（广东）粤人版六年级下册-Review 1-Lesson 1-教案、教学设计--(配套课件编号：60035).doc

1、1 Review 1 A boy who shouted “Wolf” ! 一、教学目标教学目标 1. 1. 知识目标知识目标 （1）掌握单词 ：shouted, worked, laughed, hurt, liar, truth, believe 掌握词组 ： took care of, came to help, jumped out （2）掌握句型 : “Wolf, wolf!” he shouted. When liars tell the truth, nobody believes them. 2.2. 能力目标能力目标 （1）听：能听懂故事的文本内容，捕捉、收集材料中的重要信息

2、。 （2）说：能说出文中相关的动词，并能通过动词过去式复述文本内容。 （3）读：能读懂故事大意，并能有感情地对果实文本进行朗读。 （4）写：能正确完成短文中写练习的答案，能宣传教育身边的朋友不要说谎。 3.3. 情感态度目标情感态度目标 （1）培养学生尝试阅读英语小故事以其英语课外读物，并对过去时态进行归纳，尝试用英 语讲小故事。 （2）了解英语小谚语，学会分析说谎带来的后果，培养学生要诚实守信的意识，不撒谎、 不骗人。 4 4、学习策略目标、学习策略目标 通过自主学习、合作学习、小组讨论等方式进行学习，学生们感受自主学习的乐趣、体 验合作学习的快乐，从而养成良好的学习习惯和形成更为有效的学习

3、策略。 5 5、文化意识目标、文化意识目标 明白诚实守信是非常重要的品格，在生活中要养成诚实守信的良好习惯，还要在生活中 学会宽容与原谅。 二、教学重点二、教学重点、难点难点 1. 教学重点：教学重点：通过语言目标的学习，能了解文本内容，正确运用文本出现的动词过去式复 述故事内容。 2. 教学难点教学难点：一般过去式在实际生活中的灵活运能，能用一般过去式来表达想说的事情。 2 三、教学准三、教学准备备 课件PPT、视频、卡片、学生练习资料等。 四、教学过程四、教学过程 Before-reading Step 1: Warming up 1. Greetings T: Good morning,

4、 boys and girls. Ss: Good morning, Miss Chen. T: Did you have a good day yesterday? What happened? 【设计意图】通过问候来拉近师生之间的距离，让学生觉得亲切真实、轻松愉快。 T: I had a nice day! I met some sheep. This is my favorite animal. Listen! Baa, Baa（羊的叫 声）Here come some sheep! Theyre so cute! (课件呈现羊群的图片) T: Oh, my god! Who is co

5、ming? Ss: Wolf! Wolf! T: Wolf! Wolf! Go away! Dont eat the little sheep! 【设计意图】通过图片趣味互动，营造紧张的学习气氛，吸引学生的注意，把学生带到 课堂学习的环节！ 2. Game: “Golden Eyes” （金睛火眼） T: So terrible! The wolf did a magic. And then, the sheep were turned into some past tense verbs? Can you find them out and save them? Ss: Of cause w

6、e can! T: Ok, Lets Go. Please read the sentences after you found them out. Ss: OK! 附一： Game: Golden Eyes (1) Peter took care of the sheep on a farm. (2) “Wolf! Wolf!” he shouted and laughed. (3) Many people came to help him. (4) They saw he laughing, so they were angry and went home. (5) A big wolf

7、jumped out and hurt his sheep. (狼把羊变成动词过去式，我们展开营救羊的任务，找出动词过去式，然后读句子) 【设计意图】金睛火眼的游戏，增加学习趣味性，是激发学生学习动机最有效的途径。 While-reading Step 2: Lead-in & Presentation 1. Game: “Who is the liar?” T: Woo, good job! Thank you for your help! The sheep came back to the farm now. Could you tell me? Is the wolf a liar (

8、骗子)？ Will he tell something truth? Why? 3 Ss: Yes, I think the wolf is a liar. Because he want to eat the sheep, and then the wolf tells liar and finds excuse for eat sheep. He is so bad. T：Ok! Lets play a game: Who is the liar? Who tells the truth? Do you believe him? T：Wolf is a liar! Sometime, wh

9、en he tell the truth, maybe nobody believes him. 附二：Game: Who is the liar? The wolf says: (1) I am not a liar, so all the people love me. (2) I never eat sheep. I want to make friends with sheep. (3) I am an animal of teamwork(团结). The sheep says: (1) We are kindness, and people took care of me on t

10、he farm. (2) I am afraid that the wolf eats the sheep. (3) I am the strongest animal of the woods. (分析狼和羊说的话，判断真假，在这过程中，我们学习新单词liar, truth, believe. ) 【设计意图】通过判断真与假的游戏，为下面的教学活动做预备，并教育学生狼为了 吃羊，说很多谎言，所以没有人愿意相信他！就算他有时说真话了，别人也会怀疑真假！ T: So dont tell lies, if not, nobody believes you! My friend Peter was

11、a liar before, but now he is not a liar, he always tells the truth? Do you know what happened to Peter before? Can you guess? Ss: He told a lie to the famer T: Ok, lets read the story. A boy who shouted “wolf!”（板书课题） 【设计意图】此活动为课堂下一步的阅读做铺垫。 2. The first reading （默读课文并回答问题） T: Now look and read silent

12、ly by yourself. After that, please answer the following questions. Q1: How many times did Peter shouted “wolf”? Q2: Why did he shout “wolf”? Q3: Did anybody help Peter? Who are they? 【设计意图】让学生带着问题来阅读课文，初步感知课文。 3. The second reading （完整听读整篇课文, 完成练习） T: Listen to the tape and do the exercises in your

13、groups, and then check your answers.（完 成书本40页练习并评讲, 由浅入深，循序渐进) (1) When did Peter do on the farm? He took care of the sheep on the farm. (2) Why did Peter shout “Wolf!” the first two times? Because he was bored. (3) What happened on the third day? 4 A big wolf jumped out and hurt his sheep. (4) If y

14、ou are Peter, what did you get from the story? When liars tell the truth, nobody believes them. 【设计意图】让学生带着任务听录音，培养学生以听获取关键的信息的技巧，同时让学 生整体理解语篇。 4. The third reading（看图说话，跟读并朗读课文） (1) 看图说话、跟读并板书 T: Look at the picture and tell us about the story. And then read after me! (2) Pair work: （与伙伴一起朗读课文） T:

15、Please open your book at page40. Lets read the passage with your partner and finish the exercise. You have 5 minutes.(PPT呈现练习) Read and number the sentences in the correct order. 6 The next day, he did the same thing. 2 One day, he was bored. He shouted, “Wolf! ” 3 People came to help him, but there

16、 was no wolf. 4 Peter laughed. 5 The people were angry, and went home. 1 Peter took care of the sheep. 9 On the third day, a big wolf jumped out and hurt his sheep. 8 Peter laughing again, so they went home. 7 People came again, but not many. 10 “Wolf! Wolf!” Peter shouted, but nobody came this time

17、. 学生根据短文的内容将句子排序，然后相互讨论，并确定填写答案。 (3) Check the answers and write the information on the board. (老师在平台上评讲答案) 【设计意图】通过默读、听读和朗读，让学生在此理解短文，并通课本的练习，检查学 生的理解程度。 Step 3: Practice 1. Pair work : （根据图片来复述课文，或者根据图片来配对白扮演） 教师指导学生根据填充小图片，分组进行复述语篇，鼓励学生加上自己的一些语言。 2. Discuss: If you are the famer, will you come to

18、 save Peter ? Why? How did you save? （学生两人一组，快速问答讨论，进行操练,猜猜故事的结尾。） 【设计意图】通过两人活动和小组活动，学生操练语言，内化语言，在这过程中，培养 学生之间的合作精神。 Post-reading Step 4: Extension 1. Do the survey ：Have you even told the lie? (对学生进行一次小调查，主题是“你曾经 5 撒过谎吗？”以填写Lie-and-fact card 的形式，写上曾经撒过的谎和事实真相，然后 与同伴分享) T: Do the survey ：Have you ev

19、en told the lie? What lies have you told? Talk with your partner and share with our classmates! Name Have you even told a lie? What lies have you told? What was the result? 【设计意图】通过表格调查与陈述，引导学生语言输出，拓展学生的口语交际能力，增 加文化的意识。 2. Watch the MTV: My father is a liar. T: 观看泰国诚信的教育宣传片段“爸爸是骗子”并讨论：Is the girls f

20、ather really a liar? Why? 【设计意图】通过宣传视频观看并讨论，激发学生运用语言的动机，让学生更深层次地 理解谎话地定义。教育孩子不可以撒谎来欺骗别人，甚至伤害别人，这些人是不可以原 谅的。但有一些谎言是“美丽的谎言”，我们要学会分析，懂得体谅。 Step 5: Summary 教师与学生回顾本节课的新知识，并对学生进行思想教育。 谚语：When liars tell the truth, nobody believes them. 【设计意图】通过对知识的总结归纳，加深巩固学生对本课时的学习内容，并教育学生 要诚实守信，不要说谎去伤害别人，当谎话变成现实的时候，只会自食其果。 Step 6: Homework 1、用自己喜欢的方式把故事与朋友或亲人分享（讲故事、配对白、画漫画等形式） 2、搜集更多的寓言故事来，进行讲故事练习。 【设计意图】通过作业的布置，将课本的知识向课外延伸，同时更好地巩固课堂所学。 五、板书设计五、板书设计 A boy who shouted A boy who shouted “wolf!wolf!” 6 When liars tell the truth, nobody believes them.