Story time课件配套优秀获奖教案

无锡市南湖小学“元•圆课堂”英语教学设计

五下第

一

单元

课题

Cinderella

课时

5 主备人

许心怡

执教者

以灰姑娘的故事为文本，通过阅读帮助学生理解故事中出现的词汇和句圆心

型：Why…? Because …?等并理解句型的意思。在学习中体会到阅读故事的（育人价值）

乐趣，培养一定的阅读兴趣和感悟出真善美的真谛。

（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 …

半径

4. 能较流利有感情地朗读故事。

（教学目标）

（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。

学生已知：

1．学生对灰姑娘的中文版本比较熟悉，在理解方面难度降低；

元点

2．学生有简单的语言基础.

（知识、学生）

学生未知：

句型：Why…? Because …? 师

多媒体课件、教室物品图片、板书

第一课时：听录音预习课文，预习新单词

第二课时：课前预习Grammar time, 思考句子的构成。

第三课时：在文中圈出Cartoon time 部分的新单词,结合预学活动单介绍的各种方法预学。听磁带，初读课文，了解课文内容。

第四课时：了解字母组合dr的读音，并能找出含有字母dr发/dr/的单词。

第五课时：综合复习回顾已学知识点和交际用语，进行听写练习。

教学

准备

生

第一课时

（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 …

二次备课

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。

n

核心

在学习故事的过程中理解词汇

问题

前测

听录音预习课文，预习新单词

（2’）

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? Ss: Yes, we do. T: OK. Listen to me carefully. All right? Listen! （chant伴奏）

One, two, one two three! Free Nice to see you, everybody! talk （3~5’）

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.

I wish we have a good time today. Would you like to join me?

Ss: Yes! 【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。

2 课时

目标

圆

形

态

（成长

轨

迹）

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! Lead in （3~5’）

T: Why? Why do you like fairies? S: Because she …（请学生说说喜欢仙女的原因）

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”. 【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。

（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）

1.T: Good job! I can see most of you are very

Teach （15~20’）

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。）

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.

3

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…

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?

Ss：模仿语气对话。

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 …

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）

So, Cinderella is ready to go to the party.

4

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 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。

T: 与学生核对答案并读一读句子。

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.

【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。

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）

1. 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? …

Ss: （两人一组问答练习）

Practice （5~8’）

2. Check in two. 1.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

2. Show time 【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。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。

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

5

（5~8’）

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。

后测

在学生学完课文后，对学生的掌握情况进行评价和检测。形式可以同桌互评、（2’）

老师点评。

Unit1 Cinderella Why…?

Because …? Come and help me…

Let me help you.

I have to …

板书

口头作业：1. 学优生在听读的基础上，试着背诵st。

2.

学困生听读st三遍。

3.

中间生听读st三遍，试背st关键词，句。

作业分层设计

笔头作业：1. 学优生默写st关键词，句。

2.

学困生抄写st关键词，句。

3.

中间生抄写st难词，难句。默写简单词句。

6

第二课时

（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 …

3. 学生能够根据Fun time中的图片说和演。

（二）能力目标: 1. 能够正确运用动词第三人称单数谈论Story time的故事，并能二次备课

够简单评价和提问故事中的人物；

2. 能理解并掌握运用Grammar time中以wh开头的特殊疑问词的用法及规则；

3. 能够完成Fun time中的任务,并能够运用所学语言与同学合作创编童话故事并表演；

4. 能够运用wh开头的特殊疑问词在适当的语境中提出问题。

（三）

情感目标：

培养善于思考，乐于提问的学习品质。

本课时核心问题如何通过交流与学习，正确运用疑问词why, 以及其它wh开头的特殊疑问词提出问题并回答. 自读Grammar time,了解以wh开头的特殊疑问词的用法及规则；

T: Good morning, boys and girls. Ss: Good morning, …

T: Do you like reading? Ss: Yes. T: What kind of books do you like reading? S: I like reading fairy tales. T: Me too! 【设计意图】学生通过问答，既复习了旧知，也为本课学习做好铺垫、渗透

T: What characters do you know about fairy tales? I’d like to show you some. Do you remember this one? Who is she? Ss: Goldilocks! T: Yes, she’s a lovely girl, because she eats the three bears’food and drinks their soup. （与学生一起讨论）

Lead in T: Children, there are so many famous cartoon characters in the fairy （3~5’）

tales. Look. Here they are! Can you say something about them? Ss: 学生根据看到的卡通形象进行简单描述。Talk about the characters in the fairy tales: Goldilocks, Snow White and The Ugly Duckling. 【设计意图】激发他们的兴趣，营造英语学习的氛围，为接下来对Cinderella的讨论做好铺垫。

7 课时

目标

圆

核心

形

问题

态

前测

（）

成（2’长

轨

迹Free ）

talk

）

（3~5’

1.T: Well done! I think we all like reading fairy tales. We get a lot of fun from the fairy tales. Last lesson, we learned Cinderella. What do you think of Cinderella? S：I think Cinderella …

T: Now I’ll show you all the characters in the story. Can you talk about them in pairs? (talk about Cinderella and the other characters in that story) Ss: …两人一组讨论卡通人物

2. Check T：Look! How is Cinderella? Is she happy? S: No, she looks so sad. T: Why? S: Because she cannot go to the prince’s party at his house. T: Who comes to help her? S: A fairy. T: What do they say? Can you show us in pairs? Ss：… (同桌两人分角色对话)

1. T: When we answer the questions beginning with “why”, we usually use “because”.

2. Bb writing.（板书句型）

Read the sentences together.

T: Now, I want you to read the sentences carefully once again. Try to find the rules. What is the next word to “why”?

Bb writing. （板书学生找出的规则）

【设计意图】

进一步发散和拓展课文中已有的语言，最后将两者之间的对话呈现给学生，引出本节课的语法重点，学生在语言情境中感知语法结构和功能。

T: Boys and girls, let’s play a game now. It is called “Tell me why”. I’ll show you some pictures. Look at them carefully, then, someone Practicasks the question about the pictures, and someone answers it.

e

1 Billy can’t get out.

（5~8’）

2 The Ugly Duckling is so sad.

3 Liu Xiang can run very fast. 4 The children all like Cinerella very much.

8

Teach （15~20’）

1. Talk about the first picture of Fun time without the sentence. T: Boys and girls, have a guess. What does Cinderella say? S: Why can’t I go to the party? T: What will her stepmother and sister answer? S: Because you are smelly and ugly! S: Because you have much housework to do! …

T: Wow, good try!

1.T: You can open your books now. Look at the pictures and sentences on page10. Work in pairs. Try to find the answers.

2. Check up one by one. 【设计意图】通过图片与语言提示引导学生提问：Why…? 结合学生熟悉的童话故事人物以及生活中熟悉的人物等话题，在欢快的图片闪现和音乐氛围中进一步感知语言，操练和巩固语法点。

1 Talk about more wh-words: who, whose, what, where, when. T: You can ask Cinderella some questions beginning with why now. We also have learned many other question words beginning with wh. Can you show me these different words? S: … (Bb writing教师板书学生提到的wh开头的特殊疑问词).

T: Good job! Can you ask questions about Cinderella with the wh-words? S:…

1 Try to ask more questions about the first picture. T writes down the questions. 2 Try to put on the play. Produce （5~8’）

Try to act one scene in groups of four.

And try to use more words to make the play richer and more wonderful.

3 Show the play in groups of four.

T: We know how to use these wh-words to ask questions about Cinderella. And we also can put on the play with the wh-questions. Thinking is very important. We all like thinking, so we can ask so many questions. Great people invented and created great things, because they like thinking too. 【设计意图】结合学生的已有知识经验操练语言点，相对于前面环节，话题逐渐相对开放，难度加大，语法学习能够循序渐进的在话言情境中展开，并兼顾学生的兴趣。

熟练掌握wh开头的疑问词的使用和回答

后测

（2’）

板书

Unit1 Cinderella

9

作业分层设计

Why?

Because …

Wh:

What…

Who…

Where…

When…

Who’s…

Whose……

口头作业：1. 学优生背诵st，并归纳st。

2.

学困生试背st。

3.

中间生背出st。

笔头作业：1. 学优生默写gt关键词，句。

2.

学困生抄写gt关键词，句。

3.

中间生抄写gt难词，难句。默写简单词句。

10

第三课时

1. 能熟练运用“why”和“because”进行问答。

2. 能正确理解、朗读Cartoon time中的故事，能读懂其中的趣味课时

之处，并能在教师的指导下进行表演。

二次备课

目标

3. 了解字母组合dr在单词中的发音。

4. 了解中西方传统的故事，并能用英语简单介绍自己喜欢的故事

核心

本课时的核心问题是如何把sound time 和cartoon time 有效衔

问题

接，把语音教学贯穿于整节课中。

前测

在文中圈出Cartoon time 部分的新单词,结合预学活动单介绍的

（2’）

各种方法预学。听磁带，初读课文，了解课文内容。

T: Hello, may I know your name?

S: Yes, my name is…

Free T: What’s your hobby?

talk S: I like…

（3~5’）

T: Why do you like…?

S: Because…

【设计意图】对以前学过的句型进行复习

2

T: Last class, we learned a fairy tale, Cinderella. Look, What’s the 圆

matter with Cinderella?

形

S: She is sad. 态

（Lead in T: Why is she so sad? T: Because…

成（3~5’）

T: I have some pictures here, can you use “Why” to ask questions? 长

Let’s talk in pairs.

轨

(教师出示图片提示学生问答) 迹【设计意图】在Story time中巩固本单元重点句型。

）

T: Why is Snow White so happy?

S: Because she is beautiful and she has a nice dress.

T: Yes, here is a nice dress.（PPT呈现Sound time 图片部分）

1. Look and talk T: This is Andrea, what is Andrea doing? S: She is drawing a dress.(PPT呈现：Andrea is drawing a dress. For her friend Sue.) Teach T: This is her twin brother Andrew, what is he doing? （15~20S: He is drinking.(PPT呈现：Andrew is having a drink. It’s cold and ’）

blue.)

2. Follow the tape

3. Say the chant in pairs

4. Sum up

T: Look at the words, Andrew, drink, Andrea, drawing. What is “dr”

pronounced? 5. What other words have this sound? Can you give us some examples? (将学生说出的单词在黑板上板书。) 6. I have some new words, try to read them.(PPT呈现新单词) 7. Here’s a new rhyme, let’s read together.

11

【设计意图】整体感知故事内容。

学生预测每个问题的结果，后听录音揭示预测结果。阅读故事的细节，化解难点。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。

1. Watch and answer T: The boy dreams to have a hike, so do Sam and Bobby. Hiking is happy, but, are they happy? S: No, they aren’t.

T: Why are they not happy, can you guess? S: Maybe…

T: Ok, let’s watch the cartoon and find the answer.(学生回答这一问题时指导朗读：Do you have any snacks, Sam? I’m very hungry.)

2. Read and discuss T: They’re hungry, do they find anything to eat? Let’s read and discuss in pairs. T: Do they find anything to eat? S: Yes. T: What do they find? S: They find some mushrooms. T: Yes, they find some mushrooms under a tree.(板书Mushroom) Practic

Bobby is very hungry, he finds some nice mushrooms under the tree, how does he feel now?

e （5~8’）

S: He feels…

T: If you were Bobby, what will you say?

S: …

T: What does Bobby say? S: Look! There are some mushrooms. We can eat them.(指导朗读) T: Bobby picks a big red mushroom, he says: Would you like one?

What does Sam say? S: Sam says…

T: Why can’t they eat them? Bobby does not understand, I don’t understand either. Why? S: Because the mushrooms are bad for us.(板书) 3. Listen and repeat 4. Happy reading 5. Happy acting 6. Let’s show

【设计意图】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。

1. Look and talk T: I know you like reading stories. Look, what is this story about? What about this Produce one? What does Yang Ling like? Let’s read together. （5~8’）

T: What about Mike? Yang Ling likes Chinese stories, Mike likes fairy tales, what about you. S: I like…

12

T: Why do you like the story? S: Because …

2. Enjoy the pictures T: We have so many wonderful stories, I hope you read and love them. Because reading is like sunshine, it can light your heart, reading is like water, it can clean your mind. 【设计意图】感知中西文化故事的不同

后测

1.检测评价学生对卡通的学习掌握情况。

（2’）

2元音字母辨音题练习检测学生语音板块学习情况。

Unit 1 Cinderella

dr/dr/ 板书

作业分

层设计

Bobby Sam

图片

图片

口头作业：1. 学优生熟练背诵st。背出dr的读音和相关单词。读熟ct。

2.

学困生背出st。读出dr的读音和相关单词。听读ct三遍。

3.

中间生熟练背出st，试背dr的读音和相关单词。试背ct。 笔头作业：1. 学优生独立完成大小练相关练习。

2.

学困生看书完成大小练相关练习，部分难题可暂时不做。

3.

中间生基本独立完成大小练相关练习。

13

第四课时

1 能够运用准确运用动词第三人称单数复述Story time的故事；

课时

目标

2 能理解并掌握运用Grammar time中以wh开头的特殊疑问词的用法及规则；

3 能完成Fun time中的任务,与同学合作完成童话故事表演。

本课时核心问题是如何完成Fun time中的任务,与同学合作完成童话故事表演。

二次备课

核心

问题

前测

综合复习回顾已学知识点和交际用语，进行听写练习。

（2’）

1.Talk about the characters in the fairy tales: Goldilocks, Snow White Free and The Ugly Duckling.

talk T: We get a lot of fun from the fairy tales. We learned Cinderella. （3~5’）

What do you think of Cinderella? 【设计意图】通过经典故事，激发学生学习英文的兴趣。

1 Talk about Cinderella.

T：Look! How is Cinderella? Why? Who comes to help her? 圆

What do they say? 形

2 Summary. 态

（

T:When we answer the questions beginning with “why”, we 成Lead in usually use

长

（3~5’）

“because”.

轨

Bb writing. 迹3 Book open. ）

Read the sentences.

4 Try to find the rules. What is the next word to “why”?

【设计意图】利用上课时的对话继续调动学生的学习兴趣，提高学生注意力，并且复习相关的单词和词组。

Play a game: tell me why.

Look, ask and answer about the pictures.

1 Billy can’t get out.

2 The Ugly Duckling is so sad. Teach （15~20’）

3 Liu Xiang can run very fast.

1 Talk about the first picture of Fun time without the sentence.

Have a guess. What does goldilocks say?

Then read the sentence and try to answer.

2 Book open. Work in pairs.

Say the sentences in the pictures.

Check up one by one. 3 Try to ask more questions about the first picture. 14

Set an example. 4 Try to put on the play.

Try to act one scene in groups of four.

And try to use more words to make the play richer and more wonderful.

5 Show the play in groups of four. 【设计意图】通过一系列的游戏活动，发散学生思维，使学生能力得到提升。

1 Summary:

T: We know how to use these wh-words to ask questions about Cinderella. And we also can put on the play with the wh-questions. Thinking is very important. We all like thinking, so we can ask so many questions. Great people invented and created great things, because they like

Practicthinking too. e （5~8’）

2 Enjoy some great people: Newton, Thomas Edison, Wright brothers,Steve Jobs and Bill Gates. 3 Try to finish the question card in groups of four. Try to ask questions with wh-words and write down the questions on the question card.

【设计意图】能正确并熟练地运用本课词句

1 Go on to modify the question cards in groups of four and try to find the answers on the Internet or in groups.

Produce 2 Group members cooperate. Try to finish enriching and writing down the play in Fun Time. （5~8’）

(Set an example.) 【设计意图】课上指导学生如何完成练习，帮助学有困难的学生扫除学习障碍，提高学习的自信心。

后测

（2’）

板书

卡通故事表演

Unit 1 Cinderella

Date

Because …

Why Who Whose Where What

is are do

does can

When

(not) he she we you they

…

…

…

15

作业分

层设计

口头作业：1. 学优生熟练背诵ct。

2.

学困生试背ct。试背dr的读音和相关单词。

3.

中间生熟练背出ct，试背dr的读音和相关单词。

笔头作业：1. 学优生独立完成大小练相关练习。

2.

学困生看书完成大小练相关练习，部分难题可暂时不做。

3.

中间生基本独立完成大小练相关练习。

16

第五课时

课时

目标

1. 能熟练运用“why”和“because”进行问答。

2. 了解中西方传统的故事，并能用英语简单介绍自己喜欢的故事。

本课时核心问题是了解中西方传统的故事，并能用英语简单介绍自己喜欢的故事。

二次备课

核心

问题

前测

综合复习回顾已学知识点和交际用语，进行听写练习。

（2’）

Step 1 Free talk

T: Hello, may I know your name? Free S: Yes, my name is…

talk T: What’s your hobby?

（3~5’）

S: I like…

T: Why do you like…?

S: Because…

【设计意图】对以前学过的句型进行复习

T: Who’s that girl? Can we go to the party? Why?

圆

形

Lead in T: Let’s retell the story 态

（3~5’）

（【设计意图】通过复习，引入新课学习。

成

长

There is a

at the prince’s house. All the girls can go, 轨

but Cinderella cannot. She does not have any

clothes or 迹shoes. ）

The fairy

Cinderella. Cinderella has beautiful

and

. She can go to the party now.

Cinderella has a

time at the party. The prince

Teach her very much. （15~20Cinderella goes home at 12 o’clock. She leaves a

’）

behind. The prince visits every

. Many girls

on the shoe, but it does not

. Finally, Cinderella tries it on. It fits well. 【设计意图】能够利用形容词正确、流利、生动地讲故事

通过小组合作，确保每个层次的学生都有语言能力提升的机会。

1. This dress

you well. You look so pretty! 2. It’s late for school. Mary

run and catch the bus. 3. This T-shirt is very nice. You can

them

. Practic4. We always

on summer holiday. e 5. It’s time for swimming. Mike

his clothes and

（5~8’）

his swimming suit.

Ticking time

17

【设计意图】通过练习自我评价反馈

1. Do exercise book. Produce 2. Dub for the video. （5~8’）

【设计意图】有助于培养学生的语言组织能力。

后测

完成课课练相关练习。

（2’）

Unit 1 Cinderella

板书

口头作业：1. 学优生熟练背诵U1各个板块。背出所有单词，词组。

作业分

2.

学困生背出st，ct板块。背出四会单词，词组。

层设计

3.

中间生熟练背出U1各个板块，背出四会单词，词组。

笔头作业：1. 学优生独立完成大小练相关练习。

2.

学困生看书完成大小练相关练习，部分难题可暂时不做。

3.

中间生基本独立完成大小练相关练习。

18