小学英语Unit 1 The lion and the mouse教学设计

这是一份小学英语Unit 1 The lion and the mouse教学设计，共4页。
英语(六年级下册)Unit 1  The lion and the mouseSound time, Culture time & Ticking time  Teaching contents  教学内容Sound time, Culture time & Ticking time Teaching aims and learning objectives  教学目标1. 能掌握特殊疑问句中语音语调的使用。2. 能梳理出学过的疑问代词，并正确使用。3. 能了解中国成语故事。4. 能熟练运用副词及复述故事The lion and the mouse。 Focus of the lesson and predicted area of difficulty  教学重点和难点教学重点：能梳理出学过的疑问代词并能使用正确的语音语调进行提问；能用使用合适的副词描述故事。教学难点：能使用正确的语音语调进行提问。 Teaching procedures  教学过程Step 1 Free talk & Review T: (PPT呈现Story time狮子图及问题) Where did they live? Who’s his friend? Why did they become friends? What did the mouse do? How did the lion feel at last?T: Now please tick for yourself. (PPT呈现Ticking time: I can understand “The lion and the mouse”)T: (PPT呈现五个问题) Do these questions have a special feature?S: …T: Yes, they are Wh-questions特殊疑问句. Can you say more words about Wh-questions?S: when, which, how many, how much … Step 2 Presentation1. Sound time
(1) Show the picture of Sound time.T: You can ask so many questions. Look the pictures. Now I have four questions.(出示Sound time小诗中的四个问句)T: How to ask these questions. Do we use the rising tone or the falling tone? Let’s listen. (播放问句录音)S: We use falling tones.T: Yes. Let’s read together. (出示答句，播放录音，学生一起朗读)T: Now please ask and answer in pairs.T: What other questions can you ask? (学生用其他疑问词来提问并回答)(2) Intonation   T: Can you say these sentences with the correct tones? (PPT出示有语调标注的句子，学生组内合作，根据语调朗读问题)   T: Do you find the rules?   S: … (教师引导学生说特殊疑问句用降调，一般疑问句用升调)T: Well Done! Now please tick for yourself. (出示Ticking time: I know the intonation of Wh-questions.)2. Culture time(1) T: I have some pictures about animals. Can you tell me the name of these stories? (出示中国成语故事的图片)S: 坐井观天、一箭双雕、画龙点睛、画蛇添足……T: They are all Chinese idioms. What about these pictures? (出示《狐狸和乌鸦》 《猴子捞月》的故事图片)T: Are these Chinese idioms? S: …T: They are from Animal Fables. (教师简要介绍《狐狸和乌鸦》 《猴子捞月》的故事)(2) T: Do you know some stories in Animal Fables? Please use the proper adjectives and adverbs to complete the sentences. (PPT呈现句子填空)T: Good. Now please tick for yourself. (PPT呈现Ticking time)(3)  T: Now let’s move on to Culture time. Please listen to the tape and read after it. (呈现Culture time部分)   T: Can you match the pictures and the names of the stories? Have a try. Then tell me more Animal Fables  (出示成语故事《狐狸和乌鸦》 《猴子捞月》的图片，学生将图片与故事名字配对，之后对这些故事进行归类)        Aesop’s Fables: The North Wind and the Sun, The Fox and the Grapes, The Wolf in Sheep's Clothing       Chinese idioms: Kill Two Birds with One Stone, Drawing a Snake and Adding Feet, Look at the Sky from the Bottom of a Well... Step 3 Consolidation and practiceT: Work in groups. And let’s prepare a short play. You can choose one story to act. Others guess what story you’re acting. (学生分组任选成语故事故事进行表演，其他学生要在表演之后猜故事的名称，并说出故事出处)（故事剧本见所附单独文档） Homework  家庭作业1. 试着写下你们小组表演的故事。2. 跟录音朗读Sound time，并写出读升调与降调的疑问句各5句。3. 预习Cartoon time。 Teaching aids  教学准备(含板书设计)教学准备：PPT和最后表演故事剧本板书设计：                                          Unit 2 The lion and the mouse                 Wh-questions: who, what, where, when, why, how …                Animal fables : Chinese idioms                           The Fox and the crow  The monkeys and the moon                      说课本课主要围绕Wh-questions的语调及中国成语故事展开。在进入Sound time前，先对Story time部分进行提问，在复习故事的同时引出Wh-questions，一方面完成Ticking time中的第一项内容，另一方面也为Sound time的引出做好准备。在Sound time中学生通过听录音自行总结语调问题，并针对图片提更多的问题，操练Wh-questions疑问代词的使用。为了让学生更好地了解语调的运用情况，本课将Sound time进行了改编，让学生在一段对话中体会不同的语调，始终在语境中学习。Culture time部分的学习结合了副词的巩固。通过图片的呈现，将母语知识与英语知识进行联系，学生根据已有知识利用形容词或副词描述的四个故事的大意，为最后的学生表演做一定的知识铺垫。为了让学生对中国文字的博大精深有更深刻的理解，教师设计了将故事名称和图片配对的环节，学生可以通过语言文字比较明白中国成语的短小精炼。六年级下学期学生已存储了一定的语言水平，教师最后设计了学生自行选择故事进行创作表演的环节，组内选择成语故事中的一个进行表演，一方面巩固了文化知识和语言知识，另一方面也让学生发挥了自己的创造性，自行创设语境，从而给予学生更大的舞台展示自我。 特别分享：·利用学生已有母语文化知识基础与新知识进行链接、贯通；·给学生更大的发挥创造力的空间；·关注中西文化对比，为汉语言文字的博大精深感到骄傲。