Unit 1 The lion and the mouse-Story time-ppt课件-(含教案)-市级公开课-新牛津译林版六年级下册英语(编号：e0780).zip

What can yWhat can you learn?ou learn?你能从故事中学到什么？你能从故事中学到什么？L Let it goet it go释放；放开释放；放开小演员招募啦！小演员招募啦！小演员招募啦！小演员招募啦！小演员招募啦！招招 募募 要要 求求 ：我能理解这个故事。我能理解这个故事。I I I I can understand the story. can understand the story. can understand the story. can understand the story.I I I I can read the story fluently. can read the story fluently. can read the story fluently. can read the story fluently.我会流利地朗读故事。我会流利地朗读故事。I I I I can act the story vividly with actions can act the story vividly with actions can act the story vividly with actions can act the story vividly with actions and expressions.and expressions.and expressions.and expressions.我会生动地表演唱故事。我会生动地表演唱故事。奖奖 品品t the Lionhe Lionandthe Mousethe Mouse. . The lion The lion The lion The lion letlet the the the the mouse mouse mouse mouse gogo. . . . The mouse The mouse The mouse The mouse wokewoke the the the the lion lion lion lion upup. . TheTheTheThe mouse helped the mouse helped the mouse helped the mouse helped the lion get out. lion get out. lion get out. lion get out. The lion could not get out The lion could not get out The lion could not get out The lion could not get out from the from the from the from the netnet. . The lion and the mouse became The lion and the mouse became The lion and the mouse became The lion and the mouse became good friends. good friends. good friends. good friends.a.b.c.d.e.f.wakeup吵醒；叫醒letgo释放；放开Watch & orderWatch & order The lion caught The lion caught The lion caught The lion caught the mouse. the mouse. the mouse. the mouse.Watch & orderWatch & order The lion caught The lion caught The lion caught The lion caught the mouse. the mouse. the mouse. the mouse. The lion let the The lion let the The lion let the The lion let the mouse go. mouse go. mouse go. mouse go. TheTheTheThe mouse woke mouse woke mouse woke mouse woke the lion up. the lion up. the lion up. the lion up. The mouse helped the The mouse helped the The mouse helped the The mouse helped the lion get out. lion get out. lion get out. lion get out. The lion could not get out The lion could not get out The lion could not get out The lion could not get out from the net. from the net. from the net. from the net. The lion and the mouse became The lion and the mouse became The lion and the mouse became The lion and the mouse became good friends.good friends.good friends.good friends.a.b.c.d.e.f.c.a.b.e.f.d.Watch & orderWatch & orderScript Script ( (剧本剧本) ) How was the lion?l larargege大的strstro ongng强壮的? ?helpstarttipsmusicScene 1Scene 1Narrator: There was a lion in the forest. He was very large and strong. 旁白? ?helpstartmusictipssaid the mousesaid the mouseWhat would the lion do?Please dont eat me. I can help you some day.路过某一天Narrator: One day, a mouse walked by and woke the lion up. ? ?helpstartmusictipsThe lion was angry and wanted to eat the mouse.Scene 2Scene 2You are so small and weak. How can you help me?A.B.? ?helpstartmusictipslaughed the lionlaughed the lionNarrator: Then he let the mouse go.You are so small and weak. How can you help me? ?helpstartmusictipsWhat do you think of them?What do you think of them?Lets sing!Lets sing!Youre so small and weak, small and weak, small and weak. Youre so small and weak. How can you help me?generousgenerous宽宏大量的宽宏大量的funnyfunny滑稽的滑稽的kindkind善良的善良的clevercleverbravebrave勇敢的勇敢的foolishfoolishThe next day, two men caught the lion with a large net. The lion bit the net with his sharp teeth, but that did not help.Why?Why?asked the lionasked the lionHow can I get out?第二天A.B.Narrator: ? ?helpstarttipsmusicbite咬Everyone has his weak points.Everyone has his weak points.每个人都有短处。每个人都有短处。Lets sing!Lets sing!How can I get out?How can I get out?How can I,How can I, How can I get out?Scene 3Scene 3Narrator: Just then, the mouse saw the lion.就在那时I can help you.? ?helpstarttipsmusicWhy could the mouse help?Why could the mouse help?Everyone has his strong points.Everyone has his strong points.每个人都有长处。每个人都有长处。Lets sing!Lets sing!I can help you I can help.I can help you I can help. Oh, yes, I can.Oh, yes, I can.Scene 4Scene 4What would they think now?What would they think now?Narrator: Soon, the mouse made a big hole in the net with his teeth.Thank you.The lion got out.不久? ?helpstarttipsmusicDo you still think Im small and weak?I shouldnt look down upon others.(我不该小看别人。)said the lionsaid the lionNarrator: From then on, the lion and the mouse became friends.从此以后 ? ?helpbacktipsmusicChange reading methodsI can read & actI can read & actI can read & actI can read & actRead with pauseRead with pauseRead with pauseRead with pauseReading timeReading timestarttipsmusic1 12 23 3Five in a groupFive in a groupOne narratorOne narrator( (旁白旁白) ), , four actorsfour actors( (演员演员) )Act with actionsAct with actions ( (动作动作) )and expressionsand expressions ( (表情表情) ) Sing loudlySing loudly奖奖 品品starttipsmusic5 56 64 4starttipsmusic1 12 23 3starttipsmusic5 56 64 4starttipsmusic5 56 64 4What does this story tell us?What does this story tell us?The endThe endThe endThe end全剧终全剧终全剧终全剧终The best actorsThe best actors最佳演员最佳演员我能理解这个故事。我能理解这个故事。I I I I can understand the story. can understand the story. can understand the story. can understand the story.I I I I can read the story fluently. can read the story fluently. can read the story fluently. can read the story fluently.我会流利地朗读故事。我会流利地朗读故事。I I I I can act the story vividly with actions can act the story vividly with actions can act the story vividly with actions can act the story vividly with actions and expressions.and expressions.and expressions.and expressions.我会生动地表演唱故事。我会生动地表演唱故事。奖奖 品品MakeMake a new storya new storya. The lion ate the mouse.b. The lion let the mouse go. d. The mouse helped the lion get out. e. The lion was regretful(后悔).f. The lion and the mouse became enemies(敌人).g. From then on, the lion didnt believe(相信) anyone (任何人).There was a lion in the forest. He was very large and strong.One day, a mouse walked by and woke the lion up. _The next day, two men caught the lion with a big net. The lion couldnt get out. _c. The mouse didnt help the lion get out. 四人一组四人一组四人一组四人一组选句子选句子选句子选句子编故事编故事编故事编故事说说寓意说说寓意说说寓意说说寓意四人一组四人一组四人一组四人一组选句子选句子选句子选句子编故事编故事编故事编故事说说寓意说说寓意说说寓意说说寓意MakeMake a new storya new storya. The lion ate the mouse.b. The lion let the mouse go. d. The mouse helped the lion get out. e. The lion was regretful(后悔).f. The lion and the mouse became enemies(敌人).g. From then on, the lion didnt believe(相信) anyone (任何人).There was a lion in the forest. He was very large and strong.One day, a mouse walked by and woke the lion up. _The next day, two men caught the lion with a big net. The lion couldnt get out._ _ _c. The mouse didnt help the lion get out. Homework:Homework:Make a new script(Make a new script(Make a new script(Make a new script(剧本剧本剧本剧本). ). ). ).Read the story and tell others what you Read the story and tell others what you Read the story and tell others what you Read the story and tell others what you learn. learn. learn. learn. Read more fables(Read more fables(Read more fables(Read more fables(寓言寓言寓言寓言). ). ). ).Thank you!Thank you!Thank you!Thank you!Thank you!Thank you!Thank you!Thank you!1案例六下六下 U1 The lion and the mouse (Story time)教学设计教学设计一、一、教学目标：教学目标：1. 会正确听、说、读单词 mouse, large, strong, quietly, weak, loudly, net, bit, sadly, soon, happily; 会正确听、说、读词组 walk by, some day, letgo, the next day, just then, from then on。 2. 能初步理解副词，并简单运用。3. 能正确理解 Story time，在此基础上能流利朗读。 4. 会将课文以音乐剧的方式表演出来，并明白这个伊索故事的寓意。5. 通过小组合作编新的剧本，学生能够悟出更多为人处世的道理。二、二、教学重难点教学重难点1. 能正确理解 Story time 并在此基础上能流利朗读。2. 能正确理解副词。3. 明白有关时间的词汇 some day, the next day, just then, soon, from then on的区别并正确使用。4. 能生动地表演唱故事，并明白故事的寓意。三、三、教学过程教学过程Step 1 Warming upT: Look at these beautiful pictures. This is Wuxi Studios. I often enjoy the shows and movies there. Look!(看华莱坞图片，欣赏电影片头) 【设计意图：学生刚刚进入课堂，通过看他们熟悉的娱乐场景，减少学生由于陌生老师和很多听课老师造成的紧张感。且通过一个短短的片头就吸引到孩子们的注意力，激发兴趣。 】Step 2 Lead inT：Look! Wuxi Studios is looking for some little actors for their new show “The lion and the mouse.” 新授mouse，揭示课题。What do we need to do if we want to be an actor? (出示本课目标)a.I can understand the story.b. I can read the story fluently.2c.I can act the story vividly with actions and expressions.【设计意图：通过招演员，激起孩子们的兴趣，然后顺势以演员要求来呈现本课目标，不显生硬。 】Step 3 Presentation and practice1.Watch and order T: Boys and girls, lets watch the cartoon and then you can order these sentences. Now lets read them first. 新授letgo, woke up, net2. Scene 1(1) Picture1 Q: How was the lion? 新授 large, strongT: Look! Here was the forest. Look at the lion. How was he?(图片渐渐放大)read Picture 1 and act with music3. Scene 2(1) Picture 2T：The lion was large and strong. But what happened one day?S: A mouse walked by and woke the lion up. Q: What would the lion do? 新授walked by, some day, quietly(2) Picture 3放录音狮子的笑声 新授: small, weak, loudlysing“Youre so small and weak. How can you help me?”(配 London Bridge 的音乐演、唱) Q: What do you think of them? I have some tips for you. (给生一些提示词，降低思考的难度。这里也为最后学生自己探索出本故事的寓意做好铺垫，避免在最后让生一下子说出寓意时学生不知所措，没有思考的方向。) 4. Scene 3 (1) Picture 4新授the next day, bit, sharp, sadly sing “How can I get out?” (配虫儿飞音乐演、唱) Q: Why couldnt the lion get out? （让学生自己思考，试着从每一3个细节处思索这个寓言故事的寓意。 ）5. Scene 4(1) Picture 4 新授 just thensing“I can help you.”(配I can skate and I can jump音乐演、唱) Q: What could the mouse help? (有了之前为什么狮子咬不破网的铺垫，这里，为什么老鼠可以咬破网就显得比较容易了。同样，也为最后的寓意产出做好铺垫。)(2) Picture 5 新授 soon, happily Q: What would they think now? S: The mouse could think: Im not small and weak any more. S: The lion would think: I shouldnt look down upon others. (这里的问题也同样为最后的寓意产出做好准备。学生可以从这里得到启发。) (3) Picture 6 teach: from then on【设计意图：通过关于四个场景的学习，引导学生采用看、听、读、演、唱等方式深入解读教材文本，同时伺机教授文本中出现的生词，渗透副词的使用，在此基础上通过边演边唱的指导帮助学生深入理解教材文本。在每个场景后，都让学生去思考一下其中的寓意，这为最后让学生自己说说整个故事的寓意做好铺垫，帮助学生更好地理解文本。 】Step 4 Consolidation（1） read after the computer（2） read and act （3） What does this story tell us?(因为有了之前的铺垫，学生更容易在这里得出本故事的寓意来。)（4） ticking time :the best actors【设计意图：经过之前的几个场景表演铺垫，在最后的部分学生能生动地表演唱故事，趣味又放松，还帮助学生再次回顾、理清 Story time 所学重点内容。4同时通过让学生自己说一说所学到的寓意，进一步加深印象。并且以“the best actor”的形式完成 ticking time，选出最佳演员，首尾呼应。 】Step 5 ProductionMake a new story【设计意图：经过之前的表演，和阐述所学到的寓意，学生可以换一个视角，改编故事。之前的某一环节出现变化，也许结局完全不同，故事又有了新的寓意,进一步升华对故事的理解。 】Step 6 Homework(1) Make a new script.(2) Read the story and tell others what you learn.(3) Read more fables.【设计意图：在理解并流利朗读课文的基础上试着继续完成课堂上的剧本，这项作业也是对课堂内容的实际运用。并给孩子列出更多的寓言故事，拓宽孩子的视野。 】四、四、板书设计板书设计专家点评：专家点评：英语考试，都有“标准答案” ，那是为了标准化考试的公平公正。但是英语课未必，语言本身就是词与词之间的组合魔术，是不应当用“标准答案”禁锢的。听录音、看文章完成练习固然是需要的，没有答案的开放性讨论更是需要的。例如杭玉洁老师的六年级下册 Unit1 The lion and the mouse，场景一：老鼠请求狮子放了他，于是狮子让老鼠走了。师：Boys and girls, what do you think of the mouse? 生 1：Hes very clever. （他很聪明。 ）生 2：Hes very brave.（他很勇敢。 ） 师：What do you think of the lion? 生 1：Hes very generous.（他很大度。 ） 生 2：Hes kind to the small animals. （他善待小动物。 ）生 3：Hes friendly. （他很友好。 ）没有标准答案的话题，学生的思维更活跃，语言运用更灵活，参与热情也会更高。此时的教学反馈，就不仅仅是平面上的分组展示，5而是丰富多彩、中英结合的思维碰撞。教材是学生最基本，也是最熟悉的学习内容，教师的深度挖掘可以大大提高学生对于教材学习的热情，也可以启迪学生的深度思维。例如该课时中，学完整个故事，师：What do you learn from the story? 生 1：Everyone has his short points and strong points.（每个人都有自己的短处和长处。 ）生 2：We should keep our words. (我们应该信守承诺。) 生 3：We should be nice to others. (我们应该待人友善。) 生 4：We shouldnt look upon others. (我们不应该看不起别人。) 老师的一句深度追问，可以启发学生的深度思维，激活起已有的知识经验；也可以在同学间建立 Information-gap （信息沟） ，增加“听众”的兴趣。课堂学生的参与度，老师们普遍认为是很好统计的，通过发言率、发言面的统计可以得出。事实果真如此么？那么， “认真听讲”算不算参与课堂？“积极思考”算不算参与课堂？“自主阅读”算不算参与课堂？显然，我们的关注太狭隘了。杭玉洁老师的这堂课，不光是“口中有学生” 、 “眼中有学生” ，更做到了“心中有学生” ，着眼于课堂的“显性参与”时，更用心关注了课堂的“隐性参与” ，引导了学生的发散思维和深度思维。 无锡市学科带头人 华美娜