教案课件-典范英语6a l8教学参考

1、典范英语（6a-L8）教学参考Viking Adventure教学参考的目的在于为实验课提供一个基本的思路和框架，帮助实验教师更好地把握课题理念。课题组鼓励实验教师结合学生的实际情况适当做出调整，将实验课上出特色。一、教学目标1. 语言能力目标：学生能够听懂；能够绘声绘色地独立朗读故事；能够理解故事情节；能够根据和复述故事；能够用英语自己最喜欢的情节；能够简写故事。2. 非语言能力目标：引导学生了解维京文化；通过作精神；培养学生大胆表达自己想法的自信和勇气。培养学生的思辨能力和团队合二、安排每周不少于两，1-2 个完成一个故事。要求学生课前反复听跟读。三、教师要求教师课前须熟读故事，了解本课故

2、事相关的文化背景：维京人(The Vikings)是对从公元 8 世纪到 11 世纪侵扰并殖民欧洲沿海和英国岛屿的探险家、武士、商人和海盗的总称。维京人的老家是北欧斯堪的纳维亚（Scandinavia）地区，即今天的挪威、瑞典和丹麦等地。船是维京文化中重要的组成部分，可以说维京人的一切都与他们的船有密切联系。维京船由整条原木加工成龙骨以保证强度，弯曲的头尾单独加工，然后用铁钉固定到龙骨的两端。常见的船一般都在二十米左右。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。全英文授课。四、教学用具多设备、CD 机、课件（课题组提供）、句卡（见复述故事环节）。五、课堂教学基本步骤1. 导入（

3、Lead-in）：介绍维京文化通过展示维京人的船和，介绍维京文化，激发学生。教师展示（见课件），与学生互动：What can you seehcture?How is this boat different from other boats you have seen?These shields are weapons used by the Vikings. Lets have a close look at the Viking helmetsand the shields. They have many different shs.Would you like to know more

4、about the Vikings? Lets learn the story Viking Adventure.2. 看图讲故事（Storyling）：了解故事背景教师利用课件故事前 7 幅，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，引导学生观察，了解故事背景。（Picture 1）It was time to go to school.Kipper told everyone about his adventure at the Teddy Bears But nobody beved him.ic.（Picture 2）The children werer Joh

5、nsons class.Mr Johnson showed them a mship.“Can youl me what sort of ship this is?” he asked.“Its a Viking ship.” Wilf said.（Picture 3）Mr Johnson showed the children a picture of a Viking ship.It was called a longship. Ithe water.d oars and a sail and it moved very fast throughThe Vikings crossed th

6、e sea in ships like this. They had helmets and shields.（Picture 4）Mr Johnson helped the children wiViking project.They made mlongships and they made Viking shields and helmets.（Picture 5）Mr Johnson took the childrenThey made a big longship.o the school hall.They dressed up as Vikings and pretended t

7、o row the longship. “Its hard work being a Viking.” said Biff.（Picture 6）The children came home from school.They wanted thekey to glow because id not glowed for a long time.Kipper told them about hisKipper was upset.adventure, but still nobody beved him.“Thekey glowedhe night,” he said. “It glowed w

8、hen it was dark. Itdid, it did, it did!”（Picture 7）Biff had a good idea.“Maybe the key will glowhe dark,” she said.She goorch and a big thick blet.The children sat on the floor and they pulled the blet over themselves.It was dark under the blet. Suddenly the key began to glow.3. 朗读故事（Reading Dramati

9、cally）：学会绘声绘色地朗读故事，朗读与理解相结合承接讲故事环节，引导学生带着问题去朗读，帮助学生理解故事，抓住故事主要情节。朗读时，教师要提醒学生注意孩子们和维京人交流时的语音语调。（1）学生集体朗读8-11，然后回答以下问题：Where did the key take the children?What problems did the Vikings have?（2）请学生分组朗读12-15，然后回答以下问题：Did the Vikings treat the children well?How did they treat them on the boat? How did th

10、ey treat themhe hall?（3）请学生分角色朗读16-21，然后回答以下问题：What problem did the Vikings have? How did the children help them?在朗读过程中，教师要对朗读有或有问题的学生给予指导和示范。如果学生课前预习效果不好，教师需在课上适当安排听模仿环节。4. 情节分析（Plotysis）：梳理故事，深入理解主要情节教师通过问题引导学生梳理故事主线，深入理解故事情节，之后让学生分组格。问题及表格可参考：完成表How many times did the children see the Viking ship

11、? （向学生展示故事中出现三次的longship）Who were on the ship each time? What did the children do?How did the children feel?5. 复述故事（Reling）：深化理解，学会自己组织语言概括故事大意引导学生结合和复述故事，培养学生的概括能力和语言表达能力。（1）梳理故事脉络教师请学生分别用一句话概括故事发展脉络，完成“story map”。如学生有可先示范或者出示五张句子卡片，让学生排序。可参考下图：，教师The children wereng a Viking project.The children w

12、ere not well treated on a Viking boat.The children wento the Viking hall.Who were on the shipWhat the children didHow the children feltThetimeMr Johnson and thechildrendressed up as Vikings andpretended to row the longship“Its hard work being aViking.”The second timethe children and someVikingswere

13、pushed to the back of thelongship, had to jumphe waterSurprised, didnt like thesmell, cold and wet and sickThe third timesome Viking raidersBiff shone her torchhappyThe children help to defeat the Viking raiders. The children were back at school.（2）复述故事教师可将学生分成若干 4 人小组，并通过 PPT 展示3、11、13、15、18 及 21。学

14、生根据故事、脉络图和句在小组内进行接龙复述。教师请 2-3 个小组进行展示。6.表演（Role-play）：模拟打败维京海盗的场景，深化对故事的理解通过表演让学生进一步感受孩子们的经历，在理解故事的基础上进行输出。讲学生分组，表演故事的台展示。部分（Pictures 14-20）。准备 2-3 分钟后，请 2-3 组学生上教师要提醒学生注意语音语调，把握人物的情感。表演结束后，教师可引导学生从以下几方面进行评价：pronuntion and出最佳演员或最佳团队。onation, fluency, acting, teamwork。根据学生表现，选（Discus7.）：培养学生解决问题的能力教师

15、提问，让学生分组，引导学生挖掘故事情节，启发学生思考如何机智地解决问题。之后，请小组代表作答。问题可参考：What will youf people do not beve what you say?What do you think of the Vikings life?Why did Wilfl Biff not to give the torch to the Vikings?教师要鼓励学生畅所欲言，提醒学生规则：（1）每个人都要有说话的机会；（2）别；（3）可以补充他人的观点。人时认真8.家庭作业（）（1）参考脉络图和简写故事。（2）查阅资料，模仿故事通过小组合作制作 longboat，并在班级中展示。（可选）六、教师自我1. 教学理念是否体现了“以意义为”、“整进整出”的教学理念；是否将整体教学、启发式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语言能力和非语言能力等目标，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；学生能否抓住故事的主要情节；学生是否能够根据故事和复述故事；是否积极思考解决问题的方法。3. 课堂操作（1）提问教师设置是否符合学生水平，能否引起学