《典范英语》（1b-L10) 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（1b-L10）教学参考Picnic Time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；能根据图片与板书进行简单复述；能够运用“ sat on ”和“ came”句型；复习字母“o”与“u”的拼读规律。2. 非语言能力目标：通过让学生观察图片体验孩子们野餐的“奇遇”；通过观察人物表情体会孩子们在野餐过程中心情的变化；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）、图片（log, bridge, wall, rock, sheep, duck, donkey, rain）、单词卡（a wall, a rock, a log, a bridge, the rain, donkeys, ducks, sheep）。五、课堂教学基本步骤1. 导入（Lead-in）：展示图片，引入故事情景通过展示野餐的图片，引导学生就“picnic”这一话题展开讨论，为看图讲故事做好铺垫。教师向学生展示野餐照片（见课件），并与学生互动：Look at these pictures. What are they doing? They are having a picnic. Do you often have a picnic? Where do you often have a picnic?What do you take for a picnic? 展示故事标题（见课件），引入故事情境：Kippers family went to a picnic. Where did they go? What happened to the children? Lets learn the story. 2. 看图讲故事（Storytelling）：理解故事情节，了解孩子们野餐时的“奇遇”，体会他们的心情变化 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，让学生观察图片，了解孩子们野餐时到过的地方和遇到的动物，体会孩子们的情绪变化。（Picture 1）The family went to the park. Look at Dad and Mum. What were they doing? They were having a picnic. “Picnic time!” said Dad.（Picture 2）The children had their food and drink. Biff sat on a log.Look at her! What would she say? （请学生自由作答，例如“Im hungry”）Would they enjoy their food on the log?（Picture 3）Oh, no! What happened?Some sheep came. Why did the sheep come? （BQ: Did they want the food and drink? ）（Picture 4）Look! What a lot of sheep! （引导学生观察图片，配合表情）What would the children do?“Run!” said Kipper. （注意语调，配合表情）（Picture 5）Where did the children run? （BQ: Did they run to a bridge?）They sat on a bridge. They enjoyed their picnic.Were the food and drink good? （观察人物表情，自由作答）（Picture 6）Look! Some ducks came. Did the children like the ducks? What would they say? （观察图片，自由作答）Was the ducks fun?（Picture 7）Oh no! A lot of ducks came.That was not fun!“Run!” said Chip. （注意语调，配合表情）（Picture 8）Where did they rum this time? They sat on a wall.Biff looked back. （指向Biff）Did the ducks follow them?（Picture 9）The ducks did not follow. But, what came?Some donkeys came.Look at the children. How did they feel? （观察人物表情，自由作答）（Picture 10）What bad luck! A lot of donkeys came. “Run!” said Biff. （注意语调，配合表情）（Picture 11）Where were the children? They sat on a rock.Look! How did they feel? What would they say? （观察人物表情，自由作答）Could they enjoy their food and drink?（Picture 12）Oh no! The rain came. Were the children happy?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，要注意“Run!”的语调，要读出紧张的氛围与孩子们着急的心情。（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2-3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，请几个学生逐图模仿，看谁模仿得像。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集体朗读和个人朗读，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。（1）全班集体朗读。教师组织全班同学齐声朗读一两遍。（2）比赛朗读。将学生分成几个小组，进行小组间比赛朗读。（3）朗读接龙。请几个学生进行朗读接龙，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）：梳理故事情节，初步运用“ sat on”，“ came”句型（1）图片排序l 教师将地点图片（log, bridge, wall, rock）打乱顺序后贴在黑板一侧。l 教师提出问题：Where did the children have the picnic?，请学生回答并按照故事发展的顺序进行图片排序。教师可先示范回答，如：The children sat on a log.（2）图片连线l 教师将动物图片（sheep, duck, donkey, rain）打乱顺序后贴在黑板一侧。l 教师进一步提出问题：When the children were having the picnic, what came to them?，请学生回答后将图片贴在对应的地点图片右侧。（3）完成句子l 教师在每组图片下方板书：They sat on _. Some _ came.l 教师将事先准备的单词卡（a wall, a rock, a log, a bridge, the rain, donkeys, ducks, sheep）贴到黑板一侧。l 请几名学生选择合适的词卡完成句子，并带领其他学生一起读一读。教师给予必要的帮助和指导。6. 复述（Retelling）：在理解的基础上进行表达，锻炼自己组织语言讲述故事承接检查理解环节，教师可引导学生按照黑板上的图片与板书复述故事。可将学生先分成4人小组，在组内进行复述接龙。再请1-2位同学上台展示。教师可先行示范：It was picnic time. They sat on a log. Some sheep came. “Run,” said Kipper.They sat on a bridge. Some ducks came. “Run,” said Chip.They sat on a wall. Some donkeys came. “Run,” said Biff.They sat on a rock. The rain came. Oh no!7. 讨论（Discussion）：联系实际，培养学生的想象力与创造力引导学生围绕故事结尾分组讨论，并让学生发挥想象力，尝试创编故事。讨论结束后，请小组代表发言。问题可参考：Did the children enjoy the picnic? Do you like the ending? If you went to a picnic, where would you like to sit? Who would come to you? 8. 拼读练习（Practising Phonics）：培养拼读意识，复习字母“o”和“u”的发音规律（1）复习字母o的发音l 教师将log, rock写到黑板上，在字母“o”下划线。l 让学生说出字母“o”的发音，并说一说已经学过的含有/o/音的单词，如：box/got/pot/ top/shop/dog/frog/lost/lorry。（2）复习字母u的发音l 教师将duck, run写到黑板上，在字母“u”下划线。l 请学生说出字母“u”的发音，并说一说其他含/u/音的单词，如：duck/stuck/run/fun/but/butter/bucket/rug/dug/mud。（3）听音辨音l 教师准备几组单词，如：got/cut/cat/rug/lost; duck/dog/mad/get/pot; run/frog/rat/log/stuck等。l 将学生分成两组，请A组在听到/o/音时起立并拍手，请B组听到/u/音时起立并拍手。请两组互相监督，亦可进行比赛。9. 家庭作业（Homework）（1）反复听故事，熟读故事。（2）给爸爸妈妈讲一讲故事。（3）画一画自己野餐时的情境，并进行简单描述，如：It was picnic time. I sat on _. 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；是否能正确运用“ sat on ”和“ came.”；是否感受到了孩子们野餐过程中情绪的起伏变化。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