1、一、教学目标 Teaching aims and learning objectives: By the end of the lesson, the students should be able to: 1.Understand the story as a whole and try to read or act it; 2.Get to know the meaning of “wolf, shout, distant country, ran, look after, bored, angry, sad, tell lies” and pronounce them clearly;
2、3.Learn comprehension skill: sequence story events; 4.Learn to understand: Dont tell lies. 二、教学重难点 Focus of the lesson: 1.To understand the story as a whole and try to retell or act; 2.To learn comprehension skill: sequence story events; Predicted area of difficulties: 1.To retell the story accordin
3、g to the pictures; 2.To cultivate good habit of not telling lies. 三、教学过程 Teaching procedures StepPre-reading 1.Warm up: greetings and introduction 2.Quick flashing: PPT shows the animals quickly and let students say them out 3.Lets guess: riddles about animals (Sheep and Wolf) 4.播放音频（男孩叫 wolf）, 引入课题
4、 He shouted, “Wolf! Wolf!” 并教授 shouted。 设计意图设计意图 通过问候和快闪等破冰活动，拉近师生的距离。进入故事之前，通过猜谜语激活学 生认知系统中已有的图式，调动他们头脑中已储存的与文章主题相关的背景知识，从而对故事阅 读充满期待。同时播放音频并对课题提出问题，激发学生的好奇心和求知欲，从而积极主动地去 阅读故事。 Step While-reading 1.To know the whole story a.Listen to the tape without subtitle b.Find the answer: How many times did t
5、he boy shout? 设计意图设计意图 通过观看无字幕视频和信息差较强的任务，让学生有效快速地整体感知故事。 2.To grasp the details 1). For Picture 1-4 (The first time to shout) a.Listen to the tape for P1-4 b.Show the questions-Lets select c.Read the text with the help of a teacher to get the meaning and the teacher explain the words distant countr
6、y, look after, bored, ran and shouted with TPR d.Circle the right answers 2). For Picture 5-8 (The second time to shout) a. Lets choose-Raise up the sheep side if you think it is right. Raise up the wolf side if you think it is wrong. b. Listen to the tape for P5-8 c. To get the meaning of the text
7、and explain the words bored again and angry (Let the Ss do the actions) d. Check the answers together 3). For Picture 9-12 (The third time to shout) a. Show the questions- Lets answer b. Read the text of P9-12 in pairs c. Underline the answer 设计意图设计意图 根据男孩喊叫的次数为主线，让学生分段阅读，一步一步地了解故事情节的发展以 及故事发生的原因。阅读
8、中，通过完成不同层次的任务，让学生逐渐地获得课文相关信息，提升 学生的思维认知和分析能力， 并引领学生表演出文章中出现的动词 （短语） 以及一些表情单词, 揣 摩每个角色所展露的神情和语气，为后面的角色练习奠定基础。 3.Back to the whole story a.Ordering b.Fill in the blank and act c.Lets show 设计意图设计意图 通过填入缺失的关键词，检测学生对故事的了解程度，有效的帮助他们梳理故事情 节发展。同时通过小组合作学习的方式完成排序任务， 为学生提供自主学习的机会，并根据排好 序的图片复述故事。通过角色扮演培养孩子们的合作精
9、神，从而真正地走进故事。 Step Post-reading 1.What do you learn from this story? 2.Do you have any questions about this story? 3.To know more stories and read more story books 设计意图设计意图将之前对故事的学习体验自然延展到现实生活，让学生明白要做一个诚实的孩子，不 能撒谎，更不能捉弄他人，养成不说谎的好习惯。同时对学生提出要求和希望，鼓励他们好读书， 读好书。 Step Homework 1.Retell the story He shouted, “Wolf! Wolf!” to your friends. 2.Read a story and make a video in our class We-chat.
