1、Unit 1 CinderellaCartoon time & Checkout timeTeaching contents 教学内容Cartoon time & Checkout timeTeaching aims and learning objectives 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 for2. 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 Focus of the lesson and predicted area
2、of difficulty 教学重点和难点教学重点：1. 能正确理解、朗读卡通故事，读懂故事传递的信息。2. 学生在听、说、读、写等不同形式的操练中，熟练运用 Why? Because句型问答。教学难点：掌握 Why? Because的句型结构，并熟练交际运用。Teaching Procedures 教学过程Step 1 Greeting &Warm-up a. Free talkT: Good morning, boys and girls.S: Good morning, T: Do you like reading? S: Yes.T: What kind of books do you
3、 like reading?S1: I like reading fairy tales.S2: I like reading stories.T: Me too!b. Talk about fairy talesT: Id like to show you some characters in fairy tales. Do you remember this one? Who is she?S: Goldilocks!T: Yes, shes a lovely girl, because she eats the three bears food and drinks their soup
4、. (与学生一起讨论)T: There are so many famous cartoon characters in the fairy tales. Look. Here they are! Can you say something about them?(学生根据看到的卡通形象进行简单描述)【设计意图：复习导入环节，在这个环节中通过 Free talk 与学生热身，同时以旧带新，鼓励学生大胆表达，激发学生的兴趣，营造英语学习的氛围。 】Step 2 Cartoon time1. Look and aska. T: Great! Now lets read a story about
5、Sam and Bobby. (PPT 出示 Sam 和Bobby 的图片)T: Look at the picture. What do you want to know about them? (引导学生用所学 Question words 进行提问)S: Where are they? What do they find? b. T: Look at Bobby carefully! (引导学生注意四幅图中 Bobby 的表情)Whats the matter with him? Can you ask more questions?S1: Why is Bobby so happy?S
6、2: Why is Bobby so sad?【设计意图：引导学生观察图片，自主提问，在真实情境中进一步运用本单元的语言知识。通过 Bobby 表情的变化激发学生的阅读兴趣。 】2Read and answera. Picture1:T: Where are they? S: They are in the forest.T: Why is Bobby so sad?S: Because he is very hungry. T: What about Sam? What are they talking about?(PPT 呈现图 1 文字，学生先读，然后根据 snack bar 说说 s
7、nack 的含义)b. Picture 2T: Look at Picture 2. Whats under the tree? There are some mushrooms under the tree. (新授 mushroom)T: Why is Bobby so happy? Because Bobby finds the mushrooms. (findfinds)What will he say? (PPT 呈现图 2 文字，教 pickpick some mushrooms)c. Picture 3T: What does Bobby do? He picks a mushr
8、oom.T: Look at the mushroom. How is the mushroom? (引导学生用英语表达)S: Its nice. Its red. Its very big. d. Picture 4T: Bobby picks a big red mushroom. He is very happy. But look, finally, why is he so sad?S: Because they cant eat the mushroom.T: Why?(学生自读，理解 be bad for引导学生说说反义词 be good for)【设计意图：引导学生带着问题自主
9、阅读，体会动画人物的情感，在解决问题的过程中读懂故事传递的信息，理解掌握新单词 mushroom, pick, understand, be bad for。 】3Read the story(1) Listen and repeat (模仿语音，语调)(2) Read in groups of three.【设计意图：在理解故事的基础上，跟读课文对话，注意语音语调的变化，有感情地模仿人物对话。 】4Act the storyT: Do you like the mushroom? Do you want to eat it? Why cant we eat it?【设计意图：有目标地进行表演
10、，培养学生的表演和朗读能力。 】Step 3 Checkout time (Look and write)1. Talk about the pictureT: We are having an English lesson now. How about Yang Ling?Is Yang Ling at school today?T: Can you “Why” to ask a question? (Why is Yang Ling not at school today?)T: Can you use because to answer this question. (Because s
11、hes ill at home.)(师生同法讨论其余三幅图)2. Finish Look and write on Page14. 【设计意图：进一步巩固学生在不同情境中准确使用 Why? Because 句型进行问答的能力。 】3. Create a story about themT: Yang Ling is not at school today. Her teacher Miss Li makes a telephone call to her. What will they say?T: Liu Tao is so happy, because today is his birth
12、day. How does he spend his birthday? T: Nancy is so hot, but Mike is too cold. Why? What will they do? Please try to create a story about them. Dont forget to tell us “Where”, “What”, “Why”.【设计意图：创设平台，调动学生注意力，刺激学生的语言思维，将新旧语言进行综合性语言输出，让学生的综合语言运用能力和创新思维都能得到锻炼和启发。 】Homework 家庭作业1. Read and act Cartoon
13、time.2. Create a story about Yang Ling, Liu Tao, Nancy or Mike, act it out with your partner.【设计意图：考虑到课堂时间有限，将创编故事这一环节延续至课外，也可根据学生情况，要求学生将剧本写下来。 】Teaching aids 教学准备（含板书设计）教学 PPT板书设计：Unit 1 CinderellaWhere? Sam and Bobby What? mushroom pick Why? understand be bad for 说课本节课热身环节从上一课时儿童的阅读喜好导入，并通过对经典童话故
14、事讨论检查反馈上一课时的作业情况，继续鼓励激发学生的英文阅读兴趣。Cartoon time 环节要渗透阅读策略的指导。首先引导学生看图提问，既是对新的学习材料的学习指导，又是对本单元教学重点句型的综合运用，然后由问题引领学生进行有目的地自主阅读，在解决问题的过程中读懂故事传递的信息，理解掌握新单词 mushroom, pick, understand, be bad for，体会动画人物的情感。Checkout time 由口头落实到笔头，使学生四会掌握本单元重点句型。最后的创编故事环节，旨在创设平台，调动学生注意力，刺激学生的语言思维，将新旧语言进行综合性语言输出，让学生的综合语言运用能力和创新思维都能得到较好地锻炼和发展。
