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1、Unit 1 The lion and the mouseThe 1st period一、教学内容：Unit 1 The lion and the mouse Story time二、教学目标：1.能理解并会朗读故事，初步说出故事大意。2.在故事学习过程中掌握large, strong, woke, weak, net, bit, sharp等新单词，体会副词sadly, quietly, loudly, happily的用法。3.通过学习本课的故事，让学生懂得人与人之间应该互相帮助。三、教学重点：在故事中通过读体会副词sadly, quietly, loudly, happily的用法。四、
2、教学难点：能从不同角度理解故事的寓意。五、教学准备：PPT，动物头饰六、教学过程Step 1: Greeting and Lead-in1. GreetingT: Hi, boys and girls. Welcome back to school again.2. Learning tipsT: This is a new term now. And its the last term in your primary school time. So first of all, today lets talk about your study plan for this term. Whats
3、 your study plan?3. Lead inT: Heres a study plan. Can you read this plan?T: Look, in this plan, the planner wants to spend more time on reading English. Indeed, reading is very important. And story reading is very good for English learning. So today, I bring you a story.Study plan 对成绩好的学生有效，由于学生的水平，
4、我认为用Free talk 会更适合我班的学生。Step 2 Presentation 1. 30-seconds talk showT: This story is about two different animals. (PPT)The name of the story is The lion and the mouse. (课题)Before the story, I want you to be one of them and try to say something. (教师示范，学生练习并反馈)2. PredictionT: Yes, As you all know, the
5、lion and the mouse are very different, arent you? What if they met each other one day? Can you guess?T: Lets watch a cartoon and see what happens. (学生看后预测)3. Read and orderT: Nice. Now you know what happens. Here are some sentences, but they are not in order. Can you read your story on your book qui
6、ckly and put then in order?T: Now they are in order. But heres a problem. Even if they are in the right order, this story is still not completed. So can you read this story again and try to say three more sentences to complete this story?4. Read the story picture by pictureT: Now weve got the outlin
7、e of the story. Lets listen and read this story by picture. Please listen and try to follow what you hear.(教授： 单词 词组)在教授新词的同时，注重让学生模仿对话的语音语调。5.Ask and answerT: Now weve got every details of the story. Let me ask you some question and please answer me quickly.T: There are 5 questions on your book. Bu
8、t I want you to ask and answer more. Now you can read the story again and prepare some questions?Step 3 Consolidation 1. The moral or the story情感教育时注重引导学生用英语表达，教师要给予适当的帮助。T: What does this story tell us?T: I have 3 questions to help you think in different ways.Read and try to say something,2. 3-minu
9、tes talk show.Step 4 Homework1. Make a study plan.2.听磁带，有感情地模仿熟读课文并尝试背诵。3.读更多的寓言故事。七、板书设计：Unit 1 The lion and the mouseLarge, strong walked by, woke up caughtwith bitwithP2P1P3Made a big hole became friendsP5P4教学反思：本课的侧重点是运用一兴趣，般过去时能够复述甚至能够分角色表演短剧。这篇寓言故事很能激发学生的朗读，教师要让学生师范读，分角色朗读，把课堂教给学生，让学生真正融入到这篇经典
10、故事作品中。这就需要教师多想点互动形式。通过操练和练习让学生能很好地理解过去式的用法，老师最好对动词变过去式的变化规则做一个总结。The 2nd period一、教学内容：Grammar time & Fun time二、教学目标1. 能听懂，会读，会说副词loudly, quietly, sadly, happily, excitedly并能体会副词在句中的作用。2. 能正确恰当地运用副词修饰动词。3. 能生动形象地表演Fun time中的课本剧。三、教学重点：能正确恰当地运用副词修饰动词。四、教学难点：能在Fun time课本剧表演中体现出副词的功能性。五、教学准备：六、教学过程：Step
11、 1 Lets reviewT: Hi, boys and girls. Look, whos he? S: Hes a lion.T: Whos he? S: Hes a mouse.T: Whos strong? S: The lion.T: Whos weak? S: The mouse.T: But after we learned the story, do you still think that the mouse is always weak? Why?提醒学生用课文里所学的句子，也可自己组织句子表达。S: No. The mouse could help the lion./
12、The mouse was brave./T: Yes. Its an interesting story. So first lets try to tell this story.Here are two tips for you. First, we often use the past tense to tell a story. So we dont say The lion wakes up, but often say The lion woke up. And how about the past tense of “let and bite”.S: Let and bit.不
13、规则动词的过去式要做重点复习，先让学生回顾以前所学，并添加。T: Thats right. And the second tip is that these pictures can help us remember the story. So you can look at the pictures and tell the story. Now, please do it in pairs.（学生同桌讲故事）T: This time lets tell the story in class. Everybody says one or two sentences and let anoth
14、er person go on. Start from me: There was a lion in the forest. He was large and strong. One day （请学生逐个复述，接龙完成故事）Step 2 Grammar timeRead and feel T: In this story, the mouse and the lion said something. What did they say? How did they feel at that time? Can you try to read and feel? (学生自己读并感受)T: The
15、 mouse was very little, and he was scared, so how did he say it? Can you guess?S: He said quietly. （带读这句话，板书）T: So who can be the mouse and say it quietly? (引导学生夸张读)The mouse said quietly, but how about the large lion? How did he laugh?S: He laughed loudly. (带读，板书) T: But when he was in the net, was
16、 he happy? How did he say?S: He said sadly. （带读，板书）T: After the mouse helped the lion, how did the lion feel? So how did he say?S: He said happily. （带读，板书） T: The lion and the mouse had different feelings at different times. Lets read and feel!Learn the adverbsT:Just now we used these four words.S:
17、Quietly, loudly, sadly and happily.T: They are adverbs. (带读，板书)We can say The mouse said. Its OK. But why do we say The mouse said quietly. What are the adverbs for?S: (引导学生)They can show the actions more vividly.T: And look(板书), do we often put them before or after the verbs?S: we often put adverbs
18、 after the verbs.T: And we can get some adverbs from the adjectives. (学生快速说，读词，贴板书。)You know excitedly. What does it mean? Can you tell us in English?S: It means very, very happily.T: Look at the adverbs. Can you find any rules? (引导学生观察寻找规律)S: Often we add ly after the adjectives and they become adv
19、erbs.T: And sometimes they end up with ily.3. Try to useT:Look, we learned so many adverbs today. Can we try to read well?Good! You can read well, and can you use them well, too?Look at this boy. Is he happy?S: Yes.T: Hes a happy boy, so he does everything happily.For example, he often laughs happil
20、y. He reads happily. What else does he do happily, can you guess?S: He eats happily. He runs happily. He sleeps happily. T: Is this a happy dog?S: No.T: So maybe he does everything sadly. Can you guess and talk in groups?（学生小组讨论，请小组反馈）T: What about Linda?S: Shes an excited girl.T: So what does she o
21、ften do? Can you guess?S: She gets high marks excitedly. She watches films excitedly. She sings excitedly. T: Great!Step 3 Fun time1. Before actingT: You showed your ideas excitedly. And how about this lion? He was excited, too. What did he say?S: I am large and strong./ Im powerful and big./T: So a
22、t that time, how did he say it?S: He said it loudly/happily/excitedly.T: I think you are all right, and I guess maybe he said excitedly.(出示excitedly的卡片) But did the animals say excitedly, too?S: No. They said sadly/loudly/fearfully.T: Maybe. Look, this is a short play of The lion and the mouse. Befo
23、re we act, please first work in groups of three and decide the adverbs for their words. （学生三人小组讨论并选择合适的副词卡纸）2. Lets actT: Youve well prepared, so lets try to act. Lets act in three, a lion, a mouse and a narrator. The narrator is very important because he can use the adverbs to show the actions vivi
24、dly.(教师做旁白，请两个学生扮演狮子和老鼠，示范第一幅图，之后学生三人小组表演，请学生上台反馈)Step four Story timeT: You see, although the mouse was small and weak, he could help the lion. And could the lion help the mouse one day?S: Yes./No.T: How could it be?S: T: Look, in the forest, there came a cat one day. Who was not happy?S: The mouse
25、.T: So could the lion help his friend this time? What would happen among them? Lets imagine and make a short play. This time lets work in groups of four. We still need a narrator to tell the story. Dont forget to use adverbs to show actions and also use the past tense to tell the story.(学生四人小组编短剧，并上
26、台表演)Homework:1. Copy and remember the adverbs we learned today.2. Surf the Internet and get to know more adverbs.3. Finish the story of The lion, the cat and the mouse.七、板书设计：Unit 1 The lion and the mouseThe mouse said quietly.The lion laughed loudly.The lion asked sadly.The lion said happily.Past t
27、ensewake wokelet letbite - bitAdverbsfearfully happily surprisedlyangrily quietly sadlyworriedly loudly excitedly 教学反思：这一课时主要针对课文里涉及到的语法知识进行的教学，主要涉及到了动词的过去式以及副词。对这两个语法知识点，在本课教学中通过呈现，发现其规律并进行了总结。老师要及时利用习题进行反馈，每一步都做到位，学生对这个语法知识点有了很好的理解和掌握。 The 3rd period一、教学内容：Sound time ，Culture time & Cartoon Time 二
28、、教学目标1. 能理解并体会特殊疑问句所用的语调，并能正确地读出来。2. 能理解Cartoon time部分的内容，并能配合此部分内容进行表达。3. 了解Culture time的内容，并适当拓展。三、教学重点：1. 能理解并体会特殊疑问句所用的语调，能和一般疑问句升调区分，并正确地读出来。2. 能理解Cartoon time部分的意思，并能配合此部分内容进行表达。四、教学难点： 在前两课时的基础上使用动词和副词将Cartoon time故事的主要内容表达出来。五、教学准备：六、教学过程：Step 1 Warm up 1. The Speaking ShadowT: Hello，boys an
29、d girls. We always have fun at English Classes. What do we usually do?S: We sing songs, watch movies and act out stories. . T: Do you like playing games?S: Yes!T: First lets play a game. Its called The Speaking Shadow. Please repeat what I say. （利用模仿老师说话的游戏，复习前课时的故事并感受不同的语音语调。） T: Hello, everybody.
30、Im Alex. Do you know what I am? Im a big cat. A cat? No. But were from the same family. Where do I live? In the forest. Im the king of the forest. Who is my friend? A mouse! A mouse? Yes, he is little, but he saved me. Really? But how? He made a hole in the net with his sharp teeth. Well, thats my s
31、tory. So, what am I?2. Students guess the answer of the game. S: You are a lion. Step 2 Intonation1. Read and choose the right intonation.Show them Wh-questions from the game. Then let students guess the intonation. T: Do you remember the intonation that I used to ask? Was it falling intonation or r
32、ising intonation? Try to read them and tell me the right intonation.（回忆游戏中模仿过的几个问题，试着体会一下所用的语调。）2. Watch the cartoon about intonation. T: Look at these questions. How do they ask them? Please listen. （第一次听语音部分对话时，着重让学生注意问句所用的语调。）指导学生如何模仿语音语调，并在平时的教学中加以渗透，不仅仅是这一个学习环节，教师要多注意培养语音语调。3. Listen and repeat
33、 the conversation.4. Get the students to know the intonation of Wh-questions. T: If the questions begin with where, who, what, how, etc, we call them Wh-questions. We usually use a falling intonation. (学生了解特殊疑问句一般用降调。）5. Practice a dialogue with different intonation.（利用新编的充满节奏感和趣味性的对话，让学生能够用正确地升降调读出
34、来，巩固对不同语调的理解和使用。）Step 2 Cartoon time 1. Look at the first picture from the story. Talk about whos in the story and what they are doing.2. Watch the cartoon and talk about the main idea about the story.3. Read the story again and find out the answers to the questions. Help students understand play ha
35、ppily，cheer loudly，hit hard and pour into. 4. Listen and repeat the story. Imitate Sam and Bobby. Talk about something else they can say.5. Retell the story together.6. Work in groups. Students can choose to act out or retell the story. Step 3 Culture time1. Present students two books. One is Aesops
36、 Fables. The other one is a Chinese idiom book. Show them some animal stories and ask about other animal stories they know. 2. Watch a video about the two books. Then check if students understand the stories well. T: Which is not a fable? Which is not a Chinese idiom? Please read the names of the st
37、ories. What are the idioms in Chinese? (检验学生是否了解视频中介绍的部分寓言故事和中国成语的英语表达方式。) Step 4 A Chant1. Finish with a chant. T: Weve known many animal stories. What do you think of stories? Finish the chant and read it together. Stories are _. Stories make us _. We _ from stories. Lets go and read _.T: Where ca
38、n we read more books?(通过前面的视频及说说自己对stories的感受等环节，引导学生多阅读。）Homework:1.Read the story in the cartoon time twice and recite it.2. Finish “课课练”上的练习。七、板书设计：Unit 1 The lion and the mouseWhere.?hole 图片park 图片Willy图Who.?Sam图Billy图Bobby 图片 What.?playhitpourcheerHow.?happilyhardloudly教学反思：本课新授的语音部分，让学生通过对此跟读与
39、模仿，总结出对特殊疑问句的朗读要用降调。Cartoon time 部分要求学生联系上下文猜出新词的意思，培养学生的阅读能力，增加学生的词汇量。而文化板块主要告诉我们西方国家有许多寓言故事，而中国也用很多的成语故事可读，通过比较学生能明白中西方文化的差异。The 4th period一、教学内容：Checkout time & ticking time二、教学目标1. 能正确完成checkout time 中的练习；2. 能对照ticking time 中的三个目标进行客观的自我评价；3. 能复习巩固并尝试综合运用前三课时所学的词汇和语法重点；4. 能在阅读、讨论、分享故事的过程中体会人与人之间
40、的小善意带来的大不同；三、教学重点：1. 能正确完成checkout time 中的练习；2. 能对照ticking time 中的三个目标进行客观的自我评价；四、教学难点：1. 能复习巩固并尝试综合运用前三课时所学的词汇和语法重点； (说明: 以人与人之间的善意，互相帮助为情感主线，以故事为关键词, 将本课分为三个主要层次展开，首先是讨论书本上的寓言故事，然后是阅读欣赏身边的故事，最后是写出并分享自己的故事。最后以短片收尾，短片由由本单元，本课出现的一个个小故事改编综合而成。)五、教学准备：CAI 卡片六、教学过程：Step 1 Free talk The teacher and stude
41、nts have a talk. This is the last lesson of this unit. We have learned a lot. What did we do before this class? 本课是第四课时，所以开始上课时，首先带领学生一起简要回忆前三课时学习了什么，并提出本单元最让人感兴趣的地方是因为它由一个又一个的故事构成。在此基础上,引出本课结构: 讨论书本上的寓言故事-阅读欣赏身边的故事-写出并分享自己的故事 The teacher elicits the plan of this lesson: stories from the book storie
42、s around me stories about meStep 2 Stories from the book1. Guessing game Provide the students different covers of the same story which are titled in different languages and have the students say the name in English. （说明：展现狮子和老鼠不同语言的版本，请学生说出英文版）2. Have a talkThe story “The lion and the mouse”means di
43、fferent things to different people. The students have a talk about what the story means to them.（ 说明：狮子和老鼠这一寓言故事对于不同的人意味着不同的道理，如：一切皆有可能；不要以貌取人；善有善报等等。请学生思考，对于老师列举的道理，自己最赞同哪一点，为什么）3. Have a practice We not only learn life experience from this story, but also a lot about the language. Students list th
44、e adverbs both from and out of the story and have a practice with these words.E.g. Im the lion. I shout excitedly. （说明：我们不仅能从这个故事学到人生道理，而且也能学到英语知识，比如故事中的副词。在列举更多副词的基础上，教师引导，森林里的动物为庆祝狮子的自由，举办了一个派对。你们现在是其中的一员，你是谁，会做什么，模仿例句，用上副词。）Step 3 Stories around meListen and thinkThe teacher makes a story with th
45、e 6 pictures presented in the book and reads it to the students.（说明：森林里的动物之间友善，互相帮助，我们身边的人也是如此。接下来展开的是本课的第二个层次，将书上第一个练习里的本来没有关系的6副图片编成一个故事读给学生听。）Think and write Students think and finish the story.Read and checkStudents read in pairs. One reads the first part, the other the second part. （说明：学生完成故事并结
46、对朗读故事，同时进行一个小交流：是否喜欢这个故事。不喜欢？因为不是 happy ending。 谁能帮助那个受伤的人？Anyone. 由此引出本课第三个层次）Step 3 Stories about meThink and writePresent students the picture from the e-mail and have them talk about the picture. Then students finish and read Su Hais e-mail and list more verbs in their past forms. （说明：首先引导学生观察书上图片，猜测苏海在做什么，并完成邮件，关注动词过去式。接着学生讨论自己是否喜欢这个故事，并得知帮助别人是件快乐的事。）2. Read and enjoy Helping people makes us happy and feel good. S