《典范英语》（1a-L30）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（1a-L30）教学参考Kippers Diary 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：学生能够读懂故事情节；惟妙惟肖地模仿录音；绘声绘色地独立朗读故事；能认读一周七天的英文表达；能根据图片用英语说出天气情况和人物活动；学会运用“It was a _ day. I went to the _.”的表达方式；初步掌握字母“w”和词尾字母“y”的拼读规律。2. 非语言能力目标：让学生了解Kipper在日记中记录的天气状况和行踪，并能学以致用，制作自己的英文日记；通过让学生观察Kipper的日记内容，培养学生的观察力和想象力；培养学生敢读、敢表达的自信和勇气。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，了解本课故事内容。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）、词卡（见检查理解和拼读环节）、句卡（见检查理解环节）。四、课堂教学基本步骤 1. 导入（Lead-in）：学习一周七天的英文表达通过儿歌学习一周七天的英文表达，为进入故事情境做好铺垫。（1）教师播放一首有关the days of the week的儿歌（见课件），让学生跟着唱几遍。（2）教师提出与儿歌和故事相关的问题，与学生互动：What are the days of a week?What day is it today? （BQ: Is it Monday or ?）（3）学生回答后，进入看图讲故事环节，先展示标题图片：Whos this? This is Kipper. Kipper had a diary. He wrote from Monday to Friday. Lets have a look at Kippers Diary. 2. 看图讲故事（Storytelling）：理解故事情节，了解日记内容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，让学生了解Kipper日记中记录的天气状况和人物活动。（Picture 1）This is Kippers diary.What day was it? （BQ：Was it Monday or Tuesday?） It was Monday. （指向Monday）Whom can you see? We can see Kipper and Floppy. （指向Kipper和Floppy）Was Kipper happy? （模仿Kipper的表情）No. Why not? （BQ：What was the weather like?） It was raining. Kipper was in the rain.He wrote in his diary: It was a wet day.（Picture 2）What day was it? It was Tuesday. （指向Tuesday）Whom can you see? We can see Kipper and Mum. Look at the trees and leaves. （指向树和树叶）What was the weather like?It was a windy day. Where did Mum and Kipper go? Mum and Kipper went to the shops. Kipper wrote in his diary: I went to the shops.（Picture 3） What day was it? It was Wednesday. （指向Wednesday）What was the weather like? Look at the sun. It was a sunny day. （指向太阳）Where was Kipper? Kipper was in the pool. （指向池塘）Kipper wrote in his diary: I went to the pool.（Picture 4）It was Thursday.（指向Thursday） Can you see Kipper? Kipper was in the park with Dad and Floppy. Kipper wrote in his diary: I went to the park. What was the weather like? Look at the big sun. It was a hot day. （指向太阳）（Picture 5）It was Friday. Kipper was at the fun fair. Was Kipper happy?Yes. Kipper was very happy. Kipper had great fun.Kipper wrote in his diary: It was a fun day. 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，让学生尤其注意一周前五天的英文读音。（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2-3遍。要求学生逐句跟录音指读，鼓励学生大胆开口，读出戏剧化效果，读出感情。（3）放录音，请不同的学生模仿录音读日记内容，看谁模仿得像。要让学生注意“Monday”、“Tuesday”、“Wednesday”等单词的读音。教师在必要时给出示范和指导。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样化的朗读方式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。（1）全班集体朗读。教师组织全班同学齐声朗读一遍。（2）朗读比赛。教师将学生分成两大组，每组读一遍，看哪组读得最好。（3）个人接龙朗读。请几个学生接龙朗读故事，教师根据学生读的情况给予表扬、鼓励和指导。朗读过程中，教师要对朗读困难或有问题的学生给予指导和示范。5. 检查理解（Story Comprehension）：增强学生对故事内容的理解让学生合上书，回顾故事情节。先让学生分别根据图片（A-D）信息补全句子，即让学生根据图片和已经给出的句子信息逐一口头描述出当天的天气状况和人物活动，然后让学生把图片和星期几连线。（详见课件第7页）（1）给“周一”至“周五”排序l 教师提前准备好单词卡：Monday/Tuesday/Wednesday/Thursday/Friday，打乱顺序，贴到黑板一侧。l 提出以下问题，引导学生给单词卡排序，在黑板上自上而下摆放。Look at the five days. What day comes first?What day comes after ? （2）词图配对l 教师提前打印好故事图片，打乱顺序，贴到黑板一侧。l 提出以下问题，让学生将“周一”至“周五”与图片配对，将图片贴到相应的单词卡旁。Which picture is about Monday/Tuesday/Wednesday/Thursday/Friday?（3）描述图片l 教师提前准备好两组单词卡：wet/windy/sunny/hot; shops/pool/park。打乱顺序贴到黑板上。l 教师将“It was a _ day. (I went to the _.)”制成句卡贴到图片旁，引导学生借此描述各幅图片，并选正确的词卡贴到相应图片旁的句卡上。（版式见附录）（4）复述故事l 取下黑板上的句卡，只保留词卡在原位置。l 让学生以Kipper的口吻按照Monday到Thursday的顺序复述故事。Monday: It was a wet day.Tuesday: It was a windy day. I went to the shops.Wednesday: It was a sunny day. I went to the pool.Thursday: It was a hot day. I went to the park. Friday: It was a fun day.6. 拓展活动（Activities）：制作图文并茂的日记，学以致用通过让学生仿照故事，制作一周七天的日记，巩固所学并学以致用。（1）复习“一周七天”的英文表达l 教师提问：What are the other two days of a week? l 教师把Saturday, Sunday按顺序写到黑板上Friday词卡后面。l 让学生顺序从Monday读到Sunday，同时感知“y”与元音“a”组合时的发音。（2）制作日记l 让学生分成小组，每组7人。l 每组每人负责一个day of the week，仿照故事，发挥想象力画出自己去的地方和当天天气，并在图片下面写出说明：It was a _ day. I went to the_.l 完成后，将每个小组成员的作品集中到一起，组成一份“一周日记”，以小组为单位在班上展示。7. 拼读教学（Practising Phonics）：培养拼读意识，掌握字母“w”和词尾字母“y”的拼读规律（1）掌握“y”位于词尾时的拼读规律l 教师出示词卡：windy/sunny/rainy，让学生齐读，感知字母“y”位于词尾时的发音。（2）掌握“w”的拼读规律l 让学生从本课故事中找出含有字母“w”的单词：wet/windy/went/was，并读一读，感知字母“w”的发音。（3）巩固练习l 将以上单词编成朗朗上口的旋律，让学生边拍手边唱：Windy, windy, it was a windy day. Kipper went to the shops.Sunny, sunny, it was a sunny day. Kipper went to the pool.Rainy, rainy, it was a rainy day.Kipper was wet all day. 8. 家庭作业（Homework）（1）反复模仿录音，熟读故事。（2）让学生抄写本课故事中含有字母“w”的单词，并分别抄写词尾是“ay”和“y”的单词。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与非语言能力目标，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；学生是否掌握了Kipper在日记中记录的生活点滴；学生能否理解并掌握“It was a _ day. I went to the _.”的表达方式。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正确理解Kipper日记的内容。（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；学生朗读和复述故事时，其他学生是否认真倾听。（3）说教师说得多还是学生说得多；教师是否给了学