Story time教案和课堂实录

课题

Unit1 Cinderella 教时

日期

第一课时（story time）

一、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、会写句型：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 …

4. 能较流利有感情地朗读故事。

二、目标制定依据：

1、教材分析：

作为本册教材的起始单元，仍然改编自一个经典故事，故事采用一般现在时态，以叙述和对话两种形式呈现。教师在教学中，可以要求学生用第三人称叙述故事，复习一般现在时态，尤其是动词第三人称单数的一般现在式，教师也可以组织学生用对话的形式表演故事。本单元还呈现了疑问副词why和连词because在口语中的用法，教师可以利用图片等形式提供语境，引导学生在口语中自如地运用why和because表达因果关系。

2、学情分析：

本单元依然是童话故事的教学，在五年级上学期，学生已经初步接触到了童话，对这样的故事很感兴趣，故事的情节学生也是非常熟悉了，灰姑娘因为没有漂亮的衣服和鞋子，不能参加王子举办的舞会。仙女使用了魔法，让灰姑娘穿上了漂亮的裙子和水晶鞋去参加舞会，但是她必须在夜里十二点前回家。灰姑娘和王子在舞会上玩的很开心，但是在她离开王子的时候丢了一只鞋子。王子带着这只鞋去每户寻找灰姑娘，没有人能穿得上这只鞋子，直到最后灰姑娘出现。所以在教学的过程中学生应该还是比较轻松的。

教学过程

Time Procedure Step 1 吸引注意，积累语言

Teacher’s activities

Learners’ activities

design idea 师生交流，创造和谐氛围，激活学生知识储备，为新课的学习做好铺垫。

T: Do you like reading storybooks? 1.Free talk 5 min What storybooks? Do you like ? Did you remember this story? Why? Talk about the new year. 2.Talk about the

1.Teach the new words and practise 1).New words learning: ( Present the title) Today we’ll read a story.

See, the handsome man is a prince. The pretty girl is Cinderella. (present the title) 2).Try to say T: I think you all know this story. Can you say something about the story?

2. Try to read Step2 25 min Pre-reading 导出目标，生成结构

T: There’s a party at the prince’s house, but Cinderella cannot go. Listen, who are shouting? T: What do they say? Try to read like the bad sisters 3.Watch and answer T: The two sisters can go to the party happily. But Cinderella cannot go, so she is very …

T: Why she cannot go to the party and who helps her? 4.Act in two 5. About the party 1). Listen and say T: Cinderella puts on the new clothes and shoes. What does the fairy say?

2). Read and underline Cinderella is at the party. The prince sees her. What would he say?

Try to say: party can’t go …

helps comes back Whose shoe…

Ss:(picture)two sisters and the stepmother

Ss read the sentences

师生交流，教师聚类呈现互动产生的生成资源。

Ss: Sad. Teach: a fair/a witch (tell the differences) Ss: Read after the computer Teacher make an example

Teach: before/after(作为

T: She has a good time at the party. (钟声) Does she want to go home? T: Please tell me the sentences you underline

T: She left her shoe. So the prince shout: T: How do you think ofCinderella?

板书)

Ss: What a pretty…? Would you …?

Ss read and underline

Teach: have to …

(make some new sentences) Ss: Hey, your shoe.

Ss: …

Teacher show two important sentences

Ss read and answer

Do the exercise (Read and match together) Step3 While-reading回忆相核心过程

关知识，初步运用结构

1.Read and order T: Cinderella has to go home. Q: What does the prince do? Does Cinderella try on the shoe at first? 2.Read and match T: Do you like my story?

Ss: …

Teacher show two important sentences

Ss read and answer

Do the exercise (Read and match together) 进入文本后，先通过最直观的方式去了解文本的内容。并尝试用所学的知识描述文本内容，达到初步运用的目的。

1. Reading time Step4呈现刺激材料，活用结构

Read after the computer Read after the teacher 2. Ask and answer /Act the story 3. Retell the story 4. Talk about the writer Summary Read the text 1）

Read after the tape 2）Read together 3）Read or act in groups , and then share with others. 提倡学生多读英语童话故事，多积累课外知识量。

通过模仿读、齐读和表演进一步巩固所学知识。加深学生对文本内容的理解。

Step5 梳理小结本课所学的知识。为最后的综合运用进一步作好铺垫。

Reading Read more English stories from time Grimm’s Fairy Tales.

引发期待行为，强化结构

1.听录音熟练朗读story time Step6 10 min Post–task 提供反馈评价，巩固结构

3.阅读这本故事书

2.小组内表演故事

提倡学生多读英语童话故事，多积累课外知识量。

综合运用，达到活学活用的目的。

Unit1 Cinderella Before the party Come…

Where …?

板书设计

Why? Because…

After the party Visit…

Try on …

教后反思