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視頻標(biāo)簽：The lion,the mouse
所屬欄目：小學(xué)英語(yǔ)優(yōu)質(zhì)課視頻
視頻課題：小學(xué)英語(yǔ)譯林版六年級(jí)下冊(cè)Unit 1 The lion and the mouse江蘇省 - 南京
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小學(xué)英語(yǔ)譯林版六年級(jí)下冊(cè)Unit 1 The lion and the mouse江蘇省 - 南京
教學(xué)目標(biāo)
1. 能聽(tīng)懂,會(huì)讀,會(huì)說(shuō)副詞loudly, quietly, sadly, happily, excitedly并能體會(huì)副詞在句中的作用。
2. 能正確恰當(dāng)?shù)剡\(yùn)用副詞修飾動(dòng)詞。
3. 能生動(dòng)形象地表演Fun time中的課本劇。
2學(xué)情分析
教學(xué)重點(diǎn):能正確恰當(dāng)?shù)剡\(yùn)用副詞修飾動(dòng)詞。
3重點(diǎn)難點(diǎn)
教學(xué)難點(diǎn):能在Fun time課本劇表演中體現(xiàn)出副詞的功能性。
4教學(xué)過(guò)程
4.1第二學(xué)時(shí)
4.1.1教學(xué)活動(dòng)
活動(dòng)1【導(dǎo)入】Let｀s review
T: Hi, boys and girls. Look, who’s he?
S: He’s a lion.
T: Who’s he?
S: He’s a mouse.
T: Who’s strong?
S: The lion.
T: Who’s weak?
S: The mouse.
T: But after we learned the story, do you still think that the mouse is always weak? Why?
S: No. The mouse could help the lion./The mouse was brave./…
T: Yes. It’s an interesting story. So first let’s try to tell this story.
Here are two tips for you. First, we often use the past tense to tell a story. So we don’t say ‘The lion wakes up’, but often say ‘The lion woke up’. And how about the past tense of let and bite?
S: Let and bit.
T: That’s right. And the second tip is that these pictures can help us remember the story. So you can look at the pictures and tell the story. Now, please do it in pairs.
(學(xué)生同桌講故事)
T: This time let’s tell the story in class. Everybody says one or two sentences and let another person go on. Start from me: There was a lion in the forest. He was large and strong. One day … (請(qǐng)學(xué)生逐個(gè)復(fù)述,接龍完成故事)
活動(dòng)2【講授】Grammar time
Read and feel
T: In this story, the mouse and the lion said something. What did they say? How did they feel at that time? Can you try to read and feel? (學(xué)生自己讀并感受)
T: The mouse was very little, and he was scared, so how did he say it? Can you guess?
S: He said quietly. (帶讀這句話,板書)
T: So who can be the mouse and say it quietly? (引導(dǎo)學(xué)生夸張讀)
The mouse said quietly, but how about the large lion? How did he laugh?
S: He laughed loudly. (帶讀,板書)
T: But when he was in the net, was he happy? How did he say?
S: He said sadly. (帶讀,板書)
T: After the mouse helped the lion, how did the lion feel? So how did he say?
S: He said happily. (帶讀,板書)
T: The lion and the mouse had different feelings at different times. Let’s read and feel!
Learn the adverbs
T: Just now we used these four words.
S: Quietly, loudly, sadly and happily.
T: They are adverbs. (帶讀,板書)
We can say ‘The mouse said.’ It’s OK. But why do we say ‘The mouse said quietly.’ What are the adverbs for?
S: (引導(dǎo)學(xué)生)They can show the actions more vividly.
T: And look(板書), do we often put them before or after the verbs?
S: we often put adverbs after the verbs.
T: And we can get some adverbs from the adjectives. (學(xué)生快速說(shuō),讀詞,貼板書。)
You know excitedly. What does it mean? Can you tell us in English?
S: It means very, very happily.
T: Look at the adverbs. Can you find any rules? (引導(dǎo)學(xué)生觀察尋找規(guī)律)
S: Often we add ‘ly’ after the adjectives and they become adverbs.
T: And sometimes they end up with ‘ily’.
3. Try to use
T:Look, we learned so many adverbs today. Can we try to read well?
Good! You can read well, and can you use them well, too?
Look at this boy. Is he happy?
S: Yes.
T: He’s a happy boy, so he does everything happily.
For example, he often laughs happily. He reads happily. What else does he do happily, can you guess?
S: He eats happily. He runs happily. He sleeps happily. …
T: Is this a happy dog?
S: No.
T: So maybe he does everything sadly. Can you guess and talk in groups?
(學(xué)生小組討論,請(qǐng)小組反饋)
T: What about Linda?
S: She’s an excited girl.
T: So what does she often do? Can you guess?
S: She gets high marks excitedly. She watches films excitedly. She sings excitedly. …
T: Great!
活動(dòng)3【活動(dòng)】Fun time
1. Before acting
T: You showed your ideas excitedly. And how about this lion? He was excited, too. What did he say?
S: I am large and strong./ I’m powerful and big./…
T: So at that time, how did he say it?
S: He said it loudly/happily/excitedly.
T: I think you are all right, and I guess maybe he said excitedly.(出示excitedly的卡片) But did the animals say excitedly, too?
S: No. They said sadly/loudly/fearfully.
T: Maybe. Look, this is a short play of ‘The lion and the mouse’. Before we act, please first work in groups of three and decide the adverbs for their words.
(學(xué)生三人小組討論并選擇合適的副詞卡紙)
2. Let’s act
T: You’ve well prepared, so let’s try to act. Let’s act in three, a lion, a mouse and a narrator. The narrator is very important because he can use the adverbs to show the actions vividly.
(教師做旁白,請(qǐng)兩個(gè)學(xué)生扮演獅子和老鼠,示范第一幅圖,之后學(xué)生三人小組表演,請(qǐng)學(xué)生上臺(tái)反饋)
活動(dòng)4【活動(dòng)】Story time
T: You see, although the mouse was small and weak, he could help the lion. And could the lion help the mouse one day?
S: Yes./No.
T: How could it be?
S: …
T: Look, in the forest, there came a cat one day. Who was not happy?
S: The mouse.
T: So could the lion help his friend this time? What would happen among them? Let’s imagine and make a short play. This time let’s work in groups of four. We still need a narrator to tell the story. Don’t forget to use adverbs to show actions and also use the past tense to tell the story.
(學(xué)生四人小組編短劇,并上臺(tái)表演)
活動(dòng)5【作業(yè)】Homework
1. Copy and remember the adverbs we learned today.
2. Surf the Internet and get to know more adverbs.
3. Finish the story of ‘The lion, the cat and the mouse’.
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