1、1 教学设计 一、教学目标 1. 语言知识目标 （1）词汇： took care of ,shouted, laughed, jumped out, liar, truth, believe 等词汇 （2）句型：When liars tell the truth, nobody believes them. 2. 语言能力目标 （1）听：能听懂 Reading and writing 的文本内容。 （2）说：能说出 What did Peter do on the farm? When did the story happen? Why did Peter shout “wolf” the f
2、irst two times? What happened on the third day? 等问题。并能口头进行回答并能复述课文内容。 （3）读：能读懂 Reading and writing 的短文内容，并能有感情地对课文进行朗 读。能读出小男孩三次不同的叫喊情感。 （4）写：能根据表格，写出文本的主要重点内容。 3.情感态度目标 ： 通过学习，了解到小男孩说谎的小故事以及带来的后果，让学生懂得要做个诚 实的孩子。 4.学习策略目标： 通过培养学生合作学习的态度和方法，有效利用 Ask and answer, Group work 等活动，培养学生合作学习的意识和团队精神。 5.文化意识
3、目标：告知学生做一个诚实的人。 二、教学重点和难点 教学重点：通过阅读短文，让学生了解文本故事的主要内容，并引导学生懂得做 一个诚实的人。 教学难点：让学生了解文本背后的意义，Peter 前后三次呼叫的不同情感心理变 化，以及最后人们没有来帮 Peter 的真正原因。 三、课前准备：PPT，单词卡片，学生使用练习纸等。 四、教学过程 Before -reading Step 1 Warming up and Greetings T: Hello! 2 Ss: Hi! T: How are you? Ss: I am fine, thank you, and you? T: I am fine,
4、 too. T: What did you do yesterday? S: I did my homework. T: What about you? S: I watched TV 【设计意图】通过教师与学生进行问候，拉近师生的情感,同时初步复习了过去 时态的句型。 Step 2 Lead-in （1）Lets chant T: I was happy yesterday. Why? Because I had a lucky day. I want to share with you. Lets chant together. Lucky day, lucky day, I had a
5、lucky day. Great day, great day, I had a great day. We won the game. I had fun with friends. I got a football. We won the game. I had fun with friends. I got a football. 【设计意图】通过歌谣 I had a lucky day, 复习了一些过去式的短语，同时激发 了学生学习的热情。 （2）Game :Golden eyes do-did, see-saw, is-was, are-were, go-went, has-had,
6、 come-came, jump-jumped, work-worked, laugh-laughed, hurt-hurt, read-read 【设计意图】通过游戏中快速变化的单词，让学生快速回忆下面将要讲授课文的 重点单词及其过去式，为课文的讲授作准备。 While-reading Step 3 Presentation 1、展示一些学生熟悉的故事书本 T：Reading is good for us. I like reading books. We can learn knowledge from the books. There are also many good stories
7、 in the book. Do you know any stories? S:. T：Well done! T: Cinderella, The fox and the crow, The tree little pigs, and so on. 3 T: Today, we are going to learn a funny story: A boy who shouted “wolf!”. I hope you will enjoy it. 【设计意图】通过呈现学生熟悉的小故事，引导学生感知阅读的乐趣，激发学生 对将要学习内容的积极性。 2、The first reading: Li
8、sten and watch T: Lets watch the video. After that, choose the right answer. Where did the story happen? _. A. In a hospital B. On a farm C. At school 【设计意图】让学生带着任务观看文本内容，培养学生获取关键信息的技巧，同 时让学生整体理解语篇。 3、The second reading: Read after the tape T: Lets know more about the story. Lets read after the tape
9、. 【设计意图】结合绘本，帮助学生进一步了解文本的内容。 4. The third reading: Read in groups T：Now, listen and read the story in groups. After that, answer the questions. Open your books at page 40 and underline the keywords. What did Peter do on the farm? He took care of the sheep. Why did Peter shout “wolf” the first two ti
10、mes? Because he was bored. What happened on the third day? A big wolf jumped out and hurt his sheep. When did the story happen? One day, the next day, on the third day. 【设计意图】通过第三遍阅读课文，深入了解课文的主要内容,知道故事发生时 间及发生的原因和后果。 5The fourth reading: Read silently 【设计意图】通过第四遍细读课文，深入了解课文的主要内容,找出文章的主要 脉络，故事里人物的不同心
11、理和行为的变化，了解文本背后的意义。 6.Think and act 4 T: How many times did Peter shout “wolf! Wolf!” in the story? T: One time, two times or three times? S: Three times. T: How did Peter shout“wolf! wolf!” ? Lets act! 【设计意图】通过开放性问题的设计，引导学生进行发散性的思考，让学生真正 理解故事的核心内容。通过扮演活动，让学生更乐于学习，也让学生更加深刻地 理解课文。 5The fifth reading:
12、Read with the tape（有感情地朗读课文） 【设计意图】在整体认知文本内容的基础上，通过跟录音朗读，感受纯正语音素 材，感受朗读的情感，让学生更好地品味课文。 Step 4:Exercise: Read and order.(给下列句子重新排列给下列句子重新排列) “wolf!”“wolf!” Peter shouted, but nobody came this time. When liars tell the truth,nobody believes them. On the third day, a big wolf jumped out and hurt sheep.
13、 One day, he was bored. He shouted “wolf!” “wolf!”. Many people came to help. But there was no wolf. Peter laughed. Peter worked on a farm. He took care of the sheep. People were angry and went home. The next day, Peter did it again. People came to help , but not many. 【设计意图】通过排序练习，帮助学生整体理解回忆文本内容。 S
14、tep 5 Summary : Retell the story Peter _ on a farm. He _ care of the sheep. One day, Peter was bored . He _“wolf! wolf!”. Many people_ to help , but there was no wolf. Peter_. The next day, Peter_ it again. On the third day, a big wolf _ out and_ his sheep. “wolf! wolf!” _Peter. but nobody _ this ti
15、me. When lairs tell the truth, nobody believes them. 【设计意图】通过复述文本内容，让学生总结和归纳本节课的主要知识。培养学 生的语言表达能力。 Step 6 Thinking about the end 【设计意图】调动学生思考的积极性，扩充文本内容。 5 Post-reading Step 7 Extension T: What do we learn today? 1. When liars tell the truth，nobody believes them. 当说谎的人说出真相时，没有人相信他们。 2. Dont tell lie
16、s. 不要说谎 3. We should be honest. 我们应该做一个诚实的人。 【设计意图】小结故事的主要意义，培养学生良好的品质。 Step 8 Homework: 1.Do Ex.3 on page 41. 2.观看一期董卿主持的节目朗读者 【设计意图】通过作业，将课文中重点的动词过去式进行巩固练习，同时引导学 生观看电视节目，培养学生朗读的兴趣，提升学生的人文素养。 6 板书设计：板书设计： Review1 Reading and writing A boy who shouted “wolf!” one day shouted laughed many no the next day shouted laughed not many no on the third day shouted nobody yes Dont tell lies. We should be honest.
