典范英语-3备课材料教案中文-3b

1、典范英语（3b-L18）教学参考Mister Haggis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；惟妙惟肖地模仿读故事；能理解并复述故事情节；学会写招领启事。；绘声绘色地独立朗2. 非语言能力目标：通过让学生观察故事故事发展和结局培养学生的观察力和想象力；通过力。培养学生的爱心；通过制作“招领启事”培养学生的创造能力与动手能二、安排要求每周不少于两，每至少完成一个故事。三、教师要求1.2.3.教师课前须熟读故事，了解故事内容。对于

2、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）、检查理解环节）。序号卡片（见朗读环节）、故事（见五、课堂教学基本步骤1. 导入（Lead-in）：认识 parrot，引入故事情境通过教师认识 parrot，相关话题，为看图讲故事做好铺垫。动画片 Polly Parrot 片段，并与学生互动：Lejoy aclip.What was Granny Pig and Grandpa Pigs pet?What was the name of the parrot?Did Peppa and GeDo you like it?e li

3、ke Polly parrot?Do you want a parrot?学生回答后，自然过渡到讲故事环节：A parrot flew to Wilf and Wilmas house. What was this parrot like? Could Wilf and Wilmaket? Whappened? Lets learn the story.2. 看图讲故事（Storyling）：理解故事情节，观察一家人见到鹦鹉的神情教师利用课件逐幅故事，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，让学生观察一家人对鹦鹉的不同态度和神情。（Picture 1）One day,

4、 Wilf and Wilma were playingLook! What did they see?he yard.A parrot flew on to the shed. （指向鹦鹉）（Picture 2）The parrot was green wired head.Look at Wilf and Wilma. “Wow! A parrot!” （配合表情）Dad ran down to see it. What did the parrot do? The parrot flew down.Look! Where would the parrot fly? The parrot

5、sat on Dads head.“Mister Haggis!” it said. （模仿鹦鹉的语调）“Whoops! What a parrot” said Dad. （配合表情，注意语调）Wilf and Wilma laughed.（Picture 3）（Picture 4）（Picture 5） Then it sat on Dads arm.“Sing us a song,” it said. （模仿鹦鹉的语调）Wilf and Wilma laughed and laughed. Did Wilf and Wilma like the parrot?（Picture 6）“Oh!

6、” said Wilf. “Can we ke “No,” said Mum.What would Mum do?t?”（Picture 7）Mum put up ater. （教师指向ter，并读 found）“Its a missing parrot,” she said. Wilf and Wilma liked the parrot.“Sing us a song,” said the parrot. （模仿鹦鹉的语调）Mum got food for the parrot. Did the parrot eat the food?No. “Night-night, Mister Ha

7、ggis,” it said. （模仿鹦鹉的语调）“Will it ever stop chattering?” said Wilma.（Picture 8）（Picture 9）（Picture 10）It was night time.The parrot did not stop.It didnt go to sleep either.“Night-night, Mister Haggis,” it said again and again. （模仿鹦鹉的语调）Why did the parrot say it again and again? （请学生作答）（Picture 11）as

8、t a man came.He came wiWho was he?ter and a cage.（Picture 12）He was the owner of the parrot.“Can you stop him chattering?” said Wilma. “Yes, but you need to cover him up,” he said.（Picture 13）The man covered the cage wipiece of cloth.“Night-night, Mister Haggis,” said the man.教师要注意启发学生思考，每次提问之后稍作停顿，

9、不要急于说出，先观察学生的反应，如学生仍回答，再进一步给出提示引导学生作答。3. 听模仿（Listening and Imiing）：听懂并模仿出标准的语音语调听模仿时，是什么音什么调，就让学生模仿成什么音什么调，尤其注意模仿鹦鹉的语言，并对比鹦鹉和它的主人在说“Night-night, Mister Haggis”时的不同语调。放放，让学生完整地听一遍故事，整体输入，不需停顿。，全班学生齐声模仿 1-2 遍。要求学生逐句跟读，鼓励学生大胆开口，读出戏剧化效果，读出感情。教师要引导学生朗读时要模仿鹦鹉的语调，用戏谑的语气读出“Singus a song!”和“Night-night, Mist

10、er Haggis.”。（3）放，请学生独立模仿，每幅图可请 2-3 名学生，比比谁模仿得像。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，练就扎实的语言基本功。（1）小组朗读比赛。将学生分成男生、两个组，进行朗读比赛。（2）朗读。教师提前将序号做成卡片并打乱装在袋子里。课堂上教师拿着袋子随意走到某位学生面前，让其抽取一张序号，之后大声朗读与学生读的情况给予表扬、鼓励和指导。对应的。教师根据5. 检查理解（Story Comprehen）：有问有答，梳理故事情节（1

11、）教师将学生分成 9 组，每组分到一张提前打印好的11、12。1、2、4、5、6、7、10、（2）每组学生围绕拿到的互相提问并回答，尽可能细致地观察，联想细节及前后相关情节。每组请一名学生记下该组所有提问：图 1：Where were Wilf and Wilma?。教师可给出以下问题供学生参考What were Wilf and Wilmang?What did they see?图 2：What was the parrot like? Who came to see the parrot?Was the parrot afraid of people?图 4：Was the parrot

12、 afraid of people? Where was the parrot?How did Dad feel?How did Wilf and Wilma feel?图 5：Where was the parrot? What did the parrot say? What did Dad think?How did Wilf and Wilma feel?图 6：Did Wilf and Wilma like the parrot? What did they want to do?What was Mum thinking?图 7：Could the children keep th

13、e parrot? What did Mum do?What was theter about?Was Wilf happy to help?图 10：What did the parrot say?What did the family want the parrot to do? Why didnt the parrot stop chattering?图 11：Who came?How did the man find his parrot? Was Dad happy to see the man?图 12：What did the family want the man to do?

14、What did the man do to stop the parrot from chattering? Did it work?（3）教师按照故事发展的顺序分别请每组学生。学生首先将自己组拿到的贴到黑板上，并分别向台下同学提问，台下同学举手回答。6. 复述（Reling）：学会组织语言概括故事大意，锻炼口头表达能力教师带领学生一起根据上一环节后黑板上的来复述故事主线。之后可让 1-2 名学生做独立复述。复述过程中，如学生有的具体问题可参考上一环节。，教师可通过提问的方式帮助学生思路。提问（Discus7.）：拓展思维，培养学生的爱心、想象力与创造力（1）针对故事结局分组，培养学生的爱心

15、。问题可参考：Do you think the man will take his parrot home or leave it with the family? Why?What would youhelp it go home?f you found a missing parrot/cat/dog? Would you ket? Would you（2）让学生仿照故事中 Mum 写的招领启事，写一个招领启事。教师给每组发一张 A4纸，小组合作完成。8. 拼读练习（Practising Phonics）：培养拼读意识，巩固字母组合“ee”的拼读规律找出含有字母组合“ee”的单词让学生在本

16、课中找出含有字母组合“ee”的单词：see/need/green/keep。教师写在黑板上，并在字母“ee”下划线，让学生说出“ee”的发音。扩充词汇教师让学生回忆其他具有该拼读规律的词， 如学生想不出， 教师可给出几个：bee/k/feet/meet/teeth/cheer/s（3）听写单词t/feel 等。教师读一组词：see/need/green/keep/黑板上写。完成后，2 人一组互相检查。k/feet/meet，让学生写在纸上。可让 2 名同学到9. 家庭作业（）反复模仿给，熟读故事。讲讲这个故事。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、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；学生能