Unit 1 The lion and the mouse 教案（5个课时）

Unit
1
The
lion
and
the
mouse
The
1st
period
一、教学内容：
Unit
1
The
lion
and
the
mouse
Story
time
二、教学目标：
1.能理解并会朗读故事，初步说出故事大意。
2.在故事学习过程中掌握large,
s
( http: / / www.21cnjy.com )trong,
woke,
weak,
net,
bit,
sharp等新单词，体会副词sadly,
quietly,
loudly,
happily的用法。
3.通过学习本课的故事，让学生懂得人与人之间应该互相帮助。
三、教学重点：
在故事中通过读体会副词sadly,
quietly,
loudly,
happily的用法。
四、教学难点：
能从不同角度理解故事的寓意。
五、教学准备：
PPT，动物头饰
六、教学过程
Step
1:
Greeting
and
Lead-in
1.
Greeting
T:
Hi,
boys
and
girls.
Welcome
back
to
school
again.
2.
Learning
tips
T:
This
is
a
new
term
( http: / / www.21cnjy.com )
now.
And
it’s
the
last
term
in
your
primary
school
time.
So
first
of
all,
today
let’s
talk
about
your
study
plan
for
this
term.
What’s
your
study
plan
3.
Lead
–in
T:
Here’s
a
study
plan.
Can
you
read
this
plan
T:
Look,
in
this
plan
( http: / / www.21cnjy.com ),
the
planner
wants
to
spend
more
time
on
reading
English.
Indeed,
reading
is
very
important.
And
story
reading
is
very
good
for
English
learning.
So
today,
I
bring
you
a
story.
Step
2
Presentation
1.
30-second’s
talk
show
T:
This
story
is
about
two
different
animals.
(PPT)
The
name
of
the
story
is
The
lion
and
the
mouse.
(课题)
Before
the
st
( http: / / www.21cnjy.com )ory,
I
want
you
to
be
one
of
them
and
try
to
say
something.
(教师示范，学生练习并反馈)
2.
Prediction
T:
Yes,
As
you
all
( http: / / www.21cnjy.com )know,
the
lion
and
the
mouse
are
very
different,
aren’t
you
What
if
they
met
each
other
one
day
Can
you
guess
T:
Let’s
watch
a
cartoon
and
see
what
happens.
(学生看后预测)
3.
Read
and
order
T:
Nice.
Now
you
( http: / / www.21cnjy.com )know
what
happens.
Here
are
some
sentences,
but
they
are
not
in
order.
Can
you
read
your
story
on
your
book
quickly
and
put
then
in
order
T:
Now
they
are
i
( http: / / www.21cnjy.com )n
order.
But
here’s
a
problem.
Even
if
they
are
in
the
right
order,
this
story
is
still
not
completed.
So
can
you
read
this
story
again
and
try
to
say
three
more
sentences
to
complete
this
story
4.
Read
the
story
picture
by
picture
T:
Now
we’ve
got
the
o
( http: / / www.21cnjy.com )utline
of
the
story.
Let’s
listen
and
read
this
story
by
picture.
Please
listen
and
try
to
follow
what
you
hear.
(教授：
单词
词组)
5.Ask
and
answer
T:
Now
we’ve
( http: / / www.21cnjy.com )got
every
details
of
the
story.
Let
me
ask
you
some
question
and
please
answer
me
quickly.
T:
There
are
( http: / / www.21cnjy.com )
5
questions
on
your
book.
But
I
want
you
to
ask
and
answer
more.
Now
you
can
read
the
story
again
and
prepare
some
questions
Step
3
Consolidation
1.
The
moral
or
the
story
T:
What
does
this
story
tell
us
T:
I
have
3
questions
to
help
you
think
in
different
ways.
Read
and
try
to
say
something,
2.
3-minute’s
talk
show.
Step
4
Homework
1.
Make
a
study
plan.
2.听磁带，有感情地模仿熟读课文并尝试背诵。
3.读更多的寓言故事。
七、板书设计：
Unit
1
The
lion
and
the
mouse
Large,
strong
walked
by,
woke
…up
caught…with…
bit…with
Made
a
big
hole
became
friends
教学反思：
本课的侧重点是运用一兴趣，般过去时能够
( http: / / www.21cnjy.com )复述甚至能够分角色表演短剧。这篇寓言故事很能激发学生的朗读，教师要让学生师范读，分角色朗读，把课堂教给学生，让学生真正融入到这篇经典故事作品中。这就需要教师多想点互动形式。通过操练和练习让学生能很好地理解过去式的用法，老师最好对动词变过去式的变化规则做一个总结。
The
2nd
period
一、教学内容：
Grammar
time
&
Fun
time
二、教学目标
1.
能听懂，会读，会说副词loudly,
quietly,
sadly,
happily,
excitedly并能体会副词在句中的作用。
2.
能正确恰当地运用副词修饰动词。
3.
能生动形象地表演Fun
time中的课本剧。
三、教学重点：能正确恰当地运用副词修饰动词。
四、教学难点：能在Fun
time课本剧表演中体现出副词的功能性。
五、教学准备：
六、教学过程：
Step
1
Let’s
review
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.
T:
But
after
we
lea
( http: / / www.21cnjy.com )rned
the
story,
do
you
still
think
that
the
mouse
is
always
weak
Why
S:
No.
The
mouse
could
help
the
lion./The
mouse
was
brave./…
T:
Yes.
It’s
an
i
( http: / / www.21cnjy.com )nteresting
story.
So
first
let’s
try
to
tell
this
story.
Here
are
two
tips
fo
( http: / / www.21cnjy.com )r
you.
First,
we
often
use
the
past
tense
to
tell
a
story.
So
we
don’t
say
‘The
lion
wakes
up’,
but
often
say
‘The
lion
woke
up’.
And
how
about
the
past
tense
of
“let
and
bite”.
S:
Let
and
bit.
T:
That’s
right.
A
( http: / / www.21cnjy.com )nd
the
second
tip
is
that
these
pictures
can
help
us
remember
the
story.
So
you
can
look
at
the
pictures
and
tell
the
story.
Now,
please
do
it
in
pairs.
（学生同桌讲故事）
T:
This
time
let’s
( http: / / www.21cnjy.com )tell
the
story
in
class.
Everybody
says
one
or
two
sentences
and
let
another
person
go
on.
Start
from
me:
There
was
a
lion
in
the
forest.
He
was
large
and
strong.
One
day
…
（请学生逐个复述，接龙完成故事）
Step
2
Grammar
time
Read
and
feel
T:
In
this
stor
( http: / / www.21cnjy.com )y,
the
mouse
and
the
lion
said
something.
What
did
they
say
How
did
they
feel
at
that
time
Can
you
try
to
read
and
feel
(学生自己读并感受)
T:
The
mouse
was
ve
( http: / / www.21cnjy.com )ry
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）
T:
So
who
can
be
the
mouse
and
say
it
quietly
(引导学生夸张读)
The
mouse
said
quietl
( http: / / www.21cnjy.com )y,
but
how
about
the
large
lion
How
did
he
laugh
S:
He
laughed
loudly.
(带读，板书)
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
m
( http: / / www.21cnjy.com )ouse
helped
the
lion,
how
did
the
lion
feel
So
how
did
he
say
S:
He
said
happily.
（带读，板书）
T:
The
lion
and
the
( http: / / www.21cnjy.com )
mouse
had
different
feelings
at
different
times.
Let’s
read
and
feel!
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
mou
( http: / / www.21cnjy.com )se
said.’
It’s
OK.
But
why
do
we
say
‘The
mouse
said
quietly.’
What
are
the
adverbs
for
S:
(引导学生)They
can
show
the
actions
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。)
You
know
excitedly.
What
does
it
mean
Can
you
tell
us
in
English
S:
It
means
very,
very
happily.
T:
Look
at
the
adverbs.
Can
you
find
any
rules
(引导学生观察寻找规律)
S:
Often
we
add
‘ly’
after
the
adjectives
and
they
become
adverbs.
T:
And
sometimes
they
end
up
with
‘ily’.
3.
Try
to
use
T:Look,
we
learned
so
many
adverbs
today.
Can
we
try
to
read
well
Good!
You
can
read
well,
and
can
you
use
them
well,
too
Look
at
this
boy.
Is
he
happy
S:
Yes.
T:
He’s
a
happy
boy,
so
he
does
everything
happily.
For
example,
he
ofte
( http: / / www.21cnjy.com )n
laughs
happily.
He
reads
happily.
What
else
does
he
do
happily,
can
you
guess
S:
He
eats
happily.
He
runs
happily.
He
sleeps
happily.
…
T:
Is
this
a
happy
dog
S:
No.
T:
So
maybe
he
does
ev
( http: / / www.21cnjy.com )erything
sadly.
Can
you
guess
and
talk
in
groups
（学生小组讨论，请小组反馈）
T:
What
about
Linda
S:
She’s
an
excited
girl.
T:
So
what
does
she
often
do
Can
you
guess
S:
She
gets
high
m
( http: / / www.21cnjy.com )arks
excitedly.
She
watches
films
excitedly.
She
sings
excitedly.
…
T:
Great!
Step
3
Fun
time
1.
Before
acting
T:
You
showed
your
( http: / / www.21cnjy.com )ideas
excitedly.
And
how
about
this
lion
He
was
excited,
too.
What
did
he
say
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
a
( http: / / www.21cnjy.com )ll
right,
and
I
guess
maybe
he
said
excitedly.(出示excitedly的卡片)
But
did
the
animals
say
excitedly,
too
S:
No.
They
said
sadly/loudly/fearfully.
T:
Maybe.
Look,
t
( http: / / www.21cnjy.com )his
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.
（学生三人小组讨论并选择合适的副词卡纸）
2.
Let’s
act
T:
You’ve
well
pre
( http: / / www.21cnjy.com )pared,
so
let’s
try
to
act.
Let’s
act
in
three,
a
lion,
a
mouse
and
a
narrator.
The
narrator
is
very
important
because
he
can
use
the
adverbs
to
show
the
actions
vividly.
(教师做旁白，请两个学生扮演狮子和老鼠，示范第一幅图，之后学生三人小组表演，请学生上台反馈)
Step
four
Story
time
T:
You
see,
althoug
( http: / / www.21cnjy.com )h
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:
…
T:
Look,
in
the
forest,
there
came
a
cat
one
day.
Who
was
not
happy
S:
The
mouse.
T:
So
could
th
( http: / / www.21cnjy.com )e
lion
help
his
friend
this
time
What
would
happen
among
them
Let’s
imagine
and
make
a
short
play.
This
time
let’s
work
in
groups
of
four.
We
still
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.
(学生四人小组编短剧，并上台表演)
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’.
七、板书设计：
教学反思：
这一课时主要针对课文里涉及
( http: / / www.21cnjy.com )到的语法知识进行的教学，主要涉及到了动词的过去式以及副词。对这两个语法知识点，在本课教学中通过呈现，发现其规律并进行了总结。老师要及时利用习题进行反馈，每一步都做到位，学生对这个语法知识点有了很好的理解和掌握。
The
3rd
period
一、教学内容：
Sound
time
，Culture
time
&
Cartoon
Time
二、教学目标
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.
能理解Cartoon
time部分的内容，并能配合此部分内容进行表达。
3.
了解Culture
time的内容，并适当拓展。
三、教学重点：
1.
能理解并体会特殊疑问句所用的语调，能和一般疑问句升调区分，并正确地读出来。
2.
能理解Cartoon
time部分的意思，并能配合此部分内容进行表达。
四、教学难点：
在前两课时的基础上使用动词和副词将Cartoon
time故事的主要内容表达出来。
五、教学准备：
六、教学过程：
Step
1
Warm
up
1.
The
Speaking
Shadow
T:
Hello，boys
and
gir
( http: / / www.21cnjy.com )ls.
We
always
have
fun
at
English
Classes.
What
do
we
usually
do
S:
We
sing
songs,
watch
movies
and
act
out
stories.
...
T:
Do
you
like
playing
games
S:
Yes!
T:
First
let’s
play
a
( http: / / www.21cnjy.com )game.
It’s
called
The
Speaking
Shadow.
Please
repeat
what
I
say.
（利用模仿老师说话的游戏，复习前课时的故事并感受不同的语音语调。）
T:
Hello,
everybody.
( http: / / www.21cnjy.com )
I'm
Alex.
Do
you
know
what
I
am
I'm
a
big
cat.
A
cat
No.
But
we're
from
the
same
family.
Where
do
I
live
In
the
forest.
I'm
the
king
of
the
forest.
Who
is
my
friend
A
mouse!
A
mouse
Yes,
he
is
little,
but
he
saved
me.
Really
But
how
He
made
a
hole
in
the
net
with
his
sharp
teeth.
Well,
that's
my
story.
So,
what
am
I
2.
Students
guess
the
answer
of
the
game.
S:
You
are
a
lion.
Step
2
Intonation
1.
Read
and
choose
the
right
intonation.
Show
them
"Wh-
( http: / / www.21cnjy.com )questions"
from
the
game.
Then
let
students
guess
the
intonation.
T:
Do
you
rememb
( http: / / www.21cnjy.com )er
the
intonation
that
I
used
to
ask
Was
it
falling
intonation
or
rising
intonation
Try
to
read
them
and
tell
me
the
right
intonation.
（回忆游戏中模仿过的几个问题，试着体会一下所用的语调。）
2.
Watch
the
cartoon
about
intonation.
T:
Look
at
these
questions.
How
do
they
ask
them
Please
listen.
（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".
T:
If
the
questions
( http: / / www.21cnjy.com )
begin
with
where,
who,
what,
how,
etc,
we
call
them
"Wh-questions".
We
usually
use
a
falling
intonation.
(学生了解特殊疑问句一般用降调。）
5.
Practice
a
dialogue
with
different
intonation.
（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，巩固对不同语调的理解和使用。）
Step
2
Cartoon
time
1.
Look
at
the
firs
( http: / / www.21cnjy.com )t
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
( http: / / www.21cnjy.com )
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.
5.
Retell
the
story
together.
6.
Work
in
groups.
Students
can
choose
to
act
out
or
retell
the
story.
Step
3
Culture
time
1.
Present
stude
( http: / / www.21cnjy.com )nts
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.
2.
Watch
a
video
ab
( http: / / www.21cnjy.com )out
the
two
books.
Then
check
if
students
understand
the
stories
well.
T:
Which
is
not
( http: / / www.21cnjy.com )
a
fable
Which
is
not
a
Chinese
idiom
Please
read
the
names
of
the
stories.
What
are
the
idioms
in
Chinese
(检验学生是否了解视频中介绍的部分寓言故事和中国成语的英语表达方式。)
Step
4
A
Chant
1.
Finish
with
a
chant.
T:
We've
known
m
( http: / / www.21cnjy.com )any
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
(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。）
Homework:
1.Read
the
story
in
the
cartoon
time
twice
and
recite
it.
2.
Finish
“课课练”上的练习。
七、板书设计：
Unit
1
The
lion
and
the
mouse
教学反思：
本课新授的语音部分，让学生通过对此跟读
( http: / / www.21cnjy.com )与模仿，总结出对特殊疑问句的朗读要用降调。Cartoon
time
部分要求学生联系上下文猜出新词的意思，培养学生的阅读能力，增加学生的词汇量。而文化板块主要告诉我们西方国家有许多寓言故事，而中国也用很多的成语故事可读，通过比较学生能明白中西方文化的差异。
The
4th
period
一、教学内容：
Checkout
time
&
ticking
time
二、教学目标
1.
能正确完成checkout
time
中的练习；
2.
能对照ticking
time
中的三个目标进行客观的自我评价；
3.
能复习巩固并尝试综合运用前三课时所学的词汇和语法重点；
4.
能在阅读、讨论、分享故事的过程中体会人与人之间的小善意带来的大不同；
三、教学重点：
1.
能正确完成checkout
time
中的练习；
2.
能对照ticking
time
中的三个目标进行客观的自我评价；
四、教学难点：
1.
能复习巩固并尝试综合运用前三课时所学的词汇和语法重点；
(说明:
以人与人之间
( http: / / www.21cnjy.com )的善意，互相帮助为情感主线，以故事为关键词,
将本课分为三个主要层次展开，首先是讨论书本上的寓言故事，然后是阅读欣赏身边的故事，最后是写出并分享自己的故事。最后以短片收尾，短片由由本单元，本课出现的一个个小故事改编综合而成。)
五、教学准备：CAI
卡片
六、教学过程：
Step
1
Free
talk
The
teacher
and
( http: / / www.21cnjy.com )
students
have
a
talk.
This
is
the
last
lesson
of
this
unit.
We
have
learned
a
lot.
What
did
we
do
before
this
class
The
teacher
( http: / / www.21cnjy.com )
elicits
the
plan
of
this
lesson:
stories
from
the
book→
stories
around
me→
stories
about
me
Step
2
Stories
from
the
book
1.
Guessing
game
Provide
the
stu
( http: / / www.21cnjy.com )dents
different
covers
of
the
same
story
which
are
titled
in
different
languages
and
have
the
students
say
the
name
in
English.
（说明：展现狮子和老鼠不同语言的版本，请学生说出英文版）
2.
Have
a
talk
The
story
“The
l
( http: / / www.21cnjy.com )ion
and
the
mouse”means
different
things
to
different
people.
The
students
have
a
talk
about
what
the
story
means
to
them.
（
说明：狮子和老鼠这一寓言故事对
( http: / / www.21cnjy.com )于不同的人意味着不同的道理，如：一切皆有可能；不要以貌取人；善有善报等等。请学生思考，对于老师列举的道理，自己最赞同哪一点，为什么）
3.
Have
a
practice
We
not
only
( http: / / www.21cnjy.com )
learn
life
experience
from
this
story,
but
also
a
lot
about
the
language.
Students
list
the
adverbs
both
from
and
out
of
the
story
and
have
a
practice
with
these
words.
E.g.
I’m
the
lion.
I
shout
excitedly.
（说明：我们不仅能从这个故事学
( http: / / www.21cnjy.com )到人生道理，而且也能学到英语知识，比如故事中的副词。在列举更多副词的基础上，教师引导，森林里的动物为庆祝狮子的自由，举办了一个派对。你们现在是其中的一员，你是谁，会做什么，模仿例句，用上副词。）
Step
3
Stories
around
me
Listen
and
think
The
teacher
makes
a
st
( http: / / www.21cnjy.com )ory
with
the
6
pictures
presented
in
the
book
and
reads
it
to
the
students.
（说明：森林里的动物之间友善，互相帮
( http: / / www.21cnjy.com )助，我们身边的人也是如此。接下来展开的是本课的第二个层次，将书上第一个练习里的本来没有关系的6副图片编成一个故事读给学生听。）
Think
and
write
Students
think
and
finish
the
story.
Read
and
check
Students
rea
( http: / / www.21cnjy.com )d
in
pairs.
One
reads
the
first
part,
the
other
the
second
part.
（说明：学生完成故
( http: / / www.21cnjy.com )事并结对朗读故事，同时进行一个小交流：是否喜欢这个故事。不喜欢？因为不是
happy
ending。
谁能帮助那个受伤的人？Anyone.
由此引出本课第三个层次）
Step
3
Stories
about
me
Think
and
write
Present
students
t
( http: / / www.21cnjy.com )he
picture
from
the
e-mail
and
have
them
talk
about
the
picture.
Then
students
fi
( http: / / www.21cnjy.com )nish
and
read
Su
Hai’s
e-mail
and
list
more
verbs
in
their
past
forms.
（说明：首先引导学生观察书上图片，猜测苏
( http: / / www.21cnjy.com )海在做什么，并完成邮件，关注动词过去式。接着学生讨论自己是否喜欢这个故事，并得知帮助别人是件快乐的事。）
2.
Read
and
enjoy
Helping
people
makes
us
happy
and
feel
good.
Students
read
two
m
( http: / / www.21cnjy.com )ore
similar
stories
–
The
Batkid
and
the
Whole
City,
Ariana
and
Her
Hair
and
have
a
small
talk.
Who
helped
Batkid
Who
( http: / / www.21cnjy.com )
did
Ariana
help
What
do
you
think
of
these
two
stories
（说明：选取了两个感人而且有趣
( http: / / www.21cnjy.com )的故事和学生共同欣赏。一个说的是举全城之力，帮助一个小男孩实现当蝙蝠侠的梦想，另一个讲的是一个3岁的小女孩将自己的头发捐赠给别人的故事。）
Think
and
write:
One
Nice
Thing
Students
write
do
( http: / / www.21cnjy.com )wn
one
nice
thing
they
have
done
for
the
other
people
or
the
other
people
have
done
for
them
by
modeling
the
Batkid’s
or
Ariana’s
story.
（说明：以这两个故事为例，启
( http: / / www.21cnjy.com )发学生你们有没有帮助过别人，或者接受过别人的帮助，请围绕这一主题写One
nice
thing，并以上述两个小故事为例指导学生可以从哪几个方面来写，同时告诉他们如果能用上副词会更棒）
Read
and
share
Students
come
to
the
f
( http: / / www.21cnjy.com )ront
of
the
class
and
read
their
stories
one
by
one,
while
the
rest
of
the
class
listen
and
have
a
talk
about
the
story
they
like.
（说明：全班分享自己的故事，互相交流欣赏）
Step
4
Ticking
time
1.
Free
talk
Have
the
students
recall
what
they
did
in
this
lesson.
2.
Ticking
time
How
well
did
you
do
( http: / / www.21cnjy.com )
in
these
activities
Check
the
three
items
presented
in
the
table
one
by
one,
while
the
students
are
doing
a
self-evaluation.
（说明：开始ticking
time之前，请
( http: / / www.21cnjy.com )学生回忆，我们这节课做了什么。下面是ticking
time，看看自己完成的怎样。同时逐条呈现ticking
time
的内容，以互相检测，自我评价的方式完成对评价。）
Watch
a
video
Students
take
t
( http: / / www.21cnjy.com )urns
to
share
their
favourite
part
of
this
lesson.
After
that,
the
teacher
plays
a
video
which
includes
the
main
parts
of
this
unit
and
elicits
the
theme
of
this
lesson.
（说明：全班分享自己今天最喜欢的一个活动
( http: / / www.21cnjy.com )。接着引导学生，本节课的故事告诉我们人与人之间的善意，真诚才是最宝贵的。并和学生一起欣赏短片，短片的内容是由本单元，本课出现的一个个小故事改编综合而成，升华情感主题。）
Homework:
1.
Read
more
stories;
2.
Send
an
e-mail
to
your
e-friend
about
your
story.
七、板书设计
(说明：两棵树上分别写上副词和动词，心形卡片上学生写自己的故事)
Unit
1
The
lion
and
the
mouse
教学反思：
这一课时在延续故事教学的基
( http: / / www.21cnjy.com )础上，进行拓展阅读的训练，利用Ticking
time的评价体系制定三维目标，小组通过合作学习完成目标。老师对学生提问，对学生的表演进行反馈。检测了学生对学习目标的掌握情况，同时老师给学生打星并进行合理的评价。
The
5th
period
一、教学内容：
本单元的复习及完成补充习题。
二、教学目标:
1.通过复习，能较熟练地掌握本单元所学的词汇和句型。
2.能较熟练地在情景中运用本单元所学的日常交际用语。
3.能熟练完成本课的练习题。
三、教学重难点:
1.通过复习，能较熟练地掌握本单元所学的词汇和句型。
2.能较熟练地在情景中运用本单元所学的日常交际用语。
3.能熟练完成本课的补充习题。
四、教具准备：
1.教学挂图。
2.练习题答案的投影片。
五、教学过程:
Step
One:
Warming
up
1.
Greetings.
2.
出示本课对话投影片，学生看图用英文描述。
3.
学生表演故事。
4.
听写单词、词组和重点句子。
Step
Two:
Presentation
and
practice
完成补充习题。
题型：
A
Listen
and
number.
B
Listen
and
write.
C
Look
and
say.
D
Look,
read
and
choose.
E
Read
and
order.
F
Read
and
judge.
a.部分题目也可以要求学生作听写任务，提高学生听说读写的语言综合运用能力。
b.题目选择，一些难的题目可以做为附加题，对于班级学习成绩比较优异的学生可以有这方面的要求。
c.在作业上可以分层作业，减轻后进生的学习负担，提高英语学习兴趣。
Step
Three:
Homework
1．完成练习册。
2．小组活动，表演所学的会话内容。
六、板书设计：
Unit
1
The
lion
and
the
mouse
B:
had
quietly
happily
loudly
gave
doll
liked
ate
教学反思：
本节课是一节复习加练习课，
( http: / / www.21cnjy.com )在处理练习之前，教师最好是带领学生把本单元的知识点进行简单地复习，然后再做习题，学生的学习效果会更好。在做练习时，教师要及时的给予帮助，并带领学生一起去完成练习。让学生在了解题型的同时，提高学生的答题正确率。
P2
P1
P3
P5
P4
Unit
1
The
lion
and
the
mouse
The
mouse
said
quietly.
The
lion
laughed
loudly.
The
lion
asked
sadly.
The
lion
said
happily.
Past
tense
wake
–
woke
let
–
let
bite
-
bit
Adverbs
fearfully
happily
surprisedly
angrily
quietly
sadly
worriedly
loudly
excitedly
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
Past
tense
wake
–
woke
let
–
let
bite
-
bit
Adverbs
fearfully
happily
surprisedly
angrily
quietly
sadly
worriedly
loudly
excitedly