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1、word 譯林小學(xué)英語〔五年級(jí)下冊(cè)) Unit 1 Cinderella Story time Teaching contents 教學(xué)內(nèi)容 Story time Teaching aims and learning objectives 教學(xué)目標(biāo) 1. 在整體理解的根底上聽懂、會(huì)說、會(huì)讀故事中出現(xiàn)的詞匯：prince, fairy, why, because, clothes, let, put on, before, have to, try on, fit。 2. 基于故事聽懂、會(huì)說、會(huì)讀句型：Why …? Because …? 并理解句型的意思。 3.

2、能聽懂、會(huì)說、會(huì)讀日常用語：e and help me … Let me help you. I have to …。 4. 學(xué)生能夠在理解的根底上有感情地朗讀并合作表演故事。 Focus of the lesson and predicted area of difficulty 教學(xué)重點(diǎn)和難點(diǎn) 教學(xué)重點(diǎn)： 1. 在聽故事的過程中理解詞匯與句型Why…? Because …。 2. 能夠在理解的根底上以正確的語音語調(diào)朗讀故事，合作表演故事。 教學(xué)難點(diǎn)： 1. 單詞prince’s, clothes, before的讀音和拼讀，put on, try on, have t

3、o的理解，教師可以通過TPR與直拼法等教學(xué)方式進(jìn)展教學(xué)。 2. 教師可充分利用生活實(shí)際和文本幫助學(xué)生理解Why? Because …句型。 3. 本課故事的結(jié)構(gòu)由講述和對(duì)話構(gòu)成，建議在整體理解的根底上分場(chǎng)景進(jìn)展詳細(xì)分析和描述。 Teaching procedures 教學(xué)過程 Step 1 Lead-in 1. Free talk T: Wele 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 wint

4、er holiday? S: Yes! T: 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呈現(xiàn)) 2. Ask and answer T: Why d

5、o I get up early in the morning? (教授why，滲透why的音和意并帶讀) T: You may say “Because …〞 (教授 because，滲透because的音和意并帶讀) S1: Because you have to make breakfast for your family. T: Good. I have to make breakfast. “Have to〞 means must. (滲透have to的音和意) Why do I go to the park with my mother? S2: Because you

6、 like playing badminton there. T: Good job! Why do I go to the cinema with my friends? S3: Because you like watching films very much. T: Yes, you’re 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 whe

7、n I was your age, I liked reading fairy tales very much. Do you like fairy tales too? (PPT顯示“童話故事〞) S: Yes. T: Today I bring you a famous fairy tale named Cinderella. Can you read it? (新授 Cinderella) First, let’s enjoy some pictures about this story. 【設(shè)計(jì)意圖：通過討論寒假生活引出why和because的滲透教學(xué)。再通過談?wù)摻處煹膼酆靡?/p>

8、故事主題?！? Step 2 Presentation 1. 介紹故事背景以與人物關(guān)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. Cinderella’s father thinks she needs a new mum, so he married again. This new mum has two daughters too, and they treat C

9、inderella badly after her father died. Look! There are four women in this picture. The old one is Cinderella’s stepmother. Does she like Cinderella? (S: No.) Why doesn’t she like her? (S: Because …) I think, because Cinderella is much more beautiful than her two stepsisters. Look at these two girl

10、s. They always wear nice clothes, but 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? Let’s read the story together. 【設(shè)計(jì)意圖：介紹故事的背景和主要人物的特征，使學(xué)生更完整地了解故事，同時(shí)激發(fā)他們探索故事開展的興趣?！? Step 3 New teaching 1

11、. Watch and judge (1) T: First, let’s watch the cartoon together. Then, I’ll 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. (學(xué)生觀看動(dòng)畫，為判斷信息正誤做準(zhǔn)備) (2) T: OK! Let’s judge! (教師帶領(lǐng)學(xué)生一起完成判斷) 【設(shè)計(jì)意圖：激發(fā)學(xué)生認(rèn)真觀看，調(diào)動(dòng)學(xué)生學(xué)習(xí)故事的積極性。整體

12、感知故事開展的脈絡(luò)?！? 2. Read and find T: Boys and girls, I think you understand this story very well. Now I have some questions for you. (PPT出示3個(gè)問題) Please read the story from Paragraph 1 to 3 and try to find the answers to the three questions. (學(xué)生自讀課文1至3段，圈劃關(guān)鍵詞句) (1) T: Let’s look at question No.1. W

13、here’s the party? S: There’s a party at the prince’s house. T: Yes. Do you know prince? Let me show you. (教師請(qǐng)一位男生到黑板前面站好，然后在他頭頂緊貼著的黑板上方畫一個(gè)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.

14、T: Why? (可以讓幾個(gè)男生回答) (2) T: There’s a party, but, what a pity! Cinderella cannot go. (教師板書句型) Who can go to the party? S: Cinderella’s stepsisters can go to the party. T: Yes. Look at her sisters. What do you think of the sisters? Are they good? S: No, they’re so bad. T: Right. The sisters

15、are so bad. Can you read like them? (讓學(xué)生分別模仿讀一讀sisters) (3) T: 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 th

16、e fairy ask Cinderella? (提示學(xué)生回答) S: Why are you so sad, dear? T: And Cinderella says … S: Because I can’t go to the party. T: And why?S: Because I don’t 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.

17、 T: Cinderella is very sad. Can you read like them? S: (模仿語氣對(duì)話) (教師板書主要句型)： Why are you so sad? Because I … Why can’t you go to the party? Because I … 【設(shè)計(jì)意圖：指導(dǎo)學(xué)生朗讀，幫助學(xué)生更細(xì)致到位地理解故事情節(jié)。】 (4) T: Look! Cinderella puts on the new clothes and shoes. (新授put on) And Question Three, when does Cinderella

18、have to e back? Look at the clock on the blackboard. Who can draw the right time for us? S1: I can draw. (一名學(xué)生在黑板上畫出鐘面的正確時(shí)間X圍。教師引導(dǎo)學(xué)生猜測(cè)并理解時(shí)間，新授have to, before) T: Good! Now, I think Cinderella is ready for the party. 【設(shè)計(jì)意圖：獲取故事1至3幅圖片的細(xì)節(jié)信息?！? (5) Retell the part before the party T: What happened

19、before the party? (教師帶領(lǐng)學(xué)生一起復(fù)述) Cinderella’s stepsisters can go to the party, but Cinderella cannot. She is so sad. Why can’t she go to the party? Because she has no nice clothes or shoes. A fairy es to help her, and she asks Cinderella to e back before 12 o’clock. T: Do you know why should Cindere

20、lla e back before 12? S: Because if not, all the nice things would disappear. (可以請(qǐng)學(xué)生用中文說說) 2. Read and match T: What happened then? Please read paragraph 4-5, and match the sentences with the pictures. S: (閱讀課文4至5段并完成第八頁的圖文匹配) T: (與學(xué)生核對(duì)答案并讀一讀句子，同時(shí)板書短語：have a good time, have to go, try on, it

21、doesn’t fit, it fits) Look, these things happened at the party and after 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. 【設(shè)計(jì)意圖：通過較新穎的學(xué)習(xí)方法增加學(xué)生的學(xué)習(xí)興趣，以舊知引出新知，簡(jiǎn)化重難點(diǎn)短語?！? Step 4 Reading time 1. Listen

22、and repeat 【設(shè)計(jì)意圖：聽錄音模仿語音語調(diào)，有助于學(xué)生對(duì)故事人物和情節(jié)的準(zhǔn)確理解?！? 2. Read by yourself 3. Read 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. (可以最后請(qǐng)幾組學(xué)生演示) 【設(shè)計(jì)意圖：通過對(duì)故事完整情節(jié)的復(fù)習(xí)和回憶來開掘?qū)W生的思維想象力和語言能力?！? 5. Try to act (1

23、) 讓學(xué)生任選一個(gè)場(chǎng)景表演故事。 (2) 學(xué)生發(fā)揮想象設(shè)計(jì)一個(gè)故事的結(jié)局，教師與時(shí)點(diǎn)評(píng)。 【設(shè)計(jì)意圖：發(fā)揮想象，暢想結(jié)尾，進(jìn)一步激發(fā)思維能力與語言能力?！? Homework 家庭作業(yè) 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 教學(xué)準(zhǔn)備〔含板書設(shè)計(jì)〕 教學(xué)準(zhǔn)備：光盤、PPT、板書、頭飾等相關(guān)道具 板書設(shè)計(jì)： Unit

24、1 Cinderella (Story time) Before the party At the party After the party cannot go to the party have a good time visit every house A fairy es. have to go many girls try on the shoe Why are you so sad? it

25、does not fit Because … cannot … it fits Because … don’t have any nice clothes or shoes 說課 本節(jié)課的教學(xué)目標(biāo)設(shè)定為以下三點(diǎn)：1. 在整體理解的根底上能聽懂、會(huì)說、會(huì)讀故事中出現(xiàn)的詞；2. 基于故事能聽懂、會(huì)說、會(huì)讀句型：Why…? Because …?，并理解句型的意思；3. 能正確地理解并朗讀故事，在教師的指導(dǎo)和幫助下嘗試復(fù)述或表演故事。 在導(dǎo)入環(huán)節(jié)，教師通過與學(xué)生討論寒假生活引出Why…? Because…的句型，看似在考查

26、學(xué)生的記憶力，實(shí)如此在滲透這一重點(diǎn)句型。不僅活躍了課堂氣氛，也為本節(jié)課的新知學(xué)習(xí)做好了鋪墊。接著，教師通過談?wù)撟约合矚g閱讀這一話題引出閱讀童話故事，進(jìn)而過渡到帶領(lǐng)學(xué)生一起讀一讀“Cinderella〞這一故事，話題承接較為自然。新授環(huán)節(jié)分四步走，首先，在看動(dòng)畫前教師簡(jiǎn)單介紹故事發(fā)生的背景和故事中的主要人物特征。這一過程能夠幫助學(xué)生完整了解故事情節(jié)，在跟讀模仿環(huán)節(jié)準(zhǔn)確把握人物的語音語調(diào)；其次，通過完整觀看動(dòng)畫讓學(xué)生整體感知故事情節(jié)，從而判斷之后的句子內(nèi)容正誤；然后，教師安排學(xué)生帶著問題自讀課文1至3段，挖掘細(xì)節(jié)內(nèi)容，在這一過程中教師還適時(shí)指導(dǎo)學(xué)生朗讀，幫助其理解課文意思和人物心理；最后，通過圖文

27、匹配和填空題具體學(xué)習(xí)課文4至5段，讓學(xué)生快速獲取剩余的圖文信息，同時(shí)，教師設(shè)計(jì)了一個(gè)與4至5段內(nèi)容嚴(yán)密結(jié)合的填空題，簡(jiǎn)化重難點(diǎn)短語，幫助學(xué)生內(nèi)化所學(xué)。 在鞏固環(huán)節(jié)，教師安排了一系列的閱讀訓(xùn)練。跟讀時(shí)，教師盡量引導(dǎo)學(xué)生模仿錄音，注意語音語調(diào)的變換，重讀、弱讀等朗讀技巧的處理。齊讀時(shí)，教師注意與時(shí)糾正學(xué)生的發(fā)音。接著，教師設(shè)計(jì)了同桌問答來幫助學(xué)生回憶故事，訓(xùn)練學(xué)生的語言表達(dá)能力。然后讓學(xué)生選擇場(chǎng)景進(jìn)展表演，降低難度且參與面廣泛。這樣的設(shè)計(jì)能夠幫助學(xué)生加深對(duì)故事的理解并鞏固所學(xué)。最后，教師鼓勵(lì)學(xué)生暢想故事結(jié)尾，充分為學(xué)生留有發(fā)揮的空間，以此激發(fā)他們的思維與語言能力。 英語〔五年級(jí)下冊(cè)) U

28、nit 1 Cinderella Sound time, Culture time & Checkout time Teaching contents 教學(xué)內(nèi)容 Sound time, Culture time & Checkout time Teaching aims and learning objectives 教學(xué)目標(biāo) 1. 能夠正確、流利、生動(dòng)地講述故事Cinderella。 2. 了解字母dr在單詞中的發(fā)音。 3. 正確掌握語法結(jié)構(gòu)并熟練運(yùn)用Why…? Because …。 4. 了解中西方兒童的閱讀喜好。 Focus of the lesson

29、 and predicted area of difficulty 教學(xué)重點(diǎn)和難點(diǎn) 教學(xué)重點(diǎn)： 1. 能理解并掌握字母組合dr的發(fā)音規(guī)律，熟記例詞。 2. 在復(fù)習(xí)故事的過程中進(jìn)一步理解并鞏固詞匯與句型Why…? Because …。 教學(xué)難點(diǎn)： 1. 正確掌握字母組合dr的發(fā)音，并能正確舉例。 2. 能熟練運(yùn)用why和because進(jìn)展問答。 Teaching Procedures 教學(xué)過程 Step 1 Revision 1. Show teaching aims 2. Task 1 Ask and answer (1) T: Who’s the girl? C

30、an she go to the party? Why? (2) Pair work: use wh- words to ask more questions about Cinderella. 【設(shè)計(jì)意圖：明確本課時(shí)學(xué)習(xí)目標(biāo)，復(fù)習(xí)Story time，為接下來的故事表演做好鋪墊?！? 2. Act the story (1) Task 2 Let’s show Retell the story “Cinderella〞 in groups of four. (2) Ask some students to act the story (3) 獨(dú)立完成Page 15 Think

31、 and write (PPT出示ticking form，學(xué)生完成自評(píng)) 【設(shè)計(jì)意圖：通過表演Story time，加深學(xué)生對(duì)課文的理解，鞏固本單元重點(diǎn)句型，兼顧趣味性和語用性?！? Step 2 Sound time 1. T: Look at the picture. (PPT呈現(xiàn)Sound time兩個(gè)任務(wù)) The boy is Andrew. The girl is Andrew’s sister. She’s Andrea. What is Andrew doing? S: Andrew is having a drink. T: Can you use “why〞

32、 to ask question and answer? S1: (教師引導(dǎo)學(xué)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 dress? Because … T: I think you can use “why〞 and “Because〞 to

33、 ask and answer questions. (讓學(xué)生完成書上第15頁的自評(píng)) 2. T: Why is Andrea drawing a dress? (PPT呈現(xiàn)Sound time小詩) S: Because she’ll give it to her friend Sue. T: Let’s read and find the pronunciation of the letters “dr〞? (引導(dǎo)學(xué)生發(fā)現(xiàn)發(fā)音規(guī)律) T: Can you say more words? (教師可以將學(xué)生說出的詞寫在黑板上并帶讀) T: Can you read the

34、se words? (PPT呈現(xiàn)單詞，然后教師帶讀小詩) (學(xué)生根據(jù)自己表現(xiàn)在Ticking time第三項(xiàng)打鉤) 【設(shè)計(jì)意圖：在語言情境中展開語音學(xué)習(xí)，并圍繞本單元語言知識(shí)重點(diǎn)?！? 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? Let’s read together. T: What about Mike? Yang Li

35、ng 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 (PPT出示中國(guó)經(jīng)典故事和西方經(jīng)典故事封面，教師可以簡(jiǎn)單介紹，一些比擬熟悉的，可以讓學(xué)生用中文介紹) T: We have so many wonderful stories. I hope you read and love them, because reading is like sunshin

36、e. It can light your heart. Reading is like water. It can clean your mind. 【設(shè)計(jì)意圖：使學(xué)生了解中西方兒童的閱讀喜好，激發(fā)學(xué)生的英語閱讀興趣?！? 3. Enjoy a story (小馬過河英文版，補(bǔ)充習(xí)題五下第4頁) T: Here’s a famous Chinese story about The little horse. Did you read it? S: Yes. T: What does the little horse want to do? S: He wants to cross

37、the river. T: Yes. Cross means go through the river. (簡(jiǎn)單教授cross) But he doesn’t know if he can cross the river, right? Who es to help him? S: Mrs cow and the squirrel. (解釋squirrel) T: Is the river deep or shallow? (解釋 deep, shallow) Does the little horse know what to do now? Let’s read the story

38、again. (最后，教師帶領(lǐng)學(xué)生完成五下《補(bǔ)充習(xí)題》第4頁該閱讀的相關(guān)練習(xí)) 【設(shè)計(jì)意圖：引入有趣而學(xué)生又熟悉的故事，將練習(xí)冊(cè)有機(jī)結(jié)合課堂教學(xué)，進(jìn)展更有效的指導(dǎo)。】 Homework 家庭作業(yè) 1. Read an English story. 2. Finish the exercise in your workbook. Teaching aids 教學(xué)準(zhǔn)備〔含板書設(shè)計(jì)〕 教學(xué)準(zhǔn)備：PPT、五下《補(bǔ)充習(xí)題》 板書設(shè)計(jì) Unit 1 Cinderella Why is Andrew having a drink? Because he’s thirsty

39、. Why is Andrea drawing a dress? Because she likes drawing. Because she wants a new dress. … dr: draw dress drink driver … 說課 此課時(shí)板塊內(nèi)容較零散，教師通過目標(biāo)導(dǎo)學(xué)，將板塊進(jìn)展了情境統(tǒng)整。每個(gè)板塊再分解為一系列的小活動(dòng)，逐一突破。 對(duì)Checkout time進(jìn)展分解整合，Think and write局部在學(xué)生討論、表演的根底上，讓學(xué)生讀一讀、寫一寫，加深理解與記憶。 Sound time?的教學(xué)通過看圖討論，一方面在語境

40、中操練和鞏固語法點(diǎn)，一方面呈現(xiàn)目標(biāo)詞匯，感知體驗(yàn)字母組合dr的發(fā)音規(guī)如此，并根據(jù)發(fā)音規(guī)律自主嘗試?yán)首x新單詞，培養(yǎng)學(xué)生的學(xué)習(xí)能力。 Culture time的教學(xué)，通過對(duì)Mike和Yang Ling的介紹了解中西方兒童的閱讀喜好，并通過對(duì)經(jīng)典童話故事的欣賞，培養(yǎng)學(xué)生的英語閱讀興趣。 英語〔五年級(jí)下冊(cè)) Unit 1 Cinderella Grammar time Teaching contents 教學(xué)內(nèi)容 Grammar time Teaching aims and learning objectives 教學(xué)目標(biāo) 1. 進(jìn)一步鞏固并掌

41、握故事中出現(xiàn)的詞匯：prince, fairy, why, because, clothes, put on, before, have to, try on, fit。 2. 進(jìn)一步鞏固并掌握四會(huì)句型：Why? Because …。 3. 能理解并掌握運(yùn)用Grammar time中以wh開頭的特殊疑問詞的用法與規(guī)如此。 Focus of the lesson and predicted area of difficulty 教學(xué)重點(diǎn)和難點(diǎn) 教學(xué)重點(diǎn)： 1. 在復(fù)習(xí)故事的過程中進(jìn)一步理解并鞏固詞匯與句型Why…? Because …。 2. 能夠通過交流與學(xué)習(xí)，正確運(yùn)用疑問

42、詞why，以與其它wh開頭的特殊疑問詞提出問題并回答。 教學(xué)難點(diǎn)： 能夠理解并正確運(yùn)用Grammar time中以wh開頭的特殊疑問句。 Teaching procedures 教學(xué)過程 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, pl

43、ease tell me. OK? S: OK! T: Really? Good! I’d like to show you some characters of fairy tales. Let’s talk about them together. 【設(shè)計(jì)意圖：通過游戲引出喜歡閱讀童話故事這一話題，然后可以自然與學(xué)生談?wù)撏ㄔ捊巧?。? Step 2 Let’s talk 1. T: (PPT顯示Goldilocks) Do you remember this little girl? Who is she? S: She’s Goldilocks. T: Right. Go

44、ldilocks goes into the bears’ house. Why is she in the kitchen now? S1: Because she is hungry and thirsty. T: Yes. Look! She’s sleeping. Why is she in the baby bear’s bed? S2: Because the bed is just right. T: Good try! Oh! Goldilocks looks so afraid! Why? S3: Because there are three bears in f

45、ront of her. 2. T: That’s right. Now I’ll 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，要求學(xué)生兩人一組根據(jù)單詞或短語的提示練習(xí)用why和because問答) 【設(shè)計(jì)意圖：通過談?wù)搶W(xué)生們熟悉的童話故事角色，激發(fā)他們的興趣，營(yíng)造英語學(xué)習(xí)的氣氛，為接下來對(duì)Cinderella的討論做好鋪墊?！? 3. T: Good job! Last lesson we learne

46、d the fairy tale Cinderella. Do you like Cinderella? 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. (教師請(qǐng)學(xué)生隨機(jī)向全班同學(xué)提問，被點(diǎn)名的學(xué)生先回答如下問題，然后繼續(xù)提問下一位同學(xué)，PPT

47、呈現(xiàn)主要句型) 4. T: Oh, I like the fairy too. Look at the fairy and Cinderella. What do they say? Can you act in groups of two? (兩人一組看圖說話) 【設(shè)計(jì)意圖：復(fù)習(xí)故事文本，加深學(xué)生對(duì)文本內(nèi)容的理解。進(jìn)一步發(fā)散和拓展課文中已有的語言，最后將兩者之間的對(duì)話呈現(xiàn)給學(xué)生，引出本節(jié)課的語法重點(diǎn)，學(xué)生在語言情境中感知語法結(jié)構(gòu)和功能?！? Step 3 Grammar time 1. Read and think T: When we answer the questions

48、beginning with “why〞, we usually use “because〞. (板書單詞why和because) Now open your books. Turn to Page 9. First, let’s read the sentences together. Then, try to find the rules. What is the word next to “why〞? S: (讀完句子一起說說在why的后面可以加上哪些單詞) T: (邊聽學(xué)生的答案邊板書并進(jìn)展總結(jié)) Yes, we can put be verbs, helping verbs, o

49、r modal verbs next to why, and then, we can add subjects. 【設(shè)計(jì)意圖：學(xué)生在教師的引領(lǐng)下進(jìn)展自主歸納和總結(jié)，教師的板書幫助學(xué)生梳理知識(shí)結(jié)構(gòu)，并為下一環(huán)節(jié)的活動(dòng)做好鋪墊?！? 2. Play a game T: Boys and girls, let’s play a game now. It is called “Can you guess why?〞 (PPT呈現(xiàn)規(guī)如此) S: OK! T: Look, this is Bobby’s mum. She looks so happy. Do you know why? Wh

50、o can ask? S1: Why is Bobby’s mum so happy? S2: Because it’s her birthday today. S3: Because it’s Mother’s Day today. T: Who is right? Let’s have a look. Let’s answer together. S: Because it’s Mother’s Day today. (同法進(jìn)展剩下的圖) 【設(shè)計(jì)意圖：通過圖片與語言提示引導(dǎo)學(xué)生用Why…?提問，結(jié)合學(xué)生熟悉的童話故事人物以與生活中熟悉的人物等話題，在歡快的圖片競(jìng)猜和音樂氣氛

51、中進(jìn)一步感知語言，操練和鞏固語法點(diǎn)?！? 3. Brainstorming: Talk about more wh-words: who, whose, what, where, when. T: Children, I think you can ask questions beginning with why now. We also have learned many other question words beginning with wh. Can you show me these different words? S: … (教師板書學(xué)生提到的wh開頭的特殊疑問詞) 4.

52、 Make a new play (1) T: Good job! I have some pictures about the story. I need you to make a new dialogue with the wh-words? I’ll show you a model. (PPT呈現(xiàn)) 【設(shè)計(jì)意圖：激發(fā)學(xué)生的好奇心理，同桌合作交流，進(jìn)一步感知和強(qiáng)化語言知識(shí)?！? (2) T: I’ll show you more pictures. Try to use these wh-words to make a new play in groups of four. The

53、n act your new play in groups of four. (學(xué)生四人一組，仿照教師給的例文自編新的對(duì)話。) (3) Try to act one picture in groups of four. 【設(shè)計(jì)意圖：教師再次引導(dǎo)學(xué)生思考更多的以wh開頭的特殊疑問詞，并通過板書呈現(xiàn)給學(xué)生，學(xué)生的已有知識(shí)再次激活，結(jié)合新知，達(dá)到融會(huì)貫穿，為下一環(huán)節(jié)的活動(dòng)做好鋪墊。學(xué)生的英語短劇表演熱情在這一環(huán)節(jié)中得到釋放，趣味性和語用性得到兼顧?！? T: Great! Now we know how to use these wh-words to ask questions.

54、Homework 家庭作業(yè) 1. Write down the wh-questions you know. The more, the better. Enrich the text and act in groups. 2. Preview Fun time. Teaching aids 教學(xué)準(zhǔn)備〔含板書設(shè)計(jì)〕 教學(xué)準(zhǔn)備： PPT、板書 板書設(shè)計(jì)： Unit 1 Cinderella (Grammar time) Why + is/isn’t + I/we + … ? Beca

55、use … am/am not you are/aren’t he/she/it do/don’t they does/doesn’t … can/can’t ( cannot) 說課 本節(jié)課是第一單元Cinderella第二課時(shí)，主要教學(xué)內(nèi)容為Grammar time。本節(jié)課的教學(xué)重點(diǎn)預(yù)設(shè)為：能夠通過交流與學(xué)習(xí)，正確運(yùn)用疑

56、問詞why以與其它wh開頭的特殊疑問詞提出問題并回答。 在復(fù)習(xí)導(dǎo)入環(huán)節(jié)，教師通過一個(gè)小游戲引出喜歡閱讀童話故事這一話題，進(jìn)而開始談?wù)搶W(xué)生熟知的童話故事角色，并過渡到對(duì)Story time的討論。教師通過連環(huán)問答的環(huán)節(jié)，幫助學(xué)生復(fù)習(xí)課文并適度拓展課文中已有的語言。最后通過呈現(xiàn)仙女和灰姑娘之間的對(duì)話，引出本節(jié)課的語法重點(diǎn)。這三個(gè)活動(dòng)旨在讓學(xué)生在語言情境中感知語法結(jié)構(gòu)和功能。在學(xué)習(xí)語法知識(shí)的環(huán)節(jié)中，學(xué)生在教師的引領(lǐng)下適當(dāng)進(jìn)展自主歸納和總結(jié)。 在鞏固環(huán)節(jié)，教師首先安排了一個(gè)游戲，學(xué)生在歡快的圖片競(jìng)猜氣氛中進(jìn)一步感知語言，操練和鞏固語法點(diǎn)。然后教師引導(dǎo)學(xué)生思考更多以wh開頭的特殊疑問詞，并借助Cin

57、derella這一故事情境展開操練這些疑問詞。相對(duì)于前幾個(gè)環(huán)節(jié)，話題逐漸開放，難度也相對(duì)加大，語法學(xué)習(xí)能夠循序漸進(jìn)地在語境中展開。 運(yùn)用環(huán)節(jié)主要采用短劇創(chuàng)編與表演的形式。教師要求學(xué)生運(yùn)用所學(xué)的特殊疑問句拓展和豐富圖片上的場(chǎng)景對(duì)話，對(duì)學(xué)生的語言輸出提出了更高的要求，同時(shí)也兼顧了學(xué)習(xí)的趣味性和語用性。 語法教學(xué)的最終目的依然是培養(yǎng)學(xué)生的綜合語言運(yùn)用能力，因此語法學(xué)習(xí)離不開話題和語境的創(chuàng)設(shè)。學(xué)生通過在語境中交流和運(yùn)用感知語言點(diǎn)，自主歸納和發(fā)現(xiàn)語法現(xiàn)象與規(guī)如此，這將比教師一味地灌輸概念和機(jī)械操練有效得多。 英語〔五年級(jí)下冊(cè)) Unit 1 Cinderella Fu

58、n time Teaching contents 教學(xué)內(nèi)容 Fun time Teaching aims and learning objectives 教學(xué)目標(biāo) 1. 掌握故事中出現(xiàn)的詞匯：prince, fairy, why, because, clothes, let, put on, before, have to, try on, fit。 2. 在故事情境中強(qiáng)化句型：Why? Because …的功能結(jié)構(gòu)，并在游戲和生活情景中開展運(yùn)用。 3. 能夠正確運(yùn)用動(dòng)詞第三人稱單數(shù)談?wù)揝tory time的故事，并能夠簡(jiǎn)單評(píng)價(jià)對(duì)故事中的人物的喜愛與否。 4.

59、 能夠完成Fun time中的任務(wù)，并能夠運(yùn)用所學(xué)語言與同學(xué)合作創(chuàng)編童話故事并表演。 5. 能夠運(yùn)用wh開頭的特殊疑問詞在適當(dāng)?shù)恼Z境中提出問題。 Focus of the lesson and predicted area of difficulty 教學(xué)重點(diǎn)和難點(diǎn) 教學(xué)重點(diǎn)： 1. 在復(fù)習(xí)故事的過程中進(jìn)一步理解并鞏固詞匯與句型Why…? Because … 2. 通過交流與學(xué)習(xí)，正確運(yùn)用疑問詞why，以與其它wh開頭的特殊疑問詞提出問題并回答。 3. 通過與同學(xué)合作，運(yùn)用所學(xué)語言拓展表演Fun time中的童話故事。 教學(xué)難點(diǎn)： 1. 單詞prince’s, clot

60、hes, before的讀音和拼讀，have to的理解。 2. 能夠理解并正確運(yùn)用Grammar time中以開頭的特殊疑問句，結(jié)實(shí)掌握Why? Because … 的理解和正確使用。 Teaching procedures 教學(xué)過程 Step 1 Lead-in 1. Free talk T: Wele back to school, boys and girls! Nice to see you! S: Nice to see you too! T: Look at me. I’m not a teacher. I’m a … (教師戴上仙女帽，手拿魔術(shù)棒) S:

61、 A fairy. T: Yes. I have a magic wand. And I can give you what you want. S: I want a … 2. 教師問兩位學(xué)生后讓個(gè)別同學(xué)扮演fairy和同學(xué)交流 【設(shè)計(jì)意圖：用fairy魔術(shù)棒詢問學(xué)生的愿望，喚起學(xué)生對(duì)故事的好奇，自然導(dǎo)入故事。】 Step 2 New teaching 1. 提問回顧故事梗概 T: Fairies can help us. Can she help Cinderella? S: Yes. T: Why does Cinderella need the fairy

62、’s help? S1: Because she has no beautiful clothes. T: Why does Cinderella need beautiful clothes? S2: Because there’s a party at the prince’s house. S3: Cinderella wants to go to the party but she has no beautiful clothes. T: Excellent. You all remember the story clearly. 2. PPT逐一出示故

63、事圖片，討論故事 教師帶領(lǐng)學(xué)生逐圖根據(jù)語言提示描述故事。 【設(shè)計(jì)意圖：通過逐圖講述故事，深化故事中詞匯與句型的朗讀?！? 3. Act the story (1) PPT呈現(xiàn)主要場(chǎng)景 (2) 學(xué)生分組練習(xí) (3) 學(xué)生展示 4. Fun time (1) 教師示X T: The story in our book is also a short play. Shall we make this story longer and more vivid? I have some costumes here. Now I’m Cinderella. Who wants to

64、be her stepsisters? (選擇兩位學(xué)生合作表演) T: There’s a party at the prince’s house. Can I go with you? S1: No, you can’t. T: Why can’t I go to the party? S2: Because you have no beautiful clothes. S1: Look at my dress. It’s so nice. S2: Look at my shoes. They are so nice. T: But I don’t have beautiful

65、 shoes or dress. (2) 教師講解Why? Because …的用法 (3) 同桌選擇一幅圖片，根據(jù)提示合作交流 (4) 示X書寫句型，學(xué)生在書上寫出相應(yīng)的臺(tái)詞 【設(shè)計(jì)意圖：通過教師示X為學(xué)生提供擴(kuò)展表演的思路，在書本上寫句子，進(jìn)一步夯實(shí)句型結(jié)構(gòu)?！? Step 4 Act the play 1. 教師為學(xué)生提供表演道具，全班學(xué)生分組，每組成員：narrator, Cinderella, fairy, prince, two sisters, step mother 2. 學(xué)生小組合作表演 3. 學(xué)生上臺(tái)表演 【設(shè)計(jì)意圖：以真實(shí)的道具喚起學(xué)生的表演熱情，小

66、組合作能使不同層次的學(xué)生有不同的開展?！? Step 5 Consolidation 1. T: There are many characters in the story. They are … S: Cinderella, fairy, prince, two sisters, stepmother. T: Who do you like? S1: I like Cinderella. T: Why? S1: Because she is beautiful. … S2: I like …. Because… T: Who don’t you like? S1: I don’t like … Because… 2. 學(xué)生四人一組用句型 I like/I don’t like… Because…討論人物喜好。 【設(shè)計(jì)意圖：通過對(duì)故事人物的討論，加強(qiáng)主句型的靈活運(yùn)用?！? Homework 家庭作業(yè) 1. Write down the wh-questions about the story. The more, the better. 2. E