《典范英语》(4b-L1)中文教案

1、请参阅典范英语 (4b-l1)培训camping adventure教学参考的目的在于为实验教师更好地掌握课题概念，提供实验课的基本思路和框架。研究组鼓励实验教师根据学生的实际情况适当调整，以实验课为特色。一、教育目标1.语言能力目标：学生能听懂故事。能生动地模仿录音。可以独立阅读故事。可以组织语言来理解故事和重复故事。可以根据故事的背景简洁地写故事。2.非语言能力目标：通过让学生观察故事图，想象野营过程，培养学生的观察力；通过讨论培养想象力和逻辑思维能力，提高学生对未雨绸缪和未雨绸缪的认识。二、课堂时间安排要求每周两次以上，每周至少完成一次故事。鼓励学生预习。三、教师的要求1.老师上课前要熟

2、悉故事，理解故事的内容。2.对于更难的单词，教师制作书籍，配合行动和表情帮助学生理解。3.整个英语课。四、教区组织多媒体设备、光盘机、课件(工作队提供)、文章卡(参见了解检查的链接)。五、课堂教学的基本阶段1.lead-in(导入):观看视频以引领故事主题通过观看视频，让学生们知道野营的乐趣，并进行图片观看的讲故事。peppa s family went camping . did they like camping？do you like camping？did you go camping with your parents？where did you camp？教师自然而然地转向讲故事。

3、wilma s family went camping too . where did they camp？what happened？let s learn the story camping adventure。(板书故事标题)2.图片故事(storytelling):理解讲故事，观察全家人一起露营的乐趣教师使用课件逐个播放一幅画，用丰富的表达方式、生动的英语、适当的身体语言给学生们讲有趣的故事，让学生们观察画，体验家人一起野营的乐趣，体验暴风雨中遇到的危险。(图片1) one day，mum and dad went camping。they took the children。wher

4、e did they go？(bq: did they go to a farm or a zoo？)，以获取详细信息they went to a farm。(图片2)mum and dad had a new tent . they put it up . willf helper。wilma got some water。“i like it here，”she said。 i like camping . (图片3) mr jones was the farmer。look！what did he do？he milked the cows。“come and watch，”he sai

5、d。“what a lot of cows！”said wilf。mr jones laughed。“we milk them every day，”he said。(图片4)mum wanted some milk . where did shego？she went to the farmhouse。“i want some eggs too，”said mum。mrs jones was at the farmhouse。she was expecting a baby。she was expecting it soon。“it may come today，”she said。(图片5

6、) dad cooked supper。did the family like it in the tent？是。“i like it here，”said willf。 its fun in this tent . (图片6) it was time to sleep。every one went to bed but there was a storm。could they sleep？no. they couldnt sleep。(图片7) look！what happened？哦，否！the wind blew。everyone had to get up。(图片8) the wind

7、 blew the tent down。the family had to go。look！where they go？they went to the farmhouse。(图片9)苏德里，mr jones called mum。“the baby is coming，”he said。(图片10) mr jones had to go to hospital。she got in the car .mum helper。(图片11) the storm got worse。the wind blew and blew .it blew a big tree down。could the c

8、ar get past？no. the car couldnt get past .so mr and mrs jones went back to the house。(图片12)mr jones called for help。he called the hospital。“a helicopters coming，”he said。(图片13) mr jones pointed to a field。why did he point to the field？he wanted the helicoter to land there。“the helicoter can land the

9、re，”he said。(图片14) they got some bags and stones。look，what did they do？they made a big cross out of the bags .they put stones on the bags。why？they didn t want the bags to be blown away .(图片15) finally，the helcopter came。it landed near the cross。“at last！”said mr jones。there was a doctor in the helic

10、opter。“come on！”said mr jones。(图片16)the doctor ran to the house but mum came to the doctor。she was laughing。(to late！)said mum。“mrs jones has had the baby .shes had a baby boy . (图片17) every one looked at the baby。“hes very sweet，”said wilma。“will he like camping？”教师应该给学生灌输思考能力，每次提问后暂时停止，不要快回答，学生们仍然

11、给出困难的回答等，观察学生的反应，进一步给出答案的提示。3.听录音并模仿：理解录音并模仿标准语音语调听和模仿录音的时候，注意录音是什么声音，让学生模仿什么音调，指导他们理解说书人的感情和心理活动。(1)放录音，让学生完全听完故事，听到整个输入，不要停止。(2)播放录音，全班同学一致模仿1-2次。要求学生跟着文章走，大胆开口，朗读戏剧效果，鼓励朗读人物的感情。特别是学生们高兴的语气“i like it here .i like camping . 以惊讶的口气说：“what a lot of cows！”(the baby is coming)用兴奋的语调读，用解释的语调说：“at last！”

12、。4.“reading dramatically(读故事)”:通过读故事，生动地画出来，可以独立朗读故事通过多种形式的朗读，学生可以一边画声音，一边独立朗读故事，一边朗读，一边体验故事的乐趣。另外，培养学生带着感情读故事的习惯，磨练扎实的语言基本功。(1)全班朗读。教师组织全班学生一起朗读第五张照片。(2)阅读组elon。把班级分成男生和女生两组，埃隆朗读也分为6-11组。(3)独立朗读。让几个学生分别朗读图12-17。在朗读的过程中，老师要给有朗读困难或问题的学生做指导和示范。5.理解检查：提炼内容的要点，梳理故事的梗概引导学生分析故事的来龙去脉，加深学生对故事主要情节的理解，准备重复故事。

13、(1)老师在黑板上画了故事脉络图，以便让学生们用一句话概括故事的背景、发展、高潮、转折点、结局。有困难的话，老师可以出示文章卡，请学生们贴在文脉图的相应位置。克利麦斯(pic 9-11)特纳-唐(pic 12-15)turner-up(pic 6-8)setting(pic 1-5)结尾(pic 16-17)l the family went camping。l a storm came。l mrs jones baby was coming。l a helicopter was coming。l mrs jones had the baby。(2)老师通过提问引导学生分析故事的细节，深刻理解

14、故事。学生回答后，教师会引导学生找出各部分的关键词，并将相应的语境也写在下面。例如：步骤1:where did the family go camping？(a farm)where did mum get the milk and eggs？(the farmhouse)步骤2:why couldn t the family sleep？(storm)what happened to the tent？(blew the tent down)where did the family go？(farmhouse)步骤3:how did mrs jones go to hospital？(car

15、)why did they come back to the house？(blew a big tree downcouldnt get past)步骤4:what was coming to help？(called for help幽门螺杆菌)what did mr jones do in the farm？(made a big cross out of bags)where did the helicopter land？(near the cross)步骤5:why did mum say : too late！-嗯？(had the baby)6.重复：语言组织能力运动指导学生以

16、第一人称(wilma或wilf)根据故事的语境和关键词重复故事。首先在课堂上一起重复，接着对几个学生依次重复，最后可以要求一两个学生单独重复那个故事。在反复过程中，学生们如果有困难，教师应该给予支持和帮助。教师可以演示以下故事的开头：one day，my family went camping in a farm。we put up the tent.7.讨论：采取预防措施，提高预防事故的意识教师在情节中讨论问题，培养学生的想象力和逻辑思维能力，准备学生的未决，提高对未决的认识。do you think the family had listened to the weather fore camping？was it important to listen to the weather fore camping？whatelse should we do or prepare before camping？讨论后，小组代表报告讨论成果，鼓励学生大胆发言。8.作业(homework)(1)反复模仿录音，熟读故事。(2)根据故事脉络图简述故事。六、教师的自我反思1.教学哲学是否体现了“以意义为核心”和“整体”的教育哲学；是否将整个课程或启发式教学方法融入课堂教学。2.教育目标学生是否能读故事线，是否达到了本课程教学目标中提出的语