阅读教研课——倪雁飞
Unit1 The lion and the mouse Period 1
Story time
Step1: Greetings and free talk
T:Hello, boys and girls.Welcome back to school. Today is the first day of the new term.I will tell you a new story. Do you like stories? Yes. And what stories did you learn in class?
S: ...
T: Thank you. And today we are going to talk about a new story, The lion and the mouse.
Step2: Presentation and practice
(1) Show the title “The lion and the mouse”
Present “large and strong” “small and weak”.
T： Look at the picture. There is a lion, How is the lion?
S:..
T: Yes,it's large and it's very strong.
Present: large and strong
T: Look at the mouse. It's small. It's not strong. It's very weak.
Present: weak.
(2) Watch and answer“What was the relationship(关系) between the lion and the mouse at last?”
A. Friends B. Family C. enemies(敌人，仇人）
S: They were friends at last.
（3) Learn the first and second passages
T:The mouse and the lion are quite different. Why did they become good friends？
There are two short stories between them. Let's have a look at the first story.
呈现故事的第1段和第2段上方图片下方文字外面加书籍的边框
T: Read the first short story, and try to answer Question1 :One day, what happened in the forest?
(引导学生在第1段故事中找到以下句型)
The mouse walked by and woke the line up.The lion was angry and wanted to eat the mouse. But at last he let the mouse go.
Present “wake up” “wake-woke” “ let-let”
(学生如果不知道如何提取故事信息的时候，教师可以口头上用What did the mouse do？What did the lion do？And at last what did the lion do？这样三个问题辅助性的提问，引导学生发现整个故事的情节。这部分问句不用在课件呈现，学生回答找出的句子只要在文中画线就可以。）
Question2:What did they say?
Mouse: Please don’t eat me. I can help you some day.
Lion:You’re so small and weak! How can you help me?
T: How did they say?
引导学生找出老鼠的语气“said quietly” 狮子的语气“laughed loudly”并带有感情的朗读这两个句子。
Question 3：Why did the lion let the mouse go?
（学生发散思维，可以用中文表述。）
T:So in the first story, the lion didn’t eat the mouse, and he let the mouse go.
（4) Learn the third and fourth passages
（课件呈现文章第三段的图和文，用书框架）
T: The next day,what happened?
S:Two men caught the lion with a large net.Present “net”
T:What did the lion do? What did the lion say? How did he say?
Work in two ,read the third passage and discuss.
(在学生回答问题中呈现：bite-bit, sharp teeth, ask sadly,并进行教学。）
（课件呈现文章第四段的图和文，用书框架）
T：Just then, who came?
S: The mouse.
T: What did the mouse say? What did he do?
What did the lion do? And what did he say?
Work in two and read the 4th passage and try to finish the mind map
(在学生回答问题中呈现：make a hole并进行教学。）
T: In the second story, the little mouse helped the lion.
（课件呈现第五幅图和句子,学生齐读）
T:Why did the lion and the mouse become good friends?
(课件呈现1-2两个故事的图片,标出 story 1, Story 2）
引导学生回答：
S: In the first story, the lion didn’t eat the mouse, and he let the mouse go.In the second story, the little mouse helped the lion.So they became good friends.
T:Do you think the lion will laugh at the small and weak animals from then on?
S: No.
T: Don’t laugh at the people who are weaker than you. Maybe one day you will need their help.(情感升华）
Step 3 : Consolidation
(1) Listen and repeat the whole story
(2) Try to find the important phrases about the time.
When we tell a story, we can use some important phrases like: One day...
把四个时间点词组呈现出来。
T: They make our story more clear.
(3) Finish the exercise 1 in our book and check the answer.
(4) Talk about exercise 2 in the book. And then check the answer.
Step 5 Homework：
(1) Read the story with emotion and act the story.
(2) Recite the important phrases in this part.
Unit1 The lion and the mouse Period 1
Story time
Step1: Greetings and free talk
T:Hello, boys and girls.Welcome back to school. Today is the first day of the new term.I will tell you a new story. Do you like stories? Yes. And what stories did you learn in class?
S: ...
T: Thank you. And today we are going to talk about a new story, The lion and the mouse.
Step2: Presentation and practice
(1) Show the title “The lion and the mouse”
Present “large and strong” “small and weak”.
T： Look at the picture. There is a lion, How is the lion?
S:..
T: Yes,it's large and it's very strong.
Present: large and strong
T: Look at the mouse. It's small. It's not strong. It's very weak.
Present: weak.
(2) Watch and answer“What was the relationship(关系) between the lion and the mouse at last?”
A. Friends B. Family C. enemies(敌人，仇人）
S: They were friends at last.
（3) Learn the first and second passages
T:The mouse and the lion are quite different. Why did they become good friends？
There are two short stories between them. Let's have a look at the first story.
呈现故事的第1段和第2段上方图片下方文字外面加书籍的边框
T: Read the first short story, and try to answer Question1 :One day, what happened in the forest?
(引导学生在第1段故事中找到以下句型)
The mouse walked by and woke the line up.The lion was angry and wanted to eat the mouse. But at last he let the mouse go.
Present “wake up” “wake-woke” “ let-let”
(学生如果不知道如何提取故事信息的时候，教师可以口头上用What did the mouse do？What did the lion do？And at last what did the lion do？这样三个问题辅助性的提问，引导学生发现整个故事的情节。这部分问句不用在课件呈现，学生回答找出的句子只要在文中画线就可以。）
Question2:What did they say?
Mouse: Please don’t eat me. I can help you some day.
Lion:You’re so small and weak! How can you help me?
T: How did they say?
引导学生找出老鼠的语气“said quietly” 狮子的语气“laughed loudly”并带有感情的朗读这两个句子。
Question 3：Why did the lion let the mouse go?
（学生发散思维，可以用中文表述。）
T:So in the first story, the lion didn’t eat the mouse, and he let the mouse go.
（4) Learn the third and fourth passages
（课件呈现文章第三段的图和文，用书框架）
T: The next day,what happened?
S:Two men caught the lion with a large net.Present “net”
T:What did the lion do? What did the lion say? How did he say?
Work in two ,read the third passage and discuss.
(在学生回答问题中呈现：bite-bit, sharp teeth, ask sadly,并进行教学。）
（课件呈现文章第四段的图和文，用书框架）
T：Just then, who came?
S: The mouse.
T: What did the mouse say? What did he do?
What did the lion do? And what did he say?
Work in two and read the 4th passage and try to finish the mind map
(在学生回答问题中呈现：make a hole并进行教学。）
T: In the second story, the little mouse helped the lion.
（课件呈现第五幅图和句子,学生齐读）
T:Why did the lion and the mouse become good friends?
(课件呈现1-2两个故事的图片,标出 story 1, Story 2）
引导学生回答：
S: In the first story, the lion didn’t eat the mouse, and he let the mouse go.In the second story, the little mouse helped the lion.So they became good friends.
T:Do you think the lion will laugh at the small and weak animals from then on?
S: No.
T: Don’t laugh at the people who are weaker than you. Maybe one day you will need their help.(情感升华）
Step 3 : Consolidation
(1) Listen and repeat the whole story
(2) Try to find the important phrases about the time.
When we tell a story, we can use some important phrases like: One day...
把四个时间点词组呈现出来。
T: They make our story more clear.
(3) Finish the exercise 1 in our book and check the answer.
(4) Talk about exercise 2 in the book. And then check the answer.
Step 5 Homework：
(1) Read the story with emotion and act the story.
(2) Recite the important phrases in this part.
和姐拍了地铁公式照[嘻嘻]
楠姐拍照太高级了，显得我小家子气(幼稚)
因为我的牙疼一开始要带我去eat大槐树烤肉，还抢到了号但要排队好久，后来这姐得知我的牙并没有那么疼痛骂我一顿，然后我们去吃了潇湘阁
吃辣小趴菜，不如湖南本地辣，没想到把她们辣到了[鼓掌]
manner喝到了北京，不喜欢那个芝士的很恶心
哦吼吼，终于拍到了大头贴，前几次都没有我很烦，现在我也有了[鼓掌]
每次和姐出门都能见到奇奇怪怪的东西，开开眼，仔细想想每次都是他们告诉我更高级的东西然后我就去别人那装b哈哈哈哈
姐别smoking了，抽我吧[举手][举手][举手]
该走了，她说她想哭，救命可别哭，一哭我也会哭的[苦涩]一个人在北京肯定很难吧也很孤单吧，没有和我们在一块的时候自在，毕竟不是谁都会像我一样忍受她的脾气，strong姐
永远比我先走一步，然后在我走的时候总会拉我一把的人，想想就觉得高中上对学校了，分对班了，我们当朋友对了❤️
楠姐拍照太高级了，显得我小家子气(幼稚)
因为我的牙疼一开始要带我去eat大槐树烤肉，还抢到了号但要排队好久，后来这姐得知我的牙并没有那么疼痛骂我一顿，然后我们去吃了潇湘阁
吃辣小趴菜，不如湖南本地辣，没想到把她们辣到了[鼓掌]
manner喝到了北京，不喜欢那个芝士的很恶心
哦吼吼，终于拍到了大头贴，前几次都没有我很烦，现在我也有了[鼓掌]
每次和姐出门都能见到奇奇怪怪的东西，开开眼，仔细想想每次都是他们告诉我更高级的东西然后我就去别人那装b哈哈哈哈
姐别smoking了，抽我吧[举手][举手][举手]
该走了，她说她想哭，救命可别哭，一哭我也会哭的[苦涩]一个人在北京肯定很难吧也很孤单吧，没有和我们在一块的时候自在，毕竟不是谁都会像我一样忍受她的脾气，strong姐
永远比我先走一步，然后在我走的时候总会拉我一把的人，想想就觉得高中上对学校了，分对班了，我们当朋友对了❤️
1. Hoity-toity：大模大样的；自命不凡的[酷]
2. On the board：在董事会；上榜；在黑板上
3. Set A apart form B：使A与众不同
4. Ought to：（表劝告/建议）应该
5. Brag about：吹嘘；夸耀[彩虹屁]
6. Competitive advantage：竞争优势
7. Blindsided：傻眼的；思想僵化的
8. Dog-eat-dog world：竞争残酷的世界
9. Blessing in disguise：因祸得福
2. On the board：在董事会；上榜；在黑板上
3. Set A apart form B：使A与众不同
4. Ought to：（表劝告/建议）应该
5. Brag about：吹嘘；夸耀[彩虹屁]
6. Competitive advantage：竞争优势
7. Blindsided：傻眼的；思想僵化的
8. Dog-eat-dog world：竞争残酷的世界
9. Blessing in disguise：因祸得福
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