学科： 英语

课题：六下Unit1 The lion and the mouse(绘本融合）

日期：2023.1.17

教学目标：

1. 学生能通过课本故事的回顾和绘本故事的学习了解寓言故事的形式及蕴含哲理。

2. 学生能够通过游戏、复述、表演等形式,加深对动词过去式及副词的使用规则的理解。

3. 学生能够在绘本阅读的推进过程中借助图文和音频，提取故事相关信息，理解故事并能够识别语篇中朋友间的相处之道。

4. 学生能将教材与绘本中获取到的待人之道与自身实际生活建立关联，树立正确的交友观。

教学重点:

1. 学生能够通过游戏、复述、表演等形式,加深对动词过去式及副词的使用规则的理解。

2. 学生能够在绘本阅读的推进过程中借助图文和音频，提取故事相关信息，理解故事并能够识别语篇中朋友间的相处之道。

教学难点:

1. 学生能够在绘本阅读的推进过程中借助图文和音频，提取故事相关信息，理解故事并能够识别语篇中朋友间的相处之道。

2. 学生能将教材与绘本中获取到的待人之道与自身实际生活建立关联，树立正确的交友观。

教学准备

句型卡片，希沃课件，表演道具、绘本

教学过程

教学环节

教师活动

学生活动

设计意图

Step1

Warming up

1. Enjoy a song:Adverbs song What’s this song about?

2. Play a game: I say, you say  

 Round1 :  When I say the adjectives, you should say the adverbs.

Round 2: When I say the verbs, you should say the adverbs.(The more, the better)

Let’s chant（class rules）

Play happily, talk actively, read loudly,listen carefully, think deeply

（put them on the blackboard）

1. Students enjoy the song and do some actions.

S: It’s about adverbs..

2. Students play the game with the teacher.

Round2: laugh happily/..

eat quickly/well

Sit quiectly/ straight/..

Dance beautifully/ well/..

Get up early/ play happily

Students say the chant together.

课前播放歌曲Adverbs song,活跃气氛，复现语法重点副词，自然过渡到下一环节的游戏。

用玩游戏的形式复现本单元语法点：动词过去式及副词的用法，在游戏里愉悦快节奏的氛围中迅速热身并唤醒对旧知的操练，在第二回合“动词-副词”的游戏中增加生成性答案，顾及副词的特殊形式及良好习惯（如吃饭不宜过快、坐端正、早睡早起）的无痕引导，并将语法规则与课堂规则的呈现巧妙融合，增强感知。

Step2

Revision time

1. Story time

T: Just now , we played happily. Now let’s talk actively. What did we talk about in Unit1?

How was the lion/mouse?

How did the two animal become friends? Try to retell the story according the pictures and key words.

T: Why could they become freiends?

T blackboard writing: Be kind, be helpful.

2. Cartoon time

T:Here comes another group of friends. Try to recall the story of Cartoon time and fill in the blanks with correct adverbs.

T: How would Bobby say?

How did Willy and Billy cheer?

Sam hits the ball and it was missing, what would he say?

How did the friends solve trouble? Did they cry?/....

1. S: We talked about the story the lion and the mouse.

S: The lion was large and strong and the mouse was small and weak.

Students retell the story.

S: The lion was kind to the mouse and the mouse was helpful to the lion.

2. S: Sam and Bobby are playing happily; Willy and Billy are cheering for them excitedly. Sam hits the ball hard. Sam brings the water quickly.

通过对教材寓言故事情节的复习，再次巩固故事情节，在复述过程中巩固动词过去式和副词的用法

通过对动物特征的提炼，从how和why两方面分析狮子和老鼠成为朋友的过程和原因，抓住本节课的主题意义文眼“friends”，学生自主提炼朋友的意义be kind and be helpful.

抓住friends这个主题意义，引导学生挖掘卡通板块朋友场景背后的温馨故事，结合学生自身经验，通过猜测动物们会说什么、会做什么，师生共同挖掘丰富friends的更多内涵：鼓励、赞赏、共同解决困难等。

Step3

While -reading

1. Look and ask

T: Friends are not always so kind. Here’s a picture book about friends. What can you see from the cover?

 T: Do you like foxes? How is the fox in your eyes? Have you read any stories about the fox?

Maybe the story is also from?

Can you say something about the stork?

2. Watch and find: How many scenes are there in the story?

3. Read and answer

T: What are they doing in the house?

Look at the picture, where’s the soup? Do they like soup? What would they say?

T shows the last picture of each scene. Could they eat the soup finally? Why not? Read and find the answers from the pictures or the sentences.

4. Compare and think

(Scene1) T: The fox invited the stork. Why did he do that?

Did his trick work? How did the fox feel? How about the stork?

What do you think of the fox?

If you were the stork, what would you say/do?

((Scene2) T: This tme, who felt happy? How about the fox? Why did the stork do that?  

What do you think of the stork?

5. Read and act

Work in pairs, choose one scene and act it out.

Try to act fluently, emotionally, vividly and creatively.

1. S: I can see a fox and the stork. (the title)

In my eyes, foxes are always cunning. I don’t like foxes.

I know the story The fox and the crow, the fox and the grapes./...

Maye it’s also from Aesop’s fables.

The stork has a long beak.

2. Students watch the picture book.

S: There are two scenes.

Scene1: At Fox’s house.

Scene2: At Stork’s house.

3. S: They are inviting the other to have diner.

The soup smells nice. /I can’t wait./I like soup so much!/...

Studetns find the reasons:

The stork’s beak was too long but the bowl was too flat.

The fox’s mouth was too big but the bottle was too tall.

4. (Scene1)

S：He wanted to play a trick on the stork. His trick worked. The fox felt happy but the stork felt sad and angry.

The stork would say: I don’t want to be friends with you!/You are so mean/You played a trick on me/...

The fox was naughty and mean...

(Scene2)

S：The strok felt happy and proud because she taught the fox a lesson in the same way. She was clever.

The fox felt sorry and ashamed.

5. Students act the story.

通过对封面信息的观察，链接生已有经验，获取绘本基本信息：选材于伊索寓言，调动学生旧知，通过师生交流讨论狐狸性格特征与狐狸故事，通过引导学生观察图片白鹳的外貌特征beak, 聚焦两种动物的特征，为绘本情节的开展奠定基础。

整体感知绘本，把握绘本故事基本脉络。

通过图片链加问题链的形式，让学生构建对

绘本文字较为简单，引导学生通过观察图片上动物的表情、动作，为留白处增加对话内容，丰富场景内容，为后续小组表演输出做好语料铺垫。

板书呈现两个场景的开头和结尾的图片，中间部分给与暂时留白，给予学生视觉上强烈的反转感，情感上强烈的好奇心去寻找答案。

文本中并没有直接给出答案，而是鼓励学生去观察图片获取四个形容词，从视觉上直观感受动物嘴部特征与器皿的不合适。

通过两个场景的对比，充分调动学生的想象与发散思维，设身处地置于情节中，结合生活实际丰富主人公的内心独白。通过环环相扣的问题链，帮助学生理清故事脉络，并启发学生从滑稽的故事背后思考真诚对待的交友法则。

将故事情节和主人公的心理变化通过学生的自主表演演绎出来，增加情感体验，在表演的过程中鼓励增加个性化理解，也是促进学生对绘本主题的自主建构过程，关照学生生活实际。

Step4

Post-reading

1. Think and say

(1)T: What does the story tell us?

In a word, we should treat friends with our true heart.

(2)Were the fox and the stork good friends?Why?

(3) What should we do to our friends?

(...is sad....get 100;...is crying;...have new toys/...)

T: We should learn to confort, care about friends, learn to share, learn to praise...

2. Let’s enjoy a poem about friends

1. 

(1)S1:Don’t be mean to our friends.

S2: We should be kind to friends.

S3: If we are mean to friends, they will be mean to us. If we are nice to friends, they will be nice to us too.

(2)S1:I think they are not friends because they are not kind to each other.

S2: I think they are good friends because at last the fox felt sorry and apologized.

(3) We should say:

Don’t worry./What’s the matter?/Well done/ Are you OK?/How nice!/...

2.Students enjoy the poem about friends.

启发学生深度思考，揭示寓言告诉我们的道理：Don’t be mean to our friends. 通过绘本故事，再次延续有关friends的意义链，从狐狸与白鹳的故事中收获朋友相处要用真心换真心的道理。

第二个问题回应绘本封面阅读时学生的提问，每个人对于朋友间的边界感不同，倡导开放性回答，言之有理即可，培养学生的思辨能力与正确的价值观。

第三个问题将寓言故事所蕴含的哲理链接到学生的实际生活，学会用本节课所归纳的朋友交往之道去解决具体情境，并再一次丰富完善friends意义圈, 通过诗歌欣赏渲染朋友间的温馨氛围，升华friends内涵。

Homework

1. Imagine and continue the story.

2. Read the picture again and finish the reading card.

3. Share the story with your food friends.