牛津4B story the cat and the mouse教案
跟上兔子英语绘本《cat and mouse》三年级下册重点
跟上兔子英语绘本《cat and mouse》三年级下册重点What's your Chinese sign?你的中国生肖是什么?What about your parents?你的父母呢?Mouse/Ox/Rabbit老鼠/牛/兔子In the beginning,cat and mouse are good friends.一开始，猫和老鼠是好朋友。
，One day,Mouse gets great news.有一天，老鼠得到了好消息。
“There is a party tomorrow!"“明天有一个聚会!”“Really?"“真的吗?”“Will you come with me ?”“你愿意和我一- 起去吗?”“Of course!“当然!" .“But they have only 12seats. We should get there early.”“但他们只有12个席位。
我们应该早点到那里。
”Cat looks a lttle sad.猫看起来有点伤心。
“I can't get up early in the morning.“我早.上起不来。
”"Don't worry. I'll wake you up!"“别担心。
我会叫醒你的!"However,Mouse does not do so. He goes alone. 然而，老鼠并没有这样做。
他独自一人去了。
“Ha!Ha! | will be the first one there!"“哈!哈!我将是第一-个到的!”Mouse tries to run fast.老鼠试着跑得快点。
But soon,he feels tired.但很快,他觉得累了。
“It's too far. | can't get there on time." “这太远了。
六级英语下册Unit《Thelionandthemouse》单元教案(新版)牛津译林版-精
二次备课（手写）
4
课时 2 Story time (2) Fun time
集体备课教案 Large/big—small/little Strong—weak Sharp—blunt Wake up/get up/go to bed/go to sleep Want to do/would like to do Some day Let sb do The next day/the following day/the second day Catch the lion with/use …to catch Just then/just now Get out/get in From then on/from now on Become friends 5. Fun time T: Now we know a lot about the story. We can also retell it. Right? Can you act it? Look at picture 1, the lion was very strong and large. What would he say? T: Turn to page 10. Work in groups and complete the dialogue. S: … T: Now let’s act! Step3: Practice 1. Act the story. 2. Exercises on Exercise Book 1. Step4: Homework 1. Listen and read Story time. Try to recite. 2. Review the text and notes. 3. Try to retell or act more stories in groups.
牛津英语四年级上册4AM2Unit3Thelionandthemouse优秀信息化教案附反思
The teachi ng plan for Oxford En glish 4AM2U3Read a storySchool: Pudong New Area No. Central Primary SchoolTeacher: Qu Xiou（瞿茜鸥）Topic: The lio n and the mouse【教材分析】牛津英语教学的特点就是主题式螺旋上升模式。
每个模块都有自己的主题。
我将要教学的内容来自模块Me, my family and friends 。
这个模块中分另U从a new classmate, how do you feel, friends 入手的。
Friends这个单元中主要是学会使用形容词来介绍朋友。
因此在本课时的教学设计上，我着重于形容词的教学，以词成句，让学生了解故事，并能从中体会到故事的真谛。
b5E2RGbCAP【教学目标】学生会运用句型The ________ i s _____ . His ____ are _______ . I can _____ 介绍动物的特征和复述故事内容，并根据教师的提示为短文配上角色之间的对话，然后进行创造性地表演故事。
p1EanqFDPw1. 知识目标：i. Vocabulary: sharp, net, branch , brave , brokeni i. Structure: The _____ i s _____ . His ____ are _______ .It can ________ DXDiTa9E3d2. 能力目标：i. 会运用所学句型来介绍动物的特征ii. 会复述故事内容iii. 会根据故事内容创编对话并表演3. 情感目标i.能积极参与学习活动，体验故事主题：患难之交，才是真朋友。
ii •生生合作，大胆表演，克服胆怯的心理。
【教学重难点】1. 教学重点i. 形容词的正确使用。
e.g. stro ng, sharp, afraid …ii. 句子的正确使用.e.g. His teeth are big and sharp.2. 教学难点在短文中为角色增添对话。
牛津译林版-英语-六下-教案(表格式)-Unit 1 The lion and the mouse (Story time)译林版(三起)
The lion and the mouse教学反思提问是英语课堂教学中重要的师生互动方式，是教师、学生和教材互动的纽带，是激发学生兴趣、开启英语思维的钥匙。
由于该寓言故事通俗易懂，故本课由学生通过预习、小组合作讨论，就文本内容提出问题、设计问题、汇报问题以及回答问题，以关注学生课堂提问有效性为出发点设计教学，关注如何培养学生的自主学习能力，进一步发展学生的提问能力与思维能力，促进学生不同程度的发展提高。
一、开放性问题活化学生的思维在课前与学生见面的一节课中，发现学生读一遍就已经能理解故事内容了，本课的新单词学生也都会拼读出来。
于是，我指导学生小组合作深入挖掘教材，捕捉教材中的发散点，基于自己的语言能力和知识水平设计相应的开放性问题，一方面可以启发其他组成员的猜测，另一方面使学生在锻炼口头表达能力的同时主动探究与运用语言。
例：①Why did the lion still let the mouse go? ②The lion wanted to eat the mouse. What did the mouse do? ③Think! What would the mouse say to the lion?学生的回答也非常的出彩！E.g. ①Because the mouse was so small and weak. The mouse made the lion so happy. ②The mouse said, “You can eat monkeys, elephants, pigs and many other big animals.” ③Ha Ha, I told you! I would help you someday.二、趣味性问题启发学生的思维在常态的课堂当中，通常由老师在充分解读教材和分析学情的基础上，从文本或与文本相关联的生活经验中寻找学生的兴趣点，并以此设问，而本节课中，我将提问的权利全权下放给学生，让学生以趣味点设问，也能引发其他学生思考问题的动力，激发他们主动寻求知识的欲望。
六年级英语下册Unit1《Thelionandthemouse》教案(新版)牛津译林版
3. 教学策略：
A. 加强单词的朗读指导。
B. 通过观看光盘，创设情境，组织游戏等活动帮助学生建构知识
C. 让学生在主动探究、合作学习的过程中，内化知识，提升能力。
4.教学准备：
PPT，卡片
预 习
作 业
U1Story time，试着朗读课文，大致理解课文意思。
学 程 预 设
2 能正确地理解并朗读对话内容，在教师的引导和帮助下尝试表演对话。
3 通过本课学习，学生能够了解中西方寓言的相同之处。
Step 2:Revision（4分钟）
1. Review the story
One day, a ______ mouse woke up the ______ lion. The lion caught the mouse and wanted to eat him. However, the lion _____ the mouse go.
2. Students dub.
Step 3:Presentation （20分钟）
Fun time
a.学生扩充故事并读一读
b.小组表演故事
Grammer time
1.复习五年级学过的复习
2.play games
学生快速说出形容词及副词
3.组词比赛
ask sadly
laugh loudly……
Culture time
教学难点
1.能理解并会朗读故事。
2.能初步听懂、会读单词large、strong、woke、weak、net、bit、sharp、sadly、hole
3.进一步巩固there be一般过去时，并注意不规则动词过去式的写法和读音。
教学设计 The Lion and the Mouse
《The Lion and the Mouse》教学设计金鑫沈阳市苏家屯区陈相九年一贯制学校二0一六年十一月十四号The Lion and the Mouse教学设计一、教材分析：本节课是上海教育出版社牛津英语四年级上册的第三单元。
本单元的话题是朋友。
这个故事围绕着狮子，老鼠这两种体型差异很大的动物能否做朋友展开。
由于四年级属于中年段，学生所掌握的知识有限，因此故事情节并不算完整，需要教师在教学设计时把故事情节补充完整。
二、学情分析：小学四年级的学生和三年级学生相比具有比较强的自行探究的能力，学生在观察能力、思维能力、语言表达能力方面都有了较好的提高，有着强烈的好奇心与动手操作的能力。
他们喜欢在自己的探索中获取知识，喜欢在玩中学，喜欢在做中学，喜欢在想中学，喜欢在用中学。
在以前的学习中学生已经熟练掌握了利用一些学过的形容词描述事物，以及和朋友相关的话题。
三、教学目标：1、知识与技能：a.正确认知单词teeth、sharp、help并理解故事内容。
b.能准确并灵活地运用形容词表达人及动物特点。
能组织语言编创并表演故事。
2、过程与方法:通过任务驱动法，整节课围绕能不能做朋友来完成教学。
3、情感态度与价值观：让学生体会出什么是真正的朋友。
四、教学重点：1、认读并准确运用形容词sharp。
2、理解故事内容。
五、教学难点：1、形容词的正确运用2、编创并表演故事。
六、教学用具：PPT，录音机，头饰，单词卡片。
七、教学过程：Step1．Pre—task preparations1. Direct Ss to say a chant. (tall, tall, I’m tall. Thin, thin, you’re thin… )（PPT播放音乐）2. Free talkT:(PPT)This is my friend. She is a clever girl. She is kind. She is…Do you have any friends? Do you like to introduce your friends to us?(生模仿教师，介绍自己的朋友)(PPT)Show them a picture of a lion.T:Is the lion strong? Who will be his friend？Let’s read the story. <The lion and the mouse>.结合板书读题目Step2.While-task proceduresT:How is the lion? How is the mouse/tiger/cat/rabbit? (Show them the animals’pictures) 引导学生结合板书和PPT上的图片在小组内讨论如何描述狮子以及其他动物的外貌。
牛津译林版2021年六年级英语下册Unit1Thelionandthemouse(第3课时)教案
Unit1 The lion and the mouse 第3课时教学内容：Fun time and Culture time教学目标：1.能对外国的语言故事和我们的成语故事有所了解。
2.能听懂、会说、会读、会写词汇：bite, hole, large, sharp, strong, weak, wake up, let …go。
3.能够应用本课所学的句型：How can you help me?进行问答。
4.能形成互相帮助的好氛围。
教学重点：1.学生对课文中重点词汇和句子的掌握。
2.能根据故事内容改编并表演故事。
3.能对外国的语言故事和我们的成语故事有所了解。
教学难点：能根据故事内容改编并表演故事。
教学准备：光盘，书等。
教学过程：Step 1 Warm up and fun time1.比一比：说说形容词变副词，看谁说的好。
2.Talk about the mouse and the lion.Complete the story.Lion: I am a lion. I am big and ________. My teeth are big and ______.Mouse: I am a mouse. I am small and ______. My teeth are _______ and ______.Lion: I am _________. I want to eat the mouse.Mouse: The lion wants to eat me. I am __________.……Lion: Help! Help! Who can help me?Mouse：I will help you. Look, my teeth are _________.Lion: Thank you. You are ___________.Mouse: You’re welcome.Lion: I am not __________. I am ___________. We’re friends.Mouse: I am __________, too. We’re __________.集体校对。
牛津译林版-英语-六下-教案-Unit1 The lion and the mouse (story time)译林版(三起)
unit1 The lion and the mouse (story time)Knowledge aims:1. Enable students to get the main idea of the story.2. Enable students to read and understand key words and sentences in the story,such as:large, strong, quietly, weak, loudly, happily, The mouse said quietly, The lion laughedloudly.Capability aims:1.Enable students to act out the story actively.2.Guide students to retell the story briefly according to key information.3.Help students to adopt good study habits and effective learning strategies.Emotion values:1.Get students to enjoy the sense of success and the confidence of English-leaning.2.Improve students’ interest in English and their imagination.3.Cultivate students’ spirit of teamwork and consciousness of cooperation.Teaching emphasis:Students can read and understand the story effectively.Teaching difficulties:Students can have a general understanding of simple past tense and adverbs.Teaching aids: multi-media playerTeaching procedures:Step 1: Pre-reading1.Free talkT: Nice to meet you, boys and girls. I’m your new English teacher for this lesson. I hope we can enjoy the lesson together. You can call me Annie or Miss Xu.Look at the pictures.Do you want to know more about me? You can ask me some questions.Ss: ...(教师引导学生以提问的方式增进对彼此的了解，锻炼学生的思维和口语表达，同时也希望以此引出故事的学习，如：I like reading books, especially storybooks at weekends.或者I like animals.)Step2: While-reading1.Watch and answerT: Where do animals live happily?(forest). Yes, they live happily in the forest. Do you still remember this story? It happened in the forest too. It is called Beauty and the Beast. Today ,we’re going to learn a new story. It is about the lion and the mouse.(出示本单元题目并带读)Look at the lion, he’s large and strong.(贴图,板书large, strong并带读). But the mouse is so small and weak.(贴图，板书small, weak并带读). Let’s watch and answer: Did the lion eat the mouse?2.Read and answerT: Now, l et’s read the story carefully. Take out your paper, read para1 and 2. Then answer the question: Who woke the lion up?Yes, the mouse woke the lion up. Then the lion became very angry. Look at the mouse, he was so small and weak. How did he feel at that tim e? Let’s imagine.Maybe he was afraid at first. But he had to save himself. What did he say? (教师呈现老鼠说的话，请学生加入想象示范读，读出老鼠的冷静和机智。
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ing prepositions to indicate positions.
Developing aims
Retell the story.
Make the new story about the bee and the bear.
Procedure
Step
Teacher’s activity
Students’ activity
Purpose
Pre-task preparation
Say a chant with action.
hungry, hungry, I’m hungry
afraid, afraid, I’m afraid
happy, happy, I’m happy
angry, angry, I’m angry
tired, tired, I’m tired
Say the chant.
营造快乐的英语学习氛围。
通过韵律，复习旧知，为新授做铺垫。
While-task procedure
1.Show a box
T: Have you seen the Spring Festival Party? Do you know Liu Qian? I have a magic box here. It’s beautiful. I like it very much. Do you want to have a look?
学会不劳无获的道理。
Step
Teacher’s activity
Students’ activity
Purpose
Post-task procedure
Make a new story
<<The bear and bee>>
Make a new story
培养学生的综合语言运用能力
Homework
1.Retell the story
10. Proverb:
No pains, no gains.
Do a warm-up
(2套手势操)
Ss guess what is it
S: It’s a mouse.
Students look at the movie.
Ss rearrange the pictures
S answer the questions.
4B Module 1 Unit 2
Read a story：
The cat and the mouse
Contents
4B Module 1 Unit 2 Read a story：The cat and the mouse
Aims
Basic aims
ing the present continuous tense to describe an action taking place at the time of speaking.
5. Rearrange the pictures of the story.
6. Talk about each picture of the story and ask questions.
T: The cat is coming. It is tired. It is in the basket. It is sleeping.
What’s in the box?
What’s beside the box?
(Let the students make some new phrases.)
Ss look at the box.
Ss answer the questions.
Learn the words:
in, on, under, behind, beside
Ss say one by one.
Ss make new phrases.
从时尚热点人物刘谦入手，体现时效性，激发学生兴趣，导入新课。师生间的交流，有利于学生在学习新知的同时，调节师生和谐的关系。
2.warm-up
Do a warm-up about the words of the position
教学反思
3.Riddle
It is small.
It is black or brown.
Its eyes are small.
Its teeth are sharp.
It likes to eat.
It’s afraid of the cat.
What is it?
4. Play the movie of the story.
There are some things around the box. Try to remember the position of the things.
Ask questions:
What’s on the box?
What’s behind the box?
What’s under the box?
Show the basket.
T: What is this?
What shape is this?
Where is the cat?
What’s the cat doing?
7. Play the story again.
8. Ask S to retell the story.
9. Ask S to act out the story.
Education aims
No pains, no gains.不劳无获
Language focus
To understand handle the prepositional phrases very skillfully.
Teaching aids
Media, box, picture, word cards
Ss read the whole story.
Ss etell the story.
Act out the story.
出示谜语，循序渐进，启发、引导学生积极思维，为下面的故事做铺垫。
从听入手，让学生整体感知故事内容。
听说结合，训练学生的口头表达能力的同时
引导学生用自己的话复述故事，训练学生活用知识的能力。
<The cat and the mouse>
2.Make a new story
板书设计
The cat and mouse
1.in sleeping
2.beside eating hungry
3.behind chasing
4.on jumping afraid
5.under running
6.in happy angry tired