故事教学《The lion and the mouse》课堂实录

 刘青

 

2008年11月，在泰安召开的山东省创新教育课堂教学观摩研讨会上，我执教了牛津英语（上海版）四年级的一节故事课《The lion and the mouse狮子和老鼠》。一个改编自《伊索寓言》的故事，其中有深层次的寓意。大意是：一只强壮的狮子和一只弱小的老鼠之间的故事，小老鼠最后凭借自己的勇敢解救了狮子。从文本看，难度基本符合现在四年级的学生。但我认为，不仅要把目标放在掌握重点单词、句式上，还应该让学生深入理解故事内容。这里面最重要的是激发学生的学习兴趣，培养学生的听、说、读、写、演各种技能，发挥想象力，在共同参与教学活动中有意识地培养学生综合语言运用能力。下面就是这堂课的教学实录：

一．Warming up and revision.  热身和复习

1．Introduction

T: This is the first time for me to come here. I like to be here to have English class with you. Do you like to have an English class with me?

Ss: Yes!

T:  Thank you! I know your English teacher is Miss Wang. She is very young, she is beautiful, she is tall, and she is thin, she is kind, her hair is long. Can you say something about me? S1: You are tall.

S2: You are beautiful.

S3: Your nose is small.

S4: You are thin.

S5: Your hair is long.

2. Review the adjectives.

T: Tall, thin, beautiful…are all adjectives. (形容词) I know you have known many adjectives. Let’s play a game of adjectives. I say big, and you say the opposite word “small”.

Big---small, long---short, tall---short, cold---hot, new---old, fast---slow, fat----thin, white---black, .strong---weak. （板书 strong---weak）

T: Are you strong? Who is strong? Do you know some strong animals? What about these two animals? (Draw a lion and a mouse on the blackboard and talk about them.) 引导学生结合板书和简笔画描述狮子和老鼠的外貌。

 

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S1: The lion has a big face, a small nose, a big mouth, small ears, big eyes, big teeth.

T: Great! What about the mouse?

S2: The mouse has big ears. His head is small. His eyes are big. Hi teeth are small.

T: Wonderful!  Let’s look at their teeth. (Learn the word “sharp”)

T: Are your teeth sharp? Smile please. Show me your teeth. Your teeth are not sharp, they are white and clean. What things are sharp?

S1: The pencil is sharp.

S2: The knife is sharp.

S3:The needle is sharp.

S4: The glass is sharp.

S5: The scissors is sharp.

T: Yes, the scissors are sharp.

T: Who is strong?

Ss: The lion is strong.

T: Really? Maybe. Let’s read the story, read it yourselves.

【设计意图】通过师生之间自然的交流，形成了良好的互动氛围，拉近了师生的距离。通过热身，复习了所学的形容词，引出重点知识——用形容词来描述人物特征。在老师的示范引导下，学生先用一句话来描述刚刚见面的教师，然后再用几句话来描述黑板上出现的两个动物，然后进行发散思维训练，由少到多，由易到难，渐入佳境。

二、Read the story. 阅读理解故事

1. Fast reading. Get the answer to the question: Who is strong?

T：Who is strong?

S1: The mouse is strong.

S2: No, the lion is strong.

T: Two ideas. Tell me the reason.

S1: Because the mouse saved the lion.

S2: Maybe the lion can save the mouse one day.

T: I think both of you are right. Let’s read the story carefully.

【设计意图】抛出一个看似简单的问题，引发学生读故事的愿望。

2．Read in details picture by picture.

After reading, let the students answer some questions:

 When the mouse meet the lion , how does he  feel first?

S: The mouse is afraid. （teach ‘afraid’）

T: Why?

S: Because the lion wants to eat the mouse.

T: What does the mouse say? 注意老鼠说话的语气：胆小、害怕。

S1: Please, please don’t eat me, Mr. Lion. I’m not delicious.

S2: Please don’t kill me. Maybe I can help you someday.

T: Does the lion agree? What does the lion say after this?

S1: OK, I will not eat you, go away

S2: YOU? Help ME? Are you crazy?

T: Look, what’s happened? Where is the lion?

Ss: In the net.

T: If you were the lion, what would you say?

Ss: Help! Help! Who can help me?

T: Who can help the lion? The tiger? The cat? The rabbit?

Ss: The mouse.

T: How to help him? Any good ideas?

S1: Cut.

T: Cut? If he has a pair of scissors, that’s a good idea, it’s easy.

Learn the new word “bite” (Bb)

T: Look, what’s the mouse doing?

Ss: The mouse is biting the net with his sharp teeth. 

T: What do you think of the mouse now? Is he afraid?

Teach “brave”.

T: Are you brave? Who is brave in your mind?

S1:  王二小is brave.

S2: My good friend ___is brave.

S3: My father is brave.

T:  In my mind, in Wenchuan Earthquake, many people are brave, the soldiers, the policemen, the doctors, the teachers, the students, the murses…..are brave. Do you want to be a brave person?

Ss: Yes!

T: Good children!

T: In this story, who is brave?

S: The mouse is small, but he is brave.

T: That’s the end of the story. Do you like the story?

Ss: Yes.

【设计意图】在带领学生学习故事的过程中，没有完全以解决重点单词和句子为主要目的，而是把许多引发学生深度思考的问题作为教学的主线，引导学生去阅读、去想象、去思考，去表达。在回答问题时，教材文本中并没有现成的语言可用，而是把自己的理解、新学到的词汇以及记忆中的语言积累进行加工处理，最后进行语言输出。在教授“brave”时，渗透情感教育，学生的脑海中会出现汶川地震中那些英雄们，结合画面和语言来巩固“勇敢”这个词。

三、Practice and consolidation 综合操练

T: Do you have any questions?

Ss: No.

T: I have some questions to ask you.

1.       Can you read?

Ask some Ss to read the story picture by picture.

【设计意图】读故事是所有练习中的最低要求，学生的参与率可以达到百分之百。

2.       Can you talk?

 Tick the correct boxes. Talk about the mouse and the lion.

【设计意图】此环节不是特别容易，但是通过仔细观察、对比还是能够轻松过关。

3.       Can you write ?

Complete the story. (Ss do first, then do it together..)

Lion: I am a lion. I am big and ________.  My teeth are big and ______.

Mouse: I am a mouse.  I am small and ______.  My teeth are _______ and ______.

Lion: I am _________.  I want to eat the mouse.

Mouse: The lion wants to eat me. I am __________.

……

Lion: Help! Help! Who can help me?

Mouse：I will help you.  Look, my teeth are _________.

Lion: Thank you. You are ___________.

Mouse: You’re welcome.

Lion: I am not __________. I am ___________.  We’re friends.

Mouse: I am __________, too. We’re __________.

【设计意图】这里有一点难度，只有认真阅读，联系上下文才能准确填空。本环节锻炼的是学生的认读能力和书写能力，学生可以根据自己的能力选择答题方式：默写或者抄写都可以。

4.       Can you act?

 Practise in groups. And then ask a group come to the front and act as the lion and the mouse. (They will be given the masks.)

【设计意图】表演故事是学生们最喜欢的形式，但是并不是所有的学生都有能力把故事内容记住然后演出来。因此，先让部分学生做示范，其他学生当观众欣赏故事表演，通过欣赏和模仿，逐渐做到能够表演故事。

5. Can you summarize?

T: What have you learned from the story?/ What does the story tell us?

The story tells us：________________________________（结合板书）

To make friends and love friends.

We share joys and sorrows.

A friend in need is a friend indeed.

Some little animals are useful.

Everything is useful.

A friend in need is a friend indeed.

Little friends may prove great friends. （朋友虽小也能帮上大忙。）

【设计意图】从这个寓言中提炼出深层的含义，而且用英语表达出来，恐怕是最难的事情。为了能够激活学生的思维，我没有硬性要求一定用英语表达。这样，有利于更多的学生参与到总结与思考中。

6. Game: Relax.

T: Let’s play a game. I need one student come to the front. (S1 come to the front face to the Ss)

To Ss: Please describe the animal and let him/ her guess what it is.

Rabbit. Ss: small, long ears, white, red eyes….

Elephant. Ss: long nose, big ears…..

Giraffe. Ss: tall, long neck…..

 

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【设计意图】为了奖励学生们的表现，我设计了这个游戏环节，使学生们能够放松下来，在轻松快乐的氛围中参与游戏，在不知不觉中巩固重点单词和句型。

7. Can you tell a new story? (Homework for you)

T: At the beginning of the class, one boy said: Maybe the lion can help the mouse someday.

Let’s make a new story. First, I’ll show my story as an example.

In the forest, there are many animal friends. One day, the mouse is playing on the grass. The cat comes to him. He’s hungry, he’s looking for food. The cat’s teeth are sharp. The mouse is very afraid. Suddenly, the lion comes to help him. The lion has a big mouth and sharp teeth. It’s very strong. The lion runs to the cat. The cat is afraid. He runs away.

T: Can you make a story like this?

Ss: Yes.

T: Good children.

四．Summary 小结

Today, we have read a story, I find that your English is wonderful. You can read, write, act, summarize  the story.

【设计意图】启发学生用所学知识结合自己的想象力自编新故事，有一定难度，而且时间有限，很难完成，可以作为家庭作业。但是老师自编的小故事可以给学生们带来启发。

五．Homework 作业

Tell the story to your father or mother, and try to make a new story.

课后反思：

第一次与泰安的小学生在一起上课，教学活动进展得比较顺利，课堂教学基本达到了预期的目的：学生们能够用所学形容词来描述人物、动物的特征，读懂了The lion and the mouse这个故事，并在读故事、讲故事、听故事、演故事的过程中体会到快乐。反思整个教学过程，有几点做法自己比较满意： 1、围绕着“The lion and the mouse”这个故事，通过互动交流、启发思维、发散想象、模仿表演等方法激发学生的主体性，使学生的主动性、积极性、创造性得以体现。2、知识输入注重层次递进。输入部分，我采用了三个层次：描述故事主人公——带着问题，快速阅读——细节朗读。3、知识输出注重循序渐进。从Can you read? 到Can you talk? Can you write? 再到 Can you act? 最后到Can you summarize?从最基本要求开始，难度系数越来越大，学生的的思维状态由浅入深，潜能被充分挖掘。本课的不足之处是对学情的把握不是很到位，输入与输出的比例不是很合理，综合性学习的要求还没有完全达到。