Story time公开课教案

英语（五年级下册) Unit 1

Cinderella 滨海县八滩镇第二中学小学

丁春霞

Teaching contents

教学内容

Story time

Teaching aims and learning objectives

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, 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。

Focus of the lesson and predicted area of 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, clothes, before的读音和拼读，put on, try on, have to的理解。

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 methods

教学方法

Group –working teaching methods

Teaching aids 教学准备

PPT,

Teaching procedures

教学过程

Step 1 Lead-in 1. Free talk

T: Welcome back to school, boys and girls! Nice to see you!

S: Nice to see you too! T: Are you happy about your winter holiday? S: Yes! T: Oh, good to hear that!

T: I’m happy, too.

because you’re so lovely.

T：

(ppt呈现)look at the picture . the boy said: “I am strong and tall, because I eat a lot.”

T:Can you make a sentence like this?

S:.. 2.T: Play and say! ( Rules :

一人用

带有Why …?

的句型提问，另一人用

Because … 句型来回答。看哪组同学表现的棒哦)。

Ask and answer T: Why do I get up early in the morning? (教授why，渗透why的音和意并带读) T: You may say “Because …” (教授

because，渗透because的音和意并带读) T: Do you reading fairy tales (童话)? Let’s enjoy some pictures.

(让学生欣赏有关课文图片) T:Do you know the name of the story? S: Cinderella. 【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 Presentation

Brain strom

T:Can you say something about Cinderella? S:.. 1. Watch and judge (1) T: First, let’s watch the cartoon together. Then, I’ll show you some information about the story. If it is right, you can say “Bingo!” If not, you can say “boom”, 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.Watch and order.

Step 3 New teaching

2. listen and ansewer T:No.1. Where’s the party?

S: There’s a party at the prince’s house.

T: No.2.What do you think of Cinderella’s two stepsisters?

(1) T: Let’s look at question

T: Yes. Do you know prince? Let me show you. (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) Look，he’s a prince now. Prince is the son of the king. Oh, what a handsome prince! (新授

prince) Do you want to be a prince, boys?

T:Why? (可以让几个男生回答)

Boys: Yes.

3.Try to imitate(再听一遍，试着模仿语音语调哦

)

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 stepsisters can go to the party.

T: Yes. Look at her sisters. What do you think of the sisters? Are they good?

S: No, they’re so bad.

T: Right. The sisters are so bad. Can you read like them? (让学生分别模仿读一读sisters) 4.Read and find (学生自读课文2段，圈划关键词句)

T: Look, Cinderella cannot go to the party, so she is very sad. Question Two, who helps her? Her stepmother? The prince?

S: No. A fairy helps her.

T: Good. Look! The fairy can fly, and she can do a magic trick. (新授fairy) What does the fairy ask Cinderella? (提示学生回答) S: Why are you so sad, dear? T: And Cinderella says …

T: And why?

S: Because I can’t go to the party.

S: Because I don’t have any clothes or shoes.

S: Let me help you!

T: And the fairy says…

T: What do you think of the fairy?

S: The fairy is very warm-hearted. T: Cinderella is very sad. Can you read like them?

S: (模仿语气对话) (教师板书主要句型)：

Why are you so sad? Because I …

Why can’t you go to 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) Read and imagin.(小组内学习3.4两段，想想王子会在聚会上和

Cinderella 说什么？

S:... 【设计意图：引发思考，发挥想象。】

T:Question Three, when does Cinderella have to come back? Look at the clock on the blackboard. Who can draw the right time for 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 to, before) T: Good! Now, I think Cinderella is ready for the party. 【设计意图：获取故事3.4幅图片的细节信息。】

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. choose one way Read in roles ,read in groups, act in roles. 【设计意图：学生选一种喜欢的方式，培养学生小组合作能力】

3.Thinking time 1.Design a thinging

map

or a form( 设计思维导图或表格来考考我们）

2.Make a poster of Cinderella(制作一张Cinderella故事海报）

3.Design some questions (设计一些问题考考小伙伴）

【设计意图：发挥想象，培养学生发散思维能力，同时培养学生语言能力。】

Homework

家庭作业

1. Read the story three times.

2.Act the story to your parents or your friends. 讲故事表演给爸妈或者朋友看。

3.Image an ending for the story. 给故事想个结尾吧。

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

(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 Because … don’t have any

nice clothes or shoes

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，让学生造句引出Why…? Because…的句型，既能引发学生思考，又能渗透这一重点句型。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童话故事，进而渡引出本课话题“Cinderella”故事，话题承接较为自然。由于学生比较熟悉这个故事，所以设计了brain storm, 让学生先说说自己知道的有关故事内容。训练学生发散思维，

新授环节分四步走，首先，在看动画判断对错，看动画排序，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；然后，由Cinderella变开心这一问题，安排学生自读课文第二段，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，小组

学习3,4两段，培养学生小组合作能力，最后一段，让学生自己提问题，在这过程中，学生已掌握段落内容，同时引发思考。

在巩固环节，教师安排了一系列的阅读训练。小组读，分角色读，分角色扮演等，训练学生的语言表达能力，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。其次，设计了thinking time, 有三种方式供学生选择，第一种，设计思维导图，第二种，制作海报，第三，学生畅想故事结尾，这三种方式不仅巩固、扩展了文本，更重要的是引发学生思考、发挥学生想象力，激发他们语言能力。

Homework环节，让学生

给故事想个结尾吧，既扩充了文本又训练学生想象力。