Story time教案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。

课题

Unit1 The lion and the mouse 课型

新授&复习课

课时

4 主备人

刘静

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歌曲或视频导入

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复习形容词,利用多T: Look at the lion. What do you think of it? 不一样的，只要有道理，媒体或单词卡片”快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。教师总速闪现

结出最贴近故事的回答，

学习weak, large, strong

等词的读音和含义。

复习动物类形容词

问答活动,复习过去式

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 2.T: What happened? There are some 方面学生可能掌握得不

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

利用图片,教授词汇

对比呈现,教授副词

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

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? 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。

生会读Be honest. Be

拓展阅读. 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，其他组员认真倾头脑风暴游戏

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。

5

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。

复习动词过去式

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)

设计练习,操练形容词和副词

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角色联想

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 总结语音语调发音规We 律. 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对学生进行文化意识know.

生，教师要注意引导的方渗透

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。

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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。

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

对学生拓展一些其它的小寓言阅读.

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。

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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。

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。同时逐条呈现结合导学单,对孩子Check the three items presented in the table ticking time 的内容，语法综合检测,抓住one by one, while the students are doing a 以互相检测，自我评价的孩子的薄弱点强化训self-evaluation. 3.Watch a video 方式完成对评价。在评价练. 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

这则伊索寓言故事生动有趣，适合六年级同学学习。在课堂中，通过学习和模仿不

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

同角色的语音语调，培养同学的英语朗读能力和语感。在学习故事后，鼓励同学根据图片、提示短语，用过去时态复述故事，培养同学口头讲故事的能力。在拓展局部，鼓励同学尝试根据图片和短语写故事，培养同学的写故事的能力。纵观整节课的设计，从易到难，从理解到运用，从模仿到生成。这样的设计符合了英语语言学习的特点，遵从儿童的认知规律。

1. 激发同学朗读兴趣，培养英语朗读能力和语感

儿童对故事有着天生的热爱，朗读故事可以从中得到阅读的乐趣。我引导同学通过模仿lion和 mouse的语言，让同学把自身溶解角色当中去朗读和扮演，让他们从模仿中体验朗读的乐趣，在朗读练习中培养朗读的能力和语感。

2. 以故事为载体，以语言的运用为目标

复述故事是讲故事的一种形式，也是语言运用的一种方式。同学在对故事内容理解之后，同学就在老师提供一些的图片，关键词和短语的协助下，用自身的语言复述故事，突破这节课的重、难点，用过去时态讲故事。在拓展局部，通过写故事，让同学在笔头上对过去时态进一步巩固和运用。

3. 教学活动紧密结合，不时为同学搭建手脚架。

开始的 free talk让同学对寓言故事中的两个角色有初步了解，让同学在以后的朗读练习和寓言故事的寓意的引出做铺垫。同学理解寓言故事后，小组合作给句子排顺序那些句子，是为了后面复述故事做一个示范。在拓展局部写故事之前，我和同学也有一个free talk，也是为同学扫除理解故事的障碍，同时为同学引入短语，为同学的写故事做铺垫。不时给同学搭建手脚架，同学就可以更容易一步一步往上爬，攀登英语学习的另一个高峰。

4. 注重生生交流，培养合作型的学习战略

同伴互助互学是同学比较有效的学习战略。在教学中，我注重同学之间的交流，合作，在这节课中我设计了三个活动来达成这个目标：一，让同学小组合作，通过排列句子的顺序理解寓言故事，二，通过和同伴模仿lion 和mouse的语句，互相学习，培养英语朗读能力和语感。三，通过小组活动，复述故事，让同学在互相听的过程中，得到更多的语言输入。

5. 板书也是我这节课的一个特色。我用不同颜色的卡纸把新单词区分出来，其中动词不规则变化的单词 用蓝色的卡纸托底。让同学在读单词的时候能注意到过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。

去式不规则变化的动词。我还用spider-net的形式，把故事的主要信息用不同颜色标示出来，让同学清楚明白故事中要包括的主要信息when, where, who, what。如the fox and the crow 在课件上用红色出现，在黑板上就用红色把who板书。同学也比较清晰明白

失：

作为一名年轻教师，在教学中，引发我对这节课的考虑。同学的学习能力存在差异，还有受到同学心理素质的影响，在课堂上，同学的表示不一。学习能力较强的同学，扮演欲较高的同学表示活跃，而学习能力不是很高，有比较内向的同学在课堂上就比较缄默，如在复述局部，同学在四人小组讲了后，老师的检查时表示得不是很积极。只有几个学习能力比较高的同学愿意说。假如我在同学自身复述前，先让同学观察关键词的特点，总结出复述故事要用过去时态，再让一两个同学做示范，再多加鼓励，同学可能可以更容易说，说得更好。

孩子对于Be动词，感官动词，变化的词加形容词的系表结构掌握的不好，孩子老是出错。 纠：

在以后的教学中，我一定会不时探索和追求，用勤奋和创新引导我的同学掌握好英语这门课程，爱上英语，学好英语，更好地运用英语，我相信我一定能做到！精选题强化训练。

让教育因落实而精彩，让教学因细节而美丽。

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