unit1Cinderella5课时教案设计.pdf

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1、实用标准 文档 译林小学英语（五年级下册) Unit 1 Cinderella Story time Teaching contents 教学内容 Story time Teaching aims and learning objectives 教学目标 1. 在整体理解的基础上听懂、 会说、 会读故事中出现的词汇： prince, fairy, why, because, clothes, let, put on, before, have to, try on, fit。 2. 基于故事听懂、会说、会读句型：Why ? Because ? 并理解句型的意思。 3. 能听懂、会说、会读日常用

2、语：Come and help me Let me help you. I have to 。 4. 学生能够在理解的基础上有感情地朗读并合作表演故事。 Focus of the lesson and predicted area of difficulty 教学重点和难点 教学重点： 1. 在听故事的过程中理解词汇及句型Why ? Because 。 2. 能够在理解的基础上以正确的语音语调朗读故事，合作表演故事。 教学难点： 1. 单词 prince s, clothes, before的读音和拼读， put on, try on, have to的理解， 教师可以通过 TPR及直拼法等教

3、学方式进行教学。 2. 教师可充分利用生活实际和文本帮助学生理解Why? Because 句型。 3. 本课故事的结构由讲述和对话构成，建议在整体理解的基础上分场景进行详细分析和 描述。 Teaching procedures 教学过程 Step 1 Lead-in 实用标准 文档 1. Free talk T: Welcome back to school, boys and girls! Nice to see you! S: Nice to see you too! T: Did you have a good time in your winter holiday? S: Yes! T

4、: Oh, good to hear that! What do you usually do in your winter holiday? S1/S2/S3: I usually T: I see. Do you want to know something about my winter holiday? S: Yes, we do. T: OK, please listen carefully. Try to remember these things. (PPT呈现) 2. Ask and answer T: Why do I get up early in the morning?

5、 (教授 why，渗透 why的音和意并带读 ) T: You may say “Because ” ( 教授 because ，渗透 because 的音和意并带读 ) S1: Because you have to make breakfast for your family. T: Good. I have to make breakfast. “Have to ” means must. (渗透 have to的音 和意) Why do I go to the park with my mother? S2: Because you like playing badminton the

6、re. T: Good job! Why do I go to the cinema with my friends? S3: Because you like watching films very much. T: Yes, youre right. And why do I go to the library? S4: Because reading makes you happy. T: Oh, you really have a good memory! Yes, I like reading. And when I was your age, I liked reading fai

7、ry tales very much. Do you like fairy tales too? (PPT 显示“童话故事” ) S: Yes. T: Today I bring you a famous fairy tale named Cinderella. Can you read it? (新 实用标准 文档 授 Cinderella) First, lets enjoy some pictures about this story. 【设计意图：通过讨论寒假生活引出why和 because 的渗透教学。再通过谈论老师的爱好 引出故事主题。】 Step 2 Presentation 1

8、. 介绍故事背景以及人物关系 T: There is a girl. Her name is Cinderella. She is beautiful and kind. She lives with only her father because her mother has died. Cinderellas father thinks she needs a new mum, so he married again. This new mum has two daughters too, and they treat Cinderella badly after her father d

9、ied. Look! There are four women in this picture. The old one is Cinderella s stepmother. Does she like Cinderella? (S: No.) Why doesnt she like her? (S: Because ) I think, because Cinderella is much more beautiful than her two stepsisters. Look at these two girls. They always wear nice clothes, but

10、they re lazy. They do nothing at home, but they always ask Cinderella to do all the housework. Poor Cinderella looks dirty and tired. What will happen? Lets read the story together. 【设计意图：介绍故事的背景和主要人物的特征，使学生更完整地了解故事，同时激发他 们探索故事发展的兴趣。 】 Step 3 New teaching 1. Watch and judge (1) T: First, lets watch

11、the cartoon together. Then, Ill show you some information about the story. If it is right, you can say “Bingo! ” If not, you can say “Ah-oh”. Understand? S: Yes. (学生观看动画，为判断信息正误做准备) (2) T: OK! Lets judge! (教师带领学生一起完成判断) 实用标准 文档 【设计意图：激发学生认真观看， 调动学生学习故事的积极性。 整体感知故事发展的脉络。 】 2. Read and find T: Boys an

12、d girls, I think you understand this story very well. Now I have some questions for you. (PPT出示 3 个问题 ) Please read the story from Paragraph 1 to 3 and try to find the answers to the three questions. ( 学生自读课文 1 至 3 段，圈划关键词句 ) (1) T: Lets look at question No.1. Wheres the party? S: There s a party at

13、 the princes house. T: Yes. Do you know prince? Let me show you. (教师请一位男生到黑板前面站 好， 然后在他头顶紧贴着的黑板上方画一个皇冠) Look， he s a prince now. Prince is the son of the king. Oh, what a handsome prince! (新授 prince) Do you want to be a prince, boys? Boys: Yes. T: Why? ( 可以让几个男生回答 ) (2) T: Theres a party, but, what

14、a pity! Cinderella cannot go. (教师板书句 型) Who can go to the party? S: Cinderellas stepsisters can go to the party. T: Yes. Look at her sisters. What do you think of the sisters? Are they good? S: No, theyre so bad. T: Right. The sisters are so bad. Can you read like them? (让学生分别模仿 读一读 sisters) (3) T:

15、Look, Cinderella cannot go to the party, so she is very sad. Question Two, who helps her? Her stepmother? The prince? S: No. A fairy helps her. T: Good. Look! The fairy can fly, and she can do a magic trick. (新授 fairy) What does the fairy ask Cinderella? (提示学生回答 ) 实用标准 文档 S: Why are you so sad, dear

16、? T: And Cinderella says S: Because I cant go to the party. T: And why? S: Because I dont have any clothes or shoes. T: And the fairy says S: Let me help you! T: What do you think of the fairy? S: The fairy is very warm-hearted. T: Cinderella is very sad. Can you read like them? S: (模仿语气对话 ) (教师板书主要

17、句型 )： Why are you so sad? Because I Why cant you go to the party? Because I 【设计意图：指导学生朗读，帮助学生更细致到位地理解故事情节。】 (4) T: Look! Cinderella puts on the new clothes and shoes. (新授 put on) And Question Three, when does Cinderella have to come back? Look at the clock on the blackboard. Who can draw the right t

18、ime for us? S1: I can draw. (一名学生在黑板上画出钟面的正确时间范围。教师引导学生猜想 并理解时间，新授have to, before) T: Good! Now, I think Cinderella is ready for the party. 【设计意图：获取故事1 至 3 幅图片的细节信息。】 (5) Retell the part before the party T: What happened before the party? (教师带领学生一起复述) Cinderellas stepsisters can go to the party, but

19、 Cinderella cannot. She is so sad. Why cant she go to the party? Because she has no nice clothes or shoes. A fairy comes to help her, and she asks Cinderella to come back before 12 oclock. T: Do you know why should Cinderella come back before 12? S: Because if not, all the nice things would disappea

20、r. (可以请学生用中文 说说) 2. Read and match 实用标准 文档 T: What happened then? Please read paragraph 4-5, and match the sentences with the pictures. S: ( 阅读课文 4 至 5 段并完成第八页的图文匹配) T: ( 与学生核对答案并读一读句子，同时板书短语：have a good time, have to go, try on, it doesnt fit, it fits) Look, these things happened at the party and a

21、fter the party. 3. Fill in the blanks T: Can you introduce by yourself? Talk about the pictures with your partner first, then, finish the sentences. 【设计意图：通过较新颖的学习方法增加学生的学习兴趣，以旧知引出新知，简化重难点 短语。 】 Step 4 Reading time 1. Listen and repeat 【设计意图：听录音模仿语音语调，有助于学生对故事人物和情节的准确理解。】 2. Read by yourself 3. Read

22、 together 4. Ask and answer T: Good job! Do you remember the whole story now? Here are some questions which may help you. Ask and answer in pairs. (可以最后请几组学生演示 ) 【设计意图：通过对故事完整情节的复习和回忆来发掘学生的思维想象力和语言能力。】 5. Try to act (1) 让学生任选一个场景表演故事。 (2) 学生发挥想象设计一个故事的结局，教师及时点评。 【设计意图：发挥想象，畅想结尾，进一步激发思维能力与语言能力。】 Home

23、work 家庭作业 实用标准 文档 1. Read the story three times. 2. Copy the new words and phrases. 3. Review the story and act it out with your friends. Teaching aids 教学准备（含板书设计） 教学准备：光盘、 PPT 、板书、头饰等相关道具 板书设计： Unit 1 Cinderella (Story time) Before the party At the party After the party cannot go to the party have

24、a good time visit every house A fairy comes. have to go many girls try on the shoe Why are you so sad? it does not fit Because cannot it fits Because dont have any nice clothes or shoes 说课 本节课的教学目标设定为以下三点：1. 在整体理解的基础上能听懂、会说、会读故 事中出现的词； 2. 基于故事能听懂、会说、会读句型：Why ? Because ?，并理解句 型的意思； 3. 能正确地理解并朗读故事，在教师

25、的指导和帮助下尝试复述或表演故事。 在导入环节，教师通过与学生讨论寒假生活引出Why ? Because的句型，看似在考 查学生的记忆力，实则在渗透这一重点句型。不仅活跃了课堂气氛，也为本节课的新知学 习做好了铺垫。接着，教师通过谈论自己喜欢阅读这一话题引出阅读童话故事，进而过渡 到带领学生一起读一读 “Cinderella”这一故事， 话题承接较为自然。 新授环节分四步走， 首先，在看动画前教师简单介绍故事发生的背景和故事中的主要人物特征。这一过程能够 帮助学生完整了解故事情节，在跟读模仿环节准确把握人物的语音语调；其次，通过完整 观看动画让学生整体感知故事情节，从而判断之后的句子内容正误；

26、然后，教师安排学生 实用标准 文档 带着问题自读课文1 至 3 段，挖掘细节内容，在这一过程中教师还适时指导学生朗读，帮 助其理解课文意思和人物心理；最后，通过图文匹配和填空题具体学习课文4 至 5 段，让 学生快速获取剩余的图文信息， 同时，教师设计了一个与4 至 5 段内容紧密结合的填空题， 简化重难点短语，帮助学生内化所学。 在巩固环节，教师安排了一系列的阅读训练。跟读时，教师尽量引导学生模仿录音， 注意语音语调的变换，重读、弱读等朗读技巧的处理。齐读时，教师注意及时纠正学生的 发音。接着，教师设计了同桌问答来帮助学生回忆故事，训练学生的语言表达能力。然后 让学生选择场景进行表演，降低难

27、度且参与面广泛。这样的设计能够帮助学生加深对故事 的理解并巩固所学。最后，教师鼓励学生畅想故事结尾，充分为学生留有发挥的空间，以 此激发他们的思维与语言能力。 英语（五年级下册 ) Unit 1 Cinderella Sound time, Culture time & Checkout time Teaching contents 教学内容 Sound time, Culture time & Checkout time Teaching aims and learning objectives 教学目标 1. 能够正确、流利、生动地讲述故事Cinderella。 2. 了解字母 dr 在单

28、词中的发音。 3. 正确掌握语法结构并熟练运用Why ? Because 。 4. 了解中西方儿童的阅读喜好。 Focus of the lesson and predicted area of difficulty 教学重点和难点 教学重点： 实用标准 文档 1. 能理解并掌握字母组合dr 的发音规律，熟记例词。 2. 在复习故事的过程中进一步理解并巩固词汇及句型Why ? Because 。 教学难点： 1. 正确掌握字母组合dr 的发音，并能正确举例。 2. 能熟练运用 why和 because 进行问答。 Teaching Procedures 教学过程 Step 1 Revision

29、 1. Show teaching aims 2. Task 1 Ask and answer (1) T: Who s the girl? Can she go to the party? Why? (2) Pair work: use wh - words to ask more questions about Cinderella. 【设计意图：明确本课时学习目标，复习Story time，为接下来的故事表演做好铺垫。 】 2. Act the story (1) Task 2 Lets show Retell the story “Cinderella” in groups of fo

30、ur. (2) Ask some students to act the story (3) 独立完成 Page 15 Think and write (PPT出示 ticking form，学生完成自评 ) 【设计意图：通过表演Story time ，加深学生对课文的理解，巩固本单元重点句型，兼顾 趣味性和语用性。】 Step 2 Sound time 1. T: Look at the picture. (PPT呈现 Sound time 两个任务 ) The boy is Andrew. The girl is Andrews sister. Shes Andrea. What is A

31、ndrew doing? S: Andrew is having a drink. T: Can you use “why” to ask question and answer? 实用标准 文档 S1: ( 教师引导学生 ) Why is Andrew having a drink? S2: Because he s thirsty. T: What is Andrea doing? S: Andrea is drawing a dress. T: Can you use “why” to ask question and answer? S: Why is Andrea drawing a

32、 dress? Because T: I think you can use “why” and “Because” to ask and answer questions. (让学生完成书上第15 页的自评 ) 2. T: Why is Andrea drawing a dress? (PPT呈现 Sound time 小诗) S: Because she ll give it to her friend Sue. T: Let s read and find the pronunciation of the letters “dr”? (引导学生发现发音规律 ) T: Can you sa

33、y more words? (教师可以将学生说出的词写在黑板上并带读) T: Can you read these words? (PPT呈现单词，然后教师带读小诗) (学生根据自己表现在Ticking time第三项打钩 ) 【设计意图：在语言情境中展开语音学习，并围绕本单元语言知识重点。】 Step 3 Culture time 1. Look and talk T: I know you like reading stories. Look, what is this story about? What about this one? What does Yang Ling like?

34、Lets read together. T: What about Mike? Yang Ling likes Chinese stories. Mike likes fairy tales. What about you? S: I like T: Why do you like the story? S: Because 2. Enjoy the pictures 实用标准 文档 (PPT出示中国经典故事和西方经典故事封面，教师可以简单介绍，一些比较熟悉的，可 以让学生用中文介绍 ) T: We have so many wonderful stories. I hope you read

35、 and love them, because reading is like sunshine. It can light your heart. Reading is like water. It can clean your mind. 【设计意图：使学生了解中西方儿童的阅读喜好，激发学生的英语阅读兴趣。】 3. Enjoy a story (小马过河英文版，补充习题五下第4 页) T: Here s a famous Chinese story about The little horse. Did you read it? S: Yes. T: What does the littl

36、e horse want to do? S: He wants to cross the river. T: Yes. Cross means go through the river. (简单教授 cross) But he doesnt know if he can cross the river, right? Who comes to help him? S: Mrs cow and the squirrel. (解释 squirrel) T: Is the river deep or shallow? (解释 deep, shallow) Does the little horse

37、know what to do now? Lets read the story again. (最后，教师带领学生完成五下补充习题第4 页该阅读的相关练习 ) 【设计意图：引入有趣而学生又熟悉的故事，将练习册有机结合课堂教学，进行更有效的 指导。 】 Homework 家庭作业 1. Read an English story. 2. Finish the exercise in your workbook. Teaching aids 教学准备（含板书设计） 教学准备： PPT 、五下补充习题 板书设计 实用标准 文档 Unit 1 Cinderella Why is Andrew hav

38、ing a drink? Because hes thirsty. Why is Andrea drawing a dress? Because she likes drawing. Because she wants a new dress. dr: draw dress drink driver 说课 此课时板块内容较零散，教师通过目标导学，将板块进行了情境统整。每个板块再分 解为一系列的小活动，逐一突破。 对 Checkout time 进行分解整合， Think and write部分在学生讨论、表演的基础上， 让学生读一读、写一写，加深理解与记忆。 Sound time 的教学通过看

39、图讨论，一方面在语境中操练和巩固语法点，一方面呈现 目标词汇，感知体验字母组合dr 的发音规则，并根据发音规律自主尝试朗读新单词，培 养学生的学习能力。 Culture time 的教学，通过对 Mike 和 Yang Ling 的介绍了解中西方儿童的阅读喜好， 并通过对经典童话故事的欣赏，培养学生的英语阅读兴趣。 实用标准 文档 英语（五年级下册 ) Unit 1 Cinderella Grammar time Teaching contents 教学内容 Grammar time Teaching aims and learning objectives 教学目标 1. 进一步巩固并掌握故

40、事中出现的词汇：prince, fairy, why, because, clothes, put on, before, have to, try on, fit。 2. 进一步巩固并掌握四会句型：Why? Because 。 3. 能理解并掌握运用Grammar time 中以 wh开头的特殊疑问词的用法及规则。 Focus of the lesson and predicted area of difficulty 教学重点和难点 教学重点： 1. 在复习故事的过程中进一步理解并巩固词汇及句型Why ? Because 。 2. 能够通过交流与学习，正确运用疑问词why，以及其它 wh开

41、头的特殊疑问词提出问题 并回答。 教学难点： 能够理解并正确运用Grammar time 中以 wh开头的特殊疑问句。 Teaching procedures 教学过程 实用标准 文档 Step 1 Play a game T: Boys and girls, let s play a game. Look at the rule: I ll say something about myself. If you have the same situation, you could say “Me too”. If you have different answers, please tell

42、me. OK? S: OK! T: Really? Good! I d like to show you some characters of fairy tales. Let s talk about them together. 【设计意图：通过游戏引出喜欢阅读童话故事这一话题，然后可以自然与学生谈论通话角 色。 】 Step 2 Lets talk 1. T: (PPT显示 Goldilocks) Do you remember this little girl? Who is she? S: Shes Goldilocks. T: Right. Goldilocks goes into

43、 the bears house. Why is she in the kitchen now? S1: Because she is hungry and thirsty. T: Yes. Look! Shes sleeping. Why is she in the baby bears bed? S2: Because the bed is just right. T: Good try! Oh! Goldilocks looks so afraid! Why? S3: Because there are three bears in front of her. 2. T: Thats r

44、ight. Now Ill show you some other pictures and some key words. Please talk about them in pairs. The tips may help you. (PPT展示卡通人物， 要求学生两人一组根据单词或短语的提示练习用why和 because 问答) 【设计意图：通过谈论学生们熟悉的童话故事角色，激发他们的兴趣，营造英语学习的氛 围，为接下来对 Cinderella的讨论做好铺垫。】 3. T: Good job! Last lesson we learned the fairy tale Cinderell

45、a. Do you like Cinderella? 实用标准 文档 S: Yes. T: Why do you like her? S1: Because she s beautiful and kind. T: I see. How about other characters? Look, here they are. Do you like them too? Why or why not? Ask your classmates, please. (教师请学生随机向全班同 学提问，被点名的学生先回答问题，然后继续提问下一位同学，PPT呈现主要句型 ) 4. T: Oh, I like

46、 the fairy too. Look at the fairy and Cinderella. What do they say? Can you act in groups of two? (两人一组看图说话 ) 【设计意图：复习故事文本，加深学生对文本内容的理解。进一步发散和拓展课文中已有 的语言，最后将两者之间的对话呈现给学生，引出本节课的语法重点，学生在语言情境中 感知语法结构和功能。 】 Step 3 Grammar time 1. Read and think T: When we answer the questions beginning with “why”, we us

47、ually use “because” . (板书单词 why和 because) Now open your books. Turn to Page 9. First, lets read the sentences together. Then, try to find the rules. What is the word next to “why”? S: ( 读完句子一起说说在why的后面可以加上哪些单词) T: ( 边听学生的答案边板书并进行总结) Yes, we can put be verbs, helping verbs, or modal verbs next to why

48、, and then, we can add subjects. 【设计意图：学生在教师的引领下进行自主归纳和总结，教师的板书帮助学生梳理知识结 构，并为下一环节的活动做好铺垫。 】 2. Play a game T: Boys and girls, lets play a game now. It is called “Can you guess why? ” (PPT呈现规则 ) S: OK! 实用标准 文档 T: Look, this is Bobbys mum. She looks so happy. Do you know why? Who can ask? S1: Why is B

49、obby s mum so happy? S2: Because its her birthday today. S3: Because its Mother s Day today. T: Who is right? Lets have a look. Lets answer together. S: Because its Mother s Day today. ( 同法进行剩下的图 ) 【设计意图： 通过图片与语言提示引导学生用Why ?提问，结合学生熟悉的童话故事人物 以及生活中熟悉的人物等话题，在欢快的图片竞猜和音乐氛围中进一步感知语言，操练和 巩固语法点。】 3. Brainstorming: Talk about more wh-words: who, whose, what, where, when. T: Children, I th