Module4Unit12Aboyandawolfperiod21Content(Period2)Aims1.Tousetheverbhelptorequestassistance.e.g.Help!Help!2.Tousewh-questiontogetsimpleresponses.e.g.Where’sthewolf?3.Tousethekeypatterntoindicatethatsomethingisapproaching.e.g.Herecomethefarmers.LanguagefocusTousephrasesandsentencestocommunicatewithotherstudents.TeachingaidsMultimedia,etcProceduresStepTeacher’sactivityStudents’activitiesPurposePre-taskpreparation1.Greetings.Whoishe?Whoisshe?Ishe…?Howmany…?2.Showthewordcards1.Greetingsa.T-S1b.S1-S22.Readthewords:boywolffarmernarrator热身运动，活跃气氛,同时复习前面所学的单词为下文作铺垫。While-taskprocedureWhile-taskprocedureLearnthestoryof“Aboyandawolf”.Showtheflashofthisstory,withthehelpofpictures,masksandbodylanguage.Thenaskthequestion.2.Learn:helpT:Whosays“Help!Help!”?Createthedifferentsituations.Letthestudentstosay“Help!Help!.3.Learn:Where‘sthewolf?Watchtheflash.S:Theboy.Readtheword:helpS:Help!Help!.通过观看flash让小朋友感知整个故事的内容。通过情景的创设，让学生在体验中学习。2Nowolves.T:Canyouseethetigerintheclassroom?T:Where’sthetiger?Notigers.T:Canyouseethewolfatfirst?T:Where’swolf?Nowolves.T:Nolions.T:Where’sthedog?T:Where’sthebear?4.Learn:Herecomethefarmers.T:Whentheboysays”Help!Help!”,whoiscoming?T:Herecomethefarmers.T:Showtheboy.Whoiscoming?T:Herecomestheboy.T:Createsomesituationsandletthestudentstosay:Herecome(s)the….S:No,Ican’t.S:No,Ican’t.S:Where’sthelion?S:Nodogs.S:Nobears.Workinpairs.S:Thefarmers.S:Theboy.S:Herecome(s)the….鼓励学生用所学到的单词进行对话。3Post-taskactivity1.Letthestudentstolistentothestoryandrepeatafterthetape.2.Dividethestudentsintogroups.Putonthemasks.Eachgroupwillplayoneofthecharactersinthestory.3.”Don’ttellalie”.1.Listenandrepeat.2.Actoutthestory.让学生进行故事表演，在情景中体验会话的乐趣，培养学生的语音交际能力。Assignment1.Listentothetapeandread(P47P48P49)2.Listentothenewstory(WorkbookP46P47P48)andactitoutwithyourparents.板书设计helpWhere’sthewolf?Herecome(s)the….Don’ttellthelie.教学反思4
