《典范英语》3aL7教学参考Word格式.docx

1、要求每周不少于两课时，每课时至少完成一个故事。三、教师要求1. 教师课前须熟读故事，了解故事内容。2. 对于较难的单词，教师可板书，并配合动作和表情帮助学生理解。3. 全英文授课。四、教学用具多媒体设备、CD机、课件（课题组提供）、道具（矿泉水瓶、用矿泉水瓶制作的花瓶、笔筒）、单词卡（painted, painting）、句卡（见检查理解环节）。五、课堂教学基本步骤1. 导入（Lead-in）：介绍生活中“变废为宝”的好点子，引入故事情景通过展示生活中变废为宝的小例子，引入故事情景，为看图讲故事做好铺垫。（1）教师展示废弃的矿泉水瓶以及用矿泉水瓶制作的花瓶、笔筒，并提问：Everyone, l

2、ook at me! Whats this?Its a bottle. What should I do with it? Should I throw it away? （教师做出throw away的动作）Oh! I have a good idea. Look! （教师展示用矿泉水瓶制作的花瓶）It is a vase. It is made out of a bottle. Do you like it? （教师展示用矿泉水瓶制作的笔筒）It is a pen pot. It is also made out of a bottle. （2）联系生活实际，引入故事情境：Have you

3、 ever used bottles to make a vase or a pen pot?What else can we do with a bottle? Do you have any good ideas?Kipper had a good idea. What was his idea? Lets learn the story Kippers Idea.（板书标题）2. 看图讲故事（Storytelling）：理解故事情节，观察Kipper想出好点子的过程教师利用课件逐幅播放故事图片，并用丰富的表情、生动的英文和适当的肢体语言给学生绘声绘色地讲故事，让学生观察Kipper想出好

4、点子的过程。 （Picture 1）Look at Picture 1. Dad took Kipper to school.（Picture 2）Look! Where did they go past?They went past the library.（指向图书馆墙上LIBRARY的标识）There was a lady.（指向图片中的女士）What was she doing?She was painting the wall.（模仿画画的动作）（Picture 3）Dad said goodbye to Kipper.Kipper ran into the playground.（

5、指向操场）There were a lot of children playing there.（指向操场上正在玩耍的孩子们）Kipper wanted to play too.（Picture 4）Kipper came to the wall. What was there on the wall?There was a drawing on the wall. （指向墙上的画）A girl was drawing it. It was a drawing of Kipper.Another girl laughed and pointed at Kipper. （指向嘲笑并指着Kippe

6、r的女孩）What would she say?“Look at this silly boy,” she said. “Its you, Kipper!” Kipper was very unhappy.（指着Kipper）（Picture 5）The wall looked a mess.“What a mess!” said Mrs May.She was cross. The two girls had to clean the wall.（模仿两名女孩的动作）（Picture 6）It was time for class.Look at the children. What wer

7、e they doing?They were painting.Kipper was painting too.（指着Kipper）He pointed to the wall. Then he had an idea.What was his idea? （请学生大胆猜测）（Picture 7）Oh! Look! Miss Green drew circles. （模仿Miss Green在黑板上用粉笔画一个圆圈）The children painted faces.（用颜料在画好的圆圈内画上一个笑脸）（Picture 8）Look at their paintings. Were they

8、 good?Yes. The wall looked good.Everyone liked it.（Picture 9）A man took a photograph.Everyone stood in front of their paintings.They were all happy.“Good for Kipper!” everyone said.（伸出大拇指表示称赞）教师要注意启发学生思考，每次提问之后稍作停顿，不要急于说出答案，先观察学生的反应，如学生仍回答困难，再进一步给出提示引导学生作答。3. 听录音模仿（Listening and Imitating）：听懂录音并模仿出标

9、准的语音语调听录音模仿时，录音是什么音什么调，就让学生模仿成什么音什么调，注意以下句子的语气及表达的不同情感：Kipper ran into the playground. /There was a drawing on the wall. /Mrs May was cross. /Good for Kipper!（1）放录音，让学生完整地听一遍故事，整体输入，不需停顿。（2）放录音，全班学生齐声模仿1-2遍。要求学生逐句跟读，鼓励学生大胆开口，读出戏剧化效果，读出感情。教师要引导学生用兴奋的语气读出“Kipper ran into the playground”，用沉闷的语气读出“There

10、 was a drawing on the wall”，用不开心的语气读出“Mrs May was cross.”，用高兴的语气读出“Good for Kipper!”。4. 朗读故事（Reading Dramatically）：读懂故事并学会绘声绘色地独立朗读故事通过多种形式的朗读，让学生能够绘声绘色地独立朗读故事，培养学生有感情朗读故事的习惯，练就扎实的语言基本功。（1）小组朗读比赛。将学生分成男生、女生两个小组，进行小组间的朗读比赛。（2）朗读接龙。请几名学生接龙朗读故事，每人读一幅图。教师根据学生读的情况给予表扬、鼓励和指导。5. 检查理解（Story Comprehension）：梳

11、理故事情节，提炼故事主线（1）制作story map 教师将以下句卡打乱顺序贴在黑板上。句子可参考：A lady was painting the wall.Kipper ran into the playground.There was a drawing of Kipper on the wall.The wall looked a mess.Miss Green drew circles on the wall. The children painted faces.The wall looked good. 教师在黑板上画出以下story map，请学生根据故事发展顺序将句子卡粘贴在s

12、tory map里的方框中。脉络图如下：（2）复述故事将全班分成若干小组，小组内练习接龙复述故事，然后请几组上台展示。6. 讨论（Discussion）：联系生活实际，学会采用不同的方式来解决问题教师围绕Kippers idea提问，组织学生分组讨论。问题可参考：Look at Kipper. How did he feel? （展示故事第4幅图）If you were Kipper, what would you do with the drawing?讨论过程中，教师引导学生使用“If I were Kipper, I would ”的句型回答。7. 拼读练习（Practising Pho

13、nics）：区分“ed”和“ing”，复习字母组合“ed”的拼读规律（1）区分“painted”和“painting”教师在黑板上写出以下三句话，然后展示三张单词卡：一张“painted”和两张“painting”，请学生选用正确的单词卡补全句子，如：A lady was _ the wall.The children _ faces.The children were _.之后，教师引导学生注意“painted”和“painting”的发音及意义上的区别（“painted”表示“画了”，“painting”表示“正在画”）。（2）复习“ed”的两种发音 请学生从本课中分别找出以“ed”结尾的

14、单词：painted/wanted/looked/liked。 教师板书以上单词，并在“ed”下划横线，请学生大声朗读，引导学生发现字母组合“ed”在“painted/wanted”和“looked/liked”中的两种不同发音。8. 家庭作业（Homework）（1）反复模仿录音，熟读故事。（2）简写故事。六、教师自我反思1. 教学理念是否体现了“以意义为核心”、“整进整出”的教学理念；是否将整体教学、启发式教学、拼读教学等方法贯穿于课堂教学之中。2. 教学目标是否实现了本课所提出的语言能力、非语言能力目标，如：学生是否能读懂故事情节；是否能用标准的语音语调独立朗读故事；是否能看图复述主要故事情节。3. 课堂操作（1）提问教师设置的问题是否符合学生水平，能否引起学生的兴趣；学生能否通过教师提问的引导观察Kipper想出了什么好点子。（2）听学生是否真正听懂了教师的问题和指令，并做出正确的反应；教师是否认真倾听了学生的反馈；是否发现了学生在朗读与表达过程中出现的问题（如：“ing”和“ed”的不同）。（3）说教师说得多还是学生说得多；教师是否给了学生表达的机会；学生是否能根据story map复述故事；是否能根据教师提示表达出与Kipper不同的做法。（4）思考课堂环节衔接是否流畅；教师语言是否易于理解；讨论是否具有启发性；下一次课堂设计需要在哪些方面提高。