Story time优秀教案板书设计

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课 题

Unit 1

Cinderella

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。

教学目标

3. 能听懂、会说、会读日常用语：Come and help me …

Let me help you.

I have to …

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。

1. 在听故事的过程中理解词汇及句型Why…? Because …。

教学重点

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。

1. 单词prince’s, clothes, before的读音和拼读，put on, try on, have to的理解，教师可以通过TPR及直拼法等教学方式进行教学。

教学难点

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。

教学过程

教学内容及呈现方式

Step 1 Lead-in 1. Free talk T: Welcome back to school, boys and girls! Nice to see you!

导学与提问

T: Did you have a good time in your winter holiday?

T:Do you 1

学生活动

Greetings and free talk.

集体备课后

的调整

2.Look，I bought so many fairy tales.

Which one do you like? Why?

3.Today I want to share a very famous fairy tale with you. Do you want to have a look? 4.Watch the movie and show the title of this unit---- Cinderella

Step 2 presentation 1.Show the picture and ask some Qs

Good job.Do you want to know more about her? Let’s read this fairy tale together. 3. 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个问题) Please read the want to know I usually do something about my winter holiday?

homework/go shopping/ watch cartoons...

T:can you say Ss: beautiful something about Cinderella?

Kind

Poor No parents

Read the T: Let’s look story together

story from Paragraph 1 to 3 and try to find the at question answers to the three questions.

(学生自读课文1至3段，圈划关键词句) Ask, answer and fill the forms.

2. Read and match No.1. Where’s the S: There’s a party?

party at the prince’s house. (2)S: No. A fairy helps her.

(3)before 12 T: What happened then? Please read paragraph T:Question 4-5, and match the sentences with the pictures.

Two, who 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helps her?

T:Question

书短语：have a good time, have to go, try on, Three,when

clock it doesn’t fit, it fits) Look, these things Does she

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happened at the party and after the party.

3. Fill in the blanks

Step 4 Reading time 1. Listen and repeat 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. (可以最后请几组学生演示) 5. Try to act

让学生任选一个场景表演故事。

Homework

家庭作业

have to come

back?

T: Can you introduce by yourself? Talk about the pictures with your partner first,then, finish the sentences.

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板书设计

Unit 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 comes.

have to go

many girls try on the shoe Why are you so sad?

it does not fit Because …

cannot …

it fits

教学反思

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，通过看动画简单了解故事情节，激发学生学习这篇故事的兴趣；其次，通过读故事介绍故事发生的背景和故事中的主要人物特征，让学生整体感知故事情节；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。

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