《典范英语》(2a-L17)教学参考.doc

全国教育科学“十一五”规划教育部重点课题中国基础英语素质教育的途径与方法 典范英语（2a-L17）教学参考Poor Floppy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：学生能够听懂故事；能够惟妙惟肖地模仿录音；能够绘声绘色地独立朗读故事；能够理解故事情节；能够分辨字母组合“ed”、“ad”、“et”以及“at”的发音；能够围绕宠物这一话题表达自己的观点；能够简写故事。2. 非语言能力目标：感受Kipper一家人对Floppy的爱；通过讨论培养学生关爱宠物的意识。 二、课时安排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）、打印故事图片（图1、9）、句子卡（见检查理解环节）。五、课堂教学基本步骤 1. 导入（Lead-in）：展示Floppy不同状态下的图片，引入故事通过展示图片，引导学生回顾Floppy在之前的故事中出现过的不同状态，与本故事中Floppy 的状态形成对比，为讲故事做好铺垫。（1）教师利用PPT展示Floppy不同状态的图片，并与学生互动：Do you like Floppy?I love Floppy. I like to show you some pictures of Floppy.（指向PPT-1）Look! Floppy was running. How was he? （BQ: Was he happy?）He was very happy. He was excited. （配合表情）（指向PPT-2）How was Floppy in this picture?Floppy was tired. （配合表情）（指向PPT-3）Floppy was sleeping. （做出睡觉的动作）（指向PPT-4）Look! Floppy ran away. He was scared.（配合表情）（指向PPT-5）Look at this picture. Grrr! Floppy was cross.（配合表情）（2）展示标题下的图片，自然引入故事：Look! How was Floppy? Was he excited? Was he scared? Was he cross? Did Floppy look good or bad? Would he get better? Lets read the story.2. 看图讲故事（Storytelling）：理解故事情节，感受一家人对Floppy的爱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，让学生感受一家人对Floppy的爱，体会孩子们在Floppy生病时的焦急和Floppy好转后的欣喜。（Picture 1）Mum and Chip found Floppy in the kitchen.Floppy was not well. He was ill.（Picture 2）Floppy lay on his bed.（指向Floppy）“He looks bad,” said Kipper.How did the children feel? （Picture 3）Look at Kipper. Kipper was sad. （指向Kipper，配合表情）What about Biff? What did she do? （指向Biff手中的卡片）Biff made a card for Floppy.She wanted Floppy to get well.（Picture 4）Mum took Floppy to the vet. （指向图片中的标识）Chip went, too.（Picture 5）There were a lot of people and pets at the vets. Chip looked at the pets. “I can see six cats,” said Chip. （教师可与学生一起数一数）What a lot of cats!（Picture 6）What did Floppy do? Did he run after the cats? （配合动作）No. Floppy just looked at the cats.He was not well. He was too weak. （配合表情）（Picture 7）The vet looked at Floppy.“Give him some pills,” said the vet.（教师可展示图片或实物帮助学生理解“pills”）（Picture 8）Mum and Chip took Floppy home.Floppy had some pills.Look at Dad and the children. They all wanted Floppy to get better. （模仿爸爸与孩子们期盼的眼神）（Picture 9）Floppy was soon better.Look at the children! They were excited.Was Dad excited? （模仿爸爸的表情）No! Floppy got Dads slipper. （指向Floppy嘴里叼的拖鞋）What would Dad say? （请学生自由作答）本环节中，教师要把握故事主线，无需过度关注图片细节，并尽量使用符合学生实际水平的英文。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。注意体会不同的语气和语调表达的不同情感，感受这一家人在Floppy生病时的焦急和Floppy好转后的欣喜。（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，全班学生齐声模仿跟读1-2遍。要求学生在理解故事内容的基础上，逐句跟录音指读。鼓励学生大胆开口，读出戏剧化效果，读出感情。（3）放录音，请学生重点模仿前3幅图与最后一幅图。注意引导学生读出故事中的情感变化。必要时，教师可做示范。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，练就语言基本功。在朗读过程中注意引导学生感受不同语调表现的不同情感。（1）全班集体朗读。教师组织全班同学齐声朗读一遍故事。（2）分组朗读。教师将学生分成4个小组，每组读一幅图，进行朗读接龙，看看哪组读得好。（3）个人朗读。请几名学生分别独立朗读图1、2、3、8、9，引导学生注意语音语调的变化。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）：提炼故事主线，梳理故事情节（1）看图问答l 教师将句子卡打乱顺序贴在黑板一侧。句子卡可参考如下：Floppy was not well. The children wanted Floppy to get well. Mum took Floppy to the vet. The vet gave Floppy some pills. Mum took Floppy home. Floppy had some pills. Floppy was soon better.l 教师针对故事第一幅图和最后一幅图提问，请学生回答并找出相应的句子卡贴在图片一侧。问题可参考：How was Floppy at the beginning of the story?How was Floppy at the end?（2）排序并复述故事教师引导学生对其余句子卡进行排序。教师语言可参考：What happened in the middle?How did they make Floppy well?Can you put these sentences in the right order?之后，教师带领全班学生根据句子卡的提示复述故事。6. 表演（Role-play）：培养学生的想象力和创造力（1）讨论教师围绕宠物生病这一话题提问，让学生分组讨论。问题可参考：What did the vet say after she looked at Floppy?If your pet were ill, what would you do? （BQ: Would you take your pet to the vet?）（2）表演基于讨论，教师引导学生想象自己和家人带宠物去看病时和vet之间的对话。学生自由结成2-3人小组，发挥想象力创编一小段对话。教师可给出Chip、Mum和vet之间的对话，供学生参考，如：Mum: Floppy is not well.Vet: Let me have a look. Chip: He looks bad. Please help him!Vet: Not so bad. Give him some pills. Chip: Oh, poor Floppy.Vet: Dont worry! He will be soon better.Chip: Thanks a lot.准备几分钟后，教师可请2-3组学生上台表演。如学生表达有困难，教师在准备过程中需给予必要的提示和指导。7. 拼读练习（Practising Phonics）：培养拼读意识，复习字母组合“ed”、“ad”、“et”和“at”的拼读规律（1）补全儿歌，练习拼读教师利用PPT展示一首基于故事改编的儿歌（需补全），请学生选择合适的词补全儿歌。之后，教师带着学生有节奏地读一读。儿歌如下：Floppy looked . He lay on his .The children were .They loved their .They took Floppy to the .There they saw a .And that was .（bed, bad, sad, bet, vet, pet, cat, that, Pat）（2）听音辨音教师将学生分成四组，每组分别负责一个字母组合（ed/ad/et/at）。教师朗读含以上四个字母组合的单词，如：cat/pet/sad/bed/mat/vet/flat/glad/bad/that），请听到相应字母组合的小组起立拍手。8. 家庭作业（Homework）（1）给爸爸妈妈讲故事。（2）用4-5句话简写故事。（如学生有兴趣，可制作成绘本，在班级展示）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和非语言能力目标，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；学生是否能分辨“ed/ad/et/at”等字母组合的发音；是否体会到了一家人对Floppy的关爱。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；能否启发学生思考；学生能否通过教师提