1、 sad happy angry bored Lets learn feeling words In a distant country, there was a boy. He looked after sheep. But the boy was bored. One day, he ran to the village. He shouted, “Wolf! Wolf! Come and help!” The people ran to the hill. But there was no wolf. The people went home. The next day, the boy
2、 was bored again. He ran to the village and shouted, “Wolf! Wolf! Help!” The people ran to the field. There was no wolf. The people went home. They were very angry. Then one day, a wolf came to the hill. It wanted to eat the sheep. Watch the video and What would happen next? Describe pictures Show t
3、ime! 义务教育教科书外研版小学英语四年级下册义务教育教科书外研版小学英语四年级下册 ReadingReading forfor pleasurepleasure HeHe shoutedshouted “Wolf!“Wolf! Wolf!”Wolf!” 教学设计教学设计 一、一、 教学内容分析教学内容分析: : 本节课是义务教育教科书外语教学与研究出版社新标准小学 英语四年级下册(三起)Reading for pleasure “He shouted Wolf! Wolf! ”是出自伊索寓言的一篇小故事。教材强调学生的学习兴 趣，生活经验等，书中的插图生动活泼，趣味性强，更注重学生 学习兴
4、趣的培养，关注学生情感和道德情操，有利于学生的健康 成长。 2 2、学生情况分析学生情况分析: : 一般特征般特征：四年级的学生大概处在十岁左右，这个阶段的儿童 注意不稳定、不持久，很难长时间地注意同一件事物，容易为一些 新奇刺激的事物所吸引。 所以他们对课件里的动画和能动发声的教 具感兴趣。他们对汉语版狼来了的故事比较熟悉，因此在理解故事 方面学生们没有问题。在记忆方面，这个年龄段的孩子的有意识记 逐渐占据主导地位，即使是抽象材料也能花功夫努力记住，并能自 觉检查记忆的效果。他们记忆发展的另一特点是从机械识记向意义 识记发展。 随着知识的增长，理解能力的提高，中年级学生意义识 记逐渐占据主导
5、地位。所以他们不仅仅能记忆押韵的，朗朗上口的 英语儿歌，也能够通过图片很快背诵课文。 初始能力初始能力：学生已经学习了一般过去时的用法并且能够使用一 般过去时描述过去发生的事情。他们已经掌握了一定的阅读技巧、 拥有一定的阅读技能。 信息素养信息素养：学生基本具备一定的信息技术能力，能够根据学习 需要搜集相关的学习资料。 三、教学目标三、教学目标： （一）知识目标（一）知识目标： 1.学习情感单词：通过图文、动作及表情来学习与理解 happy bored angry sad 2. 学习以下动词过去时：在文中“教”与“学”并配合体态语 来理解，尽量以短语或者句子的形式来呈现以下动词的教学。 sho
6、ut shouted He shouted “Wolf! Wolf!” run-ran ran to the hill/ the village/ the field look-looked He looked after sheep. tell-told He told a lie. say-said They said, “ Dont tell lies!” 3.全体学生能理解 ： He shouted “Wolf! Wolf!” He told a lie. The wolf ate sheep. Never tell lies! （二）能力目标（二）能力目标 ： 1.能理解故事内容并根
7、据提示讲述该故事。 2.能尝试阅读英语故事及其他英语课外读物，并尝试表演英语 小故事。 3.全体学生能初步运用一般过去时描述已经发生过了的事情 四、四、 教学重点：教学重点： 1.识读听懂会说本课生词、词组，能识认对应的图片和单词， 并对过去时态进一步运用。 2. 培养学生尝试阅读英语故事以其他英语课外读物，并尝试用英 语讲小故事。 五、教学难点：教学难点： 能够灵活运用动词过去时，培养学生阅读英语故事以其他英语 课外读物，并尝试用英语讲小故事。 六、情感态度与价值观目标：六、情感态度与价值观目标： 学生能积极与他人合作完成学习任务，懂得不说谎，诚实是人 的良好品德。 七、教学过程七、教学过程
8、 Step 1. Warming up 1.Greetings 2. Sing a song to remind the story of the Red Hood, then show a picture of a bad wolf and get students to be in the new lesson. T:Lets sing together. Ready, go! Step 2. Pre-reading 1.Feeling words bored, happy, angry, sad 2. Word practice Call some students to fill in
9、 the blanks according to the pictures and help students to get some clues of the story. Step3 While-reading A.Skimming a. Show following questions to lead students to do skimming. b. Watch the video to help them understand more. 1. What did the boy do in a distant country? 2. Did the wolf come at la
10、st？ c. After reading, choose volunteers to show answers and check with the whole class. B. Detail reading a. Show picture1-2 in the book and ask T: What did the boy do? S1: He looked after the sheep. T：Was the boy happy? S2: No, he was bored. Show picture3-4 in the book and ask T: “Were they happy?”
11、 Ss: No. T: They were unhappy, so they went home. T: The next day, the boy was bored again. What did he do? S3: He ran to the field and shouted “Wolf! Wolf! Come and help.” T: After that day, the people were so angry that they didnt want to believe the boy any more. Guess, “Did the wolf come to the
12、hill?” S2: Yes. T:Then one day, there was really a wolf came to the hill, “What did the wolf want to do?” Ss: Eat the sheep. T: What would the boy do next? Ss: The boy ran to the village. But the people didnt run to help? T: What would happen next? Lets watch the cartoon and think about the question
13、. T: Who can share your ideas with us? S1: S2: T: Read and find what happened in your book. Ss: T: Why didnt the people come to help the boy? Ss: The people thought the boy told lies again, so they didnt run to help. T: Whats the ending? Ss: The wolf ate the sheep. T: What did the boy feel? Ss: Sad.
14、 T: Oh, what a pity! He was sad. Can we tell lies. T and Ss: No. Never tell lies. b. Get students read following the tape. Then read in groups. c. Choose a group to check. Step4 After-reading A: Show pictures to lead the students to retell the story. T: Look at the pictures and describe them. Ss: T:
15、 Which group can describe the pictures and make your story book? Ss B. Fill in the blanks to summary the story. C. Role-play 1. Work in groups and act the story with your group members. 2. Choose some groups to act out. Step5 Expanding reading A. Read and choose B. Choose volunteers to show answers,
16、 check with the whole class. Step6 Summary T: What have you learnt from the story? Ss: Never tell lies. Step7 Share warning Never tell lies! No honesty, no dignity! 九、九、Homework Retell the story to your parents or your friends. 十、十、Blackboard design He shouted “Wolf! Wolf!” bored He told lies. sad T
17、he wolf ate sheep. Never tell lies. Teaching reflection 1、本课是义务教育教科书外研版小学英语四年级下册 Reading for pleasure “He shouted Wolf！Wolf！ ” 。在设计初期，我先要 求学生课前对狼来了这个故事进行图片搜集、资料搜集和视频搜集。 狼来了汉语版的故事对同学们来说是非常熟悉的。所以说在通过课 前准备孩子们的表现力是非常的精彩的。学生对一些表示感情的词， 通过他们的面部表情和肢体语言表达的非常到位。在通过前部分的 课程学习之后，让孩子们放飞自己的想象“猜”结局的时候，他们 的表达是出乎老师的想
18、象。看得出学生是精心准备了，而且对这堂 课非常感兴趣。 2、小学中高年级是学生逐步熟悉和理解社会生活的重要时期， 也是形成道德情感、道德认识和道德判断能力，养成行为习惯的重 要阶段。通过对本故事的学习，加深了孩子们对“说谎”所带来的 害处的认识。坚定孩子们要做一位诚实的人的信念。 3、学生是学习的主体，教师应由单纯的知识传授者向学生学习 活动的引导者、组织者转变。自主学习既包括学生个体的独立思考 探究和思考，也包括学生与同伴合作开展的学习和探究。所以本课 设计的小组合作学习效果较好，学生在充分的语言知识输入后，不 但更深刻的了解了这个家喻户晓的寓言故事，更在之后的展示中用 表情语言和肢体语言来将故事表达出来。 “道理”在潜移默化中被孩 子们接受并用自己的课堂行为来感染其他的同学。
