5B Unit1 cinderella教案

5B U1 cinderella

单元分析

一单元教材分析

本单元以cinderella的故事为主线，以why提问，because回答的方式为重点，学生在情境中理解，感知并掌握。

二单元目标要求

1. 能听懂，会读，会说，会用why…? 询问原因，用Because…回答原因。

2、能听懂、会说、会读prince，fairy，why，because，clothes，let，put on, before 等单词。

3、通过学习Story time和Cartoon time，能比较流畅地朗读对话，并能创编对话。

4、能了解中西文化中的一些经典故事。

5、能了解并掌握dr在单词中的发音。

三单元设计意图

以学生们熟知的cinderella的故事，呈现本单元重点why的询问及because的回答。在充分利用书本材料进行教学与操练的基础上，学生们自然交流，培养学生快速捕捉和获取文章大意的能力。培养学生对语法及句型的掌控能力，善于表达的良好习惯。

Unit 1 Cinderella

教时第1 课时

教学目标：

1、能听懂、会说、会读prince,fairy,why,because,clothes,let,put on,take off,before,have to,try on,fit.

2、能初步运用句型Why ...? 及其应答Because ….

3、能正确、流利地朗读并理解故事.

4、学生能在理解的基础上合作表演故事.

教学重点和难点

1、能正确、流利地朗读并理解故事

2、能初步运用所学的单词和句型交流.

教学过程

Step 1 Warming-up

Free talk

1.What do you like doing? Why?

2.Do you like English stories? Why?

I like .... Because I...

Step2 Pre-task

1. Today let’s learn an English story: Cinderella. (出示插图并板书)

2. Who is the writer of Cinderella?

Who can you see in the pictures?

What is Cinderella doing?

3.出示图片

Look at Cinderella. Is she happy? So why is she so sad?

You can guess with “because she...”

Step3

1.Why is Cinderella so sad? Now, let’s listen to the tape.

2.So Cinderella can’t go to the party. Why can’t s he go to the party? And why can the prince find her?

3.But when do all these things happen? Now can you read by yourselves and try to order them?

Watch the cartoon and underline the sentences

Step4

1.Let’s go into Cinderella’s world.出示课文插图1

Where is the party?(以思维导图的形式板书where)

2.出示课文插图2

Who helps Cinderella?(以思维导图的形式板书who)

3.出示课文插图3

When does Cinderella have to come back?(以思维导图的形式板书when)

4.出示课文插图5

Whose shoe do the girls try on?(以思维导图的形式板书whose)

Step5

1. Read after computer (听录音，逐句跟读，注意语音语调。学生加上自己的表情和动作。）

2. Read in roles

3.Act the story

Step6 Post–task

回顾板书retell the story

1.the teacher asks and the student answers

2.Work in pairs and retell

3.Retell the story together

Homework

1. Read Story time after the tape for 5 times.

2. Copy the new words 3 times.

板书设计

Unit 1 Cinderella

When Who Why...?

why Cinderella whose Because...

where

教学反思：

牛津译林版五年级英语下册Unit 1 Cinderella 教案1.doc

Unit 1 Cinderella 教案1 一、教学目标 1. 在整体理解的基础上要求学生能够听、说、认读各种新学单词：Cinderella, prince, fairy, crystal shoes, carriage, put on, take off, why, because, before, have to, try on, and fit. 2. 基于故事听懂，会说，会读，会写本课所学句型：Why…..? Because…….并理解句型的 意思。 3. 能熟练掌握新学句型，并能根据不同的情景组织对话。 4. 能较流利的有感情的朗读故事。 5. 能熟练的掌握并运用动词的单数形式。 二、教学重难点 1. 能熟练运用“why” 和“because”进行问答。 2. 能熟练的掌握并运用动词的单数形式。 3. 通过多种教学方式激发学生的学习兴趣，培养学生的听说能力。 三、课前准备 1. 教材相配套的教学挂图，一些图片，自备的单词小卡片，教材录音等。 2. 准备最新电影Cinderella的影视资料。 3. 准备一些小礼物如糖果，巧克力等。 四、教学过程 Step 1 warming up Free talk 1. What do you like doing? Why? 2. Do you like English stories? Why? 3. I like……. Because…….. Leading in 1. Talk about the characters in the fairy tales: Goldilocks, Snow White and The Ugly Duckling. 2. T: We get a lot of fun from the fairy tales. We learned Cinderella. What do you think of Cinde rella?

2.Cinderella--灰姑娘 版本1

Script for a school theatre Characters: Cinderella Stepmother 1st stepsister 2nd stepsister Cinderella抯 father Fairy Prince Queen King 1st herald 2nd herald musicians Scene I (Cinderella is sweeping the floor. Her stepmother is sitting in the arm-chair watching her critically. The stepsisters run in.) 1st stepsister (in excitement): There will be a ball . . . 2nd stepsister (interrupting her): In the King抯 Palace! Stepmother: Well, I know all, but where is . . . Where is my dress? (to Cinderella) 1st stepsister: And my?

2nd stepsister: And my? Stepmother (irritated): Why can抰 you find anything when I ask? Cinderella: Oh, it抯 not a difficult task. Your dress is there. Your dresses are here . . . (gives them the dresses) Stepmother: Be careful, dear. Don抰 spoil them with you dirty hands. But where are our fans? Cinderella: Oh, I can give you the fans, too. (after a pause) Sisters, you are happy, aren抰 you? 1st stepsister (in great surprise): Do you also want to go to the ball? Cinderella: Oh, I can抰 dream of the ball at all! Stepmother: Of course, you have much work to do. You must think about it, too. 1st stepsister: First, you must mend my socks. (gives Cinderella her socks with big holes) 2nd stepsister: Clean the spoons, the knives and the forks (puts everything into Cinderella抯 apron). Cinderella (in despair): Oh, yes, I抣l do everything, don抰 worry . . . 1st stepsister: Oh, mum, be quick!

人教版高一英语必修一Unit1friendship全单元教案上课讲义

Unit 1 friendship Participants: 靳燕，黄洋，董妮娅，仝亚军，李桂秀，吴晓，邹舍龙 School: Tai Zhou No.1 Senior Middle School 1.Teaching aims and demands 类别课程标准要求掌握的项目 话题Friends and friendship; interpersonal relationships 词汇Add point upset ignore calm concern loose cheat reason list share feeling Netherlands German outdoors crazy nature purpose dare thunder entirely power according trust indoors suffer teenager advice questionnaire quiz situation editor communicate habit add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in 功能 1.态度(attitudes) Are you afraid that---? I’v e grown so crazy about--- dare--- I didn’ｔ 2. 同意和不同意（agreement and disagreement） I agree. I think so. Exactly. think so. I’m afraid not. agree. I don’ｔ I don’ｔ 3.肯定程度（certainty） That’s correct. Of course not. 语法直接引语和间接引语(1): 陈述句和疑问句 1.陈述句 want to set down a series of facts in a diary.” Said Anne. “Ｉd on’ｔ want to set down a series of facts in a diary. ----Anne said that she didn’ｔ 2.一般疑问句 He asked, “Are you leaving tonight?” ---He asked us whether we were leaving that night. 3.特殊疑问句 “When did you go to bed last night?” father said to Anne. --- Father asked Anne when she went to bed the night before. 2.Suggested teaching notes 1). Analyses of the teaching contents This unit is about friendship, and nearly all the teaching materials center

小学课外阅读书目《格林童话》阅读指导课教案

《格林童话》阅读指导课教案 阅读目标： 1.指导整本书的阅读方法：略读——精读——感悟，让学生欣赏文本里生动的故事情节描写同时，增强对文学作品的阅读兴趣。 2.辅导学生做读书笔记，在精读童话的基础上，理清思路，理解童话的思想感情。 3.阅读时，通过文中的句子，用心体会故事中要说明的道理。教学时间： 两课时 教学过程： 第一课时 一、激发情趣，揭示课题 1.看图猜猜猜 咱们先来看几幅图片，看后猜一猜它是有关哪个童话故事的。 图片出示；白雪公主、小红帽、灰姑娘、狼和七只小山羊… 小朋友们真厉害，了解这么多的童话故事，那你知道这些童话故事都是出自哪本童话故事书吗?--《格林童话》(出示格林童话封面)是的，天真可爱的小红帽，美丽的白雪公主，善良的灰姑娘，渔夫和和他的妻子，还有青蛙王子等等都是《格林童话》里讲述的一个个生动活泼的人物。《格林童话》故事一直陪伴在我们每个人的身边，今天就让我们共同走进格林童话世界，一起去感受它的美妙神奇、绚丽

多姿吧。(板书：格林童话) 二、走进格林兄弟和他们的童话世界： 1.老师知道我们班的同学最喜欢读书了，你们喜欢读格林童话吗？ 2.你们对格林兄弟和他们的童话有哪些了解？（学生自由说。） 3.我们认识一下格林兄弟（课件） 4.和老师一起了解格林兄弟和他们的作品。（课件） （格林兄弟出生于莱茵河畔的哈瑙，他们早年丧父，青年丧母，兄弟俩相依为命，共同经受人世间的忧患困苦，他们之间的感情非常好，一生中大部分时间都是共同度过的,从中学到大学期间，他们始终住在一起，并且连书籍和其他财产都是共有的，所以他们在搜集童话的时候，特别看重那些人间真情，包含生活温馨的童话素材，《格林童话》《灰姑娘》《白雪公主》《小红帽》《睡美人》《糖果屋》《青蛙王子》《渔夫和他的妻子》《野狼和七只小羊》《大拇指》《勇敢的小裁缝》《不莱梅的小乐手》《穿靴子的猫》最为著名。） 5.教师点拨 有人说，只有读过《格林童话》的童年才是最完整的童年，这话一点都不夸张。这本书里的故事情节曲折但不离奇，叙述朴素却不单调，一百多年来，一直都受到世界各地少年儿童的喜爱，试问。度过童年的孩子，有谁不知道青蛙王子，睡美人和灰姑娘的呢? 这本书里充满了冒险、神秘、梦幻的故事还有好多好多。美丽的白雪公主、放鹅姑娘、可爱的小红帽、小精灵，充满冒险的黑森林、

5下Unit1+Cinderella+集体备课教案

Unit1 Cinderella 第一课时 教学内容：Story time 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。 教学重点： 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。 教学难点： 1. Why Because … 句型教师可充分利用生活实际和文本帮助学生理解 教学过程： Step1 Free talk T: Do you like reading storybooks What storybooks Do you like Why Step2 Presentation a. Present the title 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. party can’t go … helps comes back Whose shoe… 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 d. Watch and answer

Cinderella Stories-灰姑娘故事

Cinderella Stories|灰姑娘故事（现代版） Old Life: Australian lawyer Royal Life: Queen of Denmark You can’t get farther from the palaces of Europe than the remote places of Australia. But that’s where Donaldson, 31, grew up, in a small home in Taroona on the is land of Tasmania. The daughter of a college professor and a university vice-chancellor2, she moved to Sydney to pursue a law career and met Denmark’s Crown Prince Frederik, 35, at a disco during the 2000 Olympics. Within a year Donaldson had moved to Copenhagen to be near her love, trading the courtroom for classes in protocol3 to fit in with4 one of Europe’s oldest royal families. But as her May wedding approaches, Donaldson insists she is still an average Australian girl at heart, telling reporters she wa tched the wedding of Prince Charles and Diana on TV as a kid but wasn’t impressed. “I wasn’t thinking about becoming a princess,” she said. “I actually dreamt of becoming an animal doctor.”Letizia Ortiz Old Life: TV journalist Royal Life: Future Queen of Spain Her mother is a nurse and her father a newspaper reporter, but Ortiz, 31, doesn’t let her fiancé5, Crown Prince Felipe of Spain, control her actions. When Felipe, 35, interrupted her during a press conference to announce their engagement, she g rabbed his arm and said: “Let me finish!” Introduced by friends at a dinner party last spring, the couple kept their love a secret until last autumn and decided marry in May. Though she has been married before to a college professor, that wedding was a civil ceremony, so she and Felipe can still have the church wedding his conservative Catholic6 parents want. “It’s like a fairy tale,” says Ana Campillo, a journalist who knows Ortiz. “Not because she is marrying a prince but because she is marrying a man she loves.”Claire Coombs Old Life: Land surveyor Royal Life: Belgian princess For years most Belgians assumed that Laurent, 40, the youngest son of King AlbertⅡand Queen Paola and eighth in line to his country’s throne, would never marry, preferring fa st cars to settling down. But after a Brussels dinner party in 2000, the prince decided to help with the dishes and wound up washing7 and drying with fellow guest Coombs, 29, the softspoken8 daughter of a British businessman and a Belgian mother. When the prince proposed two years later, he flushed so red with nervousness that Coombs, who worked at a surveyor’s office in Wavre, Belgium, until her April 2003 wedding, burst out laughing9. Since then, the pair have avoided the media. Family and friends give Claire credit for slowing Laurent down10. A Prince Makes a Sacrifice for Love Not all fairy tales are the same. Last year, when Prince Johan Friso, 35, third in line for the throne of the Netherlands11, announced his engagement to Mabel Wisse Smit, 35, the head of a Brussels-based human rights organization, his mother, Queen Beatrix, was very happy to be gaining a “lovable and talented” daughter-in-law. That is, until the media uncovered Wisse Smit’s past relationship with a drug lord, which she had kept from the Dutch parliament, whose members must approve highranking royal marriages, rather than call off the wedding, Johna Friso gave up his right to the throne and weded Wisse Smit in a quiet April ceremony.

人教版高一英语必修Unit1friendship全单元教案

Unit 1 friendship 1.Teaching aims and demands 2.Suggested teaching notes 1). Analyses of the teaching contents This unit is about friendship, and nearly all the teaching materials center on it. Warming up---The questionnaire leads students to think and talk about

friendship, get to know the problems between friends and seek solutions, which makes preparations for the further teaching in topics, background and vocabulary. Pre-reading---The questions prompt students to think critically about friends and friendship in reality, alerting them to the fact that besides people, a diary can be a friend, too. Reading--- The diary by theJewish girl Anne gave a glimpse of her life during her family’s shelter in Amsterdam from the German Nazis’ killing in world war 2. she treats the diary as her best friend, and in it reveals her longing for a normal life and close contact with nature, which helps her get through the days. Comprehending---It helps students further understand the text by doing multiple choices, questions and answers, and matching. Learning about language---It teaches the important expressions and structures and grammar: direct and indirect speeches. Using language---The two letters, listening, questionnaire design, letter writing and fun writing prepares students to further talk about friendship, especially the problems with misunderstanding, and unfriendliness, thus strengthening students’ abilities to practice language, discover, and solve problems. Summing up---It summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar. Learning tip--- This part encourages students to form the habit of writing a diary. Integrating skills--- The text introduces the way Hawaiians express friendship, to get students to realize the cultural differences in the values of friendship in addition its importance in all cultures. 2) Making of the teaching plan This unit centers on friends and friendship, exploring different types of friendship with particular attention to that one can develop with oneself, i.e., the comfort and support one seeks from an imaginary friend. Students are expected to come to be truly aware of the qualities and conducts that make a good friend, display and develop the ability to cope with misunderstanding, conflicts and problems related to friendship, and give advice on it. The concept that even an ordinary thing can be a friend should break down the traditional belief in the interpersonal nature of friendship. Also, the comparison of similarities

《灰姑娘》课文原文阅读

[湘教版第七册课文] 19 *灰姑娘 从前，有个善良的女孩，她的妈妈死了，继母带着两个女儿来到家里。她们把小姑娘赶进厨房，让她每天像女仆—样生火煮饭，洗衣服。 从此，可怜的小姑娘成天穿着一件灰褂子，满身灰尘，满脸污垢。大家都叫她“灰姑娘”。 灰姑娘常常到母亲的坟前哭泣。她的眼泪像泉水一样，让坟旁的一株小苗奇迹般地长成了大树。树上飞来一只白鸟，每天都能满足她的一个愿望。 国王为了给王子找新娘，连续三天举行盛大的宴会，邀请城内所有年轻漂亮的姑娘参加。 灰姑娘的两个姐姐打扮得漂漂亮亮的，也去参加宴会了。孤苦伶仃的灰姑娘又来到母亲的坟前痛哭，要求白鸟给她一身美丽的衣裳。 白鸟衔来一套用金丝织成的衣裙和一双晶莹透明的舞鞋。灰姑娘穿戴好急忙赶到王宫。她是那么美丽，继母和姐姐都没有认出她来。王子走过来，和她握手，和她一次又一次地跳舞。 舞会结束了，王子要送灰姑娘回家。但灰姑娘趁王子不注意，悄悄跑回家，换上破衣服，坐在灰堆边。 第二天，灰姑娘等到继母和两个姐姐离开之后，又穿上了白鸟给她的衣裳去参加舞会。 这是一件更漂亮的衣裳，全场的人都被她的美丽惊呆了，王子更是一步也不离开她。 舞会结束后，王子悄悄地跟在灰姑娘身后，眼看她在一座花园的梨树上消失了。 王子很惊讶，命人砍倒梨树，却没有找到灰姑娘。原来，灰姑娘早就从树上跳下来，跑回家，换上灰褂子，躺在灶边睡觉了。 第三天，灰姑娘又一次来参加舞会，穿得比前两次更美，王子更加热情地陪她跳舞。 王子怕灰姑娘再次逃走，就在楼梯上涂满了柏油。舞会结束了，灰姑娘逃回家中，可她的鞋被粘住了。 王子带上这只小巧而精致的水晶鞋，找到灰姑娘的父亲，说：“让你的女儿试试这只鞋。” 大女儿抢先试穿，可是她的大脚趾太长，穿不进去。 继母让二女儿试穿，可她的脚后跟太大，也穿不进去。 王子问灰姑娘的父亲：“你还有别的女儿吗？”父亲只好把灰姑娘叫来。灰姑娘洗干净了脸，显得美丽动人。 王子把鞋给她，让她试穿，她轻易地将鞋穿好了。她抬起头来，王子认出了她，连忙上前搀着灰姑娘回宫。路过那棵大树时，白鸟叫道：“这个美丽善良的姑娘，才是真新娘。”然后，它从树上飞下来，落在灰姑娘肩上。 灰姑娘和王子的婚礼在教堂举行。她成了美丽的王后，再也没有人叫她“灰姑娘”了。

【译林版】五下Unit1Cinderella优秀教案

课题: 译林版五年级下册Unit 1 Cinderella 课时: The first period (Story time) 教学目标： （一）知识目标： 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）能力目标: 1. 学生能够阅读并理解故事； 2. 学生能够在理解的基础上有感情地朗读并合作表演故事； （三）情感目标： 1. 让学生体会到阅读故事的乐趣，培养学生阅读的兴趣。 2. 让学生通过学习灰姑娘的童话故事能够感悟出真善美的真谛，同时感受阅读的无限魅力。 教学重、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. 能够从整体到局部理解故事内容； 3. 能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进行教学 2. Why? Because …句型教师可充分利用生活实际和文本帮助学生理解 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。 教学准备: 1.教师准备：光盘，ppt，板书, 相关道具。 2.学生准备：自读故事，初步了解故事内容。

人教版高中英语必修1听力材料核心素养提升：Unit 1 Friendship (含答案)

核心素养提升(Unit 1) (时间:120分钟满分:150分) 第一部分听力(共两节,满分30分) 第一节(共5小题;每小题1.5分,满分7.5分) 听下面5段对话。每段对话后有一个小题,从题中所给的A、B、C三个选项中选出最佳选项,并标在试卷的相应位置。听完每段对话后,你都有10秒钟的时间来回答有关小题和阅读下一小题。每段对话仅读一遍。 (Text 1) M:We are having a party this evening.Can you come? W:I’d like to,but I work at a restaurant at weekends. (Text 2) W:I can’t sleep well and my head hurts. M:Let me have a look...Well,it’s nothing serious. (Text 3) W:Hurry up.The train leaves at 8:45.We only have thirty minutes left. M:OK! (Text 4) W:What do you want to learn? M:French,German,or something... W:How about Spanish? M:Well,I don’t want to take Spanish.Russian is OK.How about you? W:Me?English,of course. (Text 5) W:Do you have any reason to believe that your wallet was stolen? M:Yes,I left it on my desk an hour ago and it isn’t there now. 第二节(共15小题;每小题1.5分,满分22.5分) 听下面5段对话或独白。每段对话或独白后有几个小题,从题中所给的A、B、C三个选项中选出最佳选项,并标在试卷的相应位置。听每段对话或独白前,你将有时间阅读各个小题,每小题5秒钟;听完后,各个小题将给出5秒钟的作答时间。每段对话或独白读两遍。 听第6段材料,回答第6-7小题。

bunit1cinderella教案

一单元教材分析 本单元以cinderella的故事为主线，以why提问，because回答的方式为重点，学生在情境中理解，感知并掌握。 二单元目标要求 1. 能听懂，会读，会说，会用why…? 询问原因，用Because…回答原因。 2、能听懂、会说、会读 prince，fairy，why，because，clothes，let，put on, before 等单词。 3、通过学习Story time和Cartoon time，能比较流畅地朗读对话，并能创编对话。 4、能了解中西文化中的一些经典故事。 5、能了解并掌握dr在单词中的发音。 三单元设计意图 以学生们熟知的cinderella的故事，呈现本单元重点why的询问及because的回答。在充分利用书本材料进行教学与操练的基础上，学生们自然交流，培养学生快速捕捉和获取文章大意的能力。培养学生对语法及句型的掌控能力，善于表达的良好习惯。 Unit 1 Cinderella 教时第 1 课时 教学目标： 1、能听懂、会说、会读prince,fairy,why,because,clothes,let,put on,take off,before,have to,try on,fit. 2、能初步运用句型Why ...? 及其应答Because …. 3、能正确、流利地朗读并理解故事. 4、学生能在理解的基础上合作表演故事. 教学重点和难点 1、能正确、流利地朗读并理解故事 2、能初步运用所学的单词和句型交流. 教学过程 Step 1 Warming-up Free talk do you like doing? Why? you like English stories? Why? I like .... Because I... Step2 Pre-task 1. Today let’s learn an English story: Cinderella. (出示插图并板书) 2. Who is the writer of Cinderella? Who can you see in the pictures? What is Cinderella doing? 3.出示图片 Look at Cinderella. Is she happy? So why is she so sad? You can guess with “because she...” Step3 is Cinderella so sad? Now, let’s listen to the tape. Cinderella can’t go to the party. Why can’t she go to the party? And why can the prince find her?

童话英语故事带翻译：灰姑娘

童话英语故事带翻译：灰姑娘 Cinderella can’t go to the party because she doesn’t have beautiful clothes. Her stepsisters have beautiful clothes. They look very happy. Cinderella is very sad. 灰姑娘不能参加宴会，因为她没有漂亮的衣服。她两个姊姊却有漂亮衣服。她们的表情好愉快。灰姑娘伤心透了。 Cinderella’s stepsisters leave the house. They are going to the prince’s party. Cinderella cries. She also wants to go to the party. Suddenly, a woman shows up. She is a kind fairy. 灰姑娘的两个姊姊出门了。她们要参加王子的宴会。灰姑娘哭了。她也想去赴宴。突然间，有一位女士出现了。她是个好心的仙女。 “Don’t worry,” says the fairy. “You can go to the prince’s party.” “I can’t go,” cries Cinderella. “I don’t have a nice dress.” “别担心，”仙女说。”你可以参加王子的宴会。”“我去不了，”灰姑娘哭道。”我没有象样的衣服。” “It will be all right,” says the fairy. “Go get a pumpkin, six mice and a rat.” Cin derella quickly finds them. “What will you do?” Cinderella asks. The fairy waves her wand over the pumpkin. “没关系，”仙女说。”替我找一个南瓜，六只家鼠及一只田鼠来。”灰姑娘很快就找到这些东西。”您要怎么做？”灰姑娘问道。仙女把魔棒在南瓜上面挥了一下。 The pumpkin is now a beautiful silver coach. The fairy waves her wand over the six mice. She changes them into six strong men. The six men will walk with the coach.

五年级课外阅读指导课教案

五年级课外阅读指导课教案 《爱的教育》xx共读阅读指导课教案 一、教学目标： 1、让学生在好书推荐活动中认识《爱的教育》一书，并深入激发学生阅读《爱的教育》的兴趣。 2、在活动中，潜移默化地进行读书方法的指导，培养学生的语言表达能力，形成初步的鉴赏能力。 3、在活动中，引导学生学会感受爱、奉献爱。 二、教学过程： （一）激情导人，感受爱。 师：今天这堂课，我们一起共读《爱的教育》。 （二）共读《爱的教育》 1、了解封面。 ⑴这本书，在同学们身边已经有些日子了。大家有没有认真地看过书的封面，从书的封面，你能感受到什么？ 2、了解大体内容。 ⑴xx。 《爱的教育》是意大利作家亚米契斯耗时近十年写的一部极富感染力的儿童小说。它通过一个小学四年级学生安利科写的日记，抒发了人类最伟大的感情——爱。书中讲述了发生在安利科身边各式各样感人的小故事，父母、姐姐在他日记本上写的劝诫启发性的文章，以及10则老师在课堂上宣读的精彩的每月故事。

它告诉我们：一个人从小不仅要学好各种文化知识，还要学习比这更重要的东西，那就是对祖国、对家乡、对人民、对父母、对师长、对同学、对周围所有人的爱与尊重。书中的每一个故事都让人动情，字里行间洋溢着儿童的纯真与情趣。 3、了解作品影响。 过渡：这本书不仅故事感人，充满童趣，而且在世界上的影响也非常大。 ⑴出示作品影响。 ①《爱的教育》出版于一八八六年，在意大利曾轰动一时，仅出版的头两个月就再版40多次。100年来，始终畅销不衰，并且多次被改编成动画片、电影、连环画、影响遍布全世界。 ②全世界的孩子都喜欢读《爱的教育》，有些国家把《爱的教育》作为小学生的教科书来读。 ③《爱的教育》被公认为是一部人生成长中的必读书。 4、作者介绍 5、译者简介 4、读后感激趣。 这确实是一部震撼人心的作品！译者夏丐尊先生备受感动流着泪读完全书， 并决定要将此书介绍给中国的读者。本书的作者也说过：“每一个读过此书的人，都会受到灵魂的震撼。” 1、下面请同学们来谈谈自己的读后感。 2、读读网上的读后感。 （三）交流读书报告

B Unit1 cinderella教案

5B U1 cinderella 单元分析 一单元教材分析 本单元以cinderella的故事为主线，以why提问，because回答的方式为重点，学生在情境中理解，感知并掌握。 二单元目标要求 1. 能听懂，会读，会说，会用why…询问原因，用Because…回答原因。 2、能听懂、会说、会读 prince，fairy，why，because，clothes，let，put on, before 等单词。 3、通过学习Story time和Cartoon time，能比较流畅地朗读对话，并能创编对话。 4、能了解中西文化中的一些经典故事。 5、能了解并掌握dr在单词中的发音。 三单元设计意图 以学生们熟知的cinderella的故事，呈现本单元重点why的询问及because的回答。在充分利用书本材料进行教学与操练的基础上，学生们自然交流，培养学生快速捕捉和获取文章大意的能力。培养学生对语法及句型的掌控能力，善于表达的良好习惯。 Unit 1 Cinderella 教时第 1 课时 教学目标： 1、能听懂、会说、会读prince,fairy,why,because,clothes,let,put on,take off,before,have to,try on,fit. 2、能初步运用句型Why ... 及其应答Because …. 3、能正确、流利地朗读并理解故事. 4、学生能在理解的基础上合作表演故事. 教学重点和难点 1、能正确、流利地朗读并理解故事

2、能初步运用所学的单词和句型交流. 教学过程 Step 1 Warming-up Free talk do you like doing Why you like English stories Why I like .... Because I... Step2 Pre-task 1. Today let’s learn an English story: Cinderella. (出示插图并板书) 2. Who is the writer of Cinderella Who can you see in the pictures What is Cinderella doing 3.出示图片 Look at Cinderella. Is she happy So why is she so sad You can guess with “because she...” Step3 is Cinderella so sad Now, let’s listen to the tape. Cinderella can’t go to the party. Why can’t she go to the party And why can the prince find her when do all these things happen Now can you read by yourselves and try to order them Watch the cartoon and underline the sentences Step4 ’s go into Cinderella’s world.出示课文插图1 Where is the party(以思维导图的形式板书where) 2.出示课文插图2 Who helps Cinderella(以思维导图的形式板书who)