Theboywhoshoutedwolf教学设计.pdf
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1、教学设计Reading: A boy who shouted wolf 课题摘要 学科英语学段第一学段 年 级 六年级 单元Review1 教材版本广东版英语 课程名称 Reading: A boy who shouted wolf 一、学习内容分析 1. 教材分析 本模块选自广东人民出版社六年级下册Review1的 Reading and writing部 分。故事是学生耳熟能详的 “狼来了”的故事。学生在通过近两年的阅读训练中, 已经积累了一定的语言基础。 本课时作为阅读拓展材料, 内容比较简单, 因此教 师可以在阅读文本中, 适当给学生拓展语言的输入量,培养学生的阅读能力, 引 导学生积
2、极参与听, 说,读,写等教学活动, 从而提高学生的语言综合运用能力。 2. 学情分析 1学生年龄特点和认知特点分析: 本单元的学习对象是六年级学生,年龄约在11 到 12岁左右,他们具有较强 的求知欲,对新鲜事物开始思考、追求、探索。在好奇心的驱使下,他们对英语 学习有着更高的兴趣和热情, 在图片及教师的引导下, 大部分学生的口语表达流 利, 能用所学知识进行简单的交流。 但对英语写作及自由表达的能力还有待加强。 2语言知识和技能分析: 通过前面五年的英语学习, 学生掌握和储备了一定的语言知识,并具有将所 学习和掌握的知识运用于语言实践中的能力。在学习本课之前, 学生对过去时的 表达已经比较熟
3、悉。 3学习能力分析: 在五年级和六年级上学期的阅读技巧,阅读策略培养下, 学生已经掌握一定 的阅读方法, 有了一定的思维能力、 分析能力和理解能力, 对于用英语表达自己 的一些意愿或思想也有一定的信心和能力,同时也具备用英语与他人合作与交流 完成学习任务的能力。 在本单元的阅读教学中, 老师将采用各种教学手段, 帮助 学生习得语言知识,获得语言技能。 3. 教学目标(含重难点) 1. Knowledge objectives: (1)Students can generally understand the meaning of the story. (2)Students can appr
4、ehend the truth “ Don t tell lies.” “When liars tell the truth, nobody believes them”step by step with the help of the teacher. (3)Students can discuss what happened to Peter and give some advice to Peter. 2. Ability objectives: (1)Students can get the main idea of the text by first reading. (2)Stud
5、ents can find out some necessary information by skimming and scanning. (3)Students can talk and know the principle “When liars tell the truth, nobody believes them ”from the story and get it by discussion. (4)Students can master some effective reading strategies gradually. 3. Learning strategies: (1
6、)Students can learn to use the old language to learn the new. (2)Students can take part in the activities actively in class. (3)Students can communicate with others confidently. 4. Emotion objectives: (1)Students can be active and confident when they express in English. (2)Students can be interested
7、 in English reading by some pictures or other teaching tools. (3)Students can widen their vision after studying and know the truth “ Don t tell lies.” “When liars tell the truth, nobody believes them. ” .Teaching Key Points: 1. Students can know how the story happened by searching the detail informa
8、tion. 2. Students can understand the principle “When liars tell the truth, nobody believes them ”by analyzing the detail information of the story. 二、教学环境选择 简易多媒体教室交互式电子白板网络教室移动学习环 境 三、教学过程设计 教学环节活动设计信息技术使用说明 Step 1: Pre-readi ng 1. Lead in: Do a riddle. What animal am I? 2. Ask and answer. T: Have y
9、ou ever read or heard any stories that are about “wolf”? 设计意图 : 用对等概念 引入阅读教学,先出示相 对应的文字让学生猜相 应的动物,再用图片激活 背景知识,培养学生思维 能力。 It can be a book. It can be a story. It can be a movie. Who knows? After asking and answering. T: Look! This is a story about “ wolf ” . It s called “ The wolf is coming” 。 This i
10、s a book about “ wolf ” . It s called “ Langwangmeng” . This is a move about “ wolf ” . It s called “ Langtuteng” . 设计 意 图 : 通 过 问 答 Have you ever read or heard any stories that are about “wolf”, 进一步激 活学生有关狼的主题的 故事或书或电影等背景 知识。 Step 2: While-rea ding 3. Show the story of “ the wolf is coming ” in the
11、 wrong order and guide the students try to tell what story it is. T: And heres a story about “wolf ”, but its in wrong order. Please try to tell what story it is. 4. Show the story that we are going to learn today. After students guessing the story right. T: Yes, it is “ The wolf is coming” . And we
12、 can also call it “A boy who shouted “ wolf ” . Then write the title on the blackboard. 设计意图 : 由于狼来了 的故事学生耳熟能详, 所 以让学生通过打乱顺序 的故事来猜今天学习的 故事主题,是对学生思维 和判断能力的训练。 再而 引 出“This story has another name. We can also called it “ A boy who shouted “ wolf ”. 从而正 式进入故事的学习。 设计意图 : 通过任务一 的设计,让学生找出故事 的主人公和故事发生的 地点,用
13、思维导图的形式 呈现问题并让学生快速 略读。同时进行阅读策略 的渗透: Tips( 阅读小技 巧) : 文章的首段通常会 包含 who,what, where, when 等基本信息。 设计意图 : 通过任务二: 跳读,让学生快速找到关 Task 1: Skimming Read and answer. T: Who was in the story? Where was it? What did he do there? Have students read the story quickly, and check the answers. Then tell some reading ti
14、ps to the students. Task 2: Skimming Students read quickly and find: 1) How many times did Peter shout “wolf ”? 2) Why did he shout “wolf” for the first two times? Task 3: Scanning Students read carefully and find: How did Peter tell lies and what happened? 键信息: He shouted wolf for three times.并给出阅
15、读技巧点拨: 阅读时,注 意各段首的关联词或是 表顺序的词 , 如 On day, the next day, on the third day。这样,训练 学生抓住关键词,快速阅 读文本,寻找关键信息的 阅读技巧。 设计意图 :本节课的内 容是学生耳熟能详的故 事, 如果单单是让学生理 T:Peter was bored, and he shouted “wolf” for first two times. On the first day, he had an idea, and he shouted “ wolf ” . On the next day, he did it again,
16、 and shouted “ wolf” . What did the people do on the first day and the next day? What was the end? What was Peter s feeling on the first day and the second day? What were the people s feelings? (在引导学生自主阅读时,先 引导学生整体寻读课文,找出 第一、二天的相关信息,层层 递进,通过提问:Why were the 解故事,看似简单。但是 如何组织信息,体现线 索,让学生自己总结观 点,复述课文,最终
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