Thelionandthemouse教学实践.doc

《The Lion and the Mouse》教学设计

Language focus:
1、Using adjectives to describe people、animals and objects
2、Understanding the friendship between two friends.
Teaching aids:
  flashcards, pictures, toys, multimedia
Pre-task preparation
  1. Warm-up
  Talk about friends（通过说自己的好朋友，调动学生的情感因素）
While-task procedure
1. Read the story by yourself and find the new words.
2. Learn the new words.
(1)"strong"
  a. Introduce "strong" with a guessing game "Who is my good friend?"
  b. Pupils practise the word. Let the pupils show how strong they are by showing some strong poses to the class and then answer some questions between each other. (游戏是学生喜爱的娱乐形式，为学生提供思考和想象的空间，激起他们的好奇心和求知欲，并启迪他们的探究精神)
  (2) "sharp"
  a. Introduce "sharp" by introducing the animal "shark"
  b. Pupils practise the word by playing with the shark and saying a tongue twister---The shark's teeth are sharp.
  (3) "brave"
  a. Introduce "brave" by playing with the toy shark.
  b. Pupils practise the word by the game "feel bag"
3. Read the story by yourself again.
4. Ask and answer
  Ask comprehension questions about the story.(who、 where 、what 、why)
  5. Reading practice
  Ask the pupils to read the story after the tape. (提出若干理解性问题，一方面看学生能否联系上下文听懂故事，另一方面训练了学生的听说技能)
Post--task activities
  1. Discussion
  Ask the pupils to make dialogues between the lion and the mouse.
  2. Act out the story
 Let students change the story into a short play and act it out. (学生选择多种不同活动形式演出改编后的故事)
  Tell the story or act it out to your parents.(鼓励学生将自己的学习成果展示给父母看，提高他们的学习积极性)

板书设计

The lion and the mouse

lion strong big sharp hungry afraid
｝friends
mouse small small sharp afraid brave
课后反思：
现在，教学改革提倡“以学定教、以学为主、先学后教”，但对于我们这类小镇内的学生来说，需要一个过渡过程。老师一下子放手，学生会不知所措。所以，在这节课中，我还是先教学生学习新的单词，然后再用一些问题来帮助学生自学故事。最后，再设计自我创新环节，让学生完全自我改编故事并表演出来。这样，学生才会很好地、目标明确地完成教学任务。“以学定教、以学为主、先学后教”我们的路还很长。