Story time教学设计案例

上课内容

所属年级

一.教学目标：

U1 Cinderella

五年级下册

科目

英语

备课者

吴冰洁

我的修改

（一）知识目标：列出三会，四会要求

1. 能够听懂、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. 能够听懂、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：I have to …

（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表演故事；

（三）

情感目标：

让学生体会到阅读故事的乐趣，培养学生阅读的兴趣。

二.教学重点、难点：

教学重点：

1.能够听懂、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.能够听懂、会说、会读句型：Why? Because---

并理解句型的意思

3.能够从整体上阅读故事并理解故事；

4.能够语音语调正确地朗读故事、复述故事。

难点：

1. Why? Because …

句型教师可充分利用生活实际和文本帮助学生理解。

2.能理解故事大意，并能较为流利的朗读和简单的表演故事。

三.教学具准备：

Word cards ，

PPT

四.课时安排：

第一课时

五.教学过程：

1.Free talk：

问1.T: OK. It’s time for class! Are you ready?

学

Ss: Yes.

T: Good morning, everyone!

Ss: Good morning, xxx. T: Boys and girls, tell me, did you read any interesting books in winter holiday?

S1:Yes. / No.

.提问，创设整体教学情境。为故事学习创设氛围。（情境）

2.look and say .T: Good.. Can you read the names of these books?

Ss：

Yes!

They’re Goldilocks and three bears. Sleeping Beauty. Cinderella. Snowwhite. T: Then which story do you like? Why? Ss: Because it is interesting.

Because Snowwhite is beautiful.

Because Cinderrella is lucky. She can marry the prince. T: Good. So today let’s study one of them, Cinderella.

通过讨论学生喜欢的书籍话题，并追问理由，唤醒学生语言的储备，用Why促使学生思维的迸发。以及为本课时重点句型Why? Because---打下伏笔。（创设高阶问题）

点出课题。

Before reading, look at this shoe. It only fits one girl.

Who does it fit? Before reading, who is in the story? Ss: It fits Cinderella!

Cinderella，prince，fairy, stepmother, stepsisters are

in the story. T: (学习新单词fit, prince, fairy) 学习新知前，利用提问，激发学生对故事的过往已知的唤醒，组织语言，运用英语表达。知识新旧联系。学习新单词fit, prince, fairy

S1.Watch and answer T: In the story, Cinderella has different feelings.

Can you number it? Ss: First , Cinderella is happy.

Then, Cinderella is afraid. 讲Finally，

Cinderella is happy again. 学

通过灰姑娘情感主线提问，通过故事情境，整体感知故事。

2.listen and answer T: Why is Cinderella so sad？

S1:Because there is a party at the Prince’s house.

But she cannot go. 3.listen and imitate T: Good! Who will be the stepsisters? Next, Cinderella is sad.

S: Come and help me.

Cinderela, where are my gloves? 学生跟读和模仿读。

通过灰姑娘情感的起伏变化，细读学习故事

T: How do you think about the stepsisters? S: jealous, bad, unkind T: Why does Cinderella turn to be happy？

S: A fairy comes. T: What does the fairy say and do for Cinderella? S: Why are you so sad?

Let me help you. T: How do you think about Fairy? S: Kind , helpful 通过人物分析的提问，让学生朗读体验，并得出人物性格特点，而自然迸发出学习拓展词汇的欲望。Kind , helpful，jealous, bad, unkind 4.read and tick T: How does the fairy help Cinderella? S：She gets (变出) new clothes

and shoes with magic(魔法).

T:Cinderella puts on the new clothes and shoes.

Where does Cinderella go? S: She goes to the party. T: What does she do at the party? S: She dances with the prince. T: So Cinderella has a good time at the party. 通过问题把故事层层递进。

5.read and answer T: Why is Cinderella afraid at the party? S: She should come back before 12 o’clock.

T: Why does she have to come back before 12 o’clock?

T: Cinderella is afraid everything is disappeared. T: Why does Cinderella turn to be happy finally？

Ss: She tries on the shoe. It fits. 再次通过提问和故事解读的追问，在情境中学习新词汇put on the new clothes and shoes 6.guess and say T: Can you guess what the prince wants to say to Cinderella? S: You are my favourite girl.

Would you like to go with me?

Will you merry me?---

在语境中给学生想象空间，培养学生的语言素养。

延Reading time 1. T: Very good. This time, let’s read the story after the computer. 学生跟电脑齐读

学

故事，教师指导朗读。

2. T: OK. This time, you can read in a group. 四人一组自由读。

3. T: Now let’s read it together. Try to remember the story. (Picture1, 学生齐读一遍填入所缺单词，同法练习后面的图片) 4. T: Children, do you like this story?

Ss: Yes.

T: Why do you like this story? 对人物喜好的讨论，创设高阶问题，引导学生善恶思考，并组织自己的语言，用英语做事。

T:There are three young girls in this story, which girl do you like best? Why? T: Maybe you can tell the story to your parents. This time, try to retell the story. I’ll give you some pictures and sentences. You can look at the blackboard too. First, let’s try together.

2. Make a short play and act it ou

六．板书设计：

Unit1

Cinderella

Why is Cinderella sad first? Because _____________________.

sad

afraid

Cinderella

happy

七．作业设计：

1.

Copy the new words. 2.

Read and recite the story. Read more books, watch the cartoons, then, think and writ

上课内容

所属年级

一.教学目标：

U1 Cinderella

五年级下册

科目

英语

备课者

吴冰洁

我的修改

（一）知识目标：

1.进一步巩固并掌握故事中出现的词汇：prince, fairy, why, because, clothes, let, put on, before, have to, try on, fit ,leave…behind 2. 进一步巩固并掌握四会句型：Why? Because …

（二）能力目标: 1. 学生能够根据Fun time中的图片说和演

2. 学生能够根据故事，完成Checkout time中的Think and write,进一步巩固故事，理解故事。

3. 学生能有感情地表演故事。

（三）

情感目标：

培养学生有序表达的能力。

二.教学重点、难点：

教学重点:

1运用Why？

Because…交流，掌握句子结构。

2 复习巩固故事，叙述故事

教学难点：

1. 能够掌握Why are you …? Why can’t you …? Why does …？句子结构

三.教学具准备：

1.教师准备：PPT，板书。

2.学生准备：复习Story time，熟读、会复述，会合作表演。

四.课时安排：

第二课时

五.教学过程：

Step 1

Warming-up吸引注意，积累语言

1.Enjoy a song

欣赏歌曲,创设氛围

2.Review the story：

（1）.T:recite the story （2）. Retell the story (出示图片) P1:

There is …

P2: A fairy …

P3: Cinderella …

P4: Cinderella …

P5: The prince …

问学

.

（3）.T：fill in the blanks 通过回顾课文，锻炼学生的语用能力。

3.Act the story：.T: Do you like this fairy tale?

Would you like to act it? S Step 2New teaching Learn the new sentences 1.T: Can you use the question words to ask the questions about the story?(What , where, which, who, whose, when, why, how, ) T: Fun time出示Fun time的图片

讲学

P4: Look at the picture, What do they say?

通过让学生选择疑问词对课文进行提问，不

仅再次复习课文内容，更是让学生回顾特殊疑问词的用法。

Read and Act 选择两幅图演一演。

Checkout time: Think and write

(leave…behind) 2 Grammar time: T：出示图片：Cinderella is sad, now fairy comes. Show the sentences:

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. Can you answer the questions quickly? P1: Why can’t she go to the party? Because …

P2: Look, who comes?

What will she say? P3: Cinderella meets price. …

Read and summary(学生根据自己的理解总结Why…? Because…的用法。) 通过语法操练和总结，让学生再一次体会Why?和Because---的用法。

.

Step 3Consolidation 1.Game time:

T：Tell me why? 呈现图片Why can’t Billy get out?

Why is ugly duck so sad?

Why can Liuxiang run fast?

Why does Liuxiang run fast?

借助游戏，学生练习Why?的不同提问。

延2.Thinking time:

T:Why does the apple fall? 学

Why can’t people fly?

Why isn’t the night bright?

Why does the bear sleep all winter? 通过启发学生不断提问为什么，培养学生对自然界保持好奇心，，以及拥有探索世界的奥秘的初心。

六．板书设计：

板书：

Why_____she so sad?

Why_____she go to the party?

Why_____she come back before 12 o’clock ?

七．作业设计：

1.

完成课课练第二课时

2..读语法部分

3. 表演Fun time 4. Recite the new words and the story.

上课内容

所属年级

一.教学目标：

U1 Cinderella

五年级下册

科目

英语

备课者

吴冰洁

我的修改

（一）知识目标：

1.进一步巩固并掌握故事中出现的词汇：prince, fairy, why, because, clothes, let, put on, before, have to, try on, fit ,leave…behind 2. 进一步巩固并掌握四会句型：Why? Because …

（二）能力目标: 1. 学生能够根据Fun time中的图片说和演

2. 学生能够根据故事，完成Checkout time中的Think and write,进一步巩固故事，理解故事。

3. 学生能有感情地表演故事。

（三）

情感目标：

培养学生有序表达的能力。

二.教学重点、难点：

教学重点:

1运用Why？

Because…交流，掌握句子结构。

2 复习巩固故事，叙述故事

教学难点：

1. 能够掌握Why are you …? Why can’t you …? Why does …？句子结构。

三.教学具准备：

1.教师准备：PPT，板书。

2.学生准备：复习Story time，熟读、会复述，会合作表演。

四.课时安排：

第三课时

五.教学过程：

问学

Step1 Warm up 1 Free talk What season do you like? Why do you like …? Because…

(Ask and answer) 通过和学生聊身边的事，继续联系主句型Why? Because---.

Step2 Presentation 1 出示Tina和Bobby的图片，

a Look at the picture: Where are they? How are they? They are in the forest.

They are very hungry.

Guess: What are they saying?

I want _________. Do you have _________? (Picture 1 出示，学生读，根据snack bar说说snack的含义)

培养学生观察图片能力

b. Pictuce2

Look at the picture: T: What’s under the tree?

There are some mushrooms under the tree. (mushroom) Who finds the mushrooms?

(find --- finds) Bobby finds the mushrooms. What will he say? Let’s ________

We can ________

(pick摘---pick some mushrooms)

讲学

通过文章细节解读，学生在情境中随文识字，学习mushroom, pick c. Picture3

Look at the picture: T: What does Bobby do?

He picks a mushroom. T: Look at the mushroom. How is the mushroom? It’s nice. It’s red. It’s very big. (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? 引导学生观察蘑菇，学习用英语表达

d. Picture4 T: How about Sam and Bobby?

Read it by yourselves. (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.) 从文中be bad for…引导学生会说反义词

be good for…

2 Read the story 模仿语音，语调。想一想读的语气。

3Act the story。

Step3 Checkout time T:1 Look and write

a. Talk about the picture P1:We are having an English lesson now. How about Yang Ling? Is Yang Ling at school today. Try to use “Why…” to ask a question.

(Why is Yang Ling not at school today?) Then, answer.

(Because she’s ill at home.)

P2: Look at Liu Tao, How is he? Is he sad?

Ask and answer: Why is Liu Tao so happy?

Because his birthday comes. He can get some presents.

P3: What does Nancy do?

Ask and answer: (Why does Nancy take off her coat? Because she’s hot.)

P4: How about Mike?

Ask and answer: Why does Mike put on his jacket? Because he’s cold.

延学

引导学生发挥想象，创造性地表演故事，培养学生运用语言的能力

六．板书设计：

板书设计：

Unit1 Cinderella ( Cartoon time & Culture time)

Where?

Sam and Bobby

How?

What’s …?

…can…

pick…

Why can’t we eat…?

七．作业设计：

1. 完成课课练第三课时。

2．Read and act Cartoon time. 3. Dub for the story.引导学生模仿故事中人物的语音、语调、表情和心理活动，为表演做

准备

上课内容

所属年级

一.教学目标：

U1 Cinderella

五年级下册

科目

英语

备课者

吴冰洁

我的修改

1（一）知识目标：

1.能够正确、流利、生动地讲故事Cinderella 2.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）能力目标: 1. 学生能正确并熟练地运用“Why”“Because”来提问和表达理由。

2. 尝试运用所学的语音知识拼读生词，同时结合小诗读出韵律和节奏。

（三）

情感目标：

1. 培养学生有序表达的能力

二.教学重点、难点：

1教学重点:

能在教师的引导下完成本单元的三项目标检测，与同学合作完成自评和互评，了解和调整自己的学习情况。

教学难点：

能够使用正确使用Why… Because ….进行问答。

三.教学具准备：

1.教师准备：PPT，房间的照片，练习纸，板书

2.学生准备：复习Cartoon time，熟读、会复述，会合作表演

四.课时安排：

第四课时

五.教学过程：

S Step1 Warm up

T：Do you like the story of Cinderella? Why? 问

What else do you like reading? 学

继续通过和学生聊身边的事，继续练习主句型Why? Because---

Step2 Presentation 1.T：1 Show teaching aims In 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”.

(PPT出示teaching aims)

告诉学生学习目标，让学生学习目标明确

讲学

2 T：.Act the story

Now, first, let’s come to the first aim. Can you understand “Cinderella”?

学生根据自己的理解叙述故事。

a. Work in groups

b. Ask some students to act the story(PPT出示ticking form)

3. Culture time . Different children like different stories. What does Mike like reading? He likes reading fairy tales. How about Yang Ling? She likes reading stories about the Monkey King and Nezha. (Read the sentences of culture time)

Ask and answer: What about you? What do you like reading? (Pair work) 通过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。可以让学生对阅读产生更多的乐趣。

4 Sound time a. 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? (drink some water/have a drink ) Andrew is having a drink. Use “why” to ask question and answer:

Why is Andrew having a drink?

Because he’s thirsty. b What is Andrea doing? (draw a dress)

Andrea is drawing a dress.

Try to ask: Why is Andrea drawing a dress?

Because she likes drawing.

Because she wants a new dress. ……

以逐步讨论图片的方式揭示小诗内容，通过听读总结dr的发音，然后出示新的单词学生自读，培养见词能读的能力

Consolidation

延学

了解字母dr 在单词中的发音, 引出相关词句在有节奏的韵律训练中纠正发音与

目标检测结合起来，引导学生内化语言规律。

Read and find: What’s the pronunciation of the letters “dr”?

Can you say more words?

Try to read (PPT出示teaching aims) 六．板书设计：

Unit1 Cinderella

( Sound time & Checkout time) 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 …

七．作业设计：

1完成课课练第四课时

2.Read an English story 3. Finish the exercise in workbook.