Story timeppt配套的教学设计及说课稿

课题 Unit 1 Cinderella 教时第1 课时

日期

教学目标:

1、能听懂、会说、会读prince,fairy,why,because,clothes,let,put on,take off,before,have to,try on,fit.

2、能初步运用句型Why ...? 及其应答Because ….

3、能正确、流利地朗读并理解故事.

4、学生能在理解的基础上合作表演故事. 重点

与

难点 1、能正确、流利地朗读并理解故事

2、能初步运用所学的单词和句型交流.

教学过程

时间活动版块活动内容与呈现方式学生活动方式交流方式

5

min Step 1

Warming-up

吸引注意,积累语言 Free talk

1.What do you like doing? Why?

2.Do you like English stories? Why?

I like .... Because I...

初步理解why和because 师生交流,引出本文的题材,吸引学生的注意力。

30

min 核心过程 Step2

Pre-task

导出目标,生成结构 1. Today let’s learn an English story: Cinderella. (出示插图并板书) 2. Who is the writer of Cinderella?

2.出示图片

Who can you see in the pictures?

What is Cinderella doing?

3.出示图片

Look at Cinderella. Is she happy? So why is she so sad?

You can guess with “because she...”

Teach new words: fairy,prince,Cinderella.

Teach new words: take off, put on,clothes

师生交流,学生猜测,理解why及because的意思出示ppt图片,通过看图理解新词达成目标1

Step3

Task 1

回忆相关知识,初步运用结构1.Why is Cinderella so sad? Now, let’s listen to the tape. 2.So Cinderella can’t go to the party. Why can’t she go to the party? And why can the prince find her?

3.But when do all these things happen? Now can you read by yourselves and try to order

them?

带着问题听录音,以听促思

Watch the cartoon and underline the sentences

Finish read and match(P8) 以why的问题引领学生思考,先听再看再读,通过解决问题,学生一步步走进Cinderella

达成目标2

Step4

Task 2

呈现刺激材料,活用结构1.Let’s go into Cinderella’s world.出示课文插图1

Where is the party?(以思维导图的形式板书where)

2.出示课文插图2

Who helps Cinderella?(以思维导图的形式板书who)

3.出示课文插图3

When does Cinderella have to come back?(以思维导图的形式板书when)

4.出示课文插图5

Whose shoe do the girls try on?(以思维导图的形式板书whose)

At the prince’s house.

The fairy

She has to come back before 12 o’clock

The Cinderella’s shoe以多个问题推进课堂活动,帮助学生理解。并在理解中教授部分新词have to,try on

达成目标1,2

Step5

Task 3

引发期待行为,强化结构 1. Read after computer (听录音,逐句跟读,注意语音语调。学生加上自己的表情和动作。)

2. Read in roles

3.Act the story

Read

Read in roles

Work in pairs

学生能正确,流利的理解故事

达成目标3

留足空白,让学生自编,自导,自演

达成目标4

3

min Step6

Post–task

提供反馈评价,巩固结构回顾板书retell the story

1.the teacher asks and the student answers

2.Work in pairs and retell

3.Retell the story together

Retell the story 回顾板书, 以思维导图的形式回顾本课内容

2 min Homework 1. Read Story time after the tape for 5 times.

2. Copy the new words 3 times.

板书设计Unit 1 Cinderella

When Who Why...?

why Cinderella whose Because...

where

交往互动式教学设计

课题 Unit 1 Cinderella 教时第2 课时

日期

教学目标:

1、复习巩固词汇及why...? Because...

2、能够看图片复述故事内容

3、学习Fun time, 引导学生创编,提高创造力和学习英语的兴趣。

4. 学生能理解并掌握why...?及其他疑问词,学会提问,并进一步学习第三人称动词的变化重点

与

难点 1.学习Fun time, 引导学生创编,提高创造力和学习英语的兴趣。

2.学生能理解并掌握why...?及其他疑问词,并进一步学习第三人称动词的变化

教学过程

时间活动版块活动内容与呈现方式学生活动方式交流方式

3 min Step 1

Warming-up吸引注意,积累语言 1.Greetings

2. Play a game.

If yo u are the same to me, please say “me too”

I’m very happy today. Why?

I like rabbits. Why?

I like summer. Why?

I am a teacher. Why?

I like reading stories. Why?

Do you remember the story?

Retell the story with some pictures. Free talk with teacher

Retell the story Free talk

35

min 核心过程 Step2

Pre-task

导出目标,生成结构 1.PPT(出示图片)

Look at these pictures. Do you want to ask some questions about Cinderella?

(hint: where, who, why, whose, when)

2. A:Where is the party?

B:...

A:who helps Cinderella?

B:...

A:why is Cinderella sad?

B:...

A:why can’t Cinderella go to the party?

B:...

A:when does Cinderella have to come back?

B:...

A:whose shoe do the girls try on?

B:....

个别交流

Make a dialogue

(Pair work) 通过看图复习,活跃气氛,更好地进行英语学习。

达成目标2

小组内提问并回答

达成目标1

Step3

Task 1

回忆相关知识,初步运用结构 Grammar time:

1.板书相关问题

What do you find? When do we use “why”“because”?

2.板书相关答案

Come---comes put---puts

Fit---fits try---tries

discuss in groups

Discuss in groups

( 巩固复习第三人称动词的变化) 学生能理解并掌握why...?及其他疑问词,学会提问,并进一步学习第三人称动词的变化

达成目标4

Step4

Task 2

呈现刺激材料,活用结构 Fun time

1. So now you know what happens to Cinderella? Can you enrich the story?

2. Fun time插图:Can you make add some words to it?

3. 教师示范后:look,this is my story. Can you make up your story? Now work in groups and act this story out.

Yes

Work in pairs

Work in groups

创编对话

师生示范到小组表演

达成目标3

Step5

Task 3

引发期待行为,强化结构 Read a dialogue(卡通故事)

1.Can you ask some questions with“where, who, why, whose, when”?

2. act

①read the dialogue

②Use 4 more sentences in the dialogue

③Create a new dialogue in your group, and add some actions.

针对学生的表演及时评价

Work in groups

Act the dialogue

Work in pairs

本部分作为课外延伸部分,学以致用,进一步巩固提问方式

达成目标4

Step6

Post–task提供反馈评价,巩固结构完成补充习题部分内容

落实笔头

2 min Homework 1. Recite story time 2. Recite and write new words 3+1.

板书设计Unit 1 Cinderella

When Who Why...?

why Cinderella whose Because...

where

交往互动式教学设计

课题 Unit 1 Cinderella 教时第3 课时

日期

教学目标:

1. 能了解并掌握dr在单词中的发音

2. 熟练掌握单词mushroom,late,pick,understand,be bad for...

3. 在教师的引导和训练下,学生能正确理解和朗读cartoon time中的故事,能读懂其中趣味之处,并养成良好的阅读习惯。

4. 在理解cartoon time的基础上,进行创造性地输出。重点

与

难点 1.能正确理解,朗读cartoon time的故事

2.能正确并熟练询问并回答原因

教学过程

时间活动版块活动内容与呈现方式学生活动方式交流方式

3

min Step 1

Warming-up

吸引注意,积累语言 1.Look at this picture. Who is she? Oh, she is Cinderella.

2. What does she wear?

A dress 通过看图来描述Cinderella的穿着,引出sound time

35

min 核心过程 Step2

Pre-task

导出目标,生成结构 Sound time:

1. So Andrea is also drawing a dress.(出示sound time图片)

2. What can you see in the picture?

So the boy is having a drink.

And the girl is drawing a dress.What’s the boy’s name? His name is Andrew. What do you find with the red words?

3. Read these words. Can you name more?

4. Learn sound time sentence by sentence

5. Sing it together(work in groups)

导入sound time

I can see...

Work in groups 能了解并掌握dr在单词中的发音

达成目标1

Step3

Task 1

回忆相关知识,初步运用结构 1.talk about the pictures:

Where are Sam and Bobby?

What does Bobby find?

2.So what does Bobby do after finding the mushroom?

Does Bobby understand at first? Watch the cartoon

3.Are the mushrooms good for us? How do you know? OK, now open your books and underline it

In the forest

Teach new word:mushroom

Watch the cartoon

He picks the mushroom.

(teach : pick)

No,he doesn’t.

( 方法1:Because these mushrooms are bad for us. Teach:be bad for...

方法2:看图)

在理解中掌握单词

达成目标2

在理解中掌握单词

达成目标2

培养学生的思维能力

Step4

Task 2

呈现刺激材料,活用结构 Reading time

1.Read after computer (听录音,逐句跟读,注意语音语调。学生加上自己的表情和动作)

2.Read in roles

Read

Work in groups

指导学生读出语

气,指导学生在真

实的情景下朗读)

学生在小组内开展

趣味朗读活动,加

入动作表情,读出

趣味。

达成目标3

Step5

Task 3

引发期待行为,强化结构 1.Can you make an ending for the story?

2.Act the story Work in groups

Act(work in groups).

在学生理解的基础上,鼓励学生创造性输出

达成目标4

1 min Step6

Post–task

提供反馈评价,巩固结构完成补充习题相应练习 Some exercise Practice

1 min Homework 1.Read Cartoon time 5 times

2. Talk about your home to your family.

板书设计Unit 1 Cinderella

Bobby: pick the mushroom.

Sam: be bad for...

交往互动式教学设计

课题 Unit 1 Cinderella

教时第4 课时

日期

教学目标:

1、巩固复习本单元单词。

2、巩固复习本单元重点句型。

3、能了解中西文化中的一些经典故事。

4、通过活动和练习检测学习情况。重点

与

难点 1、巩固复习本单元的课文、单词和重点句型。

2、能对歌谣进行改编和表演唱。

教学过程

时间活动版块活动内容与呈现方式学生活动方式交流方式4

min Step 1

Warming-up

吸引注意,积累语言 1.Greetings

2.Imitation

模仿表演cartoon

Free talk with teacher

Act in groups

师生交流,活跃课堂氛围

35

min 核心过程Step2

Pre-task

导出目标,生成结构 Review the story time:

1.模仿表演,完成第一项ticking time

2.完成think and write Act and tick

Single work 复习课文内容

达成目标1

Step3

Task 1

回忆相关知识,初步运用结构

1.Check the answers.

2.ask and answer

Why is Cinderella sad?

Why can’t she go to the party?

...

Single work

Teach the new word: leave ...behind

师生交流后pair work

落实笔头

巩固复习本单元重点句型

达成目标2

Step4

Task 2

呈现刺激材料,活用结构

Step5

Task 3

引发期待行为,强化结构

Culture time:

1.lead-in:Cinderella is a fairy tale. 2.Listen. What does Mike like reading? What does Yang Ling like reading?

3.what fairy tales do you know in China? How about the fairy tales in Western countries? Show some pictures:

1.look and say

2.Write it down

3.Summary: why, because

适当拓展文化知识

Ask and answer

Write

summary

能了解中西文化中的一些经典故事。

达成目标3

巩固复习本单元重点句型。

达成目标2

Step6

Post–task

提供反馈评价,巩固结构 1.默写本单元的词汇跟句型,完成ticking time

2.完成补充习题所有内容默写并巩固

这几项基础的练习和Ticking time提炼本单元的重点教授内容。

达成目标4

1 min Homework 1.Read sound time 5 times.

2.Review the whole unit.

板书设计Unit1 Cinderella

Leave...behind

Why...?

Because...