Unit1 The lion and the mouse第三课时表格式教案

小学 英语 学科教案
六年级下册 第 1单元 课题：The lion and the mouse 日期：
班级： 人数： 课时：3 执教：
教学目标： 1 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. 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. 3.了解Culture time的内容，并适当拓展。 1. 4.能正确理解、朗读Cartoon time中的故事，能读懂其中的趣味之处。 2. 5.能在教师的指导下表演故事、续编故事。 1 6.能够在阅读过程中体验到阅读的乐趣，享受阅读英语故事。 2. 7.了解并能关注其他寓言故事和成语故事。 教学重难点 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. 2.能理解Cartoon time部分的内容，并能配合此部分内容进行表达。 教学目标设计依据： 1.内容分析：Sound time 以歌谣的形式呈现了英语特殊疑问句的语调：降调。Cartoon time 讲述了一个智取乒乓球的故事。可以借助文本，引导学生预测故事的能力。 2.学生分析： 学生已有的学习经验：已经学过部分单词，以及前两个课时的学习。 学生可能遇到的问题：学生演故事，试试给出不同的回答和结尾，有一定困难。 3.教学策略：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。
教 学 过 程
时间 活动板块 教师活动 学生活动 交流预设
常规积累 呈现不同的动词 将动词和不同的副词搭配，朗读
活动一 ……Step 1. Preparation 活动二 1. The Speaking Shadow T: Hello，boys and girls. We always have fun at English Classes. What do we usually do T: Do you like playing games T: First let’s play a game. It’s called The Speaking Shadow. Please repeat what I say. S: We sing songs, watch movies and act out stories. 看PPT，对划线部分提问： Where are you going When are you going to the sweet shop. What do you want to buy Who is it for How is the boy S: Yes! （利用模仿老师说话的游戏，前课时的故事并感受不同的语音语调。 先让学生其在组内汇报课前对新单词的预习，接着进行小组预习汇报展示，提醒其余学生倾听、评价。 教师说动词，学生说相应的副词。 让学生回忆story time中描述过去时的关键词,提醒学生看图片说话需要用到动词过去式。描述，也可以根据特征描述。
时间 活动板块 教师活动 学生活动 交流预设
活动三 ……Step 2. Presentation & Practice Step 3. Production 1. Read and choose the right intonation.Show them "Wh-questions" from the game. Then let students guess the intonation. Watch the cartoon about intonation. T: Look at these questions. How do they ask them Please listen. T: If the questions begin with where, who, what, how, etc, we call them "Wh-questions". We usually use a falling intonation. Practice a dialogue with different intonation. Checkout time Look and say T: Look at these five pictures, can you say something You can use these words: walked, shouted, was, were, picked, lived. Read and write T: Let’s read the whole story and try to fill in the blanks. Fun reading. T: Read in different ways. 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. 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 Cartoon time 1. Look at the first picture from the story. 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 ______. Stories make us ____________. We ________ from stories. Let's go and read ________. T: Where can we read more books （回忆游戏中模仿过的几个问题，试着体会一下所用的语调。） （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". S: … Tip: work in groups of four (work out new phrase “turn into”) Tip: read and write by themselves Tip: read by themselves read after one read in groups, together Watch a video about the two books. Then check if students understand the stories well. 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. (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。） 学生预测故事后，再让他们自己读一读故事，并填写，孩子们会恍然大悟，其中解决个别学生不理解的词组：可让学生根据上下文猜测；或者给出例句或同义词猜。结合课文后练习同桌问答，然后全班展示 文化知识部分可以在学生朗读故事时出现图片，引起学生的注意，顺势导入。学生对此可能较为陌生，教师要注意引导的方式，帮助学生更好地理解。 指导学生用正确的语句和正确的时态讲故事，培养学生语言表达能力。
三、练习设计 1.Read the story in the cartoon time twice and recite it. 2. Read more animal stories after class.
板书设计： Unit 1 The lion and the mouse (
Where...
) (
hole
图片
) (
park
图片
) (
Willy
图
) (
Who...
) (
Sam
图
) (
Billy
图
) (
Bobby
图片
) (
What...
) (
play
) (
hit
) (
pour
) (
cheer
) (
How...
) (
happily
) (
hard
) (
loudly
)