苏教版六上Unit1教案.doc

六年级上册 第一单元第1课时 教案Teaching contents 教学内容Story timeTeaching aims and learning objectives 教学目标1. 能听懂、会读、会说long long ago, magic, clever, foolish, through, laugh, wear。2. 能听懂、会读、会说故事用语Long long ago, there was a king. The king was happy. He liked new clothes. Two men visited the king.等。3. 能正确地理解并朗读故事内容，在板书与图片的帮助下尝试复述故事内容。4. 能初步表演故事。5. 能初步了解一般过去时态。Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：能正确地理解并朗读故事内容，并初步表演故事。教学难点：能初步了解一般过去时态，能在板书与图片的帮助下尝试复述故事。Teaching procedures 教学过程Step 1 Free talk & Warm up T: Hello. I like going shopping. What do you like?S: I like (问几轮，了解学生的爱好) T: I like going shopping. What do I often buy? Can you guess? S: You often buy clothes. T: Bingo! I like buying clothes. (关注学生clothes的读音是否正确) What clothes do you know? (学生集体讨论有关衣服的名词) T: You know a lot about clothes. I like wearing new clothes. wear、wearing、I like wearing new clothes. T: Who likes wearing new clothes? S: I like wearing new clothes. (一个接一个地回答)【设计意图：在轻松的对话中引出有关new clothes的话题。】Step 2 Presentation1. The name of the story.T: Who likes wearing new clothes? (播放一个男声) I like wearing new clothes.(呈现国王图片) T: Whos he?S: Hes a king.T: Yes! There is a king. The king likes new clothes. Do you know the story? Whats the name of the story?(给出三个选项，学生选择) Unit 1 The kings new clothes T: Its an old story from Andersen. Do you know Andersen? (出示安徒生照片)【设计意图：在轻松的对话中引出有关new clothes的话题，介绍童话的作者安徒生。】2. Story time(1) T: There is a king. He likes new clothes. (出示句子) But the story happened long long ago.So we say: Long long ago, there was a king. He liked new clothes. (在原句基础上改动词的一般过去式，变成过去时的句子)带读was、liked (学生一个接一个读上面句子) 【设计意图：使学生将中文知识与英语知识进行链接、贯通。通过了解句子的含义让学生初步感知动词的一般过去式。】(2) T: Do you know this story? T: Lets look at the pictures. (出示四幅图) What characters do you know? The two men T: Are they tailors? No. Theyre cheaters. The people and the boy T: You know the story. Now can you discuss in groups and help me match the sentences and the pictures? (出示图和句子，学生试着配对) (核对答案，教授could, through, point at, laugh) (完成Group work，核对答案，教授所填动词过去式的读音) (按照词尾ed读音规律将单词分类，学生轮流或者分组跟读) (播放卡通)T: Boys and girls, lets read the sentences and act! (学生读句子并表演，通过TPR结合图片的方式来记忆) T: Can you practise in groups? You can choose any ways you like to read. (学生分组练习，并在班级表演) (完成练习Read and write，核对答案)【设计意图：由于本文是孩子熟悉的童话故事，因此在处理文本方面老师先帮学生理清故事的梗概，学习叙述部分。然后结合书后Read and write的习题，让学生在小组内看图填词，进一步感知动词的变化，并通过TPR的形式复述、记忆故事内容，为最后的表演打好基础。】(3) T: What did the boy say? Ha! Ha! The king isnt wearing any clothes! (模仿读句子) T: But the king thought he was wearing clothes. What kind of clothes? S: Magic clothes. T: Whats the magic? Clever people can see them. Foolish people cant see them. (板书clever and foolish) T: Do you believe that? Did the king believe that? Did the people believe that? What would the people say? S: What beautiful clothes! T: Why did they think the clothes were beautiful? S: They wanted to show they were clever. T: So no one told the truth. Now boys and girls, what do you think of the king, the cheaters, the people and the boy? Foolish, clever, honest, or dishonest? S: The king was foolish. The cheaters were dishonest. The people were dishonest. The boy is honest. T: From this story, we know: Be honest rather than clever. (读句子，提示学生要带着人物的特点去朗读，朗读出相应的语气) (一起朗读课文，完成课本第8页True or false，并说明错误原因) 【设计意图：让学生根据已有知识判断故事中人物的特点，通过对细节的提问丰富人物形象，发挥想象补充部分台词，总结出honest与dishonest两个单词，并让学生朗读人物台词进行配对，指导学生带着人物形象特征朗读台词，为生动的表演做好准备。】Step 3 Consolidation and practice T: Now lets look at the blackboard. Can you try to retell the story? (学生根据板书复述故事，并配上人物的台词) T: The king is foolish. Can you imagine what he could say? Lets work in groups and try to act the dialogue. You can add what the king says in the story. Pay attention to the actions. (学生分组，表演故事) 【设计意图：引导学生通过想象给国王续加台词，使故事更为丰满；通过表演内化语言，在玩的乐趣中提升学习质量；最后升华主题，揭示故事的寓意。】Homework 家庭作业1. 跟录音朗读Story time，试着背诵或表演。2. 抄写新词汇与句子。3. 根据关键词尝试复述课文，并写下来。4. 预习Grammar time。Teaching aids 教学准备（含板书设计）教学准备：PPT、作业纸（复述课文部分）板书设计： Unit 1 The kings new clothesLong long ago, there was a king. He liked new clothes.The two men (Pic): visited The king (Pic): happyThe two men (Pic): showed magic clothes: clever/foolish people The king (Pic): walked through The people (Pic): looked at, shouted The boy (Pic): pointed at, laughed说课本课是一篇童话故事，六年级学生对这个童话故事较为熟悉，因此本课注重通过已有母语知识基础与新语言进行链接、贯通，以旧引新，在表演中巩固语言。在导入环节，通过教师与学生的谈论喜不喜欢购物引出喜欢穿新衣服的话题，从而自然衔接到“有个国王喜欢穿新衣”，引出故事题目皇帝的新装。在新授环节，由于本课出现了动词的一般过去时态，而Story time着重让学生理解故事，所以本课并没有花时间讲解一般过去时态，只是通过Long long ago 引出动词的变化。学生对这个故事是熟悉的，因此呈现对应书上四幅图的四段话，让学生在小组内读一读、想一想，将这些动词与句子配对，教师通过核对与朗读来教授这些动词的过去式，学生只要看得懂、会读、会说就可以了。然后通过TPR与图文结合的形式引导学生记忆这些句子，让学生演一演、动一动、说一说，充分体现多元智能的教授方式，让每个学生都能积极参与。当学生对整个故事的环节清楚后，进入到学习人物台词的环节。通过对细节的问答引导学生了解人物特点，引出foolish, clever, honest, dishonest，让学生进行配对，对故事寓意的揭示升华中心思想，让学生体会诚实的重要性。模仿语音语调的变化体会故事人物不同形象特征为表演奠定扎实基础。在最后表演前再次复述故事，巩固语言。为了使整个表演更具表现力与完整性，让学生发挥想象尝试编写国王的台词，发挥学生的综合语言运用能力。特别分享：l 利用学生已有母语知识基础与新语言进行链接、贯通l 利用多元手段呈现各类资源与活动帮助学生讲故事l 关注故事的理解和表演，指导学生根据人物性格体现语音语调六年级上册 第一单元第3课时 教案Teaching contents 教学内容Fun time & Checkout timeTeaching aims and learning objectives 教学目标1. 能听懂、会读、会说child, turn into, in front of, by the house, shout at, be nice to, look after。2. 能听懂、会读、会说日常用语Do they fit?、They fit well。3. 能正确使用语言与他人合作表演故事。4. 巩固规则动词的过去式。Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：能正确使用语言与他人合作表演故事。教学难点：对话表演中学生对语音语调与肢体语言的正确把握。Teaching procedures 教学过程Step 1 Warm up & Review(课前欣赏The tale of Mr Morton)T: What did Mr Morton do?(学生回答)T: Mr Morton did so many things and he had a happy ending. Can you tell me some happy things happened in your life? For example: I at ten.(学生说出各种快乐的事，老师板书关键动词)T: Just now you shared your happiness and a lot of verbs. Do you still remember what they are?S: 动词过去式：规则动词 & 不规则动词T: What are the rules of these verbs?S: 规则动词的加ed规则：直接+ed、直接+d、去y变i+ed、双写尾字母+edT: How to read these words? Do they have any rules?S: 浊辅音后面发/d/，清辅音后面发/t/，以/t/，/d/结尾的单词后面发/id/【设计意图：鼓励学生运用过去时态来分享自己的快乐事情，教师将学生提到的动词写在黑板上，然后对动词的过去式进行总结归纳。】Step 2 Presentation1. Checkout time: Read and writeT: Mr Morton had a happy ending. What about this story? Look! Can you say something about the picture? Long long ago (呈现图片，学生试着描述) S: Long long ago, there was a lion. He lived in the forest. There were some flowers in front of the lions house.T: What happened then? There are four pictures. Can you discuss in groups and put them in correct order?(学生将图片排序)T: What happened to the lion at last?S: He turned into a prince. (教授turn into)T: Who do you know turned into a prince too?S: The frog turned into a prince. The swans turned into the princes. (青蛙王子与野天鹅的故事)T: Whats the name of this story?S: Beauty and Beast. (美女与野兽)T: Lets finish the story.(让学生完成课本第14页的故事，读一读并核对答案) (Answers: by the house, shout at somebody, child, be nice to somebody, look after)(大家一起读故事)T: Can you make lines for the characters?(学生分组讨论，编台词并表演故事)【设计意图：补充两个童话故事，丰富学生的课外阅读知识。再与经典故事美女与野兽挂钩，激发学生通过母语经验学习英语的能力。学生通过完成书上第14页的习题了解整个故事情节，通过编写人物台词的方式，使故事更具动感，丰富故事情节与表现力，拓展学生语言运用能力。】2. Fun timeT: Did the beauty and the lion have a happy ending?S: Yes.T: And what about the king?S: No.T: Today well have a stage to perform this story. All of you are the actors and the actresses. And well have two big awards: Best Actors and Best Screenplay. Hope you can get the awards. Before we act, lets share some ideas. (呈现四幅图片)T: What are they saying?(学生想象中)(引导学生加上动作、注意语音语调和语气)(参考答案：Who can make for me? Clever/Foolish people Please try on Do they fit? They fit well.)T: How to act? We should pay attention to something.T: Please prepare quickly. Win the awards: Best Actors and Best Screenplay!(学生准备表演，然后参与表演并欣赏表演) (补充How to watch a play?明确观赏要求)(给各组打分，选出获奖者) 【设计意图：由于本课的高潮是Fun time的表演，所以特意将Fun time放在Checkout time的后面，让学生的情绪能够越来越高涨。在处理这个板块时采用了表演奖励的形式，先设置两个奖项“最佳演员奖”和“最佳编剧奖”，然后全班一起来商量、学习各个人物的台词，讲解适合剧中人物性格的语音语调和肢体动作，明确表演的四大要求，最后让学生自行准备。表演前出示观赏要求，引导学生做一个文明的观赏者，观演后给他们打分，并评出“最佳演员奖”与“最佳编剧奖”的获得者，让学生体验成功的喜悦。】Homework 家庭作业1. 试着写出美女与野兽的英文剧本。2. 预习Sound time和Culture time。3. 自学经典故事丑小鸭或龟兔赛跑。Teaching aids 教学准备（含板书设计）教学准备：PPT、皇帝的新装表演道具、“最佳演员奖”和“最佳编剧奖”奖状板书设计： Unit 1 The kings new clothes How to act? How to watch? Recite the lines. Listen and watch carefully.Happy things Tones and language expressions. Dont talk. Face to class. Clap your hands. Speak loudly. Respect the actors and actresses.说课本课的学习内容是Checkout time的Read and write部分和Fun time，两个部分都是童话故事，由于皇帝的新装课文学生比较熟悉了，因此本课先教授Checkout time环节，让学生能有新鲜感。 课前欣赏影片The tale of Mr Morton，在歌曲与视频中了解Mr Morton的幸福故事，由此引出学生分享自己的幸福点滴，给学生补充更多的时间状语短语。然后教师将学生表达中所提及的动词写在黑板上（附板书），并总结学过的动词一般过去式的结构规则与读音，再顺利引出Checkout time部分。在Checkout time的学习过程中，让学生通过谈论第一幅图，引出童话故事的一般模式：Long long ago 。并让学生围绕图片展开叙述，为故事开好头。学生通过观察剩下四幅图给图片排序，初步了解故事大意，引出turn into这个短语，并由此让学生说出更多的故事中某人变成了什么的例子，教师补充青蛙王子与野天鹅两个童话故事的名称，将母语知识与英语知识连接到一起产生共鸣。学生在完成书上习题后进行朗读并试着为人物添加台词并进行表演，为之后的Fun time做好表演的铺垫。Fun time是让学生围绕皇帝的新装表演舞台剧，课堂中设立“最佳演员奖”和“最佳编剧奖”两个奖项，激发学生的表演热情。整个剧目没有旁白只有台词，非常考验学生的语言运用与表现力，因此教师为学生要做好铺垫，提供学生语言支撑，明确表演要求。学生通过集体思考来丰富人物台词，然后配上合适的动作与语音语调，为那些基础不是很好的同学提供帮助。本课另一个亮点就是提出了“观赏要求”，学生明白表演细则后还要懂得如何文明地欣赏表演，这是培养公民基本素养的训练。特别分享：l 将学生母语知识与英语知识融合贯通，通过想象与合作产生新的语言l 明确表演的评价标准，让学生了解表演的几大重要指标l 培养学生的公民素养六年级上册 第一单元第4课时 教案Teaching contents 教学内容Sound time, Culture time, Checkout time & Ticking timeTeaching aims and learning objectives 教学目标1. 能听懂、会读、会说at half past four, cowboy, Scottish, kilt。2. 能听懂、会说并准确读音单词中的字母组合ar。3. 能了解美国人、苏格兰人等不同国家人们的传统服饰。4. 能运用一般过去时态编述故事。Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：能运用一般过去时态编述故事。教学难点：能正确运用动词的一般过去式。Teaching procedures 教学过程Step 1 Free talk & Review T: What did you do yesterday? What did you do last weekend? What did you do this summer holiday?(学生们回答)T: We have learned The kings new clothes. What do you think of the king?S: Hes foolish/not honest/ T: What do you think of the two men?S: Theyre bad/cheaters./They want money T: What about the people?S: They want to be clever./They are not honest T: What about the boy?S: He tells the truth./Hes honest./ T: Can you understand the story now?S: Yes! (Ticking time第一条)T: The king liked wearing new clothes. Do you like wearing new clothes?S: Yes/No.T: What clothes do you like wearing?S: I like wearing (Game time: 学生们一起玩游戏）T: Say the clothes when you see the picture. Clap your hands once when you see the king.【设计意图：通过师生问答复习过去时态。由学生喜欢穿什么类型的衣服引出衣物类名词，在游戏中复习那些服装的名称，并定格在kilt上，自然过渡到Culture time的学习中。】Step 2 Presentation1. Culture time(画面定格在kilt)T: Whats this?S: Its a skirt.T: A skirt is for a girl. But this is for a boy.(出示苏格兰人)T: We call it “kilt”.(学生学习单词kilt)T: Whos wearing a kilt?A Scottish man is wearing a kilt.T: Is this man wearing a kilt too? (出示美国牛仔)S: No.T: Who is it? An American cowboyT: Whats he wearing?S: Hes wearing jeans.T: Different people in different places wear different clothes. Can you match the pictures now?(出示国家图片和衣服图片，学生配对)A Japanese girl is wearing the kimono. A Korean girl is wearing the hanbok. A Hawaiian girl is wearing the hula skirt.【设计意图：在轻松的对话中引出有关new clothes的话题。】2. Sound timeT: In different situations we wear different clothes. Look! Mike is going somewhere. Whats he saying? Lets listen. (播放Sound time)T: Wheres he going?S: Hes going to Marks party.T: When and where is the party?S: At half past four. In the park.T: What clothes can he wear?S: He can wear (补充suit)(出示Sound time句子)T: What sound can you always hear? S: /a:/.T: What letters are pronounced /a:/?S: ar & a.(学生从句子中找出含/a:/ 的单词：card, Mark, party, park, afternoon, past, half)(大家听录音跟读句子)T: Can you say more words?S: AR: arm, hard, car, bark, farm, yard.S: A: dance, ask, after, fast, father, basket.T: Can you make a sentence with the words as many as possible?(学生用上面的单词造句)T: Now do you know the sound of “ar”?(Ticking time第三条)【设计意图：创设一个Mike要去某个场合的情境，让学生从刚刚的衣物类知识过渡到Sound time的文本。学生通过给Mike出主意学习有关“参加派对应该穿什么衣服”的知识。然后通过对/a:/读音的总结，归纳出ar与a的读音，学生相互补充并用尽可能多的含有ar的单词造句，体现“词不离句”的原则。】3. Checkout time: Circle and sayT: Thank you for your help. Now Mike is wearing a T-shirt to the party. Who else can you see at the party?S: Liu Tao, Su Hai and Helen.T: And theyre telling stories. Can you help them circle the correct words?(学生完成课本第15页的练习，并检查答案)(学生总结规则：was相当于is，用在单数上；were相当于are，用在复数上)T: What kind of stories will they say? Can you work in groups and pick one to complete? Pay attention to the tense!(学生选择其中一个续编故事)(大家分享故事)T: If you can add something like , your story will be better./Use some nice words to make your story better.(听完故事后教师给出修改意见，为后面的环节做好铺垫)T: Lets think about the name of this story. Do you have any ideas?(学生说出故事名字)T: Can you retell the rules of using the simple past tense?(学生讲述规则)(Ticking time第二条)【设计意图：由刚刚Mike参加派对引到派对上看到孩子们都在讲故事这个情境，请同学们帮忙把这些故事的开头补完整，然后小组合作，选择其中一个人的故事续编并进行交流。在交流过程中，教师及时对学生的故事做出评价，并提出修改建议，主要目的是让学生能围绕情节补全细节，用更多学过的语言去充实故事。最后请其他同学一起帮忙给故事起个名字。】Step 3 Consolidation and practiceT: When youre thinking about the story, you can use the mind map to put your thoughts in order. You can write some keywords or draw some pictures. Then you can add some adjectives or adverbs to make the sentences longer. (学生制作思维导图，进行故事想象，学生交流各自的思维导图和故事，其余人给予一些建议) 【设计意图：介绍给学生思维导图的作用与制作过程，引导学生用思维导图的形式来编写自己的故事。最后学生展示自己的思维导图并叙述故事，其他同学提出意见。】Homework 家庭作业1. 根据你的思维导图写出你的故事。2. 跟录音朗读Sound time和Rhyme time。3. 预习Cartoon time。4. 自学经典故事丑小鸭或龟兔赛跑。Teaching aids 教学准备（含板书设计）教学准备：PPT、白纸板书设计： Unit 1 The kings new clothes How to make a story?情节2情节1Long long ago 结局说课本节课的教学内容有四个板块，其中Ticking time内容与各板块都有联系，可以穿插在教学过程中，而Sound time、Culture time和Checkout time的形式和内容比较独立，因此在教学过程中要加强板块间的过渡。本课中教师以一个关于衣服的游戏过渡到Culture time关于英美两国传统男士服装的比较，所以教师自然拓展了一些女式服装，介绍日韩的服装是由于学生们也比较熟悉，主要目的在于增加趣味性，没有增加太大难度。接下来，教师提出不同场合有不同的着装要求，而Mike要去参加派对，由此过渡到Sound time的派对场合。Sound time主要让学生通过读和听感悟字母组合的发音，在了解发音规律后，找出更多含该字母组合的单词并造句，在使用中加深对发音规律的记忆。最后教师由派对场景联系起Checkout time的四个小朋友，完成过渡。六年级上册 第一单元第5课时 教案Teaching contents 教学内容Cartoon timeTeaching aims and learning objectives 教学目标1. 能听懂、会读、会说each, sentence, quick, next, turn, have to, think, hard。2. 能根据上下文与图片猜测新单词含义。3. 能正确地理解并朗读卡通故事。4. 能表演故事并续编故事。Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：能正确地理解并朗读故事内容，并能表演故事。教学难点：能正确运用过去时态续编故事。Teaching procedures 教学过程Step 1 Free talk & Warm-up T: Hello, boys and girls. Do you like reading? I like reading stories or fairy tales. What fairy tales do you know?S: The kings new clothes, Beauty and Beast, The Ugly Duckling, The hare and the tortoise, T: Can you tell a story and let us guess what story youre talking about.S1: (Tell a story)Ss: (让学生讲故事，其余人猜故事名)【设计意图：本单元聚集了很多童话故事，丑小鸭和龟兔赛跑是补充阅读的部分，在这里让学生说一说、练一练，巩固一般过去时态，并检查自学阅读情况。】Step 2 Presentation1. T: Look! Who are in the picture?(呈现第一幅图)S: Miss Fox, Bobby, Sam, Billy and Willy.T: Where are they?S: Theyre in class.T: Theyre playing a game. What are they playing? Lets listen.(听录音回答) They are telling a story.(教师带读telling a story，练习telling的读音）【设计意图：通过观察第一幅图了解故事基本要素：人物、地点；通过听力了解另一项故事基本要素：发生的事情。】2. T: How to play this game?(出示第二到第五幅图)T: Read the dialogue and look at the pictures. Then find out the sentence about how to play this game. (学生快速阅读，找出如何玩这个游戏的句子)(Each student says one sentence)T: Can you guess the meaning of this sentence?(教师带读：each每个，sentence句子)T: Whos the first? S: Miss Fox.T: We can say “Miss Fox starts.”(学生跟读)T: Then whose turn is it?S: Its Sams turn. T: He says the next sentence. (教授the next sentence)S: Then its Billys turn. He says the next sentence. Finally, its Bobbys turn. He says the next sentence.T: Bobby says the last sentence. Look! Why can we see “” here?S: Hes thinking.T: Hes thinking hard. Do you think hard when you do your homework? Do you work hard at school? Thinking hard makes you clever and working hard makes you a good student.【设计意图：通过图文结合进行阅读解决语篇中的难点“Each student says one sentence.”“Its XXXs turn.”和“the next sentence”。】3. T: Bobby tells a story. Whats the story about? Lets watch the cartoon.(播放卡通)T: Whats the story?S: Long long ago, there was a mountain. There was a house on the mountain. An old man and a little boy lived in the house. The old man told the boy a story. Long long ago, there was a mountain.T: Is it the end of the story?S: No.T: They have to start the story again.(教授：have to不得不，必须)T: Can you use “have to” to complete the sentences?T: They have to tell the story from Miss Fox to Bobby again!【设计意图：通过看卡通，了解这些人物说了一个什么故事。由于这个故事与学生听过的“从前有座山，山上有座庙”的故事异曲同工，所以完全可以看完一遍卡通后凭借母语经验试着复述出来，然后引出“They have to start the story again.”。】4. T: Lets follow the record. Read and imitate. Pay attention to the tones.(一句一句播放录音，学生跟读，教授quick的意思)T: Can you act the story? Be a dubber or be an actor? You can choose one.(准备表演)【设计意图：在朗读中学习quick的含义，让学生猜一猜、说一说，然后学生进行表演准备。在表演时难度层层递增，由配音到上台表演，满足各个层次学生的表演需要。】Step 3 Consolidation and practiceT: The story does not end. It starts again. Now its Miss Foxs turn again. What will she say? What will other people say? Can you imagine?(先设想每个角色说什么，然后进行表演准备工作，最后开始表演和观演) 【设计意图：学生想象那些卡通人物这回会发生一个什么样的故事呢？通过课堂中的集思广益，给学生一些思路，然后小组合作讨论，重新编一个新故事，发挥学生的主观能动性与创造力。】Homework 家庭作业1. 跟录音朗读Cartoon time，并背诵。2. 抄写新词汇与句子。3. 复习Unit 1。Teaching aids 教学准备（含板书设计）教学准备：PPT板书设计： Unit 1 The kings new clothes Telling a story: Each student says one sentence.Miss Fox Long long ago, there was Sam There was on the Willy An and a lived in Billy told Bobby 说课本课是本单元的最后一个课时，学生对一般过去时态已经比较熟悉了，大部分学生应该能够运用一般过去时态来描述过去发生的事情，而且在前几个课时，学生学习了皇帝的新装和美女与野兽，也布置了请学生自读经典故事的作业，所以本课一开始在Free talk中就请学生发挥想象来说说自己知道的故事，让其他学生猜猜这是什么故事。有趣的开场让学生不但运用语言描述了故事，更激发了学生的一种人文情感。对于Cartoon time的处理是分成了两条线，一条是Sam他们如何讲故事的，把流程弄清楚；一条就是故事的内容。在分析文本时，通过看图与听句子，找出关键句Each student says one sentence.，然后看图分析谁先说谁后说，其中的turn是如何的？在处理那个故事时，让学生看卡通，结合母语经验来复述，解决句子中个别新词汇。在跟读后让学生演一演、练一练，由配音到表演，层层递进，给学生根据自己实际掌握情况来进行反馈的机会。最后，学生进行想象，重新创编故事，先集思广益，然后分组讨论，最后进行表演欣赏，让学生的想象与语言都能得到展现与认可，让他们体验成功的喜悦。特别分享：l 留给学生更多表演的空间与机会l 提供学生多种表演的形式，难度分层，让所有学生参与到语言运用中来l 在分配比较难的任务时，给学生一些集体思考的机会以便他们拓宽思路，然后再放手