Theboywhoshoutedwolf教学设计

1、教学设计 Reading: A boy who shouted wolf课题摘要学科英语学段第一学段年级六年级单元Review1教材版本广东版英语课程名称Reading: A boy who shouted wolf一、学习内容分析1. 教材分析本模块选自广东人民出版社六年级下册 Review1的Reading and writing 部 分。故事是学生耳熟能详的“狼来了”的故事。学生在通过近两年的阅读训练中， 已经积累了一定的语言基础。本课时作为阅读拓展材料，内容比较简单，因此教 师可以在阅读文本中，适当给学生拓展语言的输入量，培养学生的阅读能力，引 导学生积极参与听，说，读，写等教学活动，

2、从而提高学生的语言综合运用能力。Riding and writing Lode, nnd rrirlogam. Anwef lhe qeittoni. IB 声 ；旳Iwl did K'K,J do an ihc farm?A bay shourhBd "WcrfP"再卜柚订 on a farn*. lie look uait af llh呂ne day. Ft；ter ms tx>red. Fte had an idea.Wotf rhe shouted. Mch-/ peop e crure fs help lir bT i+iefb s no 曲 f,

3、PeTer Jg卜比d Al The people urf 山哼ry went hohfi.Tfe fiexT de*,冷Ter cid rT agaiini "Wolf! W-olf tie hcLrred, A护Nil. peopleta help bul ntcl 站卫叭 They PeterkjL ghiig, 3 fluzy uuetif hohieOft Tha third day-3Pfittr* ms e户讪門今.a bl宇 nlfjUJT.por! out 匚nd hurlshMEsp. "Wclfl WoJ'fl' =h：3Lifd at

4、zr,bur?ccrtw UhiS lufl®When li4L"s TclP the trutfrs nobody百 themVhar huppehsd on ibkj Hnfdi doryFind rhe pcsf 他口壮 q| ihese 理Ds in lhe mry ood 電ompte佬 the Mfrterwes阳The hlg wolfurooflw shwp on ita lorn.r m申 wnMr; hui ilwr 电州 nn wnlf ® hwlp md PwTarPcNirishcfipandl nuiiiber 1h senftLt i

5、n ft出 LO<rsLP-urdfer.The 冇 fesd ddy,. he dHd l*w sum# fiinyL Cw "n百 ho wrw twod Hi? Mvxjtcd. "V严 opte CQe k> 卜唱甲 buri ih®% no uwH. Pc冊lou旷血The people were ongry, and vyenf home.氓jfE took core d ihOn '"istnind 加典 a big wctl juEp/d DiJi ord hurlehar 憶口久-nughrig again. so

6、>ev .wnfl hem h 口cmplc lumjogwTii, bu) nut fiiarny "WolH Wai#" Peler slvuted, but fudwdy came Ufa-Tirne.2. 学情分析1 学生年龄特点和认知特点分析：本单元的学习对象是六年级学生，年龄约在11到12岁左右，他们具有较强的求知欲，对新鲜事物开始思考、追求、探索。在好奇心的驱使下，他们对英语学习有着更高的兴趣和热情，在图片及教师的引导下，大部分学生的口语表达流 利，能用所学知识进行简单的交流。但对英语写作及自由表达的能力还有待加强。2 语言知识和技能分析：通过前面五年的

7、英语学习，学生掌握和储备了一定的语言知识，并具有将所 学习和掌握的知识运用于语言实践中的能力。 在学习本课之前，学生对过去时的 表达已经比较熟悉。3学习能力分析：在五年级和六年级上学期的阅读技巧，阅读策略培养下，学生已经掌握一定的阅读方法，有了一定的思维能力、分析能力和理解能力，对于用英语表达自己 的一些意愿或思想也有一定的信心和能力，同时也具备用英语与他人合作与交流 完成学习任务的能力。在本单元的阅读教学中，老师将采用各种教学手段，帮助 学生习得语言知识，获得语言技能。3. 教学目标(含重难点)1. Knowledge objectives:(1) Stude nts can gen era

8、lly un dersta nd the meaning of the story.(2) Stude nts can apprehe nd the truth Don 'tell lies. ” “ Whe n liars tell the truth, nobody believes them” step by step with the help of the teacher.(3) Students can discuss what happened to Peter and give some advice to Peter.2. Ability objectives:(1)

9、 Students can get the main idea of the text by first reading.(2) Students can find out some necessary information by skimming and sca nning.(3) Students can talk and know the principle “ When liars tell the truth, no body believes them” from the story and get it by discussi on.(4) Students can maste

10、r some effective reading strategies gradually.3. Lear ning strategies:(1) Students can learn to use the old Ianguage to learn the new.(2) Students can take part in the activities actively in class.(3) Stude nts can com muni cate with others con fide ntly.4. Emoti on objectives:(1) Stude nts can be a

11、ctive and con fide nt whe n they express in En glish(2) Students can be interested in English reading by some pictures or other teachi ng tools.(3) Students can widen their vision after studying and know the truth Don 'tell lies. ” “ When liars tell the truth, no body believes them”IV .Teaching

12、Key Points:1. Students can know how the story happened by searching the detail in formati on.2. Students can understand the principle“When liars tell the truth,no body believes them” by an alyz ing the detail in formatio n of the story.二、教学环境选择"简易多媒体教室交互式电子白板网络教室移动学习环境三、教学过程设计教学环节活动设计信息技术使用说明St

13、ep1:Pre-reading1. Lead in:Do a riddle. What ani mal am I?2. Ask and an swer.T: Have you ever read or heard any stories that are about “wolf” ?设计意图：用对等概念 引入阅读教学，先出示相 对应的文字让学生猜相 应的动物，再用图片激活 背景知识，培养学生思维 能力。Have you ever read or heard any stories that are about walf"?（你有读过或聊说过有关“IT的故爭吗？）设计意图：通过问答Ha

14、ve you ever read or heard any stories that are about “ wolf ” ,进一步激 活学生有关狼的主题的 故事或书或电影等背景 知识。It can be a book. It can be a story. It can be a movie. Who kno ws?After ask ing and an sweri ng.T: Look! This is a story aboutWolf ”.It' called “ The wolf is ”coming。This is a book about wolf ”.lt'

15、calledLangwangmeng”. This is a move about wolf ”. It' calledLan gtute ng”.3. Show the story of“he wolfa story Aboutbut it's in wrong如朗优阱凰 f) . PiMi9 try to 1&II w/idt stc/y it is f辭怯敵t说盘这赴什嵐披朝.Peter took caiE of the sheep on a farm.On the third 貼y, a big wo( jum吟I ou and hurt his theep.

16、Clwolf! Waif!11 Peter Ehouted* but nobody tame this tmi«.One dayh PW&f wis bored. H& shouted wolfl" Peopte came to help, but there was no wolf* Peter Lnughtd. Jhtwtrtanry, and w«ntTht n4xi day, Peter did the »fne ihing. People c»me gjin, but not mjny. Ptl?r wss laugh

17、irkg sgdln, sc th* ptopk w«nl horn#.When liri tell tHtrirth.,nobody brli»v« them,is coming ” in the wrong orderand guide the students try toStep 2:While-reatell what story it is.T: And here' s a story about“wolf” , but it' s in wrongdingorder. Please try to tell whatstory it i

18、s.4. Show the story that we aregoing to lear n today.After stude nts guess ing the story 的渗透:设计意图：由于狼来了 的故事学生耳熟能详，所 以让学生通过打乱顺序 的故事来猜今天学习的 故事主题，是对学生思维 和判断能力的训练。再而 弓丨出 “ This story has another name. We can also called it A boy who shouted wolf ” 从而正 式进入故事的学习。设计意图：通过任务一 的设计，让学生找出故事 的主人公和故事发生的 地点，用思维导图的

19、形式 呈现问题并让学生快速 略读。同时进行阅读策略Tips（阅读小技right.T: Yes, it is The wolf is comin g”.A nd we can also call it“A boy who shouted wolf ”Then write the title on theblackboard.巧）：文章的首段通常会 包含 who, what, where, when等基本信息。设计意图：通过任务二: 跳读，让学生快速找到关Task 1: Skim mingRead and an swer.T: Who was in the story? Where was it?

20、What did he do there?Have students read the story quickly, and check the an swers. Then tell some reading tips to the stude nts.Task 2: Skimmi ngStude nts read quickly and find:1) How many times did Peter shout “ wolf?”2) Why did he shout “wolf ” for the first two times?Task 3: ScanningStude nts rea

21、d carefully and find: How did Peter tell lies and what happened?键信息：He shouted wolf for three times.并给出阅 读技巧点拨：阅读时，注 意各段首的关联词或是 表顺序的词，如On day, the next day, on the third day 。这样，训练 学生抓住关键词，快速阅 读文本，寻找关键信息的 阅读技巧。设计意图：本节课的内 容是学生耳熟能详的故 事，如果单单是让学生理Task 4Mowdid Peter tell lies and M happened?Peterwas bore

22、d, and he shouted "wolf for first two times.TimeWhatdd PeterWhat did the pwpedd?tiie endPMlT! fettoc1讪iThefirst dayhad ar idea, shouted LrctTlte 餐帥朮1 囱丫did it again, shouted1 wdFT: Peter was bored, and heshouted “wolf ” for first twotimes. On the first day, he hadan idea, and he shouted wolf ”.

23、On the n ext day, he did it aga in,and shouted wolf ”. What didthe people do on the first dayand the n ext day? What was theend? What was Peter's feeli ngon the first day and the secondday? What were the people 'feeli ngs?（在引导学生自主阅读时，先 引导学生整体寻读课文，找出 第一、二天的相关信息，层层 递进，通过提问：Why were the解故事，看似简单

24、。但是 如何组织信息，体现线 索，让学生自己总结观 点，复述课文，最终讲出 When liars tell the truth, nobody believes them 的 道理，似乎也不简单。所 以，在设计时，利用表格 呈现线索，如狼来的前后 三次不同人物的动作、心 情和结果的对比，引导学 生自主阅读。通过寻读， 找出事件和人物心理发 展线索，帮助学生理清阅 读材料中的脉络，从而达 到由表层到深层理解阅 读语篇的目的，培养学生 在文本中快速寻找信息 的阅读能力和归纳总结 经验的能力。people angry for the first day and the second day?生答：

25、Because there was no wolf. 进 而引导出 Peter told a lie on the first day. Peter told a lie again on the sec ond day）.T: What about the third day?（再通过第三天的信息寻读，在 教师的引导下，学生能总结出“ He told the truth on the third day, but n obody believed him. ” 进而领悟 “When liars tell the truth, nobody believes them 的 道理。）Task 4

26、: Discussi on设计意图：教师根据板 书通过引导，One day,Peter told a lie. The n ext day, he told a lie again. On the third day, he told the truth, but no body believed him.总 结 出 Don' tell lies!禾口 When liars tell the truth, nobody believes them 的 道理。设计意图：通过任务六： 跟读，让学生在模仿中学 习地道的语音语调，并在 读的过程中，再一次回顾Task 5 Discussion

27、文本的 内容。Who was a liar?械设计意图：通过表格呈线索，利用图片体Peter was liar, he didn tell the truth 耳息，让学生复述天的经历，给Nobody believed伽）him at las接下来的第二、第三天的T: Who is a liar?（liar是一个新的词汇，学生可能不懂它的意思，但通过之 前的渗透与理解，学生能猜出 其意思，并能答出Peter是liar）Task 5: Con clusi on复述做出示范，减低复述的难度。设计意图：有了第一次 复述的经验，再通过表格 的使用和图片的帮助，学 生小组根据表格组织信 息，进行复述。进

28、一步培 养了学生英语思维能力、 英语表达能力以及小组 沟通合作能力。T: What can we lear n from the story?Task 6 : Read the story together.Task 7: Try to retell the story.1. Show the key words and the pictures, and guide stude nts to retell what happe ned in the first day together.2. Show pictures and key words and guide stude nts to

29、 retell what happe ned on the sec ond and the third day in groups, and ask several students to retell in class.Step4:Post-reading1. Peter read a story and lear ned somethi ng from it.(1) Guide the stude nts to look at the story andask the stude nts to give a title to the story.T: Peter was very sad

30、because n obody came to help him. And he read a story that ni ght.(2) Show the story A boy who shouted“ Help”, and have students choose the right words to finish the story.设计意图：拓展材料紧 扣主题，利用Peter因为 撒谎导致真正遇到困难 时没人帮助他，很伤心， 然后恰好读了一个相关 的小故事，从而期待他从 故事中和自我经历中吸 取教训，改变自我，为下 面的进一步的 Peter的 行为可能得到改变埋下 伏笔。同时，在 B

31、en和(3) Check the an swers.(4) Discussion： What can Peter learn from this story?2. What happe ned to Peter at last?Show the passage about what happened to Peter at last, and guide stude nts to discuss:(1) Did Peter tell lies aga in?(2) Did the people come to help him when the wolves came aga in?(The

32、passage:Peter was really very sad because n obody came to help him. From the n on, he tried not to tell lies and be a good boy. And he bought some sheep aga in.Tom的故事中，有效检测 了本节课的重点词汇。设计意图：本环节是拓 展的阅读内容。紧扣故事 的发展线索，给Peter的故事创造一个happyending,进一步训练了学 生的阅读能力，也给学生 带来正能量的思想教 育。He bega n to help others. Gradu

33、ally(慢慢地),people cha nged (改变)their thoughtsabout Peter. They thought Peter was hon est and helpful.One day, Peter was working as usual. Sudde nly there came two wolves, he shouted loudly" Wolf, wolf!". People heard it, and they ran to the top hill to help Peter chase the wolves away.Si ne

34、e then, Peter took care of the sheep happily, and he got along well with the farmers. They lived happily together!)Step 4:Homewor k1. Read the ending story about Peter again. And finish the exercise.True or false.1) Peter didn '' t buy anysheep after his sheep was eate n.()2) Peterchangedand

35、becamehon estand设计意图：让学生把阅 读材料作为课后阅读补 充，进行细节阅读，进 步训练学生的阅读能 力。helpful.()3) Peter took care of the sheep happily, but he couldn ' glet along well with the farmers.()四、教学评价设计1.评价方式与工具"课堂提问它"书面练习制作作品测验 V其2.评价量表内容（测试题、作业描述、评价表等）练习（一）选择正确的单词完成小短文。A boy who shouted“Help! ”rantotte InkBen was a little boy. He could swim.One day, Ben was(happy,bored). He had an( idea, exam)He jumped into the river and shouted,“! ” Tom heard it. He(ran, jump) to the lake. He came to help him.But Ben(laughed, cried). Hed