Story time教案及板书设计

英语五年级下册第

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单元教材分析

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话题与功能：A classic story & Cause and effect. 2.

句型与日常句型：Why are you sad? Because I can’t go to the party. 3.

词汇：prince, fairy, before, try on, fit, mushroom, late, pick, understand, be bad for, leave…behind, why, because, clothes, let, put on, have to, take off. 4.

语音：字母组合dr在单词中的读音。

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能听懂，会说，会读单词: prince, fairy, before, try on, fit, mushroom, late, pick, understand, be bad for, leave…behind. 2.

能听懂，会说，会读，会写句型：Why are you sad? Because I can’t go to the party. 3. 能听懂，会说，会读，会写单词：why, because, clothes, let, put on, have to, take off. 4. 能听懂，会说，发音准确字母组合dr在单词中的读音。

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1.句型：Why are/can’t…? 及其回答Because…. 2.词汇：了解put on, try on和take off的用法和区别，理解have to, be bad for, leave…behind的意思，了解它们的用法。

3.语音：字母组合dr在单词中的读音。

磁带

录音机

1.句型：Why are/can’t…? 及其回答Because…. 2.词汇：why, because, clothes, let, put on, have to, take off. 3.语音：字母组合dr在单词中的读音。

备

单词卡片

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第一课时：Story time 第二课时：Fun time, Grammar time 第三课时：Sound time, Cartoon time 第四课时：Culture time， Checkout time, Ticking time

教学内容

教学课时

Unit1

Cinderella (Story time) 共

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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。

1. 在听故事的过程中理解词汇及句型Why…? Because…? 能够从整体到局部理解内容；

2. 能以正确的语音语调朗读故事，合作表演故事。

教师充分利用生活实际和文本帮助学生理解Why…? Because…句型。

多媒体（PPT），导学案

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通过学生自学先初步了解文章大意，小组合作，发挥组长的领导才能，带领组员发挥才智共同解决难题。

教学重点

教学难点

教学准备

Step1

Free talk 【自主先学、预习检测】

T: Do you like reading storybooks? What storybooks? Do you like ‘Goldilocks and the three bears’? Why?

Step2

Presentation a. Present the title T: Today we’ll read a story. See, the handsome man is a prince. The pretty girl is Cinderella. (present the title) b. Try to say T: I think you all know this story. Can you say something about the story? 【设计意图】中文版的《Cinderella》学生们都阅读过，对故事的大意基本都能复述出来，所以在揭示课文中两个主角后，通过学生的已有知识，练习学生的英文表达，这样老师也能了解学生对文章的理解程度。

c. Try to read

T: There’s a party at the prince’s house, but Cinderella cannot go. Listen, who are shouting? Ss:(picture)two sisters and the stepmother T: What do they say? Try to read like the bad sisters. Ss read the sentences. 【自主探究、小组合作】

d. Watch and answer T: The two sisters can go to the party happily. But Cinderella cannot go, so she is very …

Ss: Sad. T: Why she cannot go to the party and who helps her? Let’s watch the cartoon.

check the answer Teach: a fair/a witch (tell the differences) e. Act in two Read after the tape Teacher make an example Act in two

f. About the party 1. Listen and say T: Cinderella puts on the new clothes and shoes. What does the fairy say? Teach: before/after（作为板书）

2. Read and underline Cinderella is at the party. The prince sees her. What would he say? Ss: What a pretty…? Would you …?

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

make some new sentences T: She left her shoe. So the prince shout: Ss: Hey, your shoe. 【小组讨论】

T: How do you think of Cinderella? What about her stepmother? Ss: …

Teacher show two important sentences 【设计意图】对于Cinderella及她的后母这些角色，由于中外文化的不同，大家对他们的形象褒贬不一，这里的自由畅谈可以体现学生的不同思维视角，鼓励学生大胆发言，只要言之有理即可。

3. Read and order T: Cinderella has to go home. Q: What does the prince do?

Does Cinderella try on the shoe at first?

Ss read and answer g. Read and match T: Do you like my story? Do the exercise (Read and match together) Step3

Read and act the story 1. Reading time Read after the tape Read after the teacher 【练习检测】

2. Ask and answer /Act the story 【设计意图】通过课后的练习检测学生对故事的理解程度，以及能否正确回答问题的能力。

【巩固提高】

3. Retell the story There is a ______ at the prince’s house. All the girls can go, but Cinderella cannot. She does not have any ____ clothes or shoes. The fairy _____ Cinderella. Cinderella has beautiful _____ and _____. She can go to the party now. Cinderella has a ____ time at the party. The prince _____ her very much. Cinderella 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.

本文是故事的缩略版，有些细节都省略了，那么教师可以引导学生发挥想象，揣摩不同角色的心情和语气，增强故事的趣味性。

完成练习后可以让组长对答案进行核对，有疑问之处小组讨论解决，最后请教老师。

4. Talk about the writer Step4

Homework 1. 听录音熟练朗读story time。

2. 自己尝试借助于思维导图复述故事。

3. 预习Grammar time。

Unit1

Cinderella

Before the party

Come…

Where …?

Why? Because…

After the party Visit…

Try on …

板书设计

教学反思

教学内容

教学课时

Unit1 Cinderella (Fun time Grammar time) 共

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教学目标

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。

4. 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。

1. 运用Why…? Because…交流，掌握句子结构。

2. 复习巩固故事，叙述故事。

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

多媒体（PPT），导学案

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小组合作，采用各种形式，输出对课文主要内容的掌教学重点

教学难点

教学准备

Step1

Free talk 【自主先学、预习检测】

1. Let’s review:

Retell the story （出示图片）P1: There is …

P2: A fairy …

P3: Cinderella …

P4: Cinderella …

P5: The prince …

Step2

Presentation

1. Fun time 出示Fun time的图片

Ask and answer:

P1: Why can’t she go to the party? Because …

P2: Look, who comes?

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

P4: Look at the picture, What do they say? Read 【设计意图】教师可以要求学生先看图，然后根据语言提示，发挥想象力，给出答句，通过学生的已有知识，练习学生的英文表达，这样老师也能了解学生对文章的理解程度。

Act 选择两幅图演一演。

Checkout time: Think and write (leave…behind) 【自主探究、小组合作】

教师可以要求学生选择其中的一个场景进行表演，也可以将此部分内容与story time结合起来，要求小组内学生完整地表演故事。

2. Grammar time: 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. 【小组讨论】

Read and summary（学生根据自己的理解总结Why…? Because…的用法。）

3. What question words do you remember? Why? What (What time, what color, what subject…) When Where Who Whose How (how old, how many, how much…) 学生交流，这些提问词的具体用法。

【设计意图】本版块呈现了询问原因的特殊疑问句及其问答的句型结构，同时归纳了之前学过的疑问句副词和本单元出现的动词第三人称单数的一般现在式。

【练习检测】

Ask and answer /Act the story

【设计意图】通过课后的练习检测学生对故事的理解程度，以及能否正确回答问题的能力。

【巩固提高】

Look and write 1. Why is Yang Ling not at school today?

Because

. 2. Why is Liu Tao so happy?

Because

. 3. Why does Nancy take off her cat? Because

. 4. Why does Mike put on his jacket?

Because

.

握情况，及时进行点评。

特殊疑问句及其问答的句型结构，同时归纳了之前学过的疑问句副词和本单元出现的动词第三人称单数的一般现在式，都是需要孩子进行理解后再操练。

完成练习后可以让组长对答案进行核对，有疑问之

Step3

Homework 1. Read Grammar time. 2. Act Fun time. 3. Recite the new words and the story.

Unit1

Cinderella

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.

What…

(What time, what color, what subject…) When…

Where…

Who…

Whose How (how old, how many, how much…)

Try on …

处小组讨论解决，最后请教老师。

板书设计

教学反思

教学内容

教学课时

Unit1

Cinderella (Cartoon time & Checkout time) 共

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教学目标

1. 能够听懂、会说、会读卡通故事中出现的词汇：mushroom, late, pick, understand, be bad for。

2. 能够理解并掌握Why…? Because…的句型结构，并正确交际运用。

3. 能够整体理解并简单表演卡通对话。

能正确理解、朗读卡通故事，读懂故事传递的信息。

掌握Why…? Because…的句型结构，并正确交际运用。

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教学重点

教学难点

教学准备

应该多引导孩子去思考有关阅读的问题，在平时教学中多多注意积累。

【设计意图】教师在学生阅读故事前，可以先提出几个问题，让学生带着问题，有

目的地阅读故事，培养孩子们的阅读能力。

(Picture 1 出示，学生读，根据snack bar说说snack的含义)

b. Pictuce2

Look at the picture: 对于cartoon timeT: What’s under the tree?

中的小故事让孩There are some mushrooms under the tree. (mushroom) 子们自己阅读，自Who finds the mushrooms?

(find --- finds) 己享受英语阅读Bobby finds the mushrooms. 的氛围，应该给孩What will he say? 子提供一些问题，Let’s ________

We can ________

提高阅读的兴趣。

(pick摘---pick some mushrooms) 【设计意图】教师安排学生独立完成阅读，然后和学生进行问答活动，检测理解。

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?

d. Picture4 对于中西方的文T: How about Sam and Bobby? 化，应该让孩子在Read it by yourselves. 课前进行收集材(学生自读，理解be bad for…引导学生说说反义词

be good for…

料，更能提高孩子Milk is good for us.) 们热爱学习英语2. Read the story 的兴趣。

模仿语音，语调。

想一想读的语气。

3. Act the story

【巩固提高、拓展延伸】

Step3

Checkout time Step1

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

(Ask and answer) Step2

Cartoon time 【自主先学、交流展示】

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 ___________?

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. Pair work b. Write 【设计意图】本板块包括两个活动，旨在检测学生对重点句型的掌握和运用情况，本活动也可以作为口头练习，旨在检测学生对story time故事的理解和掌握。

Step4

Homework 1. Read and act Cartoon time. 2. Dub for the Cartoon. Unit1

Cinderella

Where?

Sam and Bobby

How?

What’s …?

…can…

pick…

Why can’t we eat…?

板书设计

教学反思

教学内容

教学课时

Unit1 Cinderella (Sound time, Culture & Ticking time)

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教学目标

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’和‘Because’。

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。

能够正确使用Why… Because ….进行问答。

卡片，多媒体（PPT）

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如此设计能够让学生通过板书就能回忆起课文的大概内容，既能在学生表演时为学生提供思路，又可为教师的课后小结打下铺垫。

让学生总结，使他们的语言表达更有序、更清晰。

教学重点

教学难点

教学准备

Step1

Free talk（warm up) T: Do you like the story of Cinderella? Why?

What else do you like reading? Step2

Presentation 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) 2. 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?

【设计意图】本版块呈现了西方著名童话故事集《格林童话》和中国神话故事《西游记》和《哪吒传奇》。由此可以鼓励学生向课外延伸，列举学生熟知的其他故事如：白雪公主，小红帽，睡美人，青蛙王子，渔夫和金鱼等颂扬善良、勤劳与诚实，鄙夷虚伪、自私与贪婪，鼓励与邪恶、凶残和暴力进行抗争，以其丰富想像，美丽的憧憬，善良的心灵和高尚的情操启迪着孩子们的心灵。

Step3

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

Andrew.

(Andrew

Andrew) 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 Andrew doing? (draw a dress)

Andrew is drawing a dress.

Try to ask: Why is Andrew drawing a dress?

Because she likes drawing.

Because she wants a new dress. ……

(I think you can use “why”

and “Because”

to ask and answer questions.

PPT出示teaching aims) c. Why is Andrew drawing a dress? Because she’ll give it to her friend Sue.（出示Sound time 部分）

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

Can you say more words?

Try to read

【设计意图】通过组织学生开展歌谣朗读比赛，看谁读的既准确又流利，并在边听边跟读中体会/dr/的发音，然后鼓励学生列举其他含有/dr/的单词。

Step4

Ticking time 设计了一个较为开放的体现学生合作学习的活动，让学生四人一个小组通过排列信封中的句子来巩固本课所学知识。

a.

Let’s look at the pictures and complete the sentences about Yang Ling, Liu Tao,

Nancy and Mike to go over ‘why’ and ‘because’. Ask students finish them first and

then check the answers. Ask the students to tick in the table. b.

Ask Ss to go over the story of Cinderella then try to retell it and then complete the story alone, then get them to check the answers in pairs or in groups. Finally put a tick in the right box of the table. 【设计意图】本课为复习内容，主要是通过复习句型why...? 及其回答because....可以通过口头训练导入，再转入课本内容，由浅入深，让学生轻松掌握；think and write部分是story time 的故事梗概，可以在完成书写步骤之后，进一步要求他们复述课文内容。

【交流展示】

Step5

Homework 1. Read an English story. 2. Finish the exercise in workbook. 3. Make a Christmas card and sing a Christmas song for your parents.

板书设计

Unit1

Cinderella

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 …

教学反思