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小学英语新版-牛津译林版五年级下册Unit 1 Cinderella教案
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这是一份小学英语新版-牛津译林版五年级下册Unit 1 Cinderella教案，共7页。
Stry time
Teaching cntents 教学内容
Stry time
Teaching aims and learning bjectives 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, clthes, let, put n, befre, have t, try n, 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、会读日常用语：Cme and help me … Let me help yu. I have t …。
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。
Fcus f the lessn and predicted area f 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, clthes, befre的读音和拼读，put n, try n, have t的理解，教师可以通过TPR及直拼法等教学方式进行教学。
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 prcedures 教学过程
Step 1 Lead-in
1. Free talk
T: Welcme back t schl, bys and girls! Nice t see yu!
S: Nice t see yu t!
T: Did yu have a gd time in yur winter hliday?
S: Yes!
T: Oh, gd t hear that! What d yu usually d in yur winter hliday?
S1/S2/S3: I usually …
T: I see. D yu want t knw smething abut my winter hliday?
S: Yes, we d.
T: OK, please listen carefully. Try t remember these things. (PPT呈现)
2. Ask and answer
T: Why d I get up early in the mrning? (教授why，渗透why的音和意并带读)
T: Yu may say “Because …” (教授 because，渗透because的音和意并带读)
S1: Because yu have t make breakfast fr yur family.
T: Gd. I have t make breakfast. “Have t” means must. (渗透have t的音和意)
Why d I g t the park with my mther?
S2: Because yu like playing badmintn there.
T: Gd jb! Why d I g t the cinema with my friends?
S3: Because yu like watching films very much.
T: Yes, yu’re right. And why d I g t the library?
S4: Because reading makes yu happy.
T: Oh, yu really have a gd memry! Yes, I like reading. And when I was yur age, I liked reading fairy tales very much. D yu like fairy tales t? (PPT显示“童话故事”)
S: Yes.
T: Tday I bring yu a famus fairy tale named Cinderella. Can yu read it? (新授 Cinderella) First, let’s enjy sme pictures abut this stry.
【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 Presentatin
1. 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 nly her father because her mther has died. Cinderella’s father thinks she needs a new mum, s he married again. This new mum has tw daughters t, and they treat Cinderella badly after her father died.
Lk! There are fur wmen in this picture. The ld ne is Cinderella’s stepmther. Des she like Cinderella? (S: N.) Why desn’t she like her? (S: Because …) I think, because Cinderella is much mre beautiful than her tw stepsisters. Lk at these tw girls. They always wear nice clthes, but they’re lazy. They d nthing at hme, but they always ask Cinderella t d all the husewrk. Pr Cinderella lks dirty and tired. What will happen? Let’s read the stry tgether.
【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, let’s watch the cartn tgether. Then, I’ll shw yu sme infrmatin abut the stry. If it is right, yu can say “Bing!” If nt, yu can say “Ah-h”. Understand?
S: Yes. (学生观看动画，为判断信息正误做准备)
(2) T: OK! Let’s judge! (教师带领学生一起完成判断)
【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: Bys and girls, I think yu understand this stry very well. Nw I have sme questins fr yu. (PPT出示3个问题) Please read the stry frm Paragraph 1 t 3 and try t find the answers t the three questins.
(学生自读课文1至3段，圈划关键词句)
(1) T: Let’s lk at questin N.1. Where’s the party?
S: There’s a party at the prince’s huse.
T: Yes. D yu knw prince? Let me shw yu. (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) Lk，he’s a prince nw. Prince is the sn f the king. Oh, what a handsme prince! (新授 prince) D yu want t be a prince, bys?
Bys: Yes.
T: Why? (可以让几个男生回答)
(2) T: There’s a party, but, what a pity! Cinderella cannt g. (教师板书句型)
Wh can g t the party?
S: Cinderella’s stepsisters can g t the party.
T: Yes. Lk at her sisters. What d yu think f the sisters? Are they gd?
S: N, they’re s bad.
T: Right. The sisters are s bad. Can yu read like them? (让学生分别模仿读一读sisters)
(3) T: Lk, Cinderella cannt g t the party, s she is very sad. Questin Tw, wh helps her? Her stepmther? The prince?
S: N. A fairy helps her.
T: Gd. Lk! The fairy can fly, and she can d a magic trick. (新授fairy)
What des the fairy ask Cinderella? (提示学生回答)
S: Why are yu s sad, dear?
T: And Cinderella says … S: Because I can’t g t the party.
T: And why?S: Because I dn’t have any clthes r shes.
T: And the fairy says… S: Let me help yu!
T: What d yu think f the fairy? S: The fairy is very warm-hearted.
T: Cinderella is very sad. Can yu read like them? S: (模仿语气对话)
(教师板书主要句型)：
Why are yu s sad? Because I …
Why can’t yu g t 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: Lk! Cinderella puts n the new clthes and shes. (新授put n) And Questin Three, when des Cinderella have t cme back? Lk at the clck n the blackbard. Wh can draw the right time fr 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 t, befre)
T: Gd! Nw, I think Cinderella is ready fr 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 befre the party
T: What happened befre the party? (教师带领学生一起复述) Cinderella’s stepsisters can g t the party, but Cinderella cannt. She is s sad. Why can’t she g t the party? Because she has n nice clthes r shes. A fairy cmes t help her, and she asks Cinderella t cme back befre 12 ’clck.
T: D yu knw why shuld Cinderella cme back befre 12?
S: Because if nt, all the nice things wuld disappear. (可以请学生用中文说说)
2. Read and match
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 gd time, have t g, try n, it desn’t fit, it fits) Lk, these things happened at the party and after the party.
3. Fill in the blanks
T: Can yu intrduce by yurself? Talk abut the pictures with yur 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 yurself
3. Read tgether
4. Ask and answer
T: Gd jb! D yu remember the whle stry nw? Here are sme questins which may help yu. 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 t 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。】
Hmewrk 家庭作业
1. Read the stry three times.
2. Cpy the new wrds and phrases.
3. Review the stry and act it ut with yur 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 (Stry time)
Befre the party At the party After the party
cannt g t the party have a gd time visit every huse
A fairy cmes. have t g many girls try n the she
Why are yu s sad? it des nt fit
Because … cannt … it fits
Because … dn’t have any
nice clthes r shes
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；然后，教师安排学生带着问题自读课文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。
Stry time
Teaching cntents 教学内容
Stry time
Teaching aims and learning bjectives 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, clthes, let, put n, befre, have t, try n, 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、会读日常用语：Cme and help me … Let me help yu. I have t …。
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。
Fcus f the lessn and predicted area f 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, clthes, befre的读音和拼读，put n, try n, have t的理解，教师可以通过TPR及直拼法等教学方式进行教学。
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 prcedures 教学过程
Step 1 Lead-in
1. Free talk
T: Welcme back t schl, bys and girls! Nice t see yu!
S: Nice t see yu t!
T: Did yu have a gd time in yur winter hliday?
S: Yes!
T: Oh, gd t hear that! What d yu usually d in yur winter hliday?
S1/S2/S3: I usually …
T: I see. D yu want t knw smething abut my winter hliday?
S: Yes, we d.
T: OK, please listen carefully. Try t remember these things. (PPT呈现)
2. Ask and answer
T: Why d I get up early in the mrning? (教授why，渗透why的音和意并带读)
T: Yu may say “Because …” (教授 because，渗透because的音和意并带读)
S1: Because yu have t make breakfast fr yur family.
T: Gd. I have t make breakfast. “Have t” means must. (渗透have t的音和意)
Why d I g t the park with my mther?
S2: Because yu like playing badmintn there.
T: Gd jb! Why d I g t the cinema with my friends?
S3: Because yu like watching films very much.
T: Yes, yu’re right. And why d I g t the library?
S4: Because reading makes yu happy.
T: Oh, yu really have a gd memry! Yes, I like reading. And when I was yur age, I liked reading fairy tales very much. D yu like fairy tales t? (PPT显示“童话故事”)
S: Yes.
T: Tday I bring yu a famus fairy tale named Cinderella. Can yu read it? (新授 Cinderella) First, let’s enjy sme pictures abut this stry.
【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 Presentatin
1. 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 nly her father because her mther has died. Cinderella’s father thinks she needs a new mum, s he married again. This new mum has tw daughters t, and they treat Cinderella badly after her father died.
Lk! There are fur wmen in this picture. The ld ne is Cinderella’s stepmther. Des she like Cinderella? (S: N.) Why desn’t she like her? (S: Because …) I think, because Cinderella is much mre beautiful than her tw stepsisters. Lk at these tw girls. They always wear nice clthes, but they’re lazy. They d nthing at hme, but they always ask Cinderella t d all the husewrk. Pr Cinderella lks dirty and tired. What will happen? Let’s read the stry tgether.
【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, let’s watch the cartn tgether. Then, I’ll shw yu sme infrmatin abut the stry. If it is right, yu can say “Bing!” If nt, yu can say “Ah-h”. Understand?
S: Yes. (学生观看动画，为判断信息正误做准备)
(2) T: OK! Let’s judge! (教师带领学生一起完成判断)
【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: Bys and girls, I think yu understand this stry very well. Nw I have sme questins fr yu. (PPT出示3个问题) Please read the stry frm Paragraph 1 t 3 and try t find the answers t the three questins.
(学生自读课文1至3段，圈划关键词句)
(1) T: Let’s lk at questin N.1. Where’s the party?
S: There’s a party at the prince’s huse.
T: Yes. D yu knw prince? Let me shw yu. (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) Lk，he’s a prince nw. Prince is the sn f the king. Oh, what a handsme prince! (新授 prince) D yu want t be a prince, bys?
Bys: Yes.
T: Why? (可以让几个男生回答)
(2) T: There’s a party, but, what a pity! Cinderella cannt g. (教师板书句型)
Wh can g t the party?
S: Cinderella’s stepsisters can g t the party.
T: Yes. Lk at her sisters. What d yu think f the sisters? Are they gd?
S: N, they’re s bad.
T: Right. The sisters are s bad. Can yu read like them? (让学生分别模仿读一读sisters)
(3) T: Lk, Cinderella cannt g t the party, s she is very sad. Questin Tw, wh helps her? Her stepmther? The prince?
S: N. A fairy helps her.
T: Gd. Lk! The fairy can fly, and she can d a magic trick. (新授fairy)
What des the fairy ask Cinderella? (提示学生回答)
S: Why are yu s sad, dear?
T: And Cinderella says … S: Because I can’t g t the party.
T: And why?S: Because I dn’t have any clthes r shes.
T: And the fairy says… S: Let me help yu!
T: What d yu think f the fairy? S: The fairy is very warm-hearted.
T: Cinderella is very sad. Can yu read like them? S: (模仿语气对话)
(教师板书主要句型)：
Why are yu s sad? Because I …
Why can’t yu g t 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: Lk! Cinderella puts n the new clthes and shes. (新授put n) And Questin Three, when des Cinderella have t cme back? Lk at the clck n the blackbard. Wh can draw the right time fr 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 t, befre)
T: Gd! Nw, I think Cinderella is ready fr 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 befre the party
T: What happened befre the party? (教师带领学生一起复述) Cinderella’s stepsisters can g t the party, but Cinderella cannt. She is s sad. Why can’t she g t the party? Because she has n nice clthes r shes. A fairy cmes t help her, and she asks Cinderella t cme back befre 12 ’clck.
T: D yu knw why shuld Cinderella cme back befre 12?
S: Because if nt, all the nice things wuld disappear. (可以请学生用中文说说)
2. Read and match
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 gd time, have t g, try n, it desn’t fit, it fits) Lk, these things happened at the party and after the party.
3. Fill in the blanks
T: Can yu intrduce by yurself? Talk abut the pictures with yur 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 yurself
3. Read tgether
4. Ask and answer
T: Gd jb! D yu remember the whle stry nw? Here are sme questins which may help yu. 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 t 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。】
Hmewrk 家庭作业
1. Read the stry three times.
2. Cpy the new wrds and phrases.
3. Review the stry and act it ut with yur 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 (Stry time)
Befre the party At the party After the party
cannt g t the party have a gd time visit every huse
A fairy cmes. have t g many girls try n the she
Why are yu s sad? it des nt fit
Because … cannt … it fits
Because … dn’t have any
nice clthes r shes
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；然后，教师安排学生带着问题自读课文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。
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