirls,therearemanythingsonyourdesk.Right?What’sonyourdesk?(T&Ss)2.Talkabouttheteacher’sthings.T:Ihaveabag.WhatT:Ihaveabag.What’sinmybag?Canyouguess?Letmeshowyou,OK?Look,there’sanEnglishbook,yes,it’smybook.Andtherearesomesweets.Maybesomesweetsareforyou.Andthere’resomecakestoo.Maybeyou’rehungry.Youcangetsomecakes.Now,mybagisempty.Step2.Presentation1．ShowteachingaimsInthislesson,we’llhavesomelearningaims.Lookatthelearningaims.First,Icanunderstand“Goldilocksandthethreebears.”Thesecond,Iknowthesoundoftheletter“C”.Thethird,Icanuse“Thereis/are...”totalkaboutthingsinaplace.(PPT出示teachingaims)2.ActthestoryinpairsNow,first,let’scometothefirstaim.Canyouunderstand“Goldilocksandthethreebears”?Yes,I’mhappytohearthat.Now,let’splayagame.Who’sthebeststoryteller?Areyouthebeststoryteller?Here’resomepicturesofthestory.Ifyoucantellthestoryfluently,correctlyandvividlyyoucangetthreestars.Notveryfluentlyorvividlyyoucangettwostars.Somemistakesyoucangetonestar.((PPT出示tickingform)Maybeyoucanretellthestorylikethis.(Oneday,Goldilocksisintheforest.Thereis/are)1.Workingroups2.Ifyoucanfinish,youcanticktheform.3.Asksomestudentstoactthestory3.Asksomestudentstoactthestory3.TalkaboutthepictureYoucanunderstand“Goldilocksandthethreebe