译林新版《英语》六（下）Unit 1 The lion and the mouse

潘　钰

教学过程

Step 1.Lead-in

教师播放动画电影《狮子王》和《猫和老鼠》的片断，让学生欣赏，然后和学生进行问答，导入课文的故事角色—狮子。

T:Do you like this film?

Ss:Yes,I do.

T:Do you like lions?

S1:Yes,I do.

T:What are the lions like?

S1:Lions are brown.

S1:Lions are large.

T:Do you like Jerry,the mouse?

S2:Yes,I do.

T:Why do you like him?

S2:Because the mouse is clever and cute.

设计意图：通过《狮子王》和《猫和老鼠》片断的导入，自由谈论电影中狮子的形象，一步步地贴近主题，为后面的教学环节作铺垫。同时电影片断吸引学生们的兴趣，拉近师生距离，营造学习英语的良好氛围，引导学生大胆说英语。

Step 2.Presentation

T:Lions are large,but the mouse is small.What if they met some day?Today we are going to learn a story named“The lion and the mouse”.Let’s see what happened in this story.

1.Look at the four pictures and try to say

T:Boys and girls,look at these four pictures.Try to describe them in a few words.

Ss:...

设计意图：通过观察五幅图片，让学生猜测大概发生了什么，培养学生的联想能力和空间思维能力。同时让学生试着说一说发生了什么，并用形容词描述狮子和老鼠的表情，培养学生大胆说英语的勇气和信心。这有利于考查学生的词汇量，在学生描述时，教师可以检测学生课前对于net,hole等词汇的预习情况，并在课堂上对生词进行巩固。

2.Listen,choose and judge

T:Boys and girls,Let’s listen to the passage and try to find the exact picture of each paragraph.After listening to the whole passage,try to judge these four sentences.

（1）The mouse was small and weak.(T)

（2）The lion ate the mouse.(F)

（3）The mouse helped the lion.(T)

（4）The strong lion and the weak mouse can be friends.(T)

设计意图：教师播放课文录音，在每段结束后，让学生找出相应的图片，听完后完成几个判断题，检测他们对故事的整体理解能力。

3.Learn the text

T:Boys and girls,there are five paragraphs in this passage.We can divide them into two parts,according to the lion’s experience.How can we divide them?Can you try?

S1:We can put paragraph 1 and 2 together as one part.

T:Verygood.Now let’swatch thecartoon and try to answer these questions.

设计意图：教师将课文分为两个场景，进行分段教学，第一场景包括第一、第二段，狮子作为强者和老鼠相遇，并放走了老鼠。第二场景包括第三、第四、第五段，狮子落难，在老鼠的帮助下获救，和老鼠成为了朋友。将整篇文章分为两大部分，可以帮助学生有条理地理解文章内容。

（1）Learn Paragraph 1+2

Watch part of the cartoon and answer these questions.

Whathappened between the lion and the mouse one day?

What did the mouse say?

What did the lion say?

设计意图：播放前半部分课文动画，通过回答问题的形式进一步整体理解、感知课文。同时，在学生回答问题后，教师在黑板上用表格的形式对比狮子和老鼠的形象，在黑板上写下关键词。

（2）Learn Paragraph 3+4+5

PPT上播放狮子被捉住时说的音频“How can I get out?”，同时播放老鼠的音频“I can help you.”。引出两个问题：How did the two men catch the lion?How did the mouse help the lion?

Work in pairs,read paragraph 3+4+5 and underline difficult or important words and sentences.（认真阅读第三、第四、第五自然段并画出段落中的重难点）

设计意图：以同桌合作的方式学习，找出第三、第四、第五自然段的重要知识点，并讨论以上两个问题。这样既培养了小组合作精神，也提升了学生的自学能力。

Try to answer two questions above.

设计意图：教师带领学生精读段落，并分析其中知识点。同时，在黑板上写出场景二的动词短语和重要句子。

4.Read the passage sentence by sentence after the video

设计意图：跟着音频朗读课文，要求注意语音语调，既能帮助学生从情感上理解课文，也能为之后的表演环节作准备。

Step 3.Production

1.Work in pairs and act it out

教师让学生们在小组里选择喜欢的方式读课文。小组成员分角色自由表演故事，表演时突出quietly,loudly,sadly,happily等副词。

2.Show time

教师先与其他学生共同合作、表演故事，给学生作示范，然后选一到两组学生进行表演。

3.Retell the story

T:Well done!Boys and girls,now let’s try to retell the story according to the blackboard.

根据黑板上的提示，将整篇课文复述出来。教师先做示范，根据黑板提示，复述第一自然段的内容，请四位同学复述余下部分，复述完请全班同学一起复述这个段落。复述的过程也是知识内化的过程。

Step 4.Brief Summary

T:Boys and girls,we have learned the whole story.Let’s try to sum up.When we want to describe the beginning of the story,we can use the phrase...

Ss:One day.../Long long ago...

T:When we want to describe the process of the story,we can use the phrase...

Ss:Just then...

T:When we want to describe the ending of the story,we can use the phrase...

Ss:From then on...

T:Excellent!About this fable,everyone has his interpretations.What do you get from this story?

S1:...

S2:...

Make more friends.多交朋友。

A friend in need is a friend indeed.患难与共的朋友才是真朋友。

Don’t look down upon others.不要小看任何人。

Everyone has his own strong and weak points.每个人都有自己的长处和短处。

设计意图：简单总结此类寓言故事的“三段式”结构，即学会用“One day”“Just then”“From then on”来描写英文故事。同时让学生感受故事中的真理，用英文分享所感所获。

附：板书设计