unit 1 Cinderella 5课时教案设计

《unit 1 Cinderella 5课时教案设计》由会员分享，可在线阅读，更多相关《unit 1 Cinderella 5课时教案设计（28页珍藏版）》请在装配图网上搜索。

1、word译林小学英语五年级下册)Unit 1 CinderellaStory timeTeaching contents 教学内容Story time Teaching aims and learning objectives 教学目标1. 在整体理解的根底上听懂、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：e and help me

2、 Let me help you. I have to 。4. 学生能够在理解的根底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与句型Why? Because 。2. 能够在理解的根底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princes, clothes, before的读音和拼读，put on, try on, have to的理解，教师可以通过TPR与直拼法等教学方式进展教学。2. 教师可充分利用生活实际和文本帮助学生理

3、解Why? Because 句型。3. 本课故事的结构由讲述和对话构成，建议在整体理解的根底上分场景进展详细分析和描述。Teaching procedures 教学过程Step 1 Lead-in1. Free talkT: Wele 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

4、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 answerT: 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 becaus

5、e，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 yo

6、u like watching films very much. T: Yes, youre 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: Toda

7、y I bring you a famous fairy tale named Cinderella. Can you read it? (新授 Cinderella) First, lets 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。再通过谈论教师的爱好引出故事主题。】Step 2 Presentation1. 介绍故事背景以与人物关系T: There is a girl. Her name is Cinderella. She is beautiful and kind. She lives

8、 with only her father because her mother has died. Cinderellas 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 Cinderellas stepmother. Does sh

9、e like Cinderella? (S: No.) Why doesnt 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 theyre lazy. They do nothing at home, but they always ask Cinderella to do all the housework. Po

10、or Cinderella looks dirty and tired. What will happen? Lets 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开展的兴趣。】Step 3 New teaching1. Watch and judge(1) T: First, lets watch the cartoon together. Then, Ill show you some information about the story. If it is right, you can say

11、 “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! Lets 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。整体感知故事开展的脉络。】2. Read and findT: 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 sto

12、ry 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: Lets look at question No.1. Wheres the party? S: Theres a party at the princes 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，hes a prince now. Prince

13、 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: Theres a party, but, what a pity! Cinderella cannot go. (教师板书句型)Who can go to the party?S: Cinderellas stepsisters can go to the party.T: Yes. Look at her sisters.

14、 What do you think of the sisters? Are they good? S: No, theyre 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:

15、 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 S: Because I cant go to the party.T: And why?S: Because I dont have any clothes or shoes.T: And the fairy says S: Let me help you! T:

16、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 cant 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. (

17、新授put on) And Question Three, when does Cinderella have to e 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X围。教师引导学生猜测并理解时间，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 th

18、e part before the party T: What happened before the party? (教师带领学生一起复述) Cinderellas stepsisters can go to the party, but Cinderella cannot. She is so sad. Why cant she go to the party? Because she has no nice clothes or shoes. A fairy es to help her, and she asks Cinderella to e back before 12 ocloc

19、k. T: Do you know why should Cinderella e 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 matchT: 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 tim

20、e, have to go, try on, it doesnt fit, it fits) Look, these things happened at the party and after the party. 3. Fill in the blanksT: 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 t

21、ime1. 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 yourself3. Read together4. Ask and answerT: 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开掘学生的思维想象力和语言能力。】5. Try to act(1) 让

22、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，教师与时点评。【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 par

23、ty At the party After the partycannot go to the party have a good time visit every houseA fairy es. have to go many girls try on the shoeWhy are you so sad? it does not fitBecause cannot it fitsBecause dont have any nice clothes or shoes说课本节课的教学目标设定为以下三点：1. 在整体理解的根底上能听懂、会说、会读故事中出现的词；2. 基于故事能听懂、会说、会读

24、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，实如此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，

25、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段内容严密结合的填空题，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，教师注意与时纠正学生的发音。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

26、进展表演，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。英语五年级下册)Unit 1 CinderellaSound time, Culture time & Checkout timeTeaching contents 教学内容Sound time, Culture time & Checkout timeTeaching aims and learning objectives 教学目标1. 能够正确、流利、生动地讲述故事Cinderella。2. 了解字母dr在单词中的发音。

27、3. 正确掌握语法结构并熟练运用Why? Because 。4. 了解中西方儿童的阅读喜好。Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：1. 能理解并掌握字母组合dr的发音规律，熟记例词。2. 在复习故事的过程中进一步理解并巩固词汇与句型Why? Because 。教学难点：1. 正确掌握字母组合dr的发音，并能正确举例。2. 能熟练运用why和because进展问答。Teaching Procedures 教学过程Step 1 Revision1. Show teaching aims2. Task 1 A

28、sk and answer(1) T: Whos the girl? Can she go to the party? Why?(2) Pair work: use wh- words to ask more questions about Cinderella.【设计意图：明确本课时学习目标，复习Story time，为接下来的故事表演做好铺垫。】2. Act the story (1) Task 2 Lets showRetell the story “Cinderella in groups of four.(2) Ask some students to act the story (

29、3) 独立完成Page 15 Think and write(PPT出示ticking form，学生完成自评)【设计意图：通过表演Story time，加深学生对课文的理解，巩固本单元重点句型，兼顾趣味性和语用性。】Step 2 Sound time1. T: Look at the picture. (PPT呈现Sound time两个任务) The boy is Andrew. The girl is Andrews sister. Shes Andrea. What is Andrew doing?S: Andrew is having a drink.T: Can you use “

30、why to ask question and answer?S1: (教师引导学生) Why is Andrew having a drink? S2: Because hes thirsty.T: What is Andrea doing? S: Andrea is drawing a dress.T: Can you use “why to ask question and answer?S: Why is Andrea drawing a dress? Because T: I think you can use “why and “Because to ask and answer

31、questions. (让学生完成书上第15页的自评)2. T: Why is Andrea drawing a dress? (PPT呈现Sound time小诗)S: Because shell give it to her friend Sue. T: Lets read and find the pronunciation of the letters “dr? (引导学生发现发音规律)T: Can you say more words? (教师可以将学生说出的词写在黑板上并带读)T: Can you read these words? (PPT呈现单词，然后教师带读小诗)(学生根据自

32、己表现在Ticking time第三项打钩)【设计意图：在语言情境中展开语音学习，并围绕本单元语言知识重点。】Step 3 Culture time1. Look and talkT: I know you like reading stories. Look, what is this story about? What about this one? What does Yang Ling like? Lets read together.T: What about Mike? Yang Ling likes Chinese stories. Mike likes fairy tales.

33、 What about you?S: I like T: Why do you like the story?S: Because 2. Enjoy the pictures(PPT出示中国经典故事和西方经典故事封面，教师可以简单介绍，一些比拟熟悉的，可以让学生用中文介绍)T: We have so many wonderful stories. I hope you read and love them, because reading is like sunshine. It can light your heart. Reading is like water. It can clean

34、 your mind.【设计意图：使学生了解中西方儿童的阅读喜好，激发学生的英语阅读兴趣。】3. Enjoy a story (小马过河英文版，补充习题五下第4页)T: Heres a famous Chinese story about The little horse. Did you read it? S: Yes.T: What does the little horse want to do?S: He wants to cross the river.T: Yes. Cross means go through the river. (简单教授cross) But he doesn

35、t know if he can cross the river, right? Who es to help him?S: Mrs cow and the squirrel. (解释squirrel)T: Is the river deep or shallow? (解释 deep, shallow) Does the little horse know what to do now? Lets read the story again.(最后，教师带领学生完成五下补充习题第4页该阅读的相关练习)【设计意图：引入有趣而学生又熟悉的故事，将练习册有机结合课堂教学，进展更有效的指导。】Homew

36、ork 家庭作业1. Read an English story.2. Finish the exercise in your workbook.Teaching aids 教学准备含板书设计教学准备：PPT、五下补充习题板书设计Unit 1 CinderellaWhy is Andrew having a drink?Because hes thirsty.Why is Andrea drawing a dress?Because she likes drawing.Because she wants a new dress.dr: draw dress drink driver 说课此课时

37、板块内容较零散，教师通过目标导学，将板块进展了情境统整。每个板块再分解为一系列的小活动，逐一突破。对Checkout time进展分解整合，Think and write局部在学生讨论、表演的根底上，让学生读一读、写一写，加深理解与记忆。Sound time的教学通过看图讨论，一方面在语境中操练和巩固语法点，一方面呈现目标词汇，感知体验字母组合dr的发音规如此，并根据发音规律自主尝试朗读新单词，培养学生的学习能力。Culture time的教学，通过对Mike和Yang Ling的介绍了解中西方儿童的阅读喜好，并通过对经典童话故事的欣赏，培养学生的英语阅读兴趣。英语五年级下册)Unit 1 C

38、inderellaGrammar timeTeaching contents 教学内容Grammar time Teaching aims and learning objectives 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, put on, before, have to, try on, fit。2. 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与规如此。Focus of the lesson and predicted

39、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与句型Why? Because 。2. 能够通过交流与学习，正确运用疑问词why，以与其它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 myself. If you have th

40、e 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Goldilocks) Do you remember this l

41、ittle 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! Goldilocks looks so afraid! W

42、hy?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，营造英语学习的气氛，为接下来对Cinderella的讨论做好铺垫。】3. T

43、: 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 classmates, please. (教师请学生随机向全班同学提问，被点名的学

44、生先回答如下问题，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. Read and thinkT: When we answer th

45、e 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展总结) Yes, we can put be verbs, helping verb

46、s, 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展自主归纳和总结，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呈现规如此)S: OK!T: Look, this is Bobbys mum. She looks so happy. Do you know why? Who can ask?S

47、1: 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.(同法进展剩下的图)【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与生活中熟悉的人物等话题，在欢快的图片竞猜和音乐气氛中进一步感知语言，操练和巩固语法点。】3. Brainstormin

48、g: 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开头的特殊疑问词)4. Make a new play(1) T: Good job! I have some

49、 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. Then act your new play in groups of four. (学生四人一组，仿照教师给

50、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，达到融会贯穿，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.Homework 家庭作业1. Write down the wh-questions you know. The more,

51、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 you are/arent he/she/it do/dont they does/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

52、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以与其它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。在学习语法知识的环节中，学生在教师的引领下适当进展自主归纳和总结。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气氛中进一步感知语言，操练和巩固语法点。然后教师引导学生思考

53、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如此，这将比教师一味地灌输概念和机械操练有效得多。英语五年级下册)Unit 1 CinderellaFun t

54、imeTeaching contents 教学内容Fun time Teaching aims and learning objectives 教学目标1. 掌握故事中出现的词汇：prince, fairy, why, because, clothes, let, put on, before, have to, try on, fit。2. 在故事情境中强化句型：Why? Because 的功能结构，并在游戏和生活情景中开展运用。3. 能够正确运用动词第三人称单数谈论Story time的故事，并能够简单评价对故事中的人物的喜爱与否。4. 能够完成Fun time中的任务，并能够运用所学语言

55、与同学合作创编童话故事并表演。5. 能够运用wh开头的特殊疑问词在适当的语境中提出问题。Focus of the lesson 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与句型Why? Because 2. 通过交流与学习，正确运用疑问词why，以与其它wh开头的特殊疑问词提出问题并回答。3. 通过与同学合作，运用所学语言拓展表演Fun time中的童话故事。教学难点： 1. 单词princes, clothes, before的读音和拼读，have to的理解。2. 能够理解并正确运用Grammar

56、time中以开头的特殊疑问句，结实掌握Why? Because 的理解和正确使用。Teaching procedures 教学过程Step 1 Lead-in1. Free talkT: Wele back to school, boys and girls! Nice to see you! S: Nice to see you too!T: Look at me. Im not a teacher. Im a (教师戴上仙女帽，手拿魔术棒)S: A fairy.T: Yes. I have a magic wand. And I can give you what you want.S:

57、I want a 2. 教师问两位学生后让个别同学扮演fairy和同学交流【设计意图：用fairy魔术棒询问学生的愿望，唤起学生对故事的好奇，自然导入故事。】Step 2 New teaching1. 提问回顾故事梗概T: Fairies can help us. Can she help Cinderella? S: Yes. T: Why does Cinderella need the fairys help? S1: Because she has no beautiful clothes. T: Why does Cinderella need beautiful clothes?

58、S2: Because theres a party at the princes house. S3: Cinderella wants to go to the party but she has no beautiful clothes. T: Excellent. You all remember the story clearly.2. PPT逐一出示故事图片，讨论故事 教师带领学生逐图根据语言提示描述故事。【设计意图：通过逐图讲述故事，深化故事中词汇与句型的朗读。】3. Act the story(1) PPT呈现主要场景(2) 学生分组练习(3) 学生展示4. Fun time(

59、1) 教师示XT: The story in our book is also a short play. Shall we make this story longer and more vivid? I have some costumes here. Now Im Cinderella. Who wants to be her stepsisters? (选择两位学生合作表演)T: Theres a party at the princes house. Can I go with you?S1: No, you cant.T: Why cant I go to the party?S2

60、: Because you have no beautiful clothes.S1: Look at my dress. Its so nice.S2: Look at my shoes. They are so nice.T: But I dont have beautiful shoes or dress. (2) 教师讲解Why? Because 的用法(3) 同桌选择一幅图片，根据提示合作交流(4) 示X书写句型，学生在书上写出相应的台词【设计意图：通过教师示X为学生提供扩展表演的思路，在书本上写句子，进一步夯实句型结构。】Step 4 Act the play1. 教师为学生提供表

61、演道具，全班学生分组，每组成员：narrator, Cinderella, fairy, prince, two sisters, step mother2. 学生小组合作表演3. 学生上台表演【设计意图：以真实的道具唤起学生的表演热情，小组合作能使不同层次的学生有不同的开展。】Step 5 Consolidation1. T: There are many characters in the story. They are S: Cinderella, fairy, prince, two sisters, stepmother.T: Who do you like?S1: I like Cinderella.T: Why? S1: Because she is beautiful. S2: I like . BecauseT: Who dont you like?S1: I dont like Because2. 学生四人一组用句型 I like/I dont like Because讨论人物喜好。【设计意图：通过对故事人物的讨论，加强主句型的灵活运用。】Homework 家庭作业1. Write down the wh-questions about the story. The more, the better.2. E