Story time教学设计(第二课时)

在教学之路上，你是谁很重要，但更重要的是你和谁在一起。

课题

Unit1 The lion and the mouse 课型

新授&复习课

课时

4 主备人

蔡书齐

知识目标：1.能理解课文《狮子与老鼠》；

2.会使用loudly，sadly等副词；

学习目标

3.知道并能正确读出特殊疑问句的语调。

能力目标：1.能扩充故事，并进行分角色表演；

2.锻炼自主学习的能力，能和同伴共同完成学习任务，敢于用英语进行交流和表达。

情感目标：通过课文学习，能学会互相帮助，不轻视别人。

重点、难点：

重点：1. 在品读故事的过程中，掌握新单词，理解故事含义；

2. 在理解故事的基础上，能复述并表演故事；

3. 能理解形容词和副词的区别；

4. 能对中外寓言故事有所了解

5. 能正确使用动词和副词的搭配用法。

难点：1.进一步巩固there be一般过去时，并注意不规则动词过去式的写法和读音；

2. 能理解形容词和副词的区别；

3. 能掌握动词的过去式用法，并用其正确形式填空，完成邮件。

学情分析

易混点、易错点：

1.形容词和副词的区别；

2.动词和副词的搭配用法；

3.不规则动词过去式的写法和读音。

学生认知基础：

应具备的知识和方法：

1.掌握there be一般过去时，并注意不规则动词过去式的写法和读音；

2.正确区别形容词和其相应的副词；

3.能够正确理解故事内容，体会其中的情感。

已具备的知识和方法：

1.学生已经接触过过去式，并对不规则动词过去式有了一定的了解；

2.已经有所接触副词的学习；

让教育因落实而精彩，让教学因细节而美丽。

1

在教学之路上，你是谁很重要，但更重要的是你和谁在一起。

时间分

配

学 10min 讲 10min 练 20in 教法

1. 加强单词的朗读指导。

学法

2. 通过观看光盘，创设情境，组织游戏等活动帮助学生建构知识

3. 学生在主动探究、合作学习的过程中，内化知识，提升能力。

4. 通过观看卡通片以及学生自读课文回答问题等活动帮助学生掌握知识。

5. 对学生的学习成果进行及时的评价和肯定。

教具准备：

PPT，单词卡片，相应的任务图片，多媒体。

学生知识和方法的准备：

教学1.预习Unit1 ,试着朗读课文，大致理解课文意思；

准备

2.对故事进行扩充；

3.听Unit1 Cartoon time &sound time录音，并试着跟读；

4.复习动词过去式的用法及变化规则；

5.回忆已学过的形容词及其相应的副词变化。

学生活动

教师助学

第一课时

Step 1. Preparation 先让学生在组内汇

课后改进

1.T: Look! Can you guess what my hobby 报课前对新单词的预习，

is? S: You like reading, I think. 接着进行小组预习汇报

展示，提醒其余学生倾

学生回答第一个问

T: Yes. I like reading stories. Do you like 听、评价。

stories? What stories do you know? S: The king’s new clothes…

T: Today we are going to read another 题时，

读音可能会出错。

interesting story. Look at the picture. Can 教师应对稍作讲解。

you tell me the name? S: The lion and the mouse Unit1 The lion and the mouse

这是一道开放题，不

同的学生的回答可能是

T: Look at the lion. What do you think of it? 不一样的，只要有道理，

让教育因落实而精彩，让教学因细节而美丽。

2

在教学之路上，你是谁很重要，但更重要的是你和谁在一起。

Teach: large

strong

heavy T: But what is the mouse like? Is it large?... Teach: small

weak

light

Step 2. Presentation & Practice 教师应给予肯定。教师总

结出最贴近故事的回答，

学习weak, large, strong

等词的读音和含义。

1.T: The large and strong lion, the small and

weak mouse. What is the story about?

What would you like to know about the

story?

S: Where?

When?

What?

How? let it go

这个句子在读音Where?

in the forest sentences for you. Let’s read them together.

是很好，教师可以通过领The lion caught the mouse but let it go. 读、跟读、抽读等方式加The lion and the mouse became good 强训练。

friends.

The lion could not get out from the net.

The mouse helped the lion get out.

The mouse woke the lion up.

3. Read and match

4. Watch and order 5. Read and think

Teach: one day, the next day, just then,

from then on 6.Read and think Q: Why did the lion let the mouse go? Q: What happened to the lion? Q: How did the mouse help the lion? Picture 1&2 开放性的问题让学生讨论关于狮子和老鼠的心理过程。理解故事的深层含义，通过模仿人物的语音语调加深对课文的全2.T: What happened? There are some 方面学生可能掌握得不

面把握。

Pic2: How did the mouse say to the lion.

Quietly 让教育因落实而精彩，让教学因细节而美丽。

3

在教学之路上，你是谁很重要，但更重要的是你和谁在一起。

How did the lion say to the mouse?

学生可能不太会用英文

Loudly 分享体验，教师可给出提The mouse was afraid. 示：I think this story is...．I Picture 3-5 like reading it．教师可以Underline the new words and phrases 适当地拓展单词，引导学Teach: bite—bit

hole How?

Sadly

happily you say? 生会读Be honest. Be 7. T: If you were the mouse. What would yourself．

I am small and weak, but I am clever and

brave(勇敢). I can help the lion!

Step 3. Production 1.

Let’s read.

2.

Try to retell. 3.

T: What do you learn from the story? •

Sometimes, the strong can be weak. •

再高的人也有屈身的时候，

•

Sometimes, the weak can be strong. •

再矮的人也有垫脚的时候。

Everyone is good at something. •

每个人都有自己的长处

•

Let’s help each other!

•

让我们互相帮助

Step 4. Checkout 根据课文内容填空。

One day, a mouse _________ by and ________ the lion up. The lion was very _________, so he __________ the mouse and wanted to _________ him. The mouse ___________ the lion to let him go. The next day, two men _________ the lion. The

引导学生对寓言的进一步思考，让学生发现寓言的深层含义，得出寓言的主旨。

回顾课文，完成填空，注意时态的变化。

让教育因落实而精彩，让教学因细节而美丽。

4

在教学之路上，你是谁很重要，但更重要的是你和谁在一起。

lion ________the net _______ his sharp

teeth, but that didn’t help. Just then, the

mouse came, he _______ a big hole in the

net. The lion ________ out. From

_________ on, they became good friend.

Step 5. Homework

1.Listen and read the story. 2.Retell the story to your friends or family. 3.Copy and recite the phrases.

第二课时

Step 1. Preparation 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.

明确作业要求。

小组汇报展示自主先学

部分，其他组员认真倾

听、评价并进行纠正

展示狮子与老鼠的图片，

T: But after we learned the story, do you 以提问的方式带学生回

still think that the mouse is always weak? 顾课文。

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 retell this story. 用复述课文的方式复习

T: This time let’s tell the story in class. 第一课时所学的寓言故

让教育因落实而精彩，让教学因细节而美丽。

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在教学之路上，你是谁很重要，但更重要的是你和谁在一起。

Everybody says one or two sentences and 事，同时引出故事中叙述

let another person go on. Start from me: 的几个过去式，为讲解过

There was a lion in the forest. He was large 去式做铺垫。

and strong. One day … （请学生逐个复述，

接龙完成故事）。

Step 2. Grammar time

1. Read and feel

T: In this story, the mouse and the lion said

something. What did they say? How did 引导学生通过观察总结they feel at that time? Can you try to read 归纳过去式的用法。学会and feel? (学生自己读并感受) 自己归纳整理。

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）

组织学生在小组间开展T: So who can be the mouse and say it 模仿秀，模仿狮子与老鼠quietly? (引导学生夸张读) 对话的神态及语调等，增The mouse said quietly, but how about the 添学习趣味，激励学生开large lion? How did he laugh? S: He laughed loudly. (带读，板书)

口说。

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 引导学生体会狮子与老the lion feel? So how did he say? S: He said happily. （带读，板书）

鼠在不同情境下的情感变化。

T: The lion and the mouse had different

feelings at different times. Let’s read and

让教育因落实而精彩，让教学因细节而美丽。

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在教学之路上，你是谁很重要，但更重要的是你和谁在一起。

feel! 2. 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.’ 学生自己总结归纳整理What are the adverbs for? 副词修饰动词并且读一S: (引导学生)They can show the actions 读，体会发音规则。

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。) 引导学生观察副词及其You know excitedly. What does it mean? 相应的形容词，寻找其构Can you tell us in English? S: It means very, very happily. 成规律。

T: Look at the adverbs. Can you find any

rules?

S: Often we add ‘ly’ after the adjectives and

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

Step 3.Fun time 1. Before acting

看图说话或编对话环节提供一些词汇和句型帮T: You showed your ideas excitedly. And 助学生更好地完成语言how about this lion? He was excited, too. 输出。让学生体会创作和What did he say? 表演的乐趣。

让教育因落实而精彩，让教学因细节而美丽。

7

在教学之路上，你是谁很重要，但更重要的是你和谁在一起。

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的学生三人小组讨论并选卡片) But did the animals say excitedly, 择合适的副词卡纸。

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.

2. Let’s act

T: You’ve well prepared, so let’s try to act. 教师做旁白，请两个学生Let’s act in three, a lion, a mouse and a 扮演狮子和老鼠，示范第narrator. The narrator is very important 一幅图，之后学生三人小because he can use the adverbs to show the 组表演，请学生上台反actions vividly.

Step 4. Production 馈。

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: …

鼓励学生根据图片，发挥想象力，拓展对话内容，丰富人物的语言和动作。

小组合作表演对话，给予T: Look, in the forest, there came a cat one “Good, Great, Excellent”day. Who was not happy? 不同层次的评价。

让教育因落实而精彩，让教学因细节而美丽。

8

在教学之路上，你是谁很重要，但更重要的是你和谁在一起。

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 引导学生四人小组编短time let’s work in groups of four. We still 剧，并上台表演。

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.

Step 5. 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’.

第三课时

Step 1. Revision 1. Review the story

明确作业要求。

One day, a ______ mouse woke up the

______ lion. The lion caught the mouse and

wanted to eat him. However, the lion _____ PPT出示本课学习目标，

the mouse go. 让学生熟悉并做相应准

The next day, the lion was _______ by men. 备。

The mouse made a hole and saved the lion.

From _____ on, the lion and the mouse

became friends.

Step 2. Presentation & Practice

让教育因落实而精彩，让教学因细节而美丽。

9

在教学之路上，你是谁很重要，但更重要的是你和谁在一起。

1. Read and choose the right intonation.

Show them "Wh-questions". Then let 引导学生回忆游戏中模students guess the intonation.

仿过的几个问题，试着体T: Do you remember the intonation that I 会一下所用的语调。

used to ask? Was it falling intonation or

rising intonation? Try to read them and tell

me the right intonation. 3.Watch the cartoon about intonation.

第一次听语音部分对话T: Look at these questions. How do they ask 时，着重让学生注意问句them? Please listen. 3. Listen and repeat the conversation. 所用的语调。

4. Get the students to know the intonation of If the questions begin with "Wh-questions". where, who, what, how, we call them We 5.Practice a dialogue with different etc, intonation.

Step 3.Checkout time 1.Look and say "Wh-questions". usually use a falling intonation. (学生了解特殊疑问句一般用降调。）

T: Look at these five pictures, can you say

something? You can use these words:

walked, shouted, was, were, picked, lived. S: …

Tip: work in groups of four 2.Read and write 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T: Let’s read the whole story and try to fill 理解和使用。

in the blanks. (work out new phrase “turn into”)

Tip: read and write by themselves. 3.Fun reading.

让教育因落实而精彩，让教学因细节而美丽。

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在教学之路上，你是谁很重要，但更重要的是你和谁在一起。

T: Read in different ways. Tip: read by themselves read after one read in groups, toghther

Step 4. Culture time 学生可以自主选用方式朗读。

1. Present students two books. One is 文化知识部分可以在学Aesop's Fables. The other one is a Chinese 生朗读故事时出现图片，idiom book. Show them some animal stories 引起学生的注意，顺势导and ask about other animal stories they 入。学生对此可能较为陌know.

生，教师要注意引导的方2. Watch a video about the two books. Then 式，帮助学生更好地理check if students understand the stories 解。

well.

Step 5. 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 大部分学生能够回答课answers to the questions. Help students 前先学中的三个问题，直understand "play happily，cheer loudly，hit 接请学生回答、补充、评hard and pour into".

价。

4. Listen and repeat the story. Imitate Sam

and Bobby.

Talk about something else they can say. 5. Retell the story together.

让教育因落实而精彩，让教学因细节而美丽。

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在教学之路上，你是谁很重要，但更重要的是你和谁在一起。

6. Work in groups.

Students can choose to act out or retell the

story.

Step 6. Production 1. Finish with a chant.

指导学生用正确的语句

T: We've known many animal stories. 和正确的时态讲故事，培What do you think of stories? Finish the 养学生语言表达能力。

chant and read it together.

Stories are ______.

Stories make us ____________.

We ________ from stories.

Let's go and read ________. T: Where can we read more books?

Step 6. Homework 1.朗读cartoon time。

2.抄写四会单词。

第四课时

Step 1. Preparation

通过前面的视频及说说自己对stories的感受等环节，引导学生多阅读并及时布置阅读作业。

明确作业要求。

The teacher and students have a talk. This is Free talk 环节可以尝试

the last lesson of this unit. We have learned 着让学生自由组织本课

a lot. What did we do before this class?

重点句型的问答。若涉及

The teacher elicits the plan of this lesson: 到以前学习过的句子也stories from the book→ stories around 应以鼓励为主。

me→ stories about me

Step 2. Presentation and practice 1. Guessing game

让教育因落实而精彩，让教学因细节而美丽。

12

在教学之路上，你是谁很重要，但更重要的是你和谁在一起。

Provide the students different covers of 课前出示评价标准可以 which are titled 激励学生对照标准更有in different languages and have the students 效地参与学习活动。

say the name in English.

2. Have a talk

The story means

different things to different people. The 狮子和老鼠这一寓言故students have a talk about what the story 事对于不同的人意味着means to them. 3. Have a practice

不同的道理，如：一切皆有可能；不要以貌取人；

We not only learn life experience from 善有善报等等。请学生思this story, but also a lot about the language. 考，对于老师列举的道Students list the adverbs both from and out 理，自己最赞同哪一点，of the story and have a practice with these 为什么. words. E.g. I’m the lion. I shout excitedly.

Step 3. Production 1. Listen and think

The teacher makes a story with the 6

pictures presented in the book and reads it 指导学生完成书中练习。

to the students. 2. Think and write

Students think and finish the story. 3. Read and check

Students read in pairs. One reads the first 首先引导学生观察书上part, the other the second part. 4. Think and write 图片，猜测苏海在做什么，并完成邮件，关注动让教育因落实而精彩，让教学因细节而美丽。

13

在教学之路上，你是谁很重要，但更重要的是你和谁在一起。

Present students the picture from the 词过去式。接着学生讨论e-mail and have them talk about the picture. 自己是否喜欢这个故事，

Then students finish and read Su Hai’s 并体会帮助别人是件快e-mail and list more verbs in their past 乐的事。

forms.

Step 4. Progress 1. Free talk

Have the students recall what they did in

this lesson. 2. Ticking time 在ticking time之前，请学生回忆，我们这节课做了

How well did you do in these activities? 什么。同时逐条呈现Check the three items presented in the table ticking time 的内容，one by one, while the students are doing a 以互相检测，自我评价的self-evaluation. 3.Watch a video 方式完成对评价。在评价时，强调的是将评价内容

Students take turns to share their 和本节课的具体教学环favourite part of this lesson. After that, the 节结合起来

teacher plays a video which includes the

main parts of this unit and elicits the theme

of this lesson.

Step 5. Homework 1. Read more stories;

2. Send an e-mail to your e-friend about your story.

课

得：

明确作业要求。

让教育因落实而精彩，让教学因细节而美丽。

14

在教学之路上，你是谁很重要，但更重要的是你和谁在一起。

后

反

思

失：

纠：

让教育因落实而精彩，让教学因细节而美丽。

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