新版-牛津译林版六年级下册Unit 1 The lion and the mouse教学设计及反思

英语(六年级下册)

Unit 1  The lion and the mouse

Sound 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。[来源:学科网ZXXK]

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 Presentation

1. 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)[来源:学|科|网]

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)[来源:学&科&网Z&X&X&K]

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)[来源:学*科*网Z*X*X*K]

   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 practice

T: 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。

                                          [来源:Z+xx+k.Com]