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TheCityMouseandtheCountryMouse小纪一小王翠翠一、Lessontype:NewLesson二、Teachingaims:1.Knowledgeaims:(1)toenableSstounderstandthemeaningofnewwordsandphrases.(2)tohelpSslearnbetteraboutthepasttense.(3)tomakeSsrealizethedifferencesbetweenthecountrymouseandthecitymouse.2.Abilityaims:(1）todevelopSs’abilitiesoflisteningandspeaking.（2）totrainSs’abilitiesofusingreadingskillstofindouttheinformationtheyneedquickly.Emotionaims:（3）toleadSstounderstandtheimportanceofhappiness.三、Keyanddifficultpoints1.tomakeSsrealizethedifferencesbetweenthecountrymouseandthecitymouse.2.totrainSs’abilitiesofusingreadingskillstofindouttheinformationtheyneedquickly.四、teachingtools扫帚，头像，动画视频，PPT五、teachingmethodsTask-basedLanguageTeaching六、BlackboarddesignCityMouseCountryMouseRickTony七、TeachingProceduresStep1Warmingup1.Greetings2.Guesstheriddles(1)Ioftengotobedinthedaytime,andworkatnight.Ilikeeatingfishandcatchingmice.WhoamI?(2)Iamsmallandgrey.UsuallyIworkintheevening.Ilikerice.I’mafraidofcats.WhoamI?Step2Presentation1.LeadinT:Lookhere.Thismouse，Rick,livedinthecity.Thismouse,tony,livedinthecountry.(在PPT上展示乡村，城市图片)Oneday,Rickwenttothecountry,buthedidn’tlikethecountry.Thenextday,theTonywenttothecityandhedidn’tlikethecity，either.(在PPT上移动图片)Why?doyouknow?Look,here’sastoryforyou.2.Skimthefirstparagraphandfindout:Oneday,thecitymousewenttothecountrymouse’shome.Didthecitymouselikelivinginthecountry?Why?Canyouimaginethefoodandthehouseofthecountrymouse?Let’splayagame.Ifthecountrymouseatethefood,youshouldsay‘Bingo’.Oryoushouldsay‘bomb’.Sowethinkthecountrymouseatesomecarrotsandcabbages.Wasitsfoodgoodorbad?Howaboutthehouseofthecountrymouse?Itlivedinthehumblehouse.Soitwaspoor.Doyouunderstandthisword?Ihadnomoney,soIwaspoor.3.ScanthefirstparagraphagainThecountrymousewassopoor.Sothecitymousegaveitsomeadvice.Scanthefirstpassageandfindtheadvice.Thecitymousedidn’tlikethelifeofthecountrymouse.Now,workinpairs,readthedialoguesbetweenthecitymouseandthecountrymousewiththeemotionofdislike.4.Readparagraph2Thecountrymouse’sfoodwasnotgood,andthehousewasnotgood.Soitdecidedtogotothecitymouse’shouse.Listenandanswer:Howwasthecitymouse’sfoodandhouse?Let’slisten.Thecitymousefoodwasnice.Andthehousewaswonderful.Soitwasrich.Itwassorich.Whydidthecitymousecry?Whatdiditcry?Canyouguess?Thecitymousecried:……Whocanreadwiththepronunciationofcry?Therewasawomancoming.Sotheyranawayandhid.Let’sdubforthemwiththefeelingofafraid.Step3:ProductionThisstoryisveryinteresting.1.Giveatitleofthestory.2.let’sactitout.Youarethecitymouse.（给一个学生戴上城市老鼠的头像）Youarethecountrymouse.（给一个学生戴上乡村老鼠的头像）Youarethewoman.（让一个学生手里拿着扫帚）Let’seatthewonderfulfoodtogether.（学生做出吃的动作）Butthen，“Bam!”（拍一下桌子，制造声音）Alargebroomcamecrashingdowninfrontofhim.Thecitymousesaid:“Run,Run”.（学生边说边跑）Thewomanranafterthemandsaid:“kill,kill”.3.ReadandjudgeYesorNo.4.Whatcanyoulearnfromthisstory?八、Homework:TheFoxandtheGoat《狐狸和山羊》TheFoolishDonkey《愚蠢的驴子》九、反思1、选材。因为教材的缺陷，我在教学的过程中经常会想方设法找一些与课文相关的资料对比、深入学习。本课是很典型的一个例子。“乡下老鼠与城里老鼠”是孩子们熟知的寓言故事。在故事中两只老鼠互不满意对方的生活及生存环境。而课本讲述的故事则是发生在这则寓言故事十年之后的事情。他们都对自己及对方的生活很满意。2、对学习材料的处理。我在引入课题是运用了倒叙的手法，先让学生通过听了解课本故事内容，抓住关键问题：乡下老鼠喜欢城里吗？从而引出：十年以前它喜欢城里吗？然后带着学生欣赏阅读补充的寓言故事文稿。这样做是让学生先有一个粗略的概念：我们本节课是在谈论“城市和农村的变化”。但在整个处理补充材料和课本内容时，我不够大胆。在上课的过程中，学生明显表现出更加喜欢补充的故事，他们的朗读是那么优美，听得是那么入神，讨论是那么积极，答问是那么踊跃。但一到课本环节时，学生一下子情绪就低下来了。但我为了坚守“以课本为中心”这一固有理念，硬生生地花了更多的时间在课本环节。3、展示方式。补充的寓言故事文稿共有三个部分：城里老鼠拜访乡下老鼠，乡下老鼠拜访城里老鼠，两只老鼠的感慨。我在处理这三个部分时用了基本一模一样的模式：个别学生朗读、其他学生带着问题听、读后回答问题并分析填空。整个课堂以说、读为主，教学形式较为单一，呆板。根据本课的特点，在最后总结发散时（你觉得两只老鼠会选择住在哪里？），完全可以采用创作漫画、编短信等方式。4、评价性语言。本节课学生表现非常出彩，但我总是用“verygood”,“That’sgreat”这种概括的、浅表的评价性语言，显得单调且缺乏真诚感，不利于激发学生更大的学习热情与学习潜力。在以后的教学中，我要好好注意提高自己这方面的素养。