小学英语教学设计 “the Lion and the Mouse”

 

           授课教师姓名：丁再玲        学校（通信地址）： 湖南省株洲市芦淞区贺家土小学    

 

课题	The lion and the mouse		教材出版社	根据经典故事改编
年级	六年级	课型	讲故事教学	学时	40分钟（一课时）
教学 内容	1．教学内容：经典小故事“The lion and the mouse”. One day, a lion was sleeping in a forest. A little mouse climbed on his face. The lion was woken up and he caught the mouse angrily. Lion: Man! I’ll kill you! Mouse: Oh, please, please let me go. I can help you someday! Lion: Help me? Ha-ha. How can you? What can you do, then? Mouse: I can run! Lion: Run? Ha! Can you run as fast as I? Mouse: Err…sorry, I can’t. Lion: What are you good at? Man! Mouse: I’m good at biting! Lion: Biting? Ha-ha! Ok, get away! A few days later, the lion was caught by some hunters. The hunters tied him with a rope. Just then the mouse went by. The mouse bit the rope into pieces. The lion was saved. Mouse: I am good at biting, right? Lion: Oh, yes, you are! You are really a super mouse! Thank you! 2．设计学案：1）A poster引发学生对新知的好奇。 2）Fill in the blanks.( as…as…) 3）课后作业以及学习反馈。
教学 目标	Pupils will: ·study for information and enjoyment.           ·know every species has its speciality/strong point.           ·get fully understood about the story.
课时 安排	本课教材内容选自经典故事：“The lion and the mouse”,并由教师进行了一定的改编。课型为故事教学，一课时完成（40分钟）。

 

Language focus: be good at… and as…as…

Difficult points: How to arouse the students’ interest in getting to know every species has its specialities/strong points and in finding out everyone’s strong points.

Skills: Listening, reading, comprehending

Methods: Task-based teaching approach；Storytelling

Aids: CAI, a rope, headgears

 

Teaching & Learning procedures:

Step1: Warm-up

Teacher shows the CAI to the students and presents a triangle.

T: Look, what’s this? Guess!

Teacher presents a forest using the CAI.

T: What animals are in the forest?

Present a lion.

T: Is the lion strong? What’s it like?

Present a mouse.

T: What’s this? What’s it like?

T: Can a mouse help a lion?

【学习内容】看课件，想象，猜测。

【学习方式】积极思考，大胆表述。

【设计意图】给学生进行思维训练，并设置悬念，引发学生对故事的好奇。

 

Step2: Leading in and assigning the task

T: We are going to learn an interesting story between a lion and a mouse which draws us a lesson. We will demonstrate this story on Christmas Day.

Present a poster.（传不上。是一个招聘广告，主要内容是：Actors and Actress Needed /  one narrator, one lion and one mouse for Christmas Day ）

 

T: I want to choose some little actors and actresses from you. Do you want to have a try? Come on!

Teacher shows the CAI and presents the tasks.

 

 

Task1: Act out the story in groups of 3, one narrator, one lion and one mouse. Task2: Choose the best actors or actresses for the party on Christmas Day in our school. Try to say the reasons for your choices by using ‘be good at’, ‘as…as…’ and etc.

 

 

【设计意图】提出任务旨在让学生带着明确的学习目的进行主动积极的学习。

 

Step3: Telling the story

Teacher tells the story.

【学习内容】听故事：The lion and the mouse

【设计意图】在此环节教师使用丰富的语言、栩栩如生的表情与动作、各种不同的语音与语气绘声绘色的讲述故事, 激发学生的学习兴趣。采取讲故事教学的方式十分有利于增大语言的输入量。故事所承载的各种丰富的语言现象无疑是给学生的一道语言大餐。在推测情节的发展、理解与谈论故事的过程提供了大量的机会让学生进行充分的语言实践，让学生有效习得语言，发展思维能力，从而提高语言水平。

 

Step4 Reading and Comprehension

T: Look at the pictures. Can you number them according to the story?(图片传不上) 

 

Read the story quickly

T: The lion said: Man! I’ll kill you! Guess: What does “man” mean here?

【学习内容】默读故事，理解故事。

【学习方式】根据上下文意理解。

Answer the questions.

Questions: 1. What was the lion doing one day?

2. Did the lion eat the mouse?

3. Who saved the lion?

4. How did the mouse save the lion?

T: Let’s play a short game: quick response. Listen to some sentences carefully. If the sentence is right, sing La la la in a rising tone. If the sentence is wrong, sing La la la in a falling tone.

Sentences:

1.       The lion was sleeping in a forest one day.

2.       The little mouse ran over his leg.

3.       The lion was very happy when he was woken up.

4.       The mouse said that he could help the lion.

5.       The lion believed the mouse.

6.       The lion ate the mouse.

7.       The lion was caught a few days later.

8.       The mouse didn’t save the lion.

9.       The lion was good at biting.

10.   The mouse can run as fast as the lion.

【设计意图】使用游戏的方式来进行判断练习，即检测了学生是不是已经充分理解了故事材料，又让学生不觉得枯燥乏味。

 

Step 5 Study and practice

T: The mouse can’t run as fast as the lion. What does “as … as” mean?

T: Look! Tom is 165 cm tall. Mike is 165cm too. Tom is as tall as Mike.

T (act and say): I’m very busy. I am as busy as a bee.

Understand the phrase: as…as…

Fill in the blanks:

as	busy	as a	(   bee       )
	quiet		(             )
	strong		(             )
	stupid		(             )
	tricky		(             )

T: How did the mouse save the lion?

     --- He bit the rope.

T: What is the mouse good at?

  What is the tiger good at? …

What are you good at?

T: Every species has its strong points. Believe yourself!

【设计意图】突破难点。介绍中西方文化的差异，让学生对不同的语言所具有的不同文化背景有所感知，以正确恰当的使用英语。挖掘故事的深层寓意，让学生体会到每一样物种都有他们的优势，每一个人都有自己的长处。

Retell the story according to the pictures.

【设计意图】通过复述故事提高学生自己组织语言运用语言的能力。

Read and imitate.

Pay attention to the pronunciation: biting.

【学习方式】模仿李阳“三最法”进行朗读。学生用不同的语调清晰的朗读故事材料。

T: How do we read this sentence: Man! I’ll eat you! How did the lion feel at that time?

T: How do we read this sentence: Oh, please, please let me go! How did the mouse feel at that time?

T: How do we read this sentence: Oh, yes, you are!

【设计意图】通过对各种情境下不同语音语调的模仿，充分领会语言的美，感受语言的魅力。

 

Step6: Fulfilling the tasks

Divide the class into groups of three or four.

Practice in groups. Pay attention to the pronunciation and the intonation.

Choose some groups to have a show.

T: Who is the most excellent actor? Who is the most excellent actress?

Why?

Give assessments.

【学习内容】分组表演故事，完成学习任务。

【学习方式】根据班级的情况将学生分成三人或四人组，引导学生根据自己的爱好、长处来选择适合自己的角色进行表演。在表演中互相帮助，解决疑难。优生发挥带头作用，尽力让自己的小组取得最佳表演效果。上台表演时自然、大胆。相信自己，尽量脱稿。

【设计意图】完成任务，在接受大量语言输入的基础上让学生有机会适当输出。

 

Step7: Homework

1. Try to find out your friends’ strong points (at least five friends’).

Write them down.

E.g. Li Ming is good at playing basketball.

【学习内容】找朋友的长处。

【学习方式】可以采取调查访问的方法，询问你的朋友：What are you good at? 与他/她一起探讨。还没有熟练掌握的句型积极向同学、老师请教。

【设计意图】巩固所学语言知识，并在课后进行拓展运用。引导学生去发现别人的闪光点，学会欣赏他人。

2. Have a try! 我来试一试（课后自我测评，选做）：

(1) Fill in the blanks (填空):

One day, a _____ was sleeping in a forest. He was woken up by a _______.

The lion wanted to ______ the mouse. The mouse said he could help the lion.

The lion was caught after a few days. The mouse ______ the rope into pieces and saved him.

(2) Think it over (想一想):

In this class, I like these activities (活动): ______________________________________________________.

My questions(我的疑惑):___________________________________________________________________.

(3) I think this class is ________.  

A. very interesting    B. interesting    C. boring    D. very boring

【自我测评设计意图】内化所学知识，激起深层兴趣。收集学生对本课的建议与评价有利于在以后的教学中采取针对性的改进措施。此学生课后自我测评题鼓励学生完成，但是不做硬性要求。

 

自我反思:

    本堂课采取讲故事教学法以及任务型教学法，首先出示一个任务，让学生带着任务听故事，读故事，理解故事，最后将故事表演出来。在教学过程中设计了多种简单有趣的活动来激发学生的学习兴趣，训练他们的模仿、记忆与思维能力。

    由于故事所承载的语言现象非常丰富，所以本堂课既激活了学生脑海里所学过的各种语言知识，又引发了他们对新知的渴望，引发了他们积极大胆的思考与交流。在各个设问环节学生的创造性思维异常活跃，表达精彩有趣，令人耳目一新。学生热情洋溢，表达自己的欲望非常强烈，大异于往常，令我惊奇与欢喜。

在完成任务之前我引导学生大声、快速、清晰的朗读故事材料，并体会故事的情景，引领学生用各种不同的声调、语气，并针对不同角色变换嗓音进行表演。学生充分感受到了语言的魅力，体会到了语言的美。连平时最沉静的学生也开始积极模仿，大胆表演。在表演故事的环节有许多学生能根据自己对故事的理解进行独到的表演，让师生赞叹不已。

    讲故事教学法还是一个尝试，但是就课堂实践来看，在学习过程中，学生的学习欲望非常强烈，学习兴趣非常浓厚，学生对各种学习活动都很感兴趣并且主动积极的参与，很好的实现了我丰富课堂，增大语言输入，提高学生语言能力的意图。在今后的教学实践中，我要尽可能多的采取这种教学方法，在实践中探索与学习，尽可能的完善教法，完美课堂。