Story time教学目标

2017年溧阳市小学英语基本功课堂教学

考试号：25

教学内容

六下

Unit 1

The lion and the mouse

本单元Story time是一个经典故事，改编自著名的寓言故事《狮子和老鼠》。具有较强的阅读性，故事寓意深刻，一是小人物也可以发挥大作用；二是人人都需要朋友，即使他很强大。在教学中，可以通过思维上的问题引导帮助学生发挥教材分析

其想象力，表达自己对“朋友”的定义和见解，明白

“尺有所短寸有所长”的道理，感受朋友间相互帮助的美好情感。话题功能上再次涉及过去时，并重点学习副词的用法。通过本课的学习，培养学生英语阅读的能力，并鼓励学生自主阅读更多的寓言故事，如《The ant and the dove》，以培养学生的阅读兴趣。

首先，高年级的孩子对寓言故事是比较感兴趣的，也具备了理解故事深刻寓意的能力，通过听读故事，分析故事脉络，自主表演故事等学习活动以及思维引导式问题，学生能够将故事的深刻道理提炼出来。同时，学生已基本养成了较好的课前预习、小组合作学习等习惯，自主学习能力比较强，并且具备了较为独立自主的思考能力和判断能力，课堂上可以逐步由扶到放地进行语篇学习，多提供学生展示学习成果的机会提升学习成就感，获得语言自信心。

1 能理解故事内容，初步说出故事大意。

2 在故事学习的过程中掌握新词large, sharp, strong, weak, bit, woke等新单词，体学情分析

教学目标

会副词quietly, loudly, sadly和happily的用法。

3 能从不同角度理解故事的寓意。

教学重难点

教学准备

教学步骤

（时间分配）

1 初步体会副词quietly, loudly, sadly和happily的用法。

2 能从不同角度理解故事的寓意。

教学过程

教师活动

1.Play a game “Me,too!”

I’m your new English teacher. I’m very happy! I have a big smile\white teeth\

I like reading fables. 学生活动

1.Play a game “Me,too!”

设计意图

因为借班上课，游戏的方式可以迅速吸引学生的学习兴趣。让学生自由畅谈狮子并表演的方式让动物形象更加丰满。针对图片1进行拓展教学，通Step 1

Warm up

Today we will learn a fable.It is…

Look ,I have a picture about the

lion

2.Talk about the lion(learn P1) Try to act it. 1

2.The lion was large and 过观察图片捕捉其strong.\He has sharp teeth\he 他动物的语言信

Read the sentences Try to be rabbit\squirrel\monkey So all the animals are …

3.Draw the mouse mouse, you know I am not good at drawing. can you help me? Thank you so much! I’m your teacher and you are my student. I’m tall and you are short. But you can help me! How wonderful the friendship is!

can…\he is the king…

the To be the animals: Look, the lion is coming, Run!Run! afraid 3.Draw the mouse quickly. 息。

创设学生帮助老师画画的情境进行故事情境导入，展现语言的人文教育。

I have the lion, but I don’t have a

Step 2 Pre-reading

1.Talk about the mouse. about the lion and the mouse?

2. Were they friends? Different ideas,why?

How wonderful the friendship is! How can they be good friends? 1. The mouse: small\weak(not 1.通过学生的绘画进行直观对比，让学生体验人物形象并进行思维拓展，有效突破教学难点。

个关键性的问题能在整体上理解故事梗概并生成更多学习资源。

1.通过观看动画再次整体理解语篇，并梳理出狮子情绪变化的主线脉络。

2.教师采取示范学习的方式带领学生学习图1和图2，从2.

2.学生通过回答两Do you know the interesting story strong)

2. Answer the questions At first,they were not friends. friends. Finally ,they became good Step 3 1. Watch the cartoon 1.Enjoy the cartoon While-reading Look at all these pictures about angry-sad-happy the lion,can you find his emotion? P2-P3-P3 Which picture? WHY? 2.Read and learn P2 (1).Why was he angry? Read and find the sentence. (2)Read and think. What did the lion say? What did the mouse say? the lion one day? What did the lion think? 2

2.Read and find (1)The mouse walked by

woke(wake) the lion up

(2)Think about the sentences Why is he angry\sad加入一些自己的想象

和What did they say “Who are you?\What are you 这两个角度一方面shouted the lion angrily 去式单词教学，并Did he really think he could help doing here?I want to eat you!”

进行故事发展的过“Please don’

t eat me,I can 将副词的教学落实

Then he let the mouse go!

3.Learn P3 (1)Read and choose Why was the lion so sad? (2)Read and learn Bit—bite

(3)Make a new dialogue What did the two men say? What did the lion say? What else could he do?

help you some day!”

said the 到故事的表演上，mouse quietly.

并提供学生想象的laughed loudly “You are so 空间，将人物形象small and weak, how can you 用自己的语言更直help me?”

3. Learn P3 (1)Choose the answer with a large net The lion bit the net with his help. 观地展现出来，符合小学生的心理特点与学习兴趣。图3给予学生更多自主(2)Two men caught the lion 语言想象的空间

汇报时进行故sharp teeth, but that did not 事内容的拓展与提升，引发学生更深层次的思维。通过思维型问题的指引让学生对故事的寓（3）Talk in groups Add some sentences加入一些自己的想象

“Look, there is a large lion, 意认识。

let’s catch the lion with a large

(4)Q:The lion was large and net!”

said the two men

strong,could he do all the things excitedly by himself? weakness.

4. Learn P4 A: The strongest man has its here.” said the lion sadly He could ask for help. Help,help,who can help me?”

asked the lion loudly!

4.Learn P4:

“How can I get out?\I’ll die

图4则放手让学生进行自主学习，小组自主学习前总结之前教师的学习方法，并出现Learning tip适时引导，有效降低了自主学习难度。小组互助式学(1)Summary learning tip:Just now (1) why? we read and know why the lion saw

the lion

was angry and try to imagine what made a big hole

did they say,can you try?

Show the learning tips. (2)Why? What did the mouse say? What did the lion say? got out (2) Give a report加入一些自己的想象

“Don’t be afraid,Mr Lion,I can 习不仅能在学习内help you!”said the mouse 容上相互补充，也能优化学生的学习(3)Even the littlest mouse can bravely.

help the strongest lion, just like

“Thank you,little mouse,You 策略。

3

*** and me, we should be friendly are so friendly .Let’s be

to others.

5.Learn P5 together. mouse was happy,too. Do you think the lion will laugh at the small and weak animals from then on? friends!”said the lion happily.

5.Read the sentence He will be kind and friendly.

图5采取开放式的提问，提供学生发挥想象的空间，呼应开头其他小动物与他将会发生怎样的故事，会有不一样的精彩。

Finally, the lion was happy, the No Step 3 Post-reading 1. Choose one picture to act. 1.

Choose one picture to act. 表演环节也是采用自主选择的方式进行，既降低了表演难度，也提供学生创造性表演的空间。

You all did a good job,you really

understand the story very very

well,let’s choose one picture to act 2.

Do a performance 2. Do a performance 按照故事发展的先后顺序

Summary:

Do you like this fable? There are many interesting fables, they tell us a lot.Do you want to read?

Step 4 Homework 1.Read the storytime,try to tell

others about this story. 2.Read Picture book Summary:Reading makes people happy!clever!Enjoy reading,enjoy life! 一方面训练学生使用过去式讲述故事的能力，并鼓励学生阅读更多的拓展性阅读，培养学生的阅读兴趣。

板书设计

Unit 1

angrily

wanted to eat

angry

afraid

walked by

quietly

laughed

woke …up

became friends

sadly\loudly

caught

sad

（狮子图片）

（学生画的

brave

saw

bravely

bit the net

老鼠简笔画）

made a big hole

happily

got out

happy

4

教后反思：

这是一节高年级的语篇教学课，题材为经典故事《狮子与老鼠》，都说“一千个人眼中有一千个哈姆雷特”，课堂上教师鼓励同学们将自己代入角色用口语化的方式展现故事人物的内心世界，并在此过程中学习语篇，突破副词的用法。

狮子是整个故事的主线人物，其前后的情感由狂妄到伤心最后到开心，与老鼠与其展开的故事密不可分，因此除去文章的开头和结尾，通过问题Can you find the lion’s emotion in this story?引导学生将故事分成狮子由angry到sad转变到happy三个部分来学习，首先是狮子的angry部分，通过听读故事，了解Why was the lion angry?挖掘故事发展脉络，梳理动词过去式，猜想What else did the lion\mouse say?揣摩人物情感及语言，重点学习副词loudly\quietly的强烈对比，再读文本并表演的形式较大地调动了学生学习的积极性；第二段狮子的sad部分，教师帮助提炼第一部分的学习过程：第一步进行课文自读找到Why was the lion sad?以及What else did they say?第二步进行课文创编，教师在第二部分示范带领学习，让学生体会learning tip中的学习步骤；最后第三部分的happy放手学生进行自主的小组式合作学习并进行汇报。整个故事的学习过程教师由扶到放，循序渐进，学生在本节课中的学习能力得到有效提升，学习策略也有了进一步优化。

尽管本课教学中学生的参与面广、积极性高，然而在语言学习的人文教育方面，教师对故事寓意的提炼与升华还不够，教师在第二部分教学后设计了The lion was large and strong, could he do all the things by himself? 进行追问让学生明白Even the strongest man has its weakness.并在最后部分学习完之后设计问题Do you think the lion will laugh at the small and weak animals from then on?引发学生对故事寓意的思考，由于备课时间紧张，没有很好地将这两个问题在适时的时候抛出来，引导大家进行交流探讨，故不能深入浅出地起到很好的启发教育意义。

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