牛津译林苏教版五年级下册（新版）Unit1 Cinderella 教案（4个课时）
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| 名称 | 牛津译林苏教版五年级下册（新版）Unit1 Cinderella 教案（4个课时） |  | |
| 格式 | zip | ||
| 文件大小 | 38.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津苏教版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2015-03-02 13:02:36 | ||
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交往互动式教学设计
课题
5B Unit 1 Cinderella Story time
教时
第一课时
日期
2015.1.
一、教学目标：
1. 能听懂、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. 能听懂、会说、会读句型：Why…? Because …?并理解句型的意思。
3. 通过观察文本插图，学生能描述与文本相关的背景信息。
4. 通过开放性设问，让学生推测文本信息，培养学生快速捕捉文章大意的能力。
5. 通过精读培养学生获取文本详细信息的能力。
6. 通过朗读文本内容，掌握朗读技巧，形成语感，加深对文本信息的理解。
7. 通过正确理解课文了解童话故事，并能借助图片和关键词复述课文。
二、教学重点：
1. 阅读、理解文本，并能体会故事大意。
2. 能认读理解新单词和Why? Because …句型。
三、教学难点
能流利准确地朗读单词和句子，整体理解、复述故事内容。
教学准备：
多媒体课件，图片
教 学 过 程
Time
Procedure
Teacher’s activities
Learners’ activities
Feedback &aims
5
min
Step 1
Warming-up
吸引注意，积累语言
1. Free talk
Good morning, boys and girls.
I’m happy today. Are you happy?
T: Do you like reading storybooks?
What storybooks?
Do you like? Why?
2. Presentation
Today we’ll read a story.
Look, the handsome man is a prince.The pretty girl is Cinderella. (present the title)
Teach some new words :
party
can’t go …
come back
before
3．Ask and answer
T: I think you all know this story. Can you say something about the story.
Why can’t Cinderella go to the party？
Because she doesn’t have any nice clothes or shoes.
1.Good morning，Miss Zhang.
S: Yeas.
2.Read the new words and phrases .
3. Ask and answer
Practise in pairs.
通过Free talk拉进与学生距离，同时通过
问答引出本课话题Cinderella及与本课相关词汇，并通过操练感知新单词和句型。
两两合作交流，操练关键句型。
达成目标1, 2
25
min
核心过程
Step2
Pre-task
导出目标，生成结构
1. Talk about the picture.
2. Listen and act.
T: There’s a party at the prince’s house, but Cinderella cannot go. Listen, who are shouting?
T: What do they say? Try to read and act like the bad sisters
3. Watch and answer
T: The two sisters can go to the party happily. But Cinderella cannot go, so she is very …
T: Why she cannot go to the party and who helps her? Let’s watch the cartoon. Check the answers and act in two
1.Say sth about the picture . (Self think)
Ss:(picture)two sisters and the stepmother
Ss read the sentences
Ss: Sad.
独立预测，为文本学习做铺垫。达成目标3
通过听故事, 初步感知故事内容, 训练捕捉关键信息的能力.
学生独立思考后小组内推举一人回答。
达成目标4
Step3
Task 1
回忆相关知识，初步运用结构
1. Listen and say
T: Cinderella puts on the new clothes and shoes. What does the fairy say?
2. Read and underline
Cinderella is at the party. The prince sees her. What would he say?
T: She has a good time at the party. (钟声) Does she want to go home?
Ss read and underline
Teach: have to …
T: She left her shoe. So the princeshout:
3. Read and order
T: Cinderella has to go home.
Q: What does the prince do?
Does Cinderella try on the shoe at first?
Ss read and answer
Think individually and answer.
Ss: What a pretty…?
Would you …?
Pairwork
Ss: Hey, your shoe.
同伴交流展示，梳理文本内容。 达成目标5
两人小组,操练主干结构及词汇。
开放性设问拓宽学生思维.
Step4
Task 2
呈现刺激材料，活用结构
1. Read Story time and note the intonation and tones.
2. Read it with emotions in groups.
Read after the tape then read in roles.
整班跟读，组内角色朗读，强化结构。达成目标6
Step5
Task 3
引发期待行为，强化结构
Ask: How do you think of Cinderella?
Discuss in grouos.
Group work.
小组展示, 活用语言。
10
min
Step6
Post–task
提供反馈评价，巩固结构
1.Summary：
2.Homework
1) Listen and read the story.(听读故事）
2) Find some other fary tales in Western countries.
（找一些西方童话故事）
3) Read, act and retell Story time.
(Group work)
Discuss with your parterns.
提升学生情感态度价值观。
抓住主题内容归纳提炼，进行课堂小结。
交往互动式教学设计
课题
5B Unit 1 Cinderella Grammar time & Fun time
教时
第二课时
日期
2015.1
一、教学目标：
1. 能熟练听懂、会读、会说单词prince, fairy, why, because, clothes, let, put on, before, have to, try on, fit
2. 能熟练理解并掌握Grammar time中Why…? Because …?并理解句型的意思。
3. 使学生了解更多有关西方节日的信息，培养学生中西方文化交际的能力。
4. 通过创设情境表演复述故事，进一步提升文本教学，提高学生的综合语言表达能力。
5. 学生能通过系列活动积极参与语言学习，并能正确评价自己和他人的课堂表现。
二、教学重点：
1. 能流利准确地朗读单词和句子，并能创造性地复述表演Story time内容。
2. 能熟练认读理解,运用单词和Why? Because …句型。
三、教学难点: 根据所描述的对象正确运用句型。
四、教学准备：
多媒体课件，图片
教 学 过 程
Time
Procedure
Teacher’s activities
Learners’ activities
Feedback &aims
5
min
Step 1
Warming-up
吸引注意，积累语言
1. Free talk and learning aims.
Good morning, boys and girls.
Nice to meet you. How are you?
2. Review Story time
1) Magic eyes
Say the words and phrases loudly according to some pictures.
2)Read and act out Story time.
3) Retell the story.
(出示图片) P1: There is …
P2: A fairy …
P3: Cinderella …
P4: Cinderella …
P5: The prince …
Nice to meet you, too.
I’m fine. And you?
Read the aims.
Work in pairs.
S1: ...
S2: ...
S3: ...
Read the story together.
Group work
师生交流，通过趣味活动复习单词,句型及Story time内容。两两合作交流，操练关键句型。
达成目标1，2
小组合作朗读、表演、复述故事。
达成目标3, 4
25
min
核心过程
Step2
Pre-task
导出目标，生成结构
1 Fun time
出示Fun time的图片
Ask and answer:
P1: Why can’t she go to the party? Because …
P2: Look, who comes?
What will she say?
P3: Cinderella meets price. …
P4: Look at the picture, What do they say?
Read,Act 选择两幅图演一演。
Think individually.
Work in pairs.
两人小组,操练主干句型结构及词汇。
达成目标1，2
Step3
Task 1
回忆相关知识，初步运用结构
Checkout time: Think and write (leave…behind)
Work in pairs to discuss it.
Then check the answers.
Retell in groups.
Sole work to finish the blanks.
Work in groupss and retell it.
同伴交流展示
达成目标5
Step4
Task 2
呈现刺激材料，活用结构
Show the sentences:
Why are you so sad?
Because I can’t go to the party.
Why can’t you go to the party?
Because I don’t have any nice clothes or shoes.
Read and summary
(学生根据自己的理解总结Why…? Because…的用法。
Whole work
Single work.
Pair work
激发学生的兴趣,复习语言知识,尽可能多的熟练操练句型。
达成目标2
Step5
Task 3
引发期待行为，强化结构
1. What question words do you remember?
Why?
What (What time, what colour, what subject…)
When
Where
Who
Whose
How (how old, how many, how much…)
学生交流，这些提问词的具体用法
2. Make a new dialogue according to the pictures by using “why… and because..”.
Pair work.
Group work
通过设问启发学生思维,培养学生用英语思维的习惯.
小组展示，活用语言。
10
min
Step6
Post–task
提供反馈评价，巩固结构
1. Summary
Ticking time
2 .Homework
1) Recite the new words and the story time.
2) Surf the Internet to know more about fairy tales.（上网了解更多童话故事）
Discuss in groups, then answer it.
抓住主题内容归纳提炼，进行课堂小结。
板
书
设
计
Unit1 Cinderella
Why are you so sad?
Because I can’t go to the party.
Why can’t you go to the party?
Because I don’t have any nice clothes or shoes.
What… (What time, what colour, what subject…)
When… Where… Who… Whose
How (how old, how many, how much…)
交往互动式教学设计
课题
5B Unit 1 Cinderella Cartoon time
教时
第三课时
日期
2015.1
一、教学目标：
1. 能够熟练掌握：mushroom, late, pick, understand, be bad for
2. 能熟练掌握Why? Because …句型。
3. 通过开放性设问，让学生推测文本信息，培养学生快速捕捉文章大意的能力。
4. 能正确理解、朗读Cartoon time中的故事，并明白Cartoon time 的幽默之处
二、教学难点
1. 能熟练运用本单元所学单词和句型。
2. 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。
三、教学准备：
1.多媒体课件, 图片
2. 给学生分好四人小组，并给每组人员1-4编号。
教 学 过 程
Time
Procedure
Teacher’s activities
Learners’ activities
Feedback &aims
5
min
Step 1
Warming-up
吸引注意，积累语言
1. Free talk
Good morning, boys and girls.
Nice to meet you. How are you?
T: What’s your hobby?
S: I like…
T: Why do you like…?
S: Because…
Revision
T: Last class, we learned a fairy tale, Cinderella. Look, What’s the matter with Cinderella?
S: She is sad.
T: Why is she so sad?
T: Because…
T: I have some pictures here, can you use “Why” to ask questions? Let’s talk in pairs.
Nice to meet you, too.
I’m fine. And you?
The whole work
Pair work
Group work
让学生提前进入学习英语的氛围中。
通过复习激活语言知识，帮助学生归纳，总结。
(1)师生对话（示范）
(2)生生对话
两两合作交流，操练。
达成目标1, 2
(导入hobby话题，从学生的回答中收集资源，适时讲解，为Cartoon time的学习做好准备。)
25
min
核心过程
Step2
Pre-task
导出目标，生成结构
Cartoon time
1. Talk about the picture.
What can you see in this picture?
Who are they?
2. Watch and answer
T: The boy dreams to have a hike, so do Sam and Bobby. Hiking is happy, but, are they happy?
T: Why are they not happy, can you guess?
S: Maybe…
T: Ok, let’s watch the cartoon and find the answer.(学生回答这一问题时指导朗读：Do you have any snacks, Sam? I’m very hungry.)
1.Say sth about the picture . (Self think)
S: No, they aren’t.
独立预测，为文本学习做铺垫。
达成目标3
学生独立思考后小组内推举一人回答。
Step3
Task 1
回忆相关知识，初步运用结构
Detailed reading
T: They’re hungry, do they find anything to eat? Let’s read and discuss in pairs.
T: Do they find anything to eat?
T: What do they find?
T: Yes, they find some mushrooms under a tree.(板书Mushroom)
Bobby is very hungry, he finds some nice mushrooms under the tree, how does he feel now?
T: If you were Bobby, what will you say?
T: What does Bobby say?
.(指导朗读)
T:Bobby picks a big red mushroom, he says: Would you like one? What does Sam say?
T: Why can’t they eat them? Bobby does not understand, I don’t understand either. Why?(板书)
The Ss do as the T told. (Self think)
S: Yes.
S: They find some mushrooms.
S: He feels…
S: …
S: Look! There are some mushrooms. We can eat them S: Sam says…
S: Because the mushrooms are bad for us.
同伴交流展示，梳理文本内容。 达成目标4
学生独立思考回答问题。
达成目标5
Step4
Task 2
呈现刺激材料，活用结构
T: Well, if you were Sam and Bolly, what would you say?引导学生揣摩不同卡通人物的心理和语言。说说故事的幽默之处。
Discuss in groups
小组内推举一人汇报，提升学生的想象能力。
Step5
Task 3
引发期待行为，强化结构
1. Read Cartoon time
2. Act it out with emotions
表演故事，运用创编的故事结尾，使故事更加完整有趣
Read after the tape then read in roles.
Group work
整班跟读，角色朗读，强化结构。
角色表演, 让学生做中学。达成目标6
10
min
Step6
Post–task
提供反馈评价，巩固结构
1. Summary：
What have we learned today?
2 .Homework
1）Copy the new words.
2）Read and act out Cartoon time
3）Finish the exercises in Work books.
Say out the language points loudly.
(Group work)
抓住主题内容归纳提炼，进行课堂小结。
进一步夯实本课的学习目标，有效巩固相关语言知识，培养学生灵活使用语言的能力。
交往互动式教学设计
课题
5B Unit 1 Cinderella
Sound time & Culture time
教时
第四课时
日期
2015.1
一、教学目标：
1. 了解字母组合dr在单词中的发音。
2. 了解中西方传统的故事，并能用英语简单介绍自己喜欢的故事。
二、教学重难点
1. 字母dr在单词中的发音
2. 能熟练地听懂、会说、会读、会运用本单元句型。
三、教学准备：
1.多媒体课件，录音机，练习纸 ，单词图片。
教 学 过 程
Time
Procedure
Teacher’s activities
Learners’ activities
Feedback &aims
5
min
Step 1
Warming-up
吸引注意，积累语言
1. Greetings
Good morning, boys and girls.
Nice to meet you. How are you?
2. Free talks.
What season do you like?
Why do you like …?
Because…
(Ask and answer)
3. Review Cartoon time.
Read and act in groups.
Nice to meet you, too.
I’m fine. And you?
（学生随意回答）
Group work
Work in pairs
通过游戏和对话复习与本课相关词汇并巩固句型
小组合作交流，操练词汇和句型。
达成目标1, 2 .
小组合作表演, 复习Cartoon time.
25
min
核心过程
Step2
Pre-task
导出目标，生成结构
Sound time
T: Why is Snow White so happy?
S: Because she is beautiful and she has a nice dress.
T: Yes, here is a nice dress.（PPT呈现Sound time 图片部分）
1. Look and talk
T: This is Andrea, what is Andrea doing?(PPT呈现：Andrea is drawing a dress. For her friend Sue.)
T: This is her twin brother Andrew, what is he doing?
(PPT呈现：Andrew is having a drink. It’s cold and blue.)
2. Follow the tape
3. Say the chant in pairs
4. Sum up
T: Look at the words, Andrew, drink, Andrea, drawing. What is “dr” pronounce?
5. What other words have this sound? Can you give us some examples? (将学生说出的单词在黑板上板书。)
6. I have some new words, try to read them.(PPT呈现新单词)
7. Here’s a new rhyme, let’s read together.
Answer the questions.
(Self think)
Check the answers
S: She is drawing a dress.
S: He is drinking.
Read after the tape and understand the meaning.
(Self think and pair work)
通过观察图片和回答问题, 初步感知字j在单词中的发音.
学生独立思考后回答。
Step3
Task 1
回忆相关知识，初步运用结构
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? Let’s 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
T: We have so many wonderful stories, I hope you read and love them. Because reading is like sunshine, it can light your heart, reading is like water, it can clean your mind.
The single work
Ss: Yes.
Group work
通过呈现童话故事图片提高课堂积极性,同时复习why? Because…句型结构, 活用语言.
Step4
Task 2
呈现刺激材料，活用结构
总结发音规律
T: Look at the words. What’s the pronunciation of the letter dr? Can you write more words?
带领学生边读，边进行分类
The Ss do as the T told. (Self think)
同伴交流，梳理文本内容。
Step5
Task 3
引发期待行为，强化结构
1. Try to read it
2. Act it out with emotions
Say after the tape then Practice in pairs.
Group work
两人小组跟读，强化结构。
达成目标3
10
min
Step6
Post–task
提供反馈评价，巩固结构
1.Summary：
2.Homework
1）Copy the new words.
2）Read and say sound time.
Say out the language points loudly.
(Group work)
小组内推举一人汇报，活用语言。
抓住主题内容归纳提炼，进行课堂小结。
达成目标5
交往互动式教学设计
课题
5B Unit 1 Cinderella
Checkout time and Ticking time
教时
第五课时
日期
2015.1
一、教学目标：
1. 能够正确、流利、生动地讲述灰姑娘故事。
2、熟练掌握本单元单词和句型。
3、通过复习操练，使学生能熟练运用本单元的句型进行对话交际
4．通过本课学习使学生有兴趣说英语、背歌谣，做游戏、敢于开口，乐于模仿，在鼓励性评价中树立信心, 在小组活动中积极参与合作，从而意识到交流对于学习英语的重要意义。
二、教学重点和难点：
1. 能在教师的引导下完成本单元的三项目标检测，与同学合作完成自评和互评，了解和调整自己的学习情况。
2．能运用比较丰富的语言介绍圣诞活动并完成相应短文的写作。
教 学 过 程
Time
Procedure
Teacher’s activities
Learners’ activities
Feedback &aims
5
min
Step 1
Warming-up
吸引注意，积累语言
1. Greetings
Good morning, boys and girls.
Nice to meet you. How are you?
2. Free talk
T：Do you like the story of Cinderella? Why?
What else do you like reading?
3. Show three tasks
First,Ican understand “Cinderella”.
Then,Icanuse“Why”and “Because” to ask and answer questions.
Finally, I know the sound of the letter “dr”
4.Act out Story time.
Nice to meet you, too.
I’m fine. And you?
Group work
Play and practise them.
通过游戏,歌曲等，复习与本课相关词汇并巩固句型
The whole work.
小组合作, 表演、复述故事，达成目标1 2
25
min
核心过程
Step2
Pre-task
导出目标，生成结构
Checkout time
1 Look and write
a. Talk about the picture
P1:We are having an English lesson now. How about Yang Ling? Is Yang Ling at school today.Try to use “Why…” to ask a question.
Why is Yang Ling not at school today? Then, answer.
P2: Look at Liu Tao, How is he? Is he sad? Why is Liu Tao so happy?
P3: What does Nancy do?
Why does Nancy take off her
coat?
P4: How about Mike?
Why does Mike put on his jacket?
Say sth about the pictures . (Self think)
(Self think and pair work)
The group work.
Because she’s ill at home.
Because his birthday comes.
Because she’s hot.
Because he’s cold.
小组, 操练。
Step3
Task 1
回忆相关知识，初步运用结构
Review ‘Sound time’.(PPT)
First, review dr-/dr/
Then, show some new words. Let students read the new words by themselves.
Look and understand
( Self think and pair work）
Work in pairs
两人小组操练主干句型结构及词汇。
Step4
Task 2
呈现刺激材料，活用结构
Finish the passage on P13
Then check the answers.
Read and retellthe story
模仿语音，语调。
想一想读的语气。
Finish them in groups..
Then Ss do as the T told.
小组汇报展示，活用语言。达成目标4。
Step5
Task 3
引发期待行为，强化结构
Ticking time.
1．帮助学生理解Ticking time要求。
2. 教师提出☆ ☆ ☆ ☆ 要求：
1）独立复述故事。
2）“Why? Because …句型”的正确表达。
3）能根据读音读出新的单词。
Group work
Disscuss and tick
学生之间互评,及时查缺补陋。达成目标1, 2, 3。
10
min
Step6
Post–task
提供反馈评价，巩固结构
1.Summary：
2. Homework
1) 复习本单元的单词和句子，准备单元练习。
2) 完成《补充习题》里U1部分练习。
Say out the language points loudly.
(Group work)
抓住主题内容归纳提炼，进行课堂小结。
课题
5B Unit 1 Cinderella Story time
教时
第一课时
日期
2015.1.
一、教学目标：
1. 能听懂、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. 能听懂、会说、会读句型：Why…? Because …?并理解句型的意思。
3. 通过观察文本插图，学生能描述与文本相关的背景信息。
4. 通过开放性设问，让学生推测文本信息，培养学生快速捕捉文章大意的能力。
5. 通过精读培养学生获取文本详细信息的能力。
6. 通过朗读文本内容，掌握朗读技巧，形成语感，加深对文本信息的理解。
7. 通过正确理解课文了解童话故事，并能借助图片和关键词复述课文。
二、教学重点：
1. 阅读、理解文本，并能体会故事大意。
2. 能认读理解新单词和Why? Because …句型。
三、教学难点
能流利准确地朗读单词和句子，整体理解、复述故事内容。
教学准备：
多媒体课件，图片
教 学 过 程
Time
Procedure
Teacher’s activities
Learners’ activities
Feedback &aims
5
min
Step 1
Warming-up
吸引注意，积累语言
1. Free talk
Good morning, boys and girls.
I’m happy today. Are you happy?
T: Do you like reading storybooks?
What storybooks?
Do you like
2. Presentation
Today we’ll read a story.
Look, the handsome man is a prince.The pretty girl is Cinderella. (present the title)
Teach some new words :
party
can’t go …
come back
before
3．Ask and answer
T: I think you all know this story. Can you say something about the story.
Why can’t Cinderella go to the party？
Because she doesn’t have any nice clothes or shoes.
1.Good morning，Miss Zhang.
S: Yeas.
2.Read the new words and phrases .
3. Ask and answer
Practise in pairs.
通过Free talk拉进与学生距离，同时通过
问答引出本课话题Cinderella及与本课相关词汇，并通过操练感知新单词和句型。
两两合作交流，操练关键句型。
达成目标1, 2
25
min
核心过程
Step2
Pre-task
导出目标，生成结构
1. Talk about the picture.
2. Listen and act.
T: There’s a party at the prince’s house, but Cinderella cannot go. Listen, who are shouting?
T: What do they say? Try to read and act like the bad sisters
3. Watch and answer
T: The two sisters can go to the party happily. But Cinderella cannot go, so she is very …
T: Why she cannot go to the party and who helps her? Let’s watch the cartoon. Check the answers and act in two
1.Say sth about the picture . (Self think)
Ss:(picture)two sisters and the stepmother
Ss read the sentences
Ss: Sad.
独立预测，为文本学习做铺垫。达成目标3
通过听故事, 初步感知故事内容, 训练捕捉关键信息的能力.
学生独立思考后小组内推举一人回答。
达成目标4
Step3
Task 1
回忆相关知识，初步运用结构
1. Listen and say
T: Cinderella puts on the new clothes and shoes. What does the fairy say?
2. Read and underline
Cinderella is at the party. The prince sees her. What would he say?
T: She has a good time at the party. (钟声) Does she want to go home?
Ss read and underline
Teach: have to …
T: She left her shoe. So the princeshout:
3. Read and order
T: Cinderella has to go home.
Q: What does the prince do?
Does Cinderella try on the shoe at first?
Ss read and answer
Think individually and answer.
Ss: What a pretty…?
Would you …?
Pairwork
Ss: Hey, your shoe.
同伴交流展示，梳理文本内容。 达成目标5
两人小组,操练主干结构及词汇。
开放性设问拓宽学生思维.
Step4
Task 2
呈现刺激材料，活用结构
1. Read Story time and note the intonation and tones.
2. Read it with emotions in groups.
Read after the tape then read in roles.
整班跟读，组内角色朗读，强化结构。达成目标6
Step5
Task 3
引发期待行为，强化结构
Ask: How do you think of Cinderella?
Discuss in grouos.
Group work.
小组展示, 活用语言。
10
min
Step6
Post–task
提供反馈评价，巩固结构
1.Summary：
2.Homework
1) Listen and read the story.(听读故事）
2) Find some other fary tales in Western countries.
（找一些西方童话故事）
3) Read, act and retell Story time.
(Group work)
Discuss with your parterns.
提升学生情感态度价值观。
抓住主题内容归纳提炼，进行课堂小结。
交往互动式教学设计
课题
5B Unit 1 Cinderella Grammar time & Fun time
教时
第二课时
日期
2015.1
一、教学目标：
1. 能熟练听懂、会读、会说单词prince, fairy, why, because, clothes, let, put on, before, have to, try on, fit
2. 能熟练理解并掌握Grammar time中Why…? Because …?并理解句型的意思。
3. 使学生了解更多有关西方节日的信息，培养学生中西方文化交际的能力。
4. 通过创设情境表演复述故事，进一步提升文本教学，提高学生的综合语言表达能力。
5. 学生能通过系列活动积极参与语言学习，并能正确评价自己和他人的课堂表现。
二、教学重点：
1. 能流利准确地朗读单词和句子，并能创造性地复述表演Story time内容。
2. 能熟练认读理解,运用单词和Why? Because …句型。
三、教学难点: 根据所描述的对象正确运用句型。
四、教学准备：
多媒体课件，图片
教 学 过 程
Time
Procedure
Teacher’s activities
Learners’ activities
Feedback &aims
5
min
Step 1
Warming-up
吸引注意，积累语言
1. Free talk and learning aims.
Good morning, boys and girls.
Nice to meet you. How are you?
2. Review Story time
1) Magic eyes
Say the words and phrases loudly according to some pictures.
2)Read and act out Story time.
3) Retell the story.
(出示图片) P1: There is …
P2: A fairy …
P3: Cinderella …
P4: Cinderella …
P5: The prince …
Nice to meet you, too.
I’m fine. And you?
Read the aims.
Work in pairs.
S1: ...
S2: ...
S3: ...
Read the story together.
Group work
师生交流，通过趣味活动复习单词,句型及Story time内容。两两合作交流，操练关键句型。
达成目标1，2
小组合作朗读、表演、复述故事。
达成目标3, 4
25
min
核心过程
Step2
Pre-task
导出目标，生成结构
1 Fun time
出示Fun time的图片
Ask and answer:
P1: Why can’t she go to the party? Because …
P2: Look, who comes?
What will she say?
P3: Cinderella meets price. …
P4: Look at the picture, What do they say?
Read,Act 选择两幅图演一演。
Think individually.
Work in pairs.
两人小组,操练主干句型结构及词汇。
达成目标1，2
Step3
Task 1
回忆相关知识，初步运用结构
Checkout time: Think and write (leave…behind)
Work in pairs to discuss it.
Then check the answers.
Retell in groups.
Sole work to finish the blanks.
Work in groupss and retell it.
同伴交流展示
达成目标5
Step4
Task 2
呈现刺激材料，活用结构
Show the sentences:
Why are you so sad?
Because I can’t go to the party.
Why can’t you go to the party?
Because I don’t have any nice clothes or shoes.
Read and summary
(学生根据自己的理解总结Why…? Because…的用法。
Whole work
Single work.
Pair work
激发学生的兴趣,复习语言知识,尽可能多的熟练操练句型。
达成目标2
Step5
Task 3
引发期待行为，强化结构
1. What question words do you remember?
Why?
What (What time, what colour, what subject…)
When
Where
Who
Whose
How (how old, how many, how much…)
学生交流，这些提问词的具体用法
2. Make a new dialogue according to the pictures by using “why… and because..”.
Pair work.
Group work
通过设问启发学生思维,培养学生用英语思维的习惯.
小组展示，活用语言。
10
min
Step6
Post–task
提供反馈评价，巩固结构
1. Summary
Ticking time
2 .Homework
1) Recite the new words and the story time.
2) Surf the Internet to know more about fairy tales.（上网了解更多童话故事）
Discuss in groups, then answer it.
抓住主题内容归纳提炼，进行课堂小结。
板
书
设
计
Unit1 Cinderella
Why are you so sad?
Because I can’t go to the party.
Why can’t you go to the party?
Because I don’t have any nice clothes or shoes.
What… (What time, what colour, what subject…)
When… Where… Who… Whose
How (how old, how many, how much…)
交往互动式教学设计
课题
5B Unit 1 Cinderella Cartoon time
教时
第三课时
日期
2015.1
一、教学目标：
1. 能够熟练掌握：mushroom, late, pick, understand, be bad for
2. 能熟练掌握Why? Because …句型。
3. 通过开放性设问，让学生推测文本信息，培养学生快速捕捉文章大意的能力。
4. 能正确理解、朗读Cartoon time中的故事，并明白Cartoon time 的幽默之处
二、教学难点
1. 能熟练运用本单元所学单词和句型。
2. 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。
三、教学准备：
1.多媒体课件, 图片
2. 给学生分好四人小组，并给每组人员1-4编号。
教 学 过 程
Time
Procedure
Teacher’s activities
Learners’ activities
Feedback &aims
5
min
Step 1
Warming-up
吸引注意，积累语言
1. Free talk
Good morning, boys and girls.
Nice to meet you. How are you?
T: What’s your hobby?
S: I like…
T: Why do you like…?
S: Because…
Revision
T: Last class, we learned a fairy tale, Cinderella. Look, What’s the matter with Cinderella?
S: She is sad.
T: Why is she so sad?
T: Because…
T: I have some pictures here, can you use “Why” to ask questions? Let’s talk in pairs.
Nice to meet you, too.
I’m fine. And you?
The whole work
Pair work
Group work
让学生提前进入学习英语的氛围中。
通过复习激活语言知识，帮助学生归纳，总结。
(1)师生对话（示范）
(2)生生对话
两两合作交流，操练。
达成目标1, 2
(导入hobby话题，从学生的回答中收集资源，适时讲解，为Cartoon time的学习做好准备。)
25
min
核心过程
Step2
Pre-task
导出目标，生成结构
Cartoon time
1. Talk about the picture.
What can you see in this picture?
Who are they?
2. Watch and answer
T: The boy dreams to have a hike, so do Sam and Bobby. Hiking is happy, but, are they happy?
T: Why are they not happy, can you guess?
S: Maybe…
T: Ok, let’s watch the cartoon and find the answer.(学生回答这一问题时指导朗读：Do you have any snacks, Sam? I’m very hungry.)
1.Say sth about the picture . (Self think)
S: No, they aren’t.
独立预测，为文本学习做铺垫。
达成目标3
学生独立思考后小组内推举一人回答。
Step3
Task 1
回忆相关知识，初步运用结构
Detailed reading
T: They’re hungry, do they find anything to eat? Let’s read and discuss in pairs.
T: Do they find anything to eat?
T: What do they find?
T: Yes, they find some mushrooms under a tree.(板书Mushroom)
Bobby is very hungry, he finds some nice mushrooms under the tree, how does he feel now?
T: If you were Bobby, what will you say?
T: What does Bobby say?
.(指导朗读)
T:Bobby picks a big red mushroom, he says: Would you like one? What does Sam say?
T: Why can’t they eat them? Bobby does not understand, I don’t understand either. Why?(板书)
The Ss do as the T told. (Self think)
S: Yes.
S: They find some mushrooms.
S: He feels…
S: …
S: Look! There are some mushrooms. We can eat them S: Sam says…
S: Because the mushrooms are bad for us.
同伴交流展示，梳理文本内容。 达成目标4
学生独立思考回答问题。
达成目标5
Step4
Task 2
呈现刺激材料，活用结构
T: Well, if you were Sam and Bolly, what would you say?引导学生揣摩不同卡通人物的心理和语言。说说故事的幽默之处。
Discuss in groups
小组内推举一人汇报，提升学生的想象能力。
Step5
Task 3
引发期待行为，强化结构
1. Read Cartoon time
2. Act it out with emotions
表演故事，运用创编的故事结尾，使故事更加完整有趣
Read after the tape then read in roles.
Group work
整班跟读，角色朗读，强化结构。
角色表演, 让学生做中学。达成目标6
10
min
Step6
Post–task
提供反馈评价，巩固结构
1. Summary：
What have we learned today?
2 .Homework
1）Copy the new words.
2）Read and act out Cartoon time
3）Finish the exercises in Work books.
Say out the language points loudly.
(Group work)
抓住主题内容归纳提炼，进行课堂小结。
进一步夯实本课的学习目标，有效巩固相关语言知识，培养学生灵活使用语言的能力。
交往互动式教学设计
课题
5B Unit 1 Cinderella
Sound time & Culture time
教时
第四课时
日期
2015.1
一、教学目标：
1. 了解字母组合dr在单词中的发音。
2. 了解中西方传统的故事，并能用英语简单介绍自己喜欢的故事。
二、教学重难点
1. 字母dr在单词中的发音
2. 能熟练地听懂、会说、会读、会运用本单元句型。
三、教学准备：
1.多媒体课件，录音机，练习纸 ，单词图片。
教 学 过 程
Time
Procedure
Teacher’s activities
Learners’ activities
Feedback &aims
5
min
Step 1
Warming-up
吸引注意，积累语言
1. Greetings
Good morning, boys and girls.
Nice to meet you. How are you?
2. Free talks.
What season do you like?
Why do you like …?
Because…
(Ask and answer)
3. Review Cartoon time.
Read and act in groups.
Nice to meet you, too.
I’m fine. And you?
（学生随意回答）
Group work
Work in pairs
通过游戏和对话复习与本课相关词汇并巩固句型
小组合作交流，操练词汇和句型。
达成目标1, 2 .
小组合作表演, 复习Cartoon time.
25
min
核心过程
Step2
Pre-task
导出目标，生成结构
Sound time
T: Why is Snow White so happy?
S: Because she is beautiful and she has a nice dress.
T: Yes, here is a nice dress.（PPT呈现Sound time 图片部分）
1. Look and talk
T: This is Andrea, what is Andrea doing?(PPT呈现：Andrea is drawing a dress. For her friend Sue.)
T: This is her twin brother Andrew, what is he doing?
(PPT呈现：Andrew is having a drink. It’s cold and blue.)
2. Follow the tape
3. Say the chant in pairs
4. Sum up
T: Look at the words, Andrew, drink, Andrea, drawing. What is “dr” pronounce?
5. What other words have this sound? Can you give us some examples? (将学生说出的单词在黑板上板书。)
6. I have some new words, try to read them.(PPT呈现新单词)
7. Here’s a new rhyme, let’s read together.
Answer the questions.
(Self think)
Check the answers
S: She is drawing a dress.
S: He is drinking.
Read after the tape and understand the meaning.
(Self think and pair work)
通过观察图片和回答问题, 初步感知字j在单词中的发音.
学生独立思考后回答。
Step3
Task 1
回忆相关知识，初步运用结构
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? Let’s 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
T: We have so many wonderful stories, I hope you read and love them. Because reading is like sunshine, it can light your heart, reading is like water, it can clean your mind.
The single work
Ss: Yes.
Group work
通过呈现童话故事图片提高课堂积极性,同时复习why? Because…句型结构, 活用语言.
Step4
Task 2
呈现刺激材料，活用结构
总结发音规律
T: Look at the words. What’s the pronunciation of the letter dr? Can you write more words?
带领学生边读，边进行分类
The Ss do as the T told. (Self think)
同伴交流，梳理文本内容。
Step5
Task 3
引发期待行为，强化结构
1. Try to read it
2. Act it out with emotions
Say after the tape then Practice in pairs.
Group work
两人小组跟读，强化结构。
达成目标3
10
min
Step6
Post–task
提供反馈评价，巩固结构
1.Summary：
2.Homework
1）Copy the new words.
2）Read and say sound time.
Say out the language points loudly.
(Group work)
小组内推举一人汇报，活用语言。
抓住主题内容归纳提炼，进行课堂小结。
达成目标5
交往互动式教学设计
课题
5B Unit 1 Cinderella
Checkout time and Ticking time
教时
第五课时
日期
2015.1
一、教学目标：
1. 能够正确、流利、生动地讲述灰姑娘故事。
2、熟练掌握本单元单词和句型。
3、通过复习操练，使学生能熟练运用本单元的句型进行对话交际
4．通过本课学习使学生有兴趣说英语、背歌谣，做游戏、敢于开口，乐于模仿，在鼓励性评价中树立信心, 在小组活动中积极参与合作，从而意识到交流对于学习英语的重要意义。
二、教学重点和难点：
1. 能在教师的引导下完成本单元的三项目标检测，与同学合作完成自评和互评，了解和调整自己的学习情况。
2．能运用比较丰富的语言介绍圣诞活动并完成相应短文的写作。
教 学 过 程
Time
Procedure
Teacher’s activities
Learners’ activities
Feedback &aims
5
min
Step 1
Warming-up
吸引注意，积累语言
1. Greetings
Good morning, boys and girls.
Nice to meet you. How are you?
2. Free talk
T：Do you like the story of Cinderella? Why?
What else do you like reading?
3. Show three tasks
First,Ican understand “Cinderella”.
Then,Icanuse“Why”and “Because” to ask and answer questions.
Finally, I know the sound of the letter “dr”
4.Act out Story time.
Nice to meet you, too.
I’m fine. And you?
Group work
Play and practise them.
通过游戏,歌曲等，复习与本课相关词汇并巩固句型
The whole work.
小组合作, 表演、复述故事，达成目标1 2
25
min
核心过程
Step2
Pre-task
导出目标，生成结构
Checkout time
1 Look and write
a. Talk about the picture
P1:We are having an English lesson now. How about Yang Ling? Is Yang Ling at school today.Try to use “Why…” to ask a question.
Why is Yang Ling not at school today? Then, answer.
P2: Look at Liu Tao, How is he? Is he sad? Why is Liu Tao so happy?
P3: What does Nancy do?
Why does Nancy take off her
coat?
P4: How about Mike?
Why does Mike put on his jacket?
Say sth about the pictures . (Self think)
(Self think and pair work)
The group work.
Because she’s ill at home.
Because his birthday comes.
Because she’s hot.
Because he’s cold.
小组, 操练。
Step3
Task 1
回忆相关知识，初步运用结构
Review ‘Sound time’.(PPT)
First, review dr-/dr/
Then, show some new words. Let students read the new words by themselves.
Look and understand
( Self think and pair work）
Work in pairs
两人小组操练主干句型结构及词汇。
Step4
Task 2
呈现刺激材料，活用结构
Finish the passage on P13
Then check the answers.
Read and retellthe story
模仿语音，语调。
想一想读的语气。
Finish them in groups..
Then Ss do as the T told.
小组汇报展示，活用语言。达成目标4。
Step5
Task 3
引发期待行为，强化结构
Ticking time.
1．帮助学生理解Ticking time要求。
2. 教师提出☆ ☆ ☆ ☆ 要求：
1）独立复述故事。
2）“Why? Because …句型”的正确表达。
3）能根据读音读出新的单词。
Group work
Disscuss and tick
学生之间互评,及时查缺补陋。达成目标1, 2, 3。
10
min
Step6
Post–task
提供反馈评价，巩固结构
1.Summary：
2. Homework
1) 复习本单元的单词和句子，准备单元练习。
2) 完成《补充习题》里U1部分练习。
Say out the language points loudly.
(Group work)
抓住主题内容归纳提炼，进行课堂小结。