Unit 1 Cinderella 表格式教案（4个课时）

课题
Unit1
Cinderella
教时
第一课时（story
time）
日期
一、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,
fit2.
基于故事听懂、会说、会读、会写句型：Why…
Because
… 并理解句型的意思；3.
能够听懂、会说、会读日常用语：Come
and
help
me…
Let
me
help
you.
I
have
to
…4.
能较流利有感情地朗读故事。二、目标制定依据：1、教材分析：作为本册教材的起始单元，仍然改编自一个经典故事，故事采用一般现在时态，以叙述和对话两种形式呈现。教师在教学中，可以要求学生用第三人称叙述故事，复习一般现在时态，尤其是动词第三人称单数的一般现在式，教师也可以组织学生用对话的形式表演故事。本单元还呈现了疑问副词why和连词because在口语中的用法，教师可以利用图片等形式提供语境，引导学生在口语中自如地运用why和because表达因果关系。2、学情分析：本单元依然是童话故事的教学，在五年级上学期，学生已经初步接触到了童话，对这样的故事很感兴趣，故事的情节学生也是非常熟悉了，灰姑娘因为没有漂亮的衣服和鞋子，不能参加王子举办的舞会。仙女使用了魔法，让灰姑娘穿上了漂亮的裙子和水晶鞋去参加舞会，但是她必须在夜里十二点前回家。灰姑娘和王子在舞会上玩的很开心，但是在她离开王子的时候丢了一只鞋子。王子带着这只鞋去每户寻找灰姑娘，没有人能穿得上这只鞋子，直到最后灰姑娘出现。所以在教学的过程中学生应该还是比较轻松的。
教学过程
Time
Procedure
Teacher’s
activities
Learners’
activities
design
idea
5min
Step
1吸引注意，积累语言
T:
Do
you
like
reading
storybooks What
storybooks Do
you
like
and
the
three
bears>
Did
you
remember
this
story
Why
1.Free
talkTalk
about
the
new
year.2.Talk
about
the
and
the
three
bears>
师生交流，创造和谐氛围，激活学生知识储备，为新课的学习做好铺垫。
25min
Step2Pre-reading导出目标，生成结构
1.Teach
the
new
words
and
practise1).New
words
learning:(
Present
the
title)Today
we’ll
read
a
story.
See,
the
handsome
man
is
a
prince.The
pretty
girl
is
Cinderella.
(present
the
title)
2).Try
to
sayT:
I
think
you
all
know
this
story.
Can
you
say
something
about
the
story 2.
Try
to
read
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
like
the
bad
sisters3.Watch
and
answerT:
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 4.Act
in
two5.
About
the
party1).
Listen
and
sayT:
Cinderella
puts
on
the
new
clothes
and
shoes.
What
does
the
fairy
say
2).
Read
and
underlineCinderella
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 T:
Please
tell
me
the
sentences
you
underlineT:
She
left
her
shoe.
So
the
prince
shout:T:
How
do
you
think
ofCinderella
Try
to
say:partycan’t
go
…helpscomes
backWhose
shoe…Ss:(picture)two
sisters
and
the
stepmotherSs
read
the
sentencesSs:
Sad.Teach:
a
fair/a
witch
(tell
the
differences)Ss:Read
after
the
computerTeacher
make
an
exampleTeach:
before/after(作为板书)
Ss:
What
a
pretty…
Would
you
… Ss
read
and
underline
Teach:
have
to
…
(make
some
new
sentences)Ss:
Hey,
your
shoe.Ss:
…Teacher
show
two
important
sentences
Ss
read
and
answerDo
the
exercise
(Read
and
match
together)
师生交流，教师聚类呈现互动产生的生成资源。
核心过程
Step3
While-reading回忆相关知识，初步运用结构
1.Read
and
orderT:
Cinderella
has
to
go
home.Q:
What
does
the
prince
do Does
Cinderella
try
on
the
shoe
at
first 2.Read
and
matchT:
Do
you
like
my
story
Ss:
…Teacher
show
two
important
sentences
Ss
read
and
answerDo
the
exercise
(Read
and
match
together)
进入文本后，先通过最直观的方式去了解文本的内容。并尝试用所学的知识描述文本内容，达到初步运用的目的。
Step4呈现刺激材料，活用结构
1.
Reading
timeRead
after
the
computerRead
after
the
teacher2.
Ask
and
answer
/Act
the
story3.
Retell
the
story4.
Talk
about
the
writer
Read
the
textRead
after
the
tape2）Read
together3）Read
or
act
in
groups
,
and
then
share
with
others.
通过模仿读、齐读和表演进一步巩固所学知识。加深学生对文本内容的理解。
Step5Reading
time引发期待行为，强化结构
Summary
Read
more
English
stories
from
Grimm’s
Fairy
Tales.
提倡学生多读英语童话故事，多积累课外知识量。
梳理小结本课所学的知识。为最后的综合运用进一步作好铺垫。
10min
Step6Post–task提供反馈评价，巩固结构
1.听录音熟练朗读story
time2.小组内表演故事3.阅读这本故事书
提倡学生多读英语童话故事，多积累课外知识量。
综合运用，达到活学活用的目的。
板书设计
Unit1
Cinderella
Before
the
party
Come…
Where
… Why Because…After
the
partyVisit…Try
on
…
教后反思
课题
Unit1
Cinderella
教时
第二课时（Fun
time
Grammar
time
Think
and
write）
日期
一、教学目标：1运用Why？
Because…交流，掌握句子结构。2
复习巩固故事，叙述故事。二、目标制定依据：1、教材分析：作为本册教材的起始单元，仍然改编自一个经典故事，故事采用一般现在时态，以叙述和对话两种形式呈现。教师在教学中，可以要求学生用第三人称叙述故事，复习一般现在时态，尤其是动词第三人称单数的一般现在式，教师也可以组织学生用对话的形式表演故事。本单元还呈现了疑问副词why和连词because在口语中的用法，教师可以利用图片等形式提供语境，引导学生在口语中自如地运用why和because表达因果关系。2、学情分析：本版块呈现了询问原因的特殊疑问句及其回答的句型结构，同时归纳了之前学过的疑问副词和本单元出现的动词第三人称单数的一般现在时。
教学过程
Time
Procedure
Teacher’s
activities
Learners’
activities
design
idea
5min
Step
1吸引注意，积累语言
1.Let’s
review
some
words
and
sentences:
2.Retell
the
story:
(出示图片)
P1:
There
is
…P2:
A
fairy
…P3:
Cinderella
…P4:
Cinderella
…P5:
The
prince
…
师生交流，创造和谐氛围，激活学生知识储备，为新课的学习做好铺垫。
25min
Step2Pre-reading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
P2:
Look,
who
comes
P3:
Cinderella
meets
price.
P4:
Look
at
the
picture,
What
do
they
say Act
选择两幅图演一演。2
Grammar
time:Show
the
sentences:Why
are
you
so
sad Why
can’t
you
go
to
theparty
Read
and
summary
Because
…What
will
she
say The
prince
comes
and
says…Ss:ReadBecause
I
can’t
go
to
the
party.Because
I
don’t
have
any
nice
clothes
or
shoes.(学生根据自己的理解总结Why…
Because…的用法。).
师生交流，教师聚类呈现互动产生的生成资源。
核心过程
Step3
While-reading回忆相关知识，初步运用结构
What
question
words
do
you
remember Why What
(What
time,
what
colour,
what
subject…)WhenWhereWhoWhoseHow
(how
old,
how
many,
how
much…)
学生交流，这些提问词的具体用法。
进入文本后，先通过最直观的方式去了解文本的内容。并尝试用所学的知识描述文本内容，达到初步运用的目的。
Step4呈现刺激材料，活用结构
完成《Think
and
write》的练习。
学生做练习
老师进行巡视指导
Step5Reading
time引发期待行为，强化结构
Summary
Read
more
English
stories
from
Grimm’s
Fairy
Tales.
提倡学生多读英语童话故事，多积累课外知识量。
梳理小结本课所学的知识。为最后的综合运用进一步作好铺垫。
10min
Step6Post–task提供反馈评价，巩固结构
1.读语法部分。2.表演Fun
time。3.Recite
the
new
words
and
the
story。
运用所学的内容巩固知识。
综合运用，达到活学活用的目的。
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…
WhoseHow
(how
old,
how
many,
how
much…)
Try
on
…
教后反思
课题
Unit1
Cinderella
教时
第三课时（Cartoon
time
Checkout
time）
日期
一、教学目标：1.
能够听懂、会说、会读卡通故事中出现的词汇：mushroom,
late,
pick,
understand,
be
bad
for2.能够理解并掌握Why…
Because…的句型结构，并正确交际运用。3能够整体理解并简单表演卡通对话。二、目标制定依据：1、教材分析：作为本册教材的起始单元，仍然改编自一个经典故事，故事采用一般现在时态，以叙述和对话两种形式呈现。教师在教学中，可以要求学生用第三人称叙述故事，复习一般现在时态，尤其是动词第三人称单数的一般现在式，教师也可以组织学生用对话的形式表演故事。本单元还呈现了疑问副词why和连词because在口语中的用法，教师可以利用图片等形式提供语境，引导学生在口语中自如地运用why和because表达因果关系。2、学情分析：Bobby和Sam又在森林里探险了。Bobby在一棵树下发现了一片色彩斑斓的蘑菇，他很想吃掉这些蘑菇充饥。Sam制止了他并告诉他，颜色鲜艳的蘑菇通常是有毒的，不能吃。本部分再现了本单元的重点句型“Why… ”及其回答Because…
教学过程
Time
Procedure
Teacher’s
activities
Learners’
activities
design
idea
5min
Step
1吸引注意，积累语言
What
season
do
you
like Why
do
you
like
… Because…
Ask
and
answer
师生交流，创造和谐氛围，激活学生知识储备，为新课的学习做好铺垫。
25min
Step2Pre-reading导出目标，生成结构
1.出示Tina和Bobby的图片，a
Look
at
the
picture:
Where
are
they
How
are
they Guess:
What
are
they
saying (Picture
1
出示，学生读，根据snack
bar说说snack的含义)b.
Pictuce2Look
at
the
picture:T:
What’s
under
the
tree
Who
finds
the
mushrooms
(find
---
finds)Bobby
finds
the
mushrooms.What
will
he
say (pick摘---pick
some
mushrooms)c.
Picture3Look
at
the
picture:T:
What
does
Bobby
do
T:
Look
at
the
mushroom.
How
is
the
mushroom
(引导学生观察蘑菇，用英语表达)T:
Do
you
like
the
mushroom
Do
you
want
to
eat
it
Why
we
can’t
eat
it d.
Picture4T:
How
about
Sam
and
Bobby Read
it
by
yourselves.2
Read
the
storya.模仿语音，语调。b.想一想读的语气。3Act
the
story
They
are
in
the
forest.They
are
very
hungry.I
want
_________.
Do
you
have
___________ There
are
some
mushrooms
under
the
tree.
(mushroom)Let’s
________
We
can
________
He
picks
a
mushroom.It’s
nice.
It’s
red.
It’s
very
big.Because…(让学生尽量用英语表达)
(学生自读，理解be
bad
for…引导学生说说反义词
be
good
for…Milk
is
good
for
us.)
师生交流，教师聚类呈现互动产生的生成资源。
核心过程
Step3
While-reading回忆相关知识，初步运用结构
1
Look
and
write
a.
Talk
about
the
pictureP1:We
are
having
an
English
lesson
now.
How
about
Yang
Ling Is
Yang
Ling
at
school
today (Why
is
Yang
Ling
not
at
school
today )P2:
Look
at
Liu
Tao,
How
is
he
Is
he
sad
Ask
and
answer:Why
is
Liu
Tao
so
happy
P3:
What
does
Nancy
do Ask
and
answer:
Why
does
Nancy
take
off
her
coat
P4:
How
about
Mike Ask
and
answer:
Why
does
Mike
put
on
his
jacket
Try
to
use
“Why…”
to
ask
a
question.
Then,
answer.
(Because
she’s
ill
at
home.)Because
his
birthday
comes.
He
can
get
some
presents.Because
she’s
hot.Because
he’s
cold.Pair
work让学生小组进行操练对话。
进入文本后，先通过最直观的方式去了解文本的内容。并尝试用所学的知识描述文本内容，达到初步运用的目的。
Step4呈现刺激材料，活用结构
完成《Look
and
write》的练习。
学生做练习
老师进行巡视指导
Step5Reading
time引发期待行为，强化结构
Summary
让学生进一步分清楚why和because的用法。
提倡学生多读英语童话故事，多积累课外知识量。
梳理小结本课所学的知识。为最后的综合运用进一步作好铺垫。
10min
Step6Post–task提供反馈评价，巩固结构
1
Read
and
act
Cartoon
time.2
Dub
for
the
story.
运用所学的内容巩固知识。
综合运用，达到活学活用的目的。
板书设计
Unit1
Cinderella
Where
Sam
and
Bobby
How
What’s
…
…can…
pick…
Why
can’t
we
eat…
教后反思
课题
Unit1
Cinderella
教时
第四课时（Sound
time
Culture
time
Ticking
time）
日期
一、教学目标：1.能够正确、流利、生动地讲故事Cinderella2.了解字母dr在单词中的发音。3.了解中西方儿童的阅读喜好4.
能正确并熟练地运用“Why”“Because”二、目标制定依据：1、教材分析：作为本册教材的起始单元，仍然改编自一个经典故事，故事采用一般现在时态，以叙述和对话两种形式呈现。教师在教学中，可以要求学生用第三人称叙述故事，复习一般现在时态，尤其是动词第三人称单数的一般现在式，教师也可以组织学生用对话的形式表演故事。本单元还呈现了疑问副词why和连词because在口语中的用法，教师可以利用图片等形式提供语境，引导学生在口语中自如地运用why和because表达因果关系。2、学情分析：本版块呈现了西方的著名童话故事集《格林童话》和中国神话故事《西游记》和《哪吒传奇》。教师可以在story
time
教学完成之后，向学生介绍《格林童话》，鼓励他们课后阅读更多英文简写的童话故事，然后和大家一起分享。
教学过程
Time
Procedure
Teacher’s
activities
Learners’
activities
design
idea
5min
Step
1吸引注意，积累语言
T：Do
you
like
the
story
of
Cinderella
Why
What
else
do
you
like
reading
学生自己阐述理由
师生交流，创造和谐氛围，激活学生知识储备，为新课的学习做好铺垫。
25min
Step2Pre-reading导出目标，生成结构
1
Show
teaching
aimsIn
this
lesson,
we’ll
have
some
learning
aims.
Look
at
the
learning
aims.
First,
I
can
understand
“Cinderella”.
Then,
I
can
use
“Why”
and
“Because”
to
ask
and
answer
questions.
Finally,
I
know
the
sound
of
the
letter
“dr”.
2
.Act
the
story
Now,
first,
let’s
come
to
the
first
aim.
Can
you
understand
“Cinderella”
3.
Culture
timeDifferent
children
like
different
stories.What
does
Mike
like
reading How
about
Yang
Ling Ask
and
answer:
What
about
you
What
do
you
like
reading
(PPT出示teaching
aims)学生根据自己的理解叙述故事。（Work
in
groups）Ask
some
students
to
act
the
story(PPT出示ticking
form)He
likes
reading
fairy
tales.She
likes
reading
stories
about
the
Monkey
King
and
Nezha.(Read
the
sentences
of
culture
time)(Pair
work)
中国经典故事和西方经典故事欣赏，出示封面，简单介绍。一些比较熟悉的，可以让学生用中文介绍。
核心过程
Step3
While-reading回忆相关知识，初步运用结构
1
Sound
timea.
Let’s
come
to
the
second
aim.
Look
at
the
picture.
The
boy
is
Andrew.
The
girl
is
Andrew’s
sister.
She’s
Andrea.
(Andrew
Andrea)T:
Let’s
guess:
a
What
is
Andrew
doing
Andrew
is
having
a
drink.Use
“why”
to
ask
question
and
answer:Why
is
Andrew
having
a
drink
b
What
is
Andrea
doing
(draw
a
dress)
Try
to
ask:
Why
is
Andrea
drawing
a
dress Because
she
likes
drawing.Because
she
wants
a
new
dress.……
(I
think
you
can
use
“why”
and
“Because”
to
ask
and
answer
questions.)c
Why
is
Andrea
drawing
a
dress
Because
she’ll
give
it
to
her
friend
Sue.
(出示Sound
time
部分)Read
and
find:What’s
the
pronunciation
of
the
letters
“dr”
Can
you
say
more
words
(PPT出示teaching
aims)
(drink
some
water/have
a
drink
)Because
he’s
thirsty.Andrea
is
drawing
a
dress.PPT出示teaching
aimsTry
to
read
进入文本后，先通过最直观的方式去了解文本的内容。并尝试用所学的知识描述文本内容，达到初步运用的目的。
Step4呈现刺激材料，活用结构
完成相关的练习。
学生做练习
老师进行巡视指导
Step5Reading
time引发期待行为，强化结构
Summary
能准确认读dr的发音。
提倡学生多积累单词，并能读出发音。
梳理小结本课所学的知识。为最后的综合运用进一步作好铺垫。
10min
Step6Post–task提供反馈评价，巩固结构
Read
an
English
story2.Finish
the
exercise
in
workbook.
运用所学的内容巩固知识。
综合运用，达到活学活用的目的。
板书设计
Why
is
Andrew
having
a
drink
Because
he’s
thirsty.Why
is
Andrea
drawing
a
dress
Because
she
likes
drawing.
Because
she
wants
a
new
dress.…dr:
draw
dress
drink
driver
…
教后反思