Unit 2 Cute animals优质课教案整理

Unit 1 The lion and the mouse Period 1 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、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-in 1. Greeting T: Hi, boys and girls. Welcome back to school again. 2. Learning tips T: This is a new term now. And it’s the last term in your primary school time. So first of all, today let’s talk about your study plan for this term. What’s your study plan? 3. Lead –in T: Here’s 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. Step 2 Presentation

1. 30-second’s talk show

T: 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. Prediction T: Yes, As you all know, the lion and the mouse are very different, aren’t you? What if they met each other one day? Can you guess? T: Let’s watch a cartoon and see what happens. (学生看后预测) 3. Read and order

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T: Nice. Now you know what happens. Here are some sentences, but they are not in order. Can you read your story on your book quickly and put then in order? T: Now they are in order. But here’s 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 picture T: Now we’ve got the outline of the story. Let’s listen and read this story by picture. Please listen and try to follow what you hear. (教授：

单词

词组) 5.Ask and answer T: Now we’ve 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. But 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 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-minute’s talk show.

Step 4 Homework 1. 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 mouse Large, strong

walked by, woke …up

caught…with…

bit…with

Made a big hole

became friends

2 P1 P2 P3 P4 P5

Period 2 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：PPT

六、教学过程：

Step 1 Let’s review

T: Hi, boys and girls. Look, who’s he?

S: He’s a lion. T: Who’s he?

S: He’s a mouse.

T: Who’s strong?

S: The lion.

T: Who’s weak?

S: The mouse.

T: But after we learned the story, do you still think that the mouse is always weak? Why? S: No. The mouse could help the lion./The mouse was brave./…

T: Yes. It’s an interesting story. So first let’s try to tell this story.

Here are two tips for you. First, we often use the past tense to tell a story. So we don’t 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. T: That’s 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 let’s tell the story in class. Everybody says one or two sentences and let another 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 time Read 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 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)

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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 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. Let’s read and feel! Learn the adverbs T:

Just now we used these four words. S: Quietly, loudly, sadly and happily. T: They are adverbs. (带读，板书) We can say ‘The mouse said.’ It’s 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 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 adverbs.

T: And sometimes they end up with ‘ily’.

3. Try to use T: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: He’s a happy boy, so he does everything happily.

For example, he often laughs happily. 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?

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S: She’s an excited girl.

T: So what does she often do? Can you guess? S: She gets high marks excitedly. She watches films excitedly. She sings excitedly. …

T: Great! Step 3 Fun time 1. Before acting T: You showed your ideas excitedly. And how about this lion? He was excited, too. What did he say? S: I am large and strong./ I’m powerful and big./…

T: So at 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’. Before 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. Let’s act

T: You’ve well prepared, so let’s try to act. Let’s 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 vividly. (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 time T: 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. T: So could the lion help his friend this time? What would happen among them? Let’s imagine and make a short play. This time let’s work in groups of four. We still need a narrator to tell the story. Don’t 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，并上台表演)

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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 mouse

Past tense wake – woke

let – let

bite - bit The mouse said quietly.

Adverbs

happily

surprisedly

The lion laughed loudly.

fearfully

The lion asked sadly. angrily

quietly

sadly

The lion said happily. worriedly

loudly

excitedly

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Period 3 一、教学内容：

Sound time ，Culture time & Cartoon Time

二、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 Shadow T: Hello，boys and 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 let’s play a game. It’s 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. I'm Alex. Do you know what I am? I'm a big cat. A cat?

No. But we're from the same family. Where do I live? In the forest. I'm 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, that's my story. So, what am I? 2. Students guess the answer of the game.

S: You are a lion.

Step 2 Intonation 1. 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 rising intonation? Try to read them and tell me the right intonation.

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（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。）

3. Listen and repeat 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 who's 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 happily，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 time 1. Present students two books. One is Aesop's 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 stories. 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 Chant 1. Finish with a chant.

T: We've known many animal stories. What do you think of stories? Finish the chant and read it together.

Stories are ______.

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Stories make us ____________.

We ________ from stories.

Let's go and read ________. T: Where can 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 mouse

Where...?park 图片

hole 图片

Bobby 图Who...?

片

play What...?

How...? happily Sam图

Willy图

Billy图

hit pour cheer hard loudly

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Period 4 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 students have a talk. This is the last lesson of this unit. We have learned a lot. What did we do before this class?

The teacher elicits the plan of this lesson: stories from the book→ stories around me→ stories about me

Step 2 Stories from the book 1. 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 talk The story “The lion and the mouse”means different 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

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We not only learn life experience from this story, but also a lot about the language. Students list the adverbs both from and out of the story and have a practice with these words. E.g. I’m 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 me Listen and think The teacher makes a story with the 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 check Students read in pairs. One reads the first part, the other the second part.

（说明：学生完成故事并结对朗读故事，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 me Think and write Present students the picture from the e-mail and have them talk about the picture.

Then students finish and read Su Hai’s

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.

Students read two more similar stories – The Batkid and the Whole City, Ariana and Her Hair and have a small talk. Who helped Batkid? Who did Ariana help? What do you think of these two stories? （说明：选取了两个感人而且有趣的故事和学生共同欣赏。一个说的是举全城之力，帮助一个小男孩实现当蝙蝠侠的梦想，另一个讲的是一个3岁的小女孩

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将自己的头发捐赠给别人的故事。）

Think and write: One Nice Thing Students write down one nice thing they have done for the other people or the other people have done for them by modeling the Batkid’s or Ariana’s story.

（说明：以这两个故事为例，启发学生你们有没有帮助过别人，或者接受过别人的帮助，请围绕这一主题写One nice thing，并以上述两个小故事为例指导学生可以从哪几个方面来写，同时告诉他们如果能用上副词会更棒）

Read and share Students come to the front of the class and read their stories one by one, while the rest of the class listen and have a talk about the story they like. Step 4 Ticking time

1. Free talk

Have the students recall what they did in this lesson. 2. Ticking time

How well did you do in these activities? Check the three items presented in the table one by one, while the students are doing a self-evaluation. （说明：开始ticking time之前，请学生回忆，我们这节课做了什么。下面是ticking time，看看自己完成的怎样。同时逐条呈现ticking time 的内容，以互相检测，自我评价的方式完成对评价。）

Watch a video Students take turns to share their favourite part of this lesson. After that, the teacher plays a video which includes the main parts of this unit and elicits the theme of this lesson.

（说明：全班分享自己今天最喜欢的一个活动。接着引导学生，本节课的故事告诉我们人与人之间的善意，真诚才是最宝贵的。并和学生一起欣赏短片，短片的内容是由本单元，本课出现的一个个小故事改编综合而成，升华情感主题。）

Homework: 1. Read more stories;

2. Send an e-mail to your e-friend about your story. 七、板书设计

(说明：两棵树上分别写上副词和动词，心形卡片上学生写自己的故事) Unit 1 The lion and the mouse

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Period 5 一、教学内容：

本单元的复习及完成课课练。

二、教学目标: 1.通过复习，能较熟练地掌握本单元所学的词汇和句型。

2.能较熟练地在情景中运用本单元所学的日常交际用语。

3.能熟练完成本课的练习题。

三、教学重难点: 1.通过复习，能较熟练地掌握本单元所学的词汇和句型。

2.能较熟练地在情景中运用本单元所学的日常交际用语。

3.能熟练完成本课的补充习题。

四、教具准备：

1.教学挂图。

2.练习题答案的投影片。

五、教学过程: Step One: Warming up 1. Greetings. 2. 出示本课对话投影片，学生看图用英文描述。

3. 学生表演故事。

4. 听写单词、词组和重点句子。

Step Two: Presentation and practice 完成课课练。

题型：

A Listen and number. B Listen and write. C Look and say. D Look, read and choose. E Read and order. F Read and judge. a.部分题目也可以要求学生作听写任务，提高学生听说读写的语言综合运用能力。

b.题目选择，一些难的题目可以做为附加题，对于班级学习成绩比较优异的学生可以有这方面的要求。

c.在作业上可以分层作业，减轻后进生的学习负担，提高英语学习兴趣。

Step Three: Homework 1．完成练习册。

2．小组活动，表演所学的会话内容。

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六、板书设计：

Unit 1 The lion and the mouse B: had quietly Adverbs Past tense fearfully

happily

happily loudly wake – woke surprisedly gave doll

angrily

quietly

liked ate let – let sadly

worriedly

loudly

bite - bit excitedly

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单元配套练习

一、单词辨音。

(

)1. A. mouse

B. house

C. you

D. loudly (

)2. A. horse

B. sport

C. short

D. worker (

)3. A. fast

B. late

C. basket D. last (

)4. A. behind

B. next

C. net

D. let (

)5. A. reach

B. weak

C. sweater

D. teacher 二、英汉词组互译。

1. 一头强壮的狮子______________ 2. some day ______________________ 3. 大声地笑

___________________ 4. let him go ______________________ 5. 玩得开心

___________________ 6. just then _______________________ 7. 如此虚弱

___________________ 8. walk by ________________________ 9. 有个主意

___________________ 10. from then on ___________________ 三、单项选择。

(

)1. Don’t be ________.

A. sad

B. sadly

C. loudly (

)2. The students are_________. They are singing________.

A .excited; excited

B. excitedly; excited

C. excited; excitedly (

)3.Wang Bing hit the ball _______.

A. very

B. excited

C. hard (

)4. I can help you ________.

A. some days

B. some day

C. some time (

)5. We can see ________ our eyes.

A. in

B. use

C. with (

)6. There ________ many animals in the forest long long ago.

A. is

B. are

C. were (

)7. Who woke the boy ________?

A. up

B. down

C. in (

)8. We ________ to the farm the next day.

A. go

B. went

C. going (

)9. Don’t speak ________ in the library.

A. loud

B. loudly

C. happy (

)10. Liu Tao ________ a kite yesterday.

A. make

B. makes

C. made 四、用所给单词的适当形式填空。

1. The lion has sharp _________ (tooth). 2. The boy asked me __________ (sad). 3. We ___________ (become) good friends from then on. 4. I __________ (see) two birds yesterday.. 5. All the students are very __________ (excite). 6.There are some __________ (man) in the room. 7.The girl is sitting there __________ (quiet) 8.We _________ (catch) a mouse the next day. 9.There __________ (be) a king long long ago. 10.How can he __________ (get) out?

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