五下 Unit 1 Cinderella

第（  1  ）课时 

                              案例设计：高怡

一、教学目标：

（一）知识目标：

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）能力目标:

1. 学生能够阅读并理解故事；

2. 学生能够在理解的基础上有感情地朗读并合作表演故事；

（三） 情感目标：

1. 让学生体会到阅读故事的乐趣，培养学生阅读的兴趣。

2. 让学生通过学习灰姑娘的童话故事能够感悟出真善美的真谛，同时感受阅读的无限魅力。

二、核心任务：

1. 在听故事的过程中理解词汇及句型Why…? Because …

2. 能够从整体到局部理解故事内容；

3. 能以正确的语音语调朗读故事，合作表演故事。

三、教学活动：

Step1 Warm up

T: Good morning, boys and girls.

Ss: Good morning, …

T: Welcome back to school. Nice to see you again. As you know, I’m your English teacher. Do you want to know more about me?

T: OK. Listen to me carefully. All right?

Ss Yes, we do.

Listen! （chant伴奏）

One, two, one two three!

Nice to see you, everybody!

Listen to me carefully!

I like my school very much, because it’s big and nice. I like singing and dancing, because I love music so much. I like fairy tales, because they’re so funny.

【设计意图】用chant激发学生兴趣，营造英语学习氛围，为本节课的新知学习做好铺垫。

I wish we have a good time today.

Would you like to join me?

Ss: Yes!

T: Oh, I’m glad to hear that. I wish we have a good time today. Just now, I told you something about myself. Do you still remember? Why do I like my school? Because…（教师渗透Because的意思并引导学生续说理由。）

S: Because it’s big and nice.

T: Yes. And why do I like singing and dancing?

S: Because you love music.

T: Good. And why do I like fairy tales?

S: Because they are so funny.

T: Right! Boys and girls, look, a fairy is coming. She’s a fairy. （Teach：fairy）

T: Do you like fairies? Ss: Yes, we do!

T: Why? Why do you like fairies?

S: Because she …（请学生说说喜欢仙女的原因）

【设计意图】师生互动交流，讨论歌词初步学习询问原因的问句和答句。同时也可以考查学生的听课专注度。

T: Look! The fairy has a magic wand. I have a wand too. Now I am a fairy. I can help you. What do you want?   S: I want a … 

T:  Why?   S: Because …

T: OK. You can have… after this class.

T: Just now, I told you I like reading fairy tales. How about you? Do you like fairy tales too?  Ss: Yes!

T: Nice! Today we’re going to read a fairy tale together. Its name is “Cinderella”.

（Teach：Cinderella）Do you know this story? Ss: Yes, we do.

T: Really? OK, I got some sentences here. If you think it’s right, say “Yeah, yeah, yeah!” If not, say “No, no, no!”

（出示PPT上的句子，让学生判断信息正误）

【设计意图】激活学生已有的知识储备，调动学生学习故事的积极性。

Step2 Presentation and practice

1.T: Good job! I can see most of you are very familiar with this story, but, some of you maybe not. Now let’s learn the story together. First, let’s watch the cartoon together, then, order these sentences into a story. You have 30 seconds to read the sentences.（学生观看动画，思考句子的排列顺序。）

2. T: Let’s choose. （教师带领学生一起完成排序。）

【设计意图】整体感知故事发展的脉络。

3. T: Boys and girls, there are the main clause of the story. And I have some questions for you. （PPT出示3个问题）

Please read the story from Paragraph one to three, try to find the answers.

Ss:（自读课文1-3段，圈划关键词句）

T: Let’s look at question No.1. Where’s the party?  

S: There’s a party at the prince’s house.

T: Yes. It’s at the prince’s house. Do you know prince? 教师拿出王冠戴在一个男孩头上示范。Look，he’s a prince now.（Teach: prince）

Do you want to be a prince, boys?

Bs: Yes.

T: Why?    B:Because… 

【设计意图】获得故事1-3段的具体信息。

4. T: There’s a party, but, what a pity!

Cinderella cannot go.（教师板书句型）Who can go to the party?

S: Cinderella’s sisters can go to the party.

T: Yes. Look at her sisters. What do you think of the sisters? Are they nice?  

S: No, they’re so bad.

T: Right. The sisters are so bad. Can you read like them? （学生分别模仿读一读sisters）

T: Look, Cinderella cannot go to the party, so she is very sad. Question Two, who helps her?   

S: A fairy helps her.

T: Good, and the fairy asks Cinderella: （提示学生回答）

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…  Ss: Let me help you!  

T: What do you think of the fairy? Ss: Kind.

T: Cinderella is very sad. Can you read like them?  

教师出示主要句型：

Why are you so sad?Because I …

Why you can’t go to the party?

Because I …

Ss：模仿语气对话。

【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。

5. T: Look, Cinderella puts on the new clothes and shoes. Do you remember“put on”?

（Teach: put on） And Question Three, when does Cinderella have to come back? How do you know?

（引导学生猜想并理解时间，Teach: before）

【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。

So, Cinderella is ready to go to the party.

6.（带领学生回顾板书上的内容）Before the party: What happened before the party?

T: What happened then? Please read

T: 与学生核对答案并读一读句子。

paragraph 4-5, and match the sentences with the pictures.

Ss: 阅读课文4-5并将句子与图片匹配。

Step 3 Read and act（Consolidation）

1.T: Look at the sentences. Can you find some similar sentences in the story?  Ss: Yes!

T: Let’s read and try. （学生寻找同义句）

2.Check and learn

Teach: have a good time, have to

T: Look, these things happened at the party.

3.T: How about the third sentence?

Ss: Many…

T: Here try on means try to put on, and fit means just right. （Teach: try on, fit）

And finally, Cinderella tries on the shoe, and it fits. These happened after the party.

Good. Look at the blackboard. This is the whole story.

T: Now, children, let’s follow the tape, and try to imitate the pronunciation and intonation. OK?

Ss: OK.（学生跟录音模仿课文语音语调）

【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。

4.T: Good job! Do you remember the whole story now? Here are some questions which may help you. Ask and answer in pairs. Try to retell the story. Also, you can use your imagination to add some questions about the story. Understand? For example, I got one. Who fits the shoe? …

【设计意图】通过对故事完整情节的复习和回忆，并创造不同的问题来发掘学生的思维想象力和语言能力。

5. Check in two.

Ss: （两人一组问答练习）

Step4 End the story

T: I think you know the story very well. It’s time for you to show the story. You can choose the way you like. （让学生选择以一种方式表演故事）

Ss: 学生四人一组练习故事表演.

【设计意图】加深对故事的理解，巩固所学。

2. Show time

T: Boys and girls, Cinderella tries on the shoe at last, and it fits her foot. Is this the ending of the story?

Ss: No.

T: So, can you give it an ending?

Ss: （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。

Step5 Homework

T: Now，look at your homework. Read the story three times. Revise the story and act it out with your friends. We will check it out in the next period.

 作业设计

基础性作业：

1. Copy the new words.

2. Read and recite the story.

拓展性作业：

Read more books, watch the cartoons, then, think and write.