2021学年Unit 1 The lion and the mouse第3课时教学设计

这是一份2021学年Unit 1 The lion and the mouse第3课时教学设计，共4页。教案主要包含了Teaching aims等内容，欢迎下载使用。
                 译林版小学英语六年级下册                 Unit1The king and the mouse(sound time,culturetime,cartoon time)教案一、Teaching contents 六年级下册unit1(sound time,culture time.,cartoon time）二、Teaching aims  1．The students can read and understand the  2．The students can read cartoon time and act the cartoon time3．The students can know about Aesop’s fables and Chinese idiom三、Focus of the lesson and predicted area of difficulty   Teaching importance:1. The students can use the sentences in daily life2. The students can master the basic words: cheer forhit..hard,deep,pour...into3.The students can master the inotation anduse it to read diffrent sentences四、Teaching aids  教学准备（含板书设计）教学准备：多媒体课件，板书贴纸，练习纸，笑脸奖励纸 五、Teaching procedures   Step 1culture time1. Play a game:Guessing game (1) 教师解释游戏规则:学生们根据相应的单词产生关联，猜出这个故事是什么？ (2) PPT呈现游戏。2 .look at the pictures and know more about the animal stories watch a video:The Aesop’s fables and Chinese idiom book Learn the new words:The Aesop’s Fables/AChinese idiom book Read culture time(read in different ways)【设计意图：本课是整节课的第三课时，其中一共是三部分内容，我从culture time入手，通过一个简单的游戏让学生们进入课堂，并将课堂气氛带活，从猜--想---看--读的顺序让学生们了解伊索寓言和中国成语故事的异同之处，在学生们对这两个有了感性认知之后，我再放入录音教学生们如何正确读出句子，第一部分也为下面的学习做了铺垫。】Step 2 sound time1Try to read in right tones (rising or falling)(1) Where do I live?(2) Who is my friend?(3) What am I?(4) How did the mouse help me?2.Try to read sound time(1) Where are you going? ---(rising)(2) What do you want to buy? ---(rising)(3) Who is it for? ---(rising)(4) What will he say? ---(rising)Try to answer the four questions(1Where are you going?---To the sweet shop.(2)What do you want to buy?----A lollipop.(使用图片教学lollipop)(3)Who is it for?------------------The boy over there.(4)What will he say?------------It doesn’t matter.3 Read culture time in diffrent ways【教学目标：这是整堂课的第二部分，主要解决降调的读法，对于wh问题的读的时候使用降调，承接第一部分内容之后，我从本课所学的故事《The lion and the mouse》中找出了一些句子，让学生们进行句子的操练，在操练中帮助学生们总结规律，在总结完规律之后再出示书本的句子，学生们理解起来就很快很方便，接着我使用趣味读句，一问一答的互动方式和学生们一起读这首儿歌，最后用不同的形式对这部分进行操练。】Step 2 cartoon time1.Try to read the sentences:(要求使用正确的语调读一读这两句话）(1) Who are they?---（rising）(2) What are they doing--（rising）Look and answer Q1: Who are they? Q2: What are they doing?4 watch and answer(1)  What is the story about?About getting the ball out of the hole.(2)  Look and learn帮助学生理解句子教授：cheer for,hit hard,too deep,puur into)(3)  Read and answer ①What are Billy and Willy doing? ②How does the ball get lost? ③How do they get the ball?(4)  Think:Why do they use water?(开放式提问）(5)  Read and follow(6)  Read and act 【设计意图：这个环节通过一系列的问题设置，让学生在一个个问题的解决中了解故事的情节，学习生词和句型，伴随开放式的问题让学生对人物的心情进行揣摩，有助于学生进行人物性格的理解, 为学生的表演打下基础。同时使用开放式的问句对学生思维有一个提升，有助于拓宽学生的思维和学科素养。】Step 4  Emotional sublimation1.T：What did we learn from the this lesson?2.enjoy some picture3.Today’s sentence: Let’s start with a smile.4.Read and imitate(设计意图：本环节是本课的一个升华部分，我使用本课的图片和课外的图片对本单元做了一个总结，同时升华本课的情感，因为这是全书的第一课，所以我教会学生们要以微笑开始一切事情，给学生们一个好的祈盼和愿景，让学生们理解并内化于心，同时也和本课所发给学生们的笑脸作为礼物的活动相互吻合，前后呼应。    板书设计：                  unit1 The king and the mouseWhere are you going?What will he say?      cheer for     hit hard                      pour into What do you want to fly?    too deep  Who is it for?