Theboywhoshoutedwolf教學(xué)設(shè)計(jì)

1、教學(xué)設(shè)計(jì) Reading: A boy who shouted wolf課題摘要學(xué)科英語學(xué)段第一學(xué)段年級(jí)六年級(jí)單元Review1教材版本廣東版英語課程名稱Reading: A boy who shouted wolf一、學(xué)習(xí)內(nèi)容分析1. 教材分析本模塊選自廣東人民出版社六年級(jí)下冊(cè) Review1的Reading and writing 部 分。故事是學(xué)生耳熟能詳?shù)摹袄莵砹恕钡墓适?。學(xué)生在通過近兩年的閱讀訓(xùn)練中， 已經(jīng)積累了一定的語言基礎(chǔ)。本課時(shí)作為閱讀拓展材料，內(nèi)容比較簡(jiǎn)單，因此教 師可以在閱讀文本中，適當(dāng)給學(xué)生拓展語言的輸入量，培養(yǎng)學(xué)生的閱讀能力，引 導(dǎo)學(xué)生積極參與聽，說，讀，寫等教學(xué)活動(dòng)，

2、從而提高學(xué)生的語言綜合運(yùn)用能力。Riding and writing Lode, nnd rrirlogam. Anwef lhe qeittoni. IB 聲 ；旳Iwl did K'K,J do an ihc farm?A bay shourhBd "WcrfP"再卜柚訂 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護(hù)Nil. peopleta help bul ntcl 站衛(wèi)叭 They PeterkjL ghiig, 3 fluzy uuetif hohieOft Tha third day-3Pfittr* ms e戶訕門今.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 他口壯 q| ihese 理Ds in lhe mry ood 電ompte佬 the Mfrterwes陽The hlg wolfurooflw shwp on ita lorn.r m申 wnMr; hui ilwr 電州 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嚴(yán) opte CQe k> 卜唱甲 buri ih®% no uwH. Pc冊(cè)lou曠血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. 學(xué)情分析1 學(xué)生年齡特點(diǎn)和認(rèn)知特點(diǎn)分析：本單元的學(xué)習(xí)對(duì)象是六年級(jí)學(xué)生，年齡約在11到12歲左右，他們具有較強(qiáng)的求知欲，對(duì)新鮮事物開始思考、追求、探索。在好奇心的驅(qū)使下，他們對(duì)英語學(xué)習(xí)有著更高的興趣和熱情，在圖片及教師的引導(dǎo)下，大部分學(xué)生的口語表達(dá)流 利，能用所學(xué)知識(shí)進(jìn)行簡(jiǎn)單的交流。但對(duì)英語寫作及自由表達(dá)的能力還有待加強(qiáng)。2 語言知識(shí)和技能分析：通過前面五年的

7、英語學(xué)習(xí)，學(xué)生掌握和儲(chǔ)備了一定的語言知識(shí)，并具有將所 學(xué)習(xí)和掌握的知識(shí)運(yùn)用于語言實(shí)踐中的能力。 在學(xué)習(xí)本課之前，學(xué)生對(duì)過去時(shí)的 表達(dá)已經(jīng)比較熟悉。3學(xué)習(xí)能力分析：在五年級(jí)和六年級(jí)上學(xué)期的閱讀技巧，閱讀策略培養(yǎng)下，學(xué)生已經(jīng)掌握一定的閱讀方法，有了一定的思維能力、分析能力和理解能力，對(duì)于用英語表達(dá)自己 的一些意愿或思想也有一定的信心和能力，同時(shí)也具備用英語與他人合作與交流 完成學(xué)習(xí)任務(wù)的能力。在本單元的閱讀教學(xué)中，老師將采用各種教學(xué)手段，幫助 學(xué)生習(xí)得語言知識(shí)，獲得語言技能。3. 教學(xué)目標(biāo)(含重難點(diǎn))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、教學(xué)環(huán)境選擇"簡(jiǎn)易多媒體教室交互式電子白板網(wǎng)絡(luò)教室移動(dòng)學(xué)習(xí)環(huán)境三、教學(xué)過程設(shè)計(jì)教學(xué)環(huán)節(jié)活動(dòng)設(shè)計(jì)信息技術(shù)使用說明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” ?設(shè)計(jì)意圖：用對(duì)等概念 引入閱讀教學(xué)，先出示相 對(duì)應(yīng)的文字讓學(xué)生猜相 應(yīng)的動(dòng)物，再用圖片激活 背景知識(shí)，培養(yǎng)學(xué)生思維 能力。Have you ever read or heard any stories that are about walf"?（你有讀過或聊說過有關(guān)“IT的故爭(zhēng)嗎？）設(shè)計(jì)意圖：通過問答Ha

14、ve you ever read or heard any stories that are about “ wolf ” ,進(jìn)一步激 活學(xué)生有關(guān)狼的主題的 故事或書或電影等背景 知識(shí)。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如朗優(yōu)阱凰 f) . PiMi9 try to 1&II w/idt stc/y it is f辭怯敵t說盤這赴什嵐披朝.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 的滲透:設(shè)計(jì)意圖：由于狼來了 的故事學(xué)生耳熟能詳，所 以讓學(xué)生通過打亂順序 的故事來猜今天學(xué)習(xí)的 故事主題，是對(duì)學(xué)生思維 和判斷能力的訓(xùn)練。再而 弓丨出 “ This story has another name. We can also called it A boy who shouted wolf ” 從而正 式進(jìn)入故事的學(xué)習(xí)。設(shè)計(jì)意圖：通過任務(wù)一 的設(shè)計(jì)，讓學(xué)生找出故事 的主人公和故事發(fā)生的 地點(diǎn)，用思維導(dǎo)圖的

19、形式 呈現(xiàn)問題并讓學(xué)生快速 略讀。同時(shí)進(jìn)行閱讀策略Tips（閱讀小技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）：文章的首段通常會(huì) 包含 who, what, where, when等基本信息。設(shè)計(jì)意圖：通過任務(wù)二: 跳讀，讓學(xué)生快速找到關(guān)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?鍵信息：He shouted wolf for three times.并給出閱 讀技巧點(diǎn)撥：閱讀時(shí)，注 意各段首的關(guān)聯(lián)詞或是 表順序的詞，如On day, the next day, on the third day 。這樣，訓(xùn)練 學(xué)生抓住關(guān)鍵詞，快速閱 讀文本，尋找關(guān)鍵信息的 閱讀技巧。設(shè)計(jì)意圖：本節(jié)課的內(nèi) 容是學(xué)生耳熟能詳?shù)墓?事，如果單單是讓學(xué)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訕iThefirst dayhad ar idea, shouted LrctTlte 餐帥朮1 囪丫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?（在引導(dǎo)學(xué)生自主閱讀時(shí)，先 引導(dǎo)學(xué)生整體尋讀課文，找出 第一、二天的相關(guān)信息，層層 遞進(jìn)，通過提問：Why were the解故事，看似簡(jiǎn)單

24、。但是 如何組織信息，體現(xiàn)線 索，讓學(xué)生自己總結(jié)觀 點(diǎn)，復(fù)述課文，最終講出 When liars tell the truth, nobody believes them 的 道理，似乎也不簡(jiǎn)單。所 以，在設(shè)計(jì)時(shí)，利用表格 呈現(xiàn)線索，如狼來的前后 三次不同人物的動(dòng)作、心 情和結(jié)果的對(duì)比，引導(dǎo)學(xué) 生自主閱讀。通過尋讀， 找出事件和人物心理發(fā) 展線索，幫助學(xué)生理清閱 讀材料中的脈絡(luò)，從而達(dá) 到由表層到深層理解閱 讀語篇的目的，培養(yǎng)學(xué)生 在文本中快速尋找信息 的閱讀能力和歸納總結(jié) 經(jīng)驗(yàn)的能力。people angry for the first day and the second day?生答：

25、Because there was no wolf. 進(jìn) 而引導(dǎo)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?（再通過第三天的信息尋讀，在 教師的引導(dǎo)下，學(xué)生能總結(jié)出“ He told the truth on the third day, but n obody believed him. ” 進(jìn)而領(lǐng)悟 “When liars tell the truth, nobody believes them 的 道理。）Task 4

26、: Discussi on設(shè)計(jì)意圖：教師根據(jù)板 書通過引導(dǎo)，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.總 結(jié) 出 Don' tell lies!禾口 When liars tell the truth, nobody believes them 的 道理。設(shè)計(jì)意圖：通過任務(wù)六： 跟讀，讓學(xué)生在模仿中學(xué) 習(xí)地道的語音語調(diào)，并在 讀的過程中，再一次回顧Task 5 Discussion

27、文本的 內(nèi)容。Who was a liar?械設(shè)計(jì)意圖：通過表格呈線索，利用圖片體Peter was liar, he didn tell the truth 耳息，讓學(xué)生復(fù)述天的經(jīng)歷，給Nobody believed伽）him at las接下來的第二、第三天的T: Who is a liar?（liar是一個(gè)新的詞匯，學(xué)生可能不懂它的意思，但通過之 前的滲透與理解，學(xué)生能猜出 其意思，并能答出Peter是liar）Task 5: Con clusi on復(fù)述做出示范，減低復(fù)述的難度。設(shè)計(jì)意圖：有了第一次 復(fù)述的經(jīng)驗(yàn)，再通過表格 的使用和圖片的幫助，學(xué) 生小組根據(jù)表格組織信 息，進(jìn)行復(fù)述。進(jìn)

28、一步培 養(yǎng)了學(xué)生英語思維能力、 英語表達(dá)能力以及小組 溝通合作能力。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.設(shè)計(jì)意圖：拓展材料緊 扣主題，利用Peter因?yàn)?撒謊導(dǎo)致真正遇到困難 時(shí)沒人幫助他，很傷心， 然后恰好讀了一個(gè)相關(guān) 的小故事，從而期待他從 故事中和自我經(jīng)歷中吸 取教訓(xùn)，改變自我，為下 面的進(jìn)一步的 Peter的 行為可能得到改變埋下 伏筆。同時(shí)，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，有效檢測(cè) 了本節(jié)課的重點(diǎn)詞匯。設(shè)計(jì)意圖：本環(huán)節(jié)是拓 展的閱讀內(nèi)容。緊扣故事 的發(fā)展線索，給Peter的故事創(chuàng)造一個(gè)happyending,進(jìn)一步訓(xùn)練了學(xué) 生的閱讀能力，也給學(xué)生 帶來正能量的思想教 育。He bega n to help others. Gradu

33、ally(慢慢地),people cha nged (改變)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設(shè)計(jì)意圖：讓學(xué)生把閱 讀材料作為課后閱讀補(bǔ) 充，進(jìn)行細(xì)節(jié)閱讀，進(jìn) 步訓(xùn)練學(xué)生的閱讀能 力。helpful.()3) Peter took care of the sheep happily, but he couldn ' glet along well with the farmers.()四、教學(xué)評(píng)價(jià)設(shè)計(jì)1.評(píng)價(jià)方式與工具"課堂提問它"書面練習(xí)制作作品測(cè)驗(yàn) V其2.評(píng)價(jià)量表內(nèi)容（測(cè)試題、作業(yè)描述、評(píng)價(jià)表等）練習(xí)（一）選擇正確的單詞完成小短文。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