Unit1 第1课时教学设计

一、教学目标

1、能听懂、会说、会读、会写mouse, large, strong, quietly, weak, loudly, net, bite, sharp, sadly, soon及短语walk by, wake … up, some day, let…go, the next day, just then等。

2、能听懂、会说、会读Story time中的故事。

二、教学重难点

1、句型：The mouse said quietly. The lion laughed loudly.

2、large, strong, weak等形容词和quietly, loudly, happily等副词的用法。

三、教学过程

Step 1: Warm-up/Lead-in

1. 歌曲或视频导入

教师播放动画电影《狮子王》的歌曲或者片段，让学生欣赏，然后和学生进行问答活动，导入课文的故事角色狮子。如：

T: Do you like lions?

S1: Yes, I do.

T: What are lions like?

S1: Lions are brown. They’re big. They have a big mouth and big teeth.

T: What do lions eat?

Ss: They eat meat.

T: Do they look scary/fierce/strong?

...

2. 视频导入

教师播放《猫和老鼠》的动画片段，让学生欣赏，然后和学生进行问答活动，导入课文的故事角色老鼠。如：

T: What can you see in the cartoon?

Ss: I can see a cat and a mouse.

T: Who are they?

Ss: The cat is Tom. The mouse is Jerry.

T: What’s Jerry like?

S1: He’s small and cute.

S2: He can run fast.

S3: He’s very clever. He has a lot of clever ideas.

...

T: Does he look weak / timid?

...

3. 复习形容词

教师可以利用多媒体或者单词卡片进行“快速闪现”的游戏，要求学生快速说出形容词，并用这个词组成短语或句子，复习形容词的用法（形容词通常出现在be动词后或名词前）。 游戏活动中的形容词可以包括big, small, fat, thin, long, short, tall, happy, sad, hungry, thirsty, tired, afraid, hard, soft, warm, hot, cold, cool, dirty,  clean, clever, foolish, red, blue, brown, yellow, sunny, cloudy, heavy, quick, busy, sweet, angry, wonderful, beautiful, nice, careful等。

4. 复习动物类词汇

教师和学生一起复习动物类词汇，然后邀请若干学生描述自己最喜欢的动物。教 师可以提供以下问题引导学生思考和组织语言：

• What animal do you like?

• What are they like?

• What can they do?

• What do they eat?

5. 问答活动，复习过去式

就一天或当天早晨发生的事情和学生进行问答活动，复习一般过去时。

如：

• Did you watch TV last night?

• When did you get up this morning?

• What did you have for breakfast?

• Who was late for school today?

Step 2: Presentation & Practice

Story time

1. 利用图片，教授目标词汇

教师出示狮子和老鼠的图片，要求学生仔细观察，并回答问题，教授目标词汇large, sharp, strong, weak。如：

T: What’s the lion like?

S1: It’s big.

T: Yes. The lion is a big animal. We can also say it’s large.

Ss: Large.

教师此时可以复习形容词big, fat, tall，并通过握拳或展示手臂肌肉等身体语言介绍新词strong。教师提醒学生注意：这些词都可以用来形容身材高大或体型健硕的人，但是要慎用fat一词，避免冒犯他人。

T: The lion is large and strong. Now look at its teeth. Does it have big teeth?

Ss: Yes. It has four big teeth.

T: These four teeth are long and have a point. They’re sharp teeth.

Ss: Sharp teeth.

T: (出示小刀、牙签等物品)Look, I have a sharp knife / toothpick. Can you find any sharp things in your pencil case?

S1: I have a sharp pencil.

T: Right. Pencils are usually sharp. What can make pencils sharp?

Ss: A pencil sharpener.

T: You’re right. Now look at the mouse. Is it large?

Ss: No. It’s very small.

T: Is the mouse strong?

Ss: No, it isn’t.

T: Right. The mouse isn’t strong. It’s weak.

Ss: Weak.

2. 小组活动，描述狮子和老鼠

教师安排学生两人一组，描述狮子和老鼠。教师可以拓展介绍词汇for, neck, fierce, scary等，或复习brown, hair, tail, body, leg, mouth等词，以方便学生给出更加具体和生动的描述。

3. 对比呈现，教授副词

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。如：

Liu Tao is happy.

Liu Tao is laughing happily.

Bobby is sad.

Bobby is talking sadly.

4. 利用图片，导入故事

教师呈现课文中的五幅插图，要求学生仔细观察，并用形容词描述狮子和老鼠的表情，同时预测故事情节。在学生观察和描述图片的时候，教师可以介绍net, hole等词汇。 

5. 听录音，理解故事大意

教师播放课文录音，并在每一段结束后，要求学生找出相应的图片。教师也可以安排学生完成学生用书第8页的Read and order或设计判断题，检测他们对故事的整体理解。如：

Read and judge

• The lion was hungry. (F)

• The mouse was small and weak. (T)

• The lion ate the mouse. (F)

• The mouse helped the lion. (T)

• The strong lion and the weak mouse can be friends. (T)

6. 分段学习，全面理解课文

教师可以将课文分为两个场景，进行分段教学。第一场景包括第一、二段，第二场景包括第三、四、五段。教师先安排学生阅读课文第二段，并设计问题帮助他们全面理解课文。如：

• What happened between the lion and the mouse one day?

• How did the lion feel?

• What did the lion want to do?

• What did the mouse say?

• What did the lion do then?

学生回答问题后，教师可以在黑板上用表格的形式对比狮子和老鼠的形象。如:

教师然后安排学生阅读课文第三至五段，理清故事发展的先后顺序，并将主要的 动词短语排序。随后，教师可以要求学生给这些动词短语加上主语，复述课文的第三至五段。如：

7. 复述课文

教师要求学生根据活动6的表格信息，分场景复述课文内容。教师可以安排学生四人一组，以接龙的形式完成此活动。如：

Scene 1:

The lion was large and strong. He was very angry and wanted to eat the mouse. The mouse was small and weak. He was very afraid. He said, “Please don’t eat me. I can help you some day.” The lion laughed loudly. Then, he let the mouse go.

Scene 2:

Two men caught the lion with a net. The lion bit the net with his sharp teeth, but that did not help. The mouse came to help the lion. He made a hole in the net. The lion got out. From then on, they became good friends.

Fun time

一、板块介绍

本本板块以对话的形式再现了Story time的故事，方便学生表演和操练语言。教师可以要求学生根据课文内容，先补全对话，再根据人物的性格特点和心理活动表演对话。教师也可以安排一名学生作故事旁白，以操练一般过去时。教师可以将本板块的活动安排在Story time的巩固环节。

1. 角色联想

教师出示故事中两个角色的图片，要求学生展开联想，并说一说它们的体貌特征和性格特点。如:

T: The lion.

S1: He’s large/strong/fierce.

S2: He has sharp teeth.

S3: He eats meat.

S4: He’s brown.

S5: He has brown hair around his neck.

T: The mouse.

S6: He’s small/weak.

S7: He’s grey.

S8: He’s clever.

2. 小组活动，补全对话

教师安排学生两人或四人一组，观察图片，并根据所给的语言提示，补全对话。

3. 小组活动，表演对话

教师安排学生四人一组，表演对话。教师可以设置分层任务，使能力不同的学生达到不同的训练目标。如：

第一层任务：正确表演对话。

第二层任务：在第一层任务的基础上加上恰当的表情和肢体语言。

第三层任务：在第一层和第二层任务的基础上适当添加符合人物特点的句子。 教师也可以设置最佳表演奖和最佳编剧奖，以鼓励学生创编丰富的对话并声情并 茂地表演。

Step 3: Consolidation

1. 角色扮演

教师安排学生三人一组，分别扮演故事中的狮子、老鼠和旁白。教师鼓励学生加上适当的表情和动作，更好地体会和运用语言。

2. 问答活动，讨论故事

教师要求学生完成学生用书第8页的Ask and answer。教师可以补充更多的问题要求学生回答，并引导学生思考故事的寓意，讨论有关朋友和友情的话题。如：

• Who is your best friend?

• What is he / she like?

• Are you different or alike?

• What do you like about your friend?

• What do you usually do together?

• What can you learn from your friend?

• Do you help each other?

• Do you think we all need friends? Why?