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視頻標簽：Wolf Wolf
所屬欄目：小學英語優質課視頻
視頻課題：2018景德鎮市小學英語優秀課例展示He shouted Wolf Wolf Reading for pleasure景德鎮
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2018景德鎮市小學英語優秀課例展示He shouted Wolf Wolf Reading for pleasure景德鎮市第十一小學
教學設計
課文標題: He shouted, “Wolf! Wolf!” 單元名稱： Reading for pleasure 教材版本： 外研社（三年級起點） 授課年級：
Grade 4
一、教學目標
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;
3. Learn comprehension skill: sequence story events; 4. Learn to understand: Don’t tell lies. 二、教學重難點 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 according to the pictures; 2. To cultivate good habit of not telling lies. 三、教學過程
Teaching procedures StepⅠPre-reading
1. Warm up: greetings and introduction
2. Quick flashing: PPT shows the animals quickly and let students say them out 3. Let’s guess: riddles about animals (Sheep and Wolf)
4. 播放音頻（男孩叫 wolf）, 引入課題 He shouted, “Wolf! Wolf!” 并教授shouted。
[設計意圖] 通過問候和快閃等破冰活動，拉近師生的距離。進入故事之前，通過猜謎語激活學生認知系統中已有的圖式，調動他們頭腦中已儲存的與文章主題相關的背景知識，從而對故事閱讀充滿期待。同時播放音頻并對課題提出問題，激發學生的好奇心和求知欲，從而積極主動地去閱讀故事。
Step Ⅱ While-reading 1. To know the whole story
a. Listen to the tape without subtitle
b. Find the answer: How many times did the boy shout?
[設計意圖] 通過觀看無字幕視頻和信息差較強的任務，讓學生有效快速地整體感知故事。 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-Let’s select
c. Read the text with the help of a teacher to get the meaning and the teacher explain the words
distant country, look after, bored, ran and shouted with TPR d. Circle the right answers
2). For Picture 5-8 (The second time to shout)
a. Let’s 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 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- Let’s answer b. Read the text of P9-12 in pairs c. Underline the answer
[設計意圖] 根據男孩喊叫的次數為主線，讓學生分段閱讀，一步一步地了解故事情節的發展以及故事發生的原因。閱讀中，通過完成不同層次的任務，讓學生逐漸地獲得課文相關信息，提升學生的思維認知和分析能力，并引領學生表演出文章中出現的動詞（短語）以及一些表情單詞, 揣摩每個角色所展露的神情和語氣，為后面的角色練習奠定基礎。 3. Back to the whole story
a. Ordering
b. Fill in the blank and act c. Let’s show
[設計意圖] 通過填入缺失的關鍵詞，檢測學生對故事的了解程度，有效的幫助他們梳理故事情節發展。同時通過小組合作學習的方式完成排序任務， 為學生提供自主學習的機會，并根據排好序的圖片復述故事。通過角色扮演培養孩子們的合作精神，從而真正地走進故事。 Step Ⅲ 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
[設計意圖]將之前對故事的學習體驗自然延展到現實生活，讓學生明白要做一個誠實的孩子，不能撒謊，更不能捉弄他人，養成不說謊的好習慣。同時對學生提出要求和希望，鼓勵他們好讀書，讀好書。
Step Ⅳ 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.
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