1、Unit 1 CinderellaGrammar timeTeaching contents 教学内容Grammar time Teaching aims and learning objectives 教学目标知识目标：1. 进一步巩固并掌握故事中出现的词汇：prince, fairy, why, because, clothes, put on, before, have to, try on, fit2. 进一步巩固并掌握四会句型：Why? Because 3. 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；Focus of the lesson
2、and predicted area of difficulty 教学重点和难点教学重点： 1. 在复习故事的过程中进一步理解并巩固词汇及句型 Why? Because 2. 能够通过交流与学习，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。教学难点： 能够理解并正确运用 Grammar time 中以 wh 开头的特殊疑问句。Teaching procedures 教学过程Step 1 Play a gameT: Boys and girls, lets play a game. Look at the rule: Ill say something about
3、myself. If you have the same situation, you could say “Me too”. If you have different answers, please tell me. OK?S: OK!T: Really? Good! Id like to show you some characters of fairy tales. Lets talk about them together.【设计意图： 通过游戏引出喜欢阅读童话故事这一话题，然后可以自然与学生谈论通话角色。 】Step 2 Lets talk1. T: (PPT 显示 Goldilo
4、cks) Do you remember this little girl? Who is she?S: Shes Goldilocks.T: Right. Goldilocks goes into the bears house. Why is she in the kitchen now?S1: Because she is hungry and thirsty.T: Yes. Look! Shes sleeping. Why is she in the baby bears bed?S2: Because the bed is just right.T: Good try! Oh! Go
5、ldilocks looks so afraid! Why?S3: Because there are three bears in front of her.2. T: Thats right. Now Ill show you some other pictures and some key words. Please talk about them in pairs. The tips may help you. (PPT 展示卡通人物，要求学生两人一组根据单词或短语的提示练习用 why 和 because 问答)【设计意图：通过谈论学生们熟悉的童话故事角色，激发他们的兴趣，营造英语学习
6、的氛围，为接下来对 Cinderella 的讨论做好铺垫。 】3. T: Good job! Last lesson we learned the fairy tale Cinderella. Do you like Cinderella? S: Yes. T: Why do you like her?S1: Because shes beautiful and kind.T: I see. How about other characters? Look, here they are. Do you like them too? Why or why not? Ask your classm
7、ates, please. (教师请学生随机向全班同学提问，被点名的学生先回答问题然后继续提问下一位同学，PPT 呈现主要句型)4. T: Oh, I like the fairy too. Look at the fairy and Cinderella. What do they say? Can you act in groups of two? (两人一组看图说话)【设计意图：复习故事文本，加深学生对文本内容的理解。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。 】Step 3 Grammar time1.
8、Read and thinkT: When we answer the questions beginning with “why”, we usually use “because”. (板书单词 why 和 because)Now open your books. Turn to page 9. First, lets read the sentences together. Then, try to find the rules. What is the word next to “why”?S: (读完句子一起说说在 why 的后面可以加上哪些单词 )T: (边听学生的答案边板书并进行
9、总结)Yes, we can put be verbs, helping verbs, or modal verbs next to why, and then, we can add subjects. 【设计意图： 学生在教师的引领下进行适当的自主归纳和总结，教师的板书帮助学生梳理知识结构，并为下一环节的活动做好铺垫。 】2. Play a gameT: Boys and girls, lets play a game now. It is called “Can you guess why?”(PPT 呈现规则 )S: OK!T: Look, this is Bobbys mum. Sh
10、e looks so happy. Do you know why? Who can ask?S1: Why is Bobbys mum so happy?S2: Because its her birthday today. S3: Because its Mothers Day today.T: Who is right? Lets have a look. Lets answer together.S: Because its Mothers Day today.(同法进行剩下的图)【设计意图：通过图片与语言提示引导学生用 Why? 提问，结合学生熟悉的童话故事人物以及生活中熟悉的人物等
11、话题，在欢快的图片竞猜和音乐氛围中进一步感知语言，操练和巩固语法点。 】3. Brainstorming: Talk about more wh-words: who, whose, what, where, when.T: Children, I think you can ask questions beginning with why now. We also have learned many other question words beginning with wh. Can you show me these different words?S: (教师板书学生提到的 wh 开头
12、的特殊疑问词 )4. Make a new play(1) T: Good job! I have some pictures about the story. I need you to make a new dialogue with the wh-words? Ill show you a model. (PPT 呈现)【设计意图：激发学生的好奇心理，同桌合作交流，进一步感知和强化语言知识。 】(2) T: Ill show you more pictures. Try to use these wh-words to make a new play in groups of four.
13、 Then act your new play in groups of four.(学生四人一组，仿照教师给的例文自编新的对话。)(3) Try to act one picture in groups of four. 【设计意图：教师再次引导学生思考更多已知的以 wh 开头的特殊疑问词，并通过板书呈现给学生，学生的已有知识再次激活，结合新知，达到融会贯通，为下一环节的活动做好铺垫。学生的英语短剧表演热情在这一环节中得到释放，趣味性和语用性得到兼顾。 】T: Great! Now we know how to use these wh-words to ask questions.Home
14、work 家庭作业1 Write down the wh-questions you know. The more, the better. Enrich the text and act in groups.2 Preview Fun time. Teaching aids 教学准备 (含板书设计)教学准备： PPT，板书。 板书设计： Unit 1 Cinderella (Grammar time)Why + is / isnt + I / we + ? Because am / am not youare / arent he / she / itdo / dont theydoes /
15、 doesnt can / cant ( cannot)说课本节课是第一单元 Cinderella 第二课时，主要教学内容为 Grammar time。本节课的教学重点预设为：能够通过交流与学习，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。在复习导入环节，教师通过一个小游戏引出喜欢阅读童话故事这一话题，进而开始谈论学生熟知的童话故事角色，并过渡到对 Story time 的讨论。教师通过连环问答的环节，帮助学生复习课文并适度拓展课文中已有的语言。最后通过呈现仙女和灰姑娘之间的对话，引出本节课的语法重点。这三个活动旨在让学生在语言情境中感知语法结构和功能。在学习语法知
16、识的环节，学生在教师的引领下进行适当的自主归纳和总结。在巩固环节，教师首先安排了一个游戏，学生在欢快的图片竞猜氛围中进一步感知语言，操练和巩固语法点。然后教师引导学生思考更多以 wh 开头的特殊疑问词，并借助 Cinderella 这一故事情境展开操练这些疑问词。相对于前几个环节，话题逐渐开放，难度也相对加大，语法学习能够循序渐进地在语境中展开。运用环节主要采用短剧创编与表演的形式。教师要求学生运用所学的特殊疑问句拓展和丰富图片上的场景对话，对学生的语言输出提出了更高的要求，同时也兼顾了学习的趣味性和语用性。语法教学的最终目的依然是培养学生的综合语言运用能力，因此语法学习离不开话题和语境的创设。学生通过在语境中交流和运用感知语言点，自主归纳和发现语法现象与规则，这将比教师一味地灌输概念和机械操练有效得多。