2021-2022年六年級英語下冊 Module 4 Unit 11(2)教案 廣州版一、教學(xué)內(nèi)容這節(jié)課學(xué)習(xí)的內(nèi)容是Module4 Unit11, The Lion and the Mouse， Test二、教學(xué)目標(biāo)（一）語言目標(biāo)1.能“四會”掌握單詞和短語，laugh, bite, if, look for, at last, get out of。2.進(jìn)一步學(xué)習(xí)和鞏固一般過去式，注意不規(guī)則動詞的寫法。3.在key words的幫助下復(fù)述故事，學(xué)習(xí)能力強(qiáng)的同學(xué)能生動地講述或表演故事。（二）語言技能目標(biāo)1通過學(xué)習(xí)課文，能理解、復(fù)述故事的主要內(nèi)容。2能正確讀寫不規(guī)則動詞的過去式，學(xué)習(xí)和鞏固一般過去式。（三）學(xué)習(xí)策略目標(biāo)1通過語言交際性訓(xùn)練，提高語言表達(dá)能力、思維能力和想象力。2學(xué)會借助插圖或提示詞復(fù)述故事。3通過小組合作活動培養(yǎng)合作能力。（四）情感態(tài)度目標(biāo)1.學(xué)會感謝和贊美別人。2.通過活動，培養(yǎng)學(xué)生閱讀的興趣。3.通過寓言的學(xué)習(xí)和表演，促進(jìn)學(xué)生學(xué)習(xí)的積極性，使學(xué)生體驗(yàn)到用英語表達(dá)情感的樂趣，增強(qiáng)學(xué)習(xí)自信心。（五）文化意識目標(biāo)通過學(xué)習(xí)本課的故事，讓學(xué)生懂得人與人之間應(yīng)該互相幫助。三、教學(xué)重點(diǎn)1能“四會”掌握單詞和短語，laugh, bite，if, look for, at last, get out of。2理解本課所學(xué)的故事。3在key words的幫助下復(fù)述故事，學(xué)習(xí)能力強(qiáng)的同學(xué)能生動地講述或表演故事。四、教學(xué)難點(diǎn)讓學(xué)生準(zhǔn)確地運(yùn)用語言、時態(tài)講故事。五、教學(xué)策略1.借助講故事、游戲、競賽、圖片、多媒體等呈現(xiàn)新知識。2.創(chuàng)設(shè)情景等讓學(xué)生理解和操練語言點(diǎn)。3.加強(qiáng)小組合作，培養(yǎng)學(xué)生在小組合作中獲得更多的語言信息，提高學(xué)生語言的學(xué)習(xí)能力。六、教學(xué)過程（一）Leading-inSing a song (on p46)Chant (on p46)Two little bears lived in a wood.One was bad and one was good.One went waling straight to school.One went fishing in a small pool.One learned add-up and take-away.One spent all of his time on play.One helped mother when school was done.One chased little boys just for fun.If you were a bear and lived in a wood.Would you be bad or would be good?從chant里引出新單詞 if學(xué)習(xí)新單詞if (二) Pre- taskPlay a game and review the irregular verbs.把學(xué)生分成A，B大組，讓A組學(xué)生隨意說動詞原形，B組要馬上說出動詞的過去式并且拼讀單詞，然后A，B組對換。（這游戲幫助學(xué)生復(fù)習(xí)動詞過去式。）從這游戲老師引出單詞 bite ，教新單詞并板書。 (三) While- task1. Play a guessing game and guess what animals are they?老師用簡筆畫畫出2條尾巴讓學(xué)生猜是什么動物。（獅子與老鼠）通過簡筆畫引出今天的課題The Lion and the Mouse。2. Free talk about the lion and the mouse.T: Children, Can you guess what happen with the lion and the mouse? The lion ate the mouse? The mouse wanted to kill the lion?老師引導(dǎo)學(xué)生自由地猜猜獅子與老鼠之間會發(fā)生什么事情。(這環(huán)節(jié)讓學(xué)生發(fā)揮想象力，大膽猜測獅子與老鼠的故事，也讓學(xué)生練習(xí)英語口語。)3. Listen and number the pictures.Listen the tape and number the pictures. （C） （ B） （ A）讓學(xué)生聽錄音然后給圖畫編號。（讓學(xué)生初步了解課文內(nèi)容。）4. Watch and choose T or F. 看課件，判斷正誤。1) One day a mouse was looking for something to eat. (T)2) The lion ate the mouse. (F)3) The mouse was in a net. (F)4) The mouse can bit the net. (T)5) At last, the mouse helped the lion. (T)5. Show the pictures and learn the new words.1)看圖，小組根據(jù)老師提出4W討論故事內(nèi)容。(4W: When, Who, where, what happen)2)討論后老師提問4W，從4W的答案里引出課文的新單詞并學(xué)習(xí)新單詞。T: When?P: One day.T: Who?P: The lion and the mouse.T: Where?P: In the forest.T: What happen?P: One day a mouse was looking for something to eat. The lion caught the mouse. The mouse said he would help the lion. The lion laughed and let him go. The next week the mouse saw a lion again. The lion was in the net. The mouse helped the lion .He bite the net. At last the lion got out of the net. (老師通過圖畫一步步引導(dǎo)學(xué)生講出故事梗概，并且學(xué)習(xí)課文的新單詞。 Look for, laugh, bite, at last, get out of)3) The small can help the great. (讓學(xué)生懂得課文的主旨。)(四) Task.1.跟錄音機(jī)讀。2.分角色讀。3.四人小組分角色讀并一起完成練習(xí)。(on page 50)a. Who did the lion catch one day?b. Did the lion eat the mouse up?c. Did the lion think the mouse was too small for a meal?d. Did the mouse think he could help the lion？?e. Did the lion think the mouse could help him at first?f. Was the lion in a net one day? Could he get out of it?g. How did the mouse help the lion?h. Do you think the small can help the great?(五) Post-task1) Check and act out the story.（四人小組分角色表演課文。）2) Retell the story in groups. (給key words復(fù)述故事。)One day, a lion c _ a mouse. The lion s_ the mouse was too s_ for a m _. So he l _ it go. The next week the mouse m _the lion again. The lion was in a n _ and couldnt get o _. The mouse began to b _ the net. At l _, the lion g _ out of the n _. So the small can h _ the g _.(四人小組討論完成，這環(huán)節(jié)既能訓(xùn)練學(xué)生連貫說話，也能滲透寫作教學(xué)。)總結(jié)本課所學(xué)的內(nèi)容。(六)Homework 必做: 1.抄寫并記憶新單詞。2.做“活動手冊” Unit11，Ex 1, 2,3.熟讀課文并嘗試表演課文。選做:1嘗試用5句話寫出故事內(nèi)容。 Unit 11 The Lion and the Mouselook for When * One day, a was. laugh Who the lion and the mousebite Where get out of What happened? At last.教學(xué)反思:1.基礎(chǔ)教育階段英語課程的任務(wù)是通過各種教學(xué)活動，激發(fā)和培養(yǎng)學(xué)生學(xué)習(xí)英語的興趣，養(yǎng)成良好的學(xué)習(xí)習(xí)慣和形成有效的學(xué)習(xí)策略，發(fā)展自主學(xué)習(xí)的能力與合作創(chuàng)新的精神，培養(yǎng)學(xué)生綜合運(yùn)用英語的能力。2.本節(jié)課，側(cè)重于培養(yǎng)學(xué)生的聽、說、讀、寫四方面的能力，把學(xué)生被動地坐著等知識，變?yōu)樽约喝カ@取知識；把習(xí)慣于聽老師提問，變?yōu)閷W(xué)生自己發(fā)散思維去提問題；把重知識記憶變?yōu)橹貙W(xué)生根據(jù)實(shí)際環(huán)境進(jìn)行交際。3.本課教學(xué)目標(biāo)明確，內(nèi)容適度符合實(shí)際，可操作性強(qiáng)。本節(jié)課圍繞獅子和老鼠的故事來開展教學(xué)，教材組織層次合理，能幫助學(xué)生接受。4.在發(fā)展部分可以嘗試讓學(xué)生用簡單的語言寫出故事的主要內(nèi)容。附送：2021-2022年六年級英語下冊 Module 4 Unit 11(3)教案 廣州版一、教學(xué)內(nèi)容第八冊Module 4 Unit 11 Work with Language二、教學(xué)目標(biāo)（一）語言知識目標(biāo)1. 掌握“四會”單詞if，thick；掌握“三會”單詞：traveler，mad，cover2. 鞏固如何使用形容詞的比較級和最高級3. 能聽懂、讀懂簡單的故事。（二）語言技能目標(biāo)能使用簡單的英語句子向同學(xué)推介自己喜歡的故事書。（三）情感態(tài)度1. 通過老師的引導(dǎo)，樹立正確的學(xué)習(xí)目的，培養(yǎng)學(xué)生熱愛讀書的好習(xí)慣。2. 通過課堂的活動，促進(jìn)學(xué)生學(xué)習(xí)的積極性，使學(xué)生體驗(yàn)用英語表達(dá)情感的樂趣，增強(qiáng)英語學(xué)習(xí)自信心。（四）學(xué)習(xí)策略目標(biāo)1. 通過觀察、比較，發(fā)現(xiàn)語法規(guī)律。2. 學(xué)會借助關(guān)鍵的內(nèi)容理解故事，發(fā)展語言的聽說能力以及寫作能力。（五）文化意識：通過故事的學(xué)習(xí)懂得做人的道理，并能多讀有關(guān)的西方寓言故事及文學(xué)作品，更進(jìn)一步了解西方的文化。三、教學(xué)重點(diǎn)1. 復(fù)習(xí)形容詞的運(yùn)用。2. 用英語介紹自己的故事書的外貌特征和故事的大意。四、教學(xué)難點(diǎn)用英語介紹自己的故事書的外貌特征和故事的大意。五、教學(xué)策略1. 學(xué)生對形容詞的單、雙音節(jié)的比較級和最高級已經(jīng)比較熟悉，但是多音節(jié)詞的比較級和最高級的變化可能已經(jīng)遺忘，在教學(xué)中應(yīng)多設(shè)計幾個情景幫助學(xué)生理解并運(yùn)用。2. 在學(xué)習(xí)故事的環(huán)節(jié)中滲透閱讀、聽力的技巧，用“who / do what / where / what happen at last”提取故事的主要內(nèi)容幫助學(xué)生理解故事，為發(fā)展階段的寫作做鋪墊。六、教學(xué)過程：（一）復(fù)習(xí)、熱身1. Chant: Good, better, bestGood better best. Big bigger biggest.Never let it rest. Never let it rest.Till good is better. Till big is bigger.And better best. And bigger biggest.（復(fù)習(xí)已學(xué)的順口溜，喚起學(xué)生對舊知識的回憶。）2. Game：單詞拉力賽（復(fù)習(xí)形容詞的比較級和最高級，為下階段介紹書的環(huán)節(jié)做準(zhǔn)備。）課前準(zhǔn)備兩頭正在拔河的牛的情景圖、彩色粉筆。將全班學(xué)生分成A、B兩組，選擇好代表自己組的“?！?，由兩組輪流出題。一組先出題，說出一個形容詞，另一組說出與之相對的比較級和最高級。正確的則出題方的“?！北焕耙桓?；錯誤的則答題方的“?！北焕耙桓?。然后換對方組出題?！芭！毕缺焕林芯€的一方視為失敗。（二）呈現(xiàn)與操練1. 呈現(xiàn)P52. Ex. 3（1）導(dǎo)入 Free Talk：What did you do last week?引入 I read three picture-books last week.學(xué)習(xí)read的過去式的讀法。（2）呈現(xiàn)：老師分別呈現(xiàn)這3本書，并示范如何描述這些書的外貌特征。T: Look at this picture-book. Picture-book A is thin. Picture-book B is thick. It is the thickest of the three. Look at the cover of Picture-book C. There is a banana, a cucumber and a sunflower on it. Its beautiful. So the cover of this book is the best.（學(xué)生通過實(shí)物的呈現(xiàn)，理解thick和cover）板書：Picture-book B is thick.This book is the thickest of the three. The cover of this book is the best.學(xué)習(xí)：thick和cover（3）引導(dǎo)學(xué)生回憶相關(guān)的形容詞后，指導(dǎo)學(xué)生用thin, thick, heavy, small等詞來描述書的外貌特征。（先讓學(xué)生回憶相關(guān)的形容詞，為下面描述書的外貌特征鋪墊。）T: Now boys and girls, lets play a game. I give you a topic, who can say as many adjectives as you can? For example, the topic is “a girl”, you can say “young”, “tall”, “beautiful” Understand?Now lets talk about “a book”.（板書學(xué)生提及到的形容詞。）T: Can you use these words to describe your favorite story book? Such as: My favorite story book is the Snow White. It is interesting. The pictures of the book are beautiful. The Seven Dwarfs are funny. 老師給予示范后鼓勵學(xué)生用盡量多的句子向同學(xué)描述自己的故事書。（4）Guessing game：P53 Ex. 2師生示范后，學(xué)生用自己的教科書在四人小組中活動。（通過游戲，讓更多的學(xué)生開口練習(xí)，發(fā)展他們的聽、說能力。）（5）布置任務(wù)：閱讀老師提供的3個故事，討論：Which book is the funniest?Which character is the most interesting?2. 呈現(xiàn)“Little Fox”的故事“Better than You”（1）以謎語的形式呈現(xiàn)故事的主要人物。(通過簡單的謎語，除了訓(xùn)練學(xué)生英語思維的能力外，還能讓全體學(xué)生馬上集中精神進(jìn)行閱讀。)T: OK. Do you want to listen to my first story? Who will be in my first story? Lets guess.I am a kind of fruit, yellow outside and white inside with small black seeds. What am I?I am a kind of vegetable, green outside and white inside. You can eat me without cooking. What am I?I am a kind of flower. I look like the sun. What am I?（2）用flash呈現(xiàn)故事1st reading: 找出故事中的形容詞（包括比較級和最高級）。引導(dǎo)學(xué)生回憶：形容詞的比較級和最高級的構(gòu)成和用法。（復(fù)習(xí)、歸納形容詞的比較級和最高級的構(gòu)成和用法）2nd reading: 找出相關(guān)的信息：who / do what / where / what happen at last。（提取故事的主要內(nèi)容，幫助學(xué)生更好地理解內(nèi)容。）T: Do you like this story? Lets watch it again and find out the information about “who”, “do what”, “where”, “what happen at last”.回答問題：Who were in the story?What did they do?Where were they?What happen at last?What did you learn from the story?（3）根據(jù)問題的答案以及相關(guān)的提示，學(xué)生嘗試復(fù)述故事的內(nèi)容。（聽過復(fù)述故事，發(fā)展學(xué)生語言表達(dá)能力。）3. 呈現(xiàn)P51 Ex.1故事（1）導(dǎo)入：In the story “the Lion and the Mouse”, what did we learn from it? Yes, everyone has its own gift. So can the great kill the small? Please read the story of “the Tiger and the Monkey”.（2）閱讀1st reading：閱讀句子，完成P51 Ex. 1指導(dǎo)學(xué)生閱讀句子后，根據(jù)圖意填入句子的編號。2nd reading：同桌朗讀故事，劃出新單詞，并找出 “who / do what / where / what happen at last”相關(guān)的信息。（通過小組學(xué)習(xí)，相互學(xué)習(xí)，提高學(xué)習(xí)效率。）反饋：老師板書單詞if，學(xué)生自學(xué)單詞并齊讀故事。老師提問：Who were in the story?What did they do?Where were they?What happen at last?（3）學(xué)生根據(jù)提示（who / do what / where / what happen at last）復(fù)述故事。4. 呈現(xiàn)P52 Ex. 2（1）導(dǎo)入：Do you like travelling? Now, lets read the story about “the Traveler and the Old Man”. （2）聽力練習(xí)1st listening：引導(dǎo)學(xué)生閱讀6個句子，大致了解故事的內(nèi)容，帶著問題判斷正誤。（通過指導(dǎo)學(xué)生如何做聽力，幫助學(xué)生更好地理解聽力材料的內(nèi)容。）2nd listening：檢查答案。3rd listening：邊聽邊對答案，學(xué)生判斷正誤并更正錯誤的句子。（更正錯誤句子的同時可以加深對聽力內(nèi)容的理解。）（3）學(xué)習(xí)新詞：通過travel猜traveler；通過上下文猜mad。（滲透猜詞法，幫助學(xué)生理解在閱讀中遇到的新單詞。）（4）全文播放一遍，學(xué)生理解大意后用who / do what / where / what happen at last復(fù)述故事。5. 學(xué)習(xí)了3個故事，小組討論：Which book is the funniest?Which character is the most interesting?板書相應(yīng)的答案。（為下一部分學(xué)生的推介提供更多的表達(dá)方式。）（三）發(fā)展：1. 寫一本pocket book：選取一個最喜歡的故事，用英語把它寫出來。能力較好的學(xué)生選擇一個熟悉的故事，用英語寫出來。能力稍差的學(xué)生允許他們寫英語書上的寓言故事，要求用自己的語言簡單寫出來。（讓每個學(xué)生根據(jù)自己的能力寫故事。）2. 舉辦“新書發(fā)布會”要求：先表述這本pocket book的外貌特征（從內(nèi)容、人物等方面描述），再簡單介紹這本書的情節(jié)。評價方式：“五星制”，由同學(xué)們根據(jù)故事的內(nèi)容、作者推介的語言打分。（綜合運(yùn)用本節(jié)課所學(xué)的內(nèi)容。）（四）總結(jié)與評價1.學(xué)生小結(jié)本節(jié)課的收獲，老師作適當(dāng)?shù)难a(bǔ)充。2.學(xué)生對本節(jié)課的表現(xiàn)做出相應(yīng)的評價。（五）布置作業(yè)：1.繼續(xù)完成pocket book，在每一頁加插圖，設(shè)計好封面，上顏色。2.完成閱讀練習(xí)（見附件）七、反思：本課是一節(jié)復(fù)習(xí)舊知、發(fā)展學(xué)生語言技能的鞏固課，在學(xué)生已有的英語學(xué)習(xí)經(jīng)驗(yàn)的基礎(chǔ)上，通過學(xué)習(xí)故事，進(jìn)一步發(fā)展學(xué)生的語言表達(dá)能力和寫作能力。在本節(jié)課中，我重新組合教材，適當(dāng)增加了一些內(nèi)容。考慮到P52 Ex.3 say something about the picture-books 與前面兩個內(nèi)容有一定的關(guān)聯(lián)，因此就把Ex. 3作為本課的一條主線。最后通過寫、介紹自己的pocket book這一環(huán)節(jié)，把Ex. 3的內(nèi)容在“新書發(fā)布會”這一情景中運(yùn)用，達(dá)到學(xué)以致用的目的。重新調(diào)整了教材，學(xué)生更容易掌握了本課的重難點(diǎn)，在推介自己的pocket book時都能結(jié)合本課的句型進(jìn)行描述，而且能積極發(fā)言，取得了較好的教學(xué)效果。在教學(xué)中，注意培養(yǎng)學(xué)生學(xué)習(xí)策略的形成。在教學(xué)過程中，適度放手讓學(xué)生自學(xué)單詞，通過上下文和舊詞理解新單詞。在閱讀練習(xí)中，讓學(xué)生學(xué)會找短文的主要信息，為下一步的寫作奠定了基礎(chǔ)。聽力練習(xí)中，讓學(xué)生帶著問題做聽力，學(xué)生的聽力能力得到一定的提高。不足之處：由于這節(jié)課增加了一個故事和一個寫作，擔(dān)心時間不夠，因此各環(huán)節(jié)的處理比較倉促，可能有部分基礎(chǔ)較差的學(xué)生還不是很理解故事內(nèi)容，影響教學(xué)效果。其次，學(xué)生的寫作水平還有待提高，課后我看了學(xué)生的pocket book，個別學(xué)生的句子出現(xiàn)時態(tài)、句序等方面的錯誤，因此在下一節(jié)課專門開設(shè)一節(jié)寫作訓(xùn)練課，讓學(xué)生學(xué)會使用“who / do / what / how / where / when”這個陳述句句式進(jìn)行寫作。附件：1. 閱讀故事一，按故事的情節(jié)重新排列順序，并為故事命名。 _( ) It was not dead, but it couldn't move because it was so cold. ( ) On his way home he found a snake on the ground.( ) It was a cold winter evening, an old man had done（已經(jīng)完成）his work and was going home from the fields. ( ) He picked it up and put it inside his clothes. ( ) "Poor thing," the man said, "I must try to save your life." ( ) When it had bee strong enough. it gave the man a deadly（致命的） bite. ( ) A few minutes later, the snake came back to life and began to move. ( ) The old man killed it and went on. When he got back, he was very ill.2. 閱讀故事二，完成下面的練習(xí)。The wolf in sheep's clothingA wolf wanted to eat the sheep, but he was afraid of the vigilant（警惕的）shepherd and his dogs. One day the wolf found the skin of a sheep. He put it on and walked among the sheep. A lamb thought that the wolf was its mother because his skin looked like hers. So it followed the wolf. Soon after they had left（已經(jīng)離開）the dogs, the wolf came at the lamb and ate it up. For some time he succeeded in deceiving（欺騙）the sheep, and enjoying its meal.Whats the Chinese for “shepherd”? _A. 屠夫 B. 牧羊人 C. 農(nóng)夫 D. 樵夫(2) Whats the Chinese for “succeed”? _A. 成功 B. 失敗 C. 失落 D. 傷心(3) Who was the wolf afraid of? _A. The lamb. B. The shepherd. C. The dogs. D. Both B and C.(4) What did the wolf put on? _A. He put on a skin of a pig. B. He put on a skin of a dog.C. He put on a skin of a sheep. D. He put on a skin of a cow.(5) Did the wolf deceive a lamb?A. Yes, because the lamb thought the wolf was its friend.B. Yes, because the lamb thought the wolf was its mother.C. No, it didnt.D. The story didnt tell us.