译林五上英语UNIT1第1课时教案

英语（五年级下册) Unit 1 Cinderella

Story time

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，教师可以通过TPR及直拼法等教学方式进行教学。

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 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: Did you have a good time in your winter holiday? S: Yes!

T: Oh, good to hear that! What do you usually do in your winter holiday? S1/S2/S3: I usually …

T: I see. Do you want to know something about my winter holiday? S: Yes, we do.

T: OK, please listen carefully. Try to remember these things. (PPT呈现) 2. 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) S1: Because you have to make breakfast for your family.

T: Good. I have to make breakfast. “Have to” means must. (渗透have to的音和意) Why do I go to the park with my mother? S2: Because you like playing badminton there.

T: Good job! Why do I go to the cinema with my friends? S3: Because you like watching films very much. T: Yes, you’re right. And why do I go to the library? S4: Because reading makes you happy.

T: Oh, you really have a good memory! Yes, I like reading. And when I was your age, I liked reading fairy tales very much. Do you like fairy tales too? (PPT显示“童话故事”) S: Yes.

T: Today I bring you a famous fairy tale named Cinderella. Can you read it? (新授 Cinderella) First, let’s enjoy some pictures about this story.

【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

1. 介绍故事背景以及人物关系

T: There is a girl. Her name is Cinderella. She is beautiful and kind. She lives with only her father because her mother has died. Cinderella’s father thinks she needs a new mum, so he married again. This new mum has two daughters too, and they treat Cinderella badly after her father died.

Look! There are four women in this picture. The old one is Cinderella’s stepmother. Does she like Cinderella? (S: No.) Why doesn’t she like her? (S: Because …) I think, because Cinderella is much more beautiful than her two stepsisters. Look at these two girls. They always wear nice clothes, but they’re lazy. They do nothing at home, but they always ask Cinderella to do all the housework. Poor Cinderella looks dirty and tired. What will happen? Let’s read the story together.

【设计意图：介绍故事的背景和主要人物的特征，使学生更完整地了解故事，同时激发他们探索故事发展的兴趣。】

Step 3 New teaching 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 “Ah-oh”. 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. 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 story from Paragraph 1 to 3 and try to find the answers to the three questions. (学生自读课文1至3段，圈划关键词句) (1) T: Let’s look at question No.1. Where’s the party?

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

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? Boys: Yes.

T: Why? (可以让几个男生回答)

(2) 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)

(3) 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) T: Look! Cinderella puts on the new clothes and shoes. (新授put on) And

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1至3幅图片的细节信息。】 (5) Retell the part before the party

T: What happened before the party? (教师带领学生一起复述) Cinderella’s

stepsisters can go to the party, but Cinderella cannot. She is so sad. Why can’t she go to the party? Because she has no nice clothes or shoes. A fairy comes to help her, and she asks Cinderella to come back before 12 o’clock. T: Do you know why should Cinderella come back before 12?

S: Because if not, all the nice things would disappear. (可以请学生用中文说说) 2. Read and match

T: What happened then? Please read paragraph 4-5, and match the sentences with the pictures.

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，同时板书短语：have a good time, have to go, try on, it doesn’t fit, it fits) Look, these things happened at the party and after the party. 3. Fill in the blanks

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

【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。】

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. 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) 【设计意图：通过对故事完整情节的复习和回忆来发掘学生的思维想象力和语言能力。】 5. Try to act

(1) 让学生任选一个场景表演故事。

(2) 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。】

Homework 家庭作业 1. Read the story three times. 2. Copy the new words and phrases.

3. Review the story and act it out with your friends.

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，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，在看动画前教师简单介绍故事发生的背景和故事中的主要人物特征。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；其次，通过完整观看动画让学生整体感知故事情节，从而判断之后的句子内容正误；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。最后，教师鼓励学生畅想故事结尾，充分为学生留有发挥的空间，以此激发他们的思维与语言能力。

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