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雨山区英语教师公开课大赛

The lion and the mouse

教学设计

执教教师

：杨玲

安徽省马鞍山向山小学

The lion and the mouse 教学设计

【课例名称】

The lion and the mouse 【执教教师】 安徽省马鞍山市向山小学

杨玲

【课 型】

阅读课

【年 级】 四年级

【教 材】 牛津版《小学英语》第3册（U.5 L.3 ）

【教学详案】

一、教学目标

依据《英语课程标准(2011版)》有关语言听说技能一级目标的要求，即“对英语有好奇心，喜欢听他人说英语；能根据教师的简单指令做动作，能做简单的角色表演，能交流简单的个人信息；在学习中乐于模仿，敢于表达，对英语具有一定的感知能力。”特确定本课的教学目标：

（一）知识目标

在趣味故事中学习语言，听懂会说句子，重点认识get out, sharp, afraid，在会话中以旧引新，感悟新知，体验语用。

（二）语言技能目标

以听说为先，引导学生想说与会说；输入为先，鼓励学生学说与能说。依托故事内容，引导与鼓励学生阅读，在阅读中理解语言，并培养学生良好的阅读习惯，激活学生英语思维的能力和用英语表达的能力。

（三）情感态度目标

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利用学生喜爱的动画故事和丰富多样的趣味活动，吸引学生乐学、想说，积极主动地参与语言的交流活动。从故事中习得语言，从故事中明白事理，达到与人为善，友好相处的目的。

二、学情分析

小学四年级的学生经过二年的英语学习，已不同层次地能听说读200左右的英语词汇，具备了一定的听、读、说、写能力，能听懂简短的对话或短文；对英语有浓厚的兴趣，尤其是趣味故事。教学时教师利用各种有趣的活动，引导学生用英语交流，从而更好地培养学生用英语思维和表达的习惯。

三、课时安排：一课时

四、教学设计理念

在教学设计中，本着以学生为主体的思想，利用多媒体创设出一个生动有趣的教学情境，化无声为有声，化静为动，使学生进入一个童话般的世界，激发学生的学习兴趣。让学生通过阅读，静听，模仿等理解语言，并在不同场景中，通过积极主动地思考、发现、合作与交流等学习方式体验学习的成功与自信，享受故事学习的进步与快乐，为他们今后形成英语综合运用能力奠定初步的基础。

五、教学手段与目的

1.运用多媒体资源，发挥视听结合的优势，

充分调动学生的视、听觉感官，在看、听、仿读中感受语言和体验角色，进而理解会话内容，

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提高语言技能。

2.利用头饰、词卡帮助学生理解语言，进行角色扮演，体验语言带来的乐趣。

六、教学重难点

1.重点：听懂会说故事内容。

2.难点：听懂能说词语 get out, afraid, sharp, net。

七、教具：课件、头饰、词卡、图片

八、教学过程

Step I. Pre-task. 1.

Greetings. T: Hello, boys and girls! I’m Sherry. How are you today? S: I’m fine. And you? T: I’m very well. You’re so kind. Today let’s be god friends. OK?

S: OK. 【设计意图

：教师与学生亲切地交流，引起学生的注意力，使学生快速进入学习状态。】

2.

Guessing games. 1）T: I have some riddles for you. Its ears are long. Its eyes are small. Its mouth is small. Its tail is short. What is it? S: It is a rabbit.

T: Good! Do you like rabbits? S: Yes, I do.

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T: Me too. Rabbits are white and lovely. Rabbits can jump fast. 2）T: Listen! What can you hear? S: I can hear a mouse. T: Good job! Look at the mouse. Can you say something about the mouse? S: Its ears are big. Its eyes are small. Its mouth is big. Its tail is long. T: very good. What color is the mouse? Is it white or grey? S: It is grey. T: Can the mouse run fast? Can it swim? S: Yes, it can. T: Can the mouse eat? S: Yes, it can. 3）T: Why? Let’s look at the mouse. How are his teeth? S: They are small.

S: They are small and sharp.

出示单词

car ,park, 引导学生读出

sharp 出示词卡

sharp 让学生读出来。

T: Look at the knife. The knife is sharp. You can say a sharp knife. Look at the pencil. The pencil is sharp. You can say a sharp pencil. Don’t play with them. They can hurt your body. They are very dangerous. T: The mouse is small. Who is his friend? Let’s enjoy the story.

【设计意图：

以学生为主体，教师作为引导者，鼓励学生积极思考，激活学生头脑中已有的知识。】

Step II. While-task. 1.

Enjoy the story.

Play the video. Have students watch the story.

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【设计意图：

整体感知故事，利用趣味动画故事，吸引学生的注意力，了解故事大意。】

2.

Look and learn about Picture 1 and Picture 2 .

1)

T: Who is his friend? S: The lion.

T: How is the lion? S: It is big and strong. （动作表示：

strong）

T: How about his teeth? Are they big or small? S: They’re big. 出示词卡big

T: Listen and read. The lion is big and strong. He has big teeth. Practice.

2)

T: Look at the mouse. Can you fill in the blanks? S: The mouse is small. He has small teeth. 出示词卡

small T: Well done. Let’s listen and read. The mouse is small. He has small teeth.

Practice. 3)

T: Look at the lion and the mouse. What are they talking about? Try to say. Lion: Look! I’m a lion. I’m strong. I have big and white teeth.

Mouse: Hello! I’m a mouse. I’m small. I have small but sharp teeth.

【设计意图：

在会话交流中，理解故事内容，根据故事角色的特征，对他们进行描述。】

3.

Look and learn about Picture 3 and Picture 4.

1)

T: The lion is big and strong. The mouse is small. Why are they friends? What’s up? Listen! Where is the lion?

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Lion: Oh, no! I’m in the net. I’m afraid. I cannot get out. Help! Help! T: Where is the lion? S: He’s in the net.

出示单词

get let ,读出net, 出示卡片

net

2)

T: Look at the net. What’s in the net?

S: There is a butterfly in the net. (fish, bird, monkey) T: There are many animals in the net. There is no food, no free. They cannot get out. They will die. So net is very dangerous.

3)

T: Can the lion get out? S: The lion cannot get out. 出示get out

T: How does he feel? Is he happy? Is he tired? He is afraid. He is scared.（

做出害怕的表情）

出示单词

rain, paint ,读出afraid, 出示卡片

afraid Listen and read. The lion cannot get out. He is afraid. 4) Look and say.

Look at the mouse. What is the mouse afraid of? Of course! A cat. What about the cat? A dog .

I’m a mouse. I’m afraid. Cat, cat, go away. I’m a cat. I’m afraid. Dog, dog, go away. I’m … I’m afraid. ___, ___, go away.

5)

T: Who can help the lion? How? Listen.

S: The mouse can help the lion.

T: How? S: His teeth are sharp. T: Let’s read together.

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Look at the mouse. His small teeth are sharp. He can help the lion.

6) Practice. Lion: Oh, no! I’m in the net. I am afraid. I cannot get out. Help! Help!

Mouse: Don’t be afraid! I can help you.

Lion: Really? You are so small. Mouse: Yes,my teeth are small but sharp. I can help you. 【设计意图：

故事的呈现方式改变以往单幅图的形式，主要是从Why? 理解故事，启发学生的思维，达到语用的目的。】

4.

Look and learn about Picture 5.

T: Look at Picture 5. How does the story end?

S: They are happy. T: Yes, the lion can get out. The mouse can help the lion. Now they are friends. Listen and read. The lion and the mouse are friends now.

【设计意图：

故事的结尾，让学生发挥想像，创编对话，促使学习生活化，培养学生英语思维的能力。】

Step III. Post-task. 1.

Retell the story. Look at the blackboard. Retell the story. 2.

T: Let’s help each other. Look at the pictures. They are messy. Please put them in order. 3.

Look and say.

This is.. He is… He has…

The lion is … He is… The mouse is…,too.

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The mouse can help… His teeth …

The lion and the mouse …. They are …

4.

What can they say? 拓展提高内容，完整对话内容，让学生说出来。

You are welcome. We are friends now.

Great! You are super! Thank you for your help, my friend. 【设计意图：

学生通过各种活动，加深对故事的理解，在活动中学会与他人合作，共同完成人物，真实地体现语言的功用。】

Step IV. Wrap-up T: When you are in trouble, your friend can help you. This friend is real friend.

【设计意图：提炼故事的寓意，理解朋友的含义，达到与人为善的目的。】

Step VI. Homework. 1.

Listen and read the story. 2.

Tell the story to your family.

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Step VII. Blackboard design

Teacher’s notes:

以听说为先，引导学生想说与会说；输入为先，鼓励学生学说与能说。依托故事内容，引导与鼓励学生阅读，在阅读中理解语言，并培养学生良好的阅读习惯，激活学生英语思维的能力和用英语表达的能力。

在教学设计中，本着以学生为主体的思想，利用多媒体创设出一个生动有趣的教学情境，化无声为有声，化静为动，使学生进入一个童话般的世界，激发学生的学习兴趣。让学生通过阅读，静听，模仿等理解语言，并在不同场景中，通过积极主动地思考、发现、合作与交流等学习方式体验学习的成功与自信，享受故事学习的进步与快乐，为他们今后形成英语综合运用能力奠定初步的基础。

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