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六下Unit1 The lion and the mouse集体备课

备课组活动记录

时间

2017-2-16

地点

阅览室

主持人

王顺亚

内容

Unit1 The lion and the mouse

参加人员

王顺亚 谢成 唐雪芬 张一为 任嫣然 卞映月

 

 

 

 

 

 

 

 

 

 

 

 

 

一、教材分析

storytime部分通过讲述一只狮子和老鼠在森林里发生的故事来开展教学。故事以拟人的手法呈现了两个强弱分明的动物形象,表达了两个寓意:一是小人物也可以发挥大作用;二是人人都需要朋友,即使他很强大。本版块涉及到largrsharpstrongweak等单词,动词过去式的不规则变化,以及形容词怎么变成副词的用法。

二、各抒己见

王顺亚:在教授副词时,教师可以先呈现形容词的用法,然后再介绍该形容词的副词形式及其用法。教师要提醒学生注意:形容词通常在be动词后或名词前出现,而副词通常在动词后出现。

谢成:本单元的话题和词汇都与动物有关,教师可以在课前准备一些动物的图片,包括体形大和体形小的动物,在课堂上和学生分享,并要求他们描述。

张一为:本单元的重点教学内容是词汇,包括形容词和由形容词转换过来的副词。教师可以和学生总结归纳以前学过的形容词,并用对比的方法呈现副词的构成以及形容词和副词的用法。

任嫣然:本单元课文采用一般过去时叙述故事,在课文教学的最后巩固阶段,教师可以和学生一起复习六年级上册第一至第四单元一般过去时的语法知识,包括规则动词和不规则动词的过去式、一般过去时的一般疑问句和特殊疑问句以及相关的时间状语。

卞映月:小学阶段的高年级学生已经具备了较为独立自主的思考和判断能力,在教学过程中,教师可以适时地引导学生发挥想象力,表达自己对朋友的定义和见解,感受朋友间互相帮助的美好情感。教师也可以鼓励学生表演故事和背诵课文。

 

 

 

 

 

 

 

 

 

 

 

 

 

 

资料附录:

年级

Grade 6

内容

Unit 1 the lion and the mouse

时间

主备

教学过程(第 1课时)

【教学目标】

1. 能正确理解、朗读课文并可以根据提示复述课文内容。

2. 能听懂、会读、会说单词: mouse,large,strong,quietly,loudly,bite,sharp,ask,soon,happily,weak

3. 能尝试根据所学短语和句型来描述故事情节。

4. 能初步根据故事情节表演。

【教学重难点】

1. 能正确理解、朗读课文并可以根据提示复述课文内容。

2. 能听懂、会读、会说本课时的单词。

 

教学环节

教师活动

学生活动

设计意图

集备

Step 1 :Warming up and revision

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

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?

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”.

 

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.)

T: Great! What about the mouse?

 

 

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?

 

 

Ss: Yes!

 

 

 

 

S1: You are tall.
S2: You are beautiful.
S3: Your nose is small.
S4: You are thin.
S5: Your hair is long.

 

 

 

 

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

 

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

 

 

 

 

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

 

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.

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。

Step 2: 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?

T: Two ideas. Tell me the reason.

 

 

 

 

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

 

 

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?
T: Why?

 

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

 

 

 

 

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

 

 

T: Look, what’s happened? Where is the lion?
T: If you were the lion, what would you say?
T: Who can help the lion? The tiger? The cat? The rabbit?
T: How to help him? Any good ideas?
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?
T: What do you think of the mouse now? Is he afraid?
Teach “brave”

 

 

 

 

 

S1: The mouse is strong.
S2: No, the lion is strong.

S1: Because the mouse saved the lion.
S2: Maybe the lion can save the mouse one day.

 

 

 

 

 

 

S: The mouse is afraid. teach ‘afraid’

 

 

 

 

 

 

S: Because the lion wants to eat the mouse.

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.

 

S1: OK, I will not eat you, go away
S2: YOU? Help ME? Are you crazy?

 

Ss: In the***.

 

 

Ss: Help! Help! Who can help me?

 

Ss: The mouse

 

S1: Cut.

 

 

 

 

 

 

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

 

 

 

 

 

 

 

 

.

抛出一个看似简单的问题,引发学生读故事的愿望。

 

 

 

 

 

 

 

 

 

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。

Step 3: Practice and consolidation

T: Do you have any questions?
T: I have some questions to ask you.
1. Can you read?

 

2. Can you talk?
Tick the correct boxes. Talk about the mouse and the lion.

 

3. Can you write ?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

4. Can you act?
Practise in groups. And then ask a group***e to the front and act as the lion and the mouse. (They will be given the masks.)

 

 

What have you learned from the story?/ What does the story tell us?
The story tells us
________________________________(结合板书)

 

 

 

 

 

 

 

 

Ss: No.

 

 

Ask some Ss to read the story picture by picture.

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 we***e.
Lion: I am not __________. I am ___________. We’re friends.
Mouse: I am __________, too. We’re __________.

 

 

 

 

 

 

 

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.

 

 

 

 

 

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。

 

 

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。

 

 

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。

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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。

 

 

 

 

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。

Summary 小结

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

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。

Homework 作业

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

 

 

 

 

 

 

 


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