《典范英语》(4a-L4)教学设计.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（4a-L4）教学参考The Dragon Dance 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：学生能够听懂故事录音；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；能根据提示复述故事情节；掌握字母组合“dr”的拼读规律；能够简写故事。2. 非语言能力目标：让学生了解舞龙活动的文化背景以及西方对中国传统活动的喜爱；让学生体会故事中Mrs May和孩子们的心情变化；让学生体会自己动手的乐趣。二、课时安排要求每周不少于两课时，每周至少完成一个故事。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）、故事图片（图3、6、7、8、10、11、12）、单词/短语卡片（见检查理解环节）五、课堂教学基本步骤1. 导入（Lead-in）：了解舞龙活动，进入故事情境通过向学生展示舞龙的图片并讨论有关中国新年的话题，引出故事的主题，将学生带入故事情境。教师通过PPT展示一幅舞龙的图片，并与学生互动：Boys and girls, please look at the picture. What are they doing? （BQ: Are they playing a game? Are they doing the dragon dance?）Have you ever seen a dragon dance? When do people usually do the dragon dance? （BQ: Do they do the dragon dance during the Chinese New Year/the Spring Festival?）之后，自然过渡到讲故事环节：Many people in western countries like the Chinese New Year. One year, Biffs school had a Chinese New Year Project. What did they do? Did they do a dragon dance? Lets learn the story. 2.看图讲故事（Storytelling）：理解故事情节，观察并体会Mrs May和孩子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，让学生观察并体会Mrs May和孩子们的心情变化。（Picture 1）Look at picture 1.What did Mrs May and the children do?Mrs May made a dragon. The children helped her.（Picture 2）Then, they began to paint it.Look! Which part did Mrs May paint?Mrs May painted the head.（指向龙头）How about the children?The children painted the body.（指向龙的身体）（Picture 3）Now the dragon was all done.Look. It had a head, a tail and a long body.（指向龙的身体）Do you like the dragon?The children also liked the dragon. They even wanted to do the dragon dance.（Picture 4）Look at Mrs May. She helped the children get inside the dragons body.“Its made of paper. Be careful!” said Mrs May.How did the children feel?（BQ: Did they feel excited?）They were very happy and excited.（Picture 5）Look! Who was inside the head? It was Anneena.（指向Anneena）What did Mrs May say to Anneena?“Be careful,” said Mrs May. “Dont tear the paper.”（Picture 6）The show began. The children did the dragon dance.The mums and dads came.（指向爸爸妈妈们）Did they like the dragon dance?Yes. “What a good dragon,” said everyone.（Picture 7）Oh! What happened?The dragon dance went wrong.The dragon tore in half.（指向图中裂成两半的龙，并作出相应的动作）（Picture 8）Look at the children. How did they feel?They felt upset.（配合表情）“Never mind,” said Mrs May. “It was only made of paper.”（Picture 9）But the children were still very sad.（指向图中哭泣的孩子）Anneenas mum had an idea. She told the mums and dads.What was her idea?（Picture 10）Look! The mums and dads made a new dragon for the children.（指向图中的龙）They made a long body and a big head.（配合手势）（Picture 11）The dragon was finished. How did it look?（指向图中的龙）It looked wonderful.Were the children pleased?（指向图中的孩子们）Yes. And they wanted to do the dragon dance again.（Picture 12）The children went into town and did the dragon dance. They wanted people to come to the school fair.Look at Chip. What did he do?He gave people the tickets.（指向Chip手中的票）“Come to the school fair,” he said.（Picture 13）It was the day of the school fair. Many people came.Mrs May and the children were all very happy.“What a lot of people,” said Mrs May. “Thanks to the dragon.”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，注意模仿Mrs May，爸爸妈妈们以及Chip的不同语气。（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，全班学生齐声模仿一遍故事。要求学生逐幅图跟读，鼓励学生大胆开口，读出戏剧化效果，读出感情。（3）请学生重点模仿图4、5、7、8、13，尤其注意故事人物在不同情境中的语气。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）分组朗读接龙。将学生分成几个小组，每组读一幅图，进行小组朗读接龙。（2）个人朗读接龙。每个学生读一幅图，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）：回顾故事内容，复述故事主要情节（1）图片排序教师将提前准备好的故事图片（图3、6、7、8、10、11、12）打乱顺序贴在黑板上，请学生根据故事将图片重新排序。（2）抢答游戏教师围绕图片提问，请学生抢答。教师亦可鼓励学生提出问题。问题可参考：（图3）What did Mrs May and the children make? What was the dragon made of?（图6）Who did the dragon dance? Who came to see the dragon dance?（图7）Did the dragon dance go well? What happened to the dragon?（图8）How did the children feel?（图10）What did the mums and dads do? （图11）How did the new dragon look? How did the children feel?（图12）Where did the children go? What did they do? Why did they do that?（3）复述故事将学生分成若干小组，小组成员合作完成关键词或短语卡片的制作。教师请1-2组上台展示卡片并根据卡片接龙复述故事。教师在学生制作关键词卡过程中，要给予必要的引导。关键词可参考：（图3）made a dragon; was made of paper（图6）did the dragon dance; came to see（图7）went wrong; tore in half（图8）were upset（图10）made a new dragon（图11）looked wonderful; were pleased（图12）went into town; did the dragon dance; come to the school fair6.讨论（Discussion）：了解中国春节和西方圣诞节通过让学生围绕两大节日进行讨论，帮助学生了解中国春节和西方圣诞节的一些风俗，培养学生的跨文化意识。（1）教师展示一些风俗图片及关键词（见课件），让学生根据问题对图片进行分类。两人一组合作完成。In China, how do people celebrate the Spring Festival? In western countries, how do people celebrate Christmas? （2）请几名学生根据图片和关键词说一说两大节日的风俗。7. 拼读练习（Practising Phonics）：培养拼读意识，掌握字母组合“dr”的拼读规律（1）引导学生发现拼读规律教师在黑板上写出dragon和children，让学生说出两个单词在拼写和发音方面的共同点。然后教师带读：dr-dr-dragon; dr-dr-children。（2）听写含有字母组合“dr”单词：drum/dress/dream/dry/drop/drip/draw，让学生练习“听词能写”。（3）九宫格游戏l 让学生在纸上画一个九宫格，然后把黑板上的九个单词随机填写到九宫格内。（教师可在黑板上示范，见附录）l 教师每次随机读出九个单词中的任意三个单词，学生若发现教师读的单词在自己的九宫格上呈一条直线（横、竖、斜线均可），就大喊“Bingo!”。8.家庭作业（Homework）（1）给父母讲讲中国春节和西方圣诞节的风俗。（2）根据关键词简写或仿写故事。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；是否能复述主要故事情节；是否体会到Mrs May和孩子们的心