典范英语1a-L13教学参考

1、?典范英语?(1a-L13)教学参考At the Park教学参考的目的在于为实验课提供一个根本的思路和框架,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 .语言水平目标：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；能够看图说出公园中游乐设施的名称(slide, horse, swing, see-saw)及相应表达方式(went on the ; went to sleep);初步掌握字母"s"的拼读规律.2 .非语言水平目标：让学生观察Floppy在故事中的表情变化并根据变化预

2、测结尾,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；认读校园里或生活中的中英文禁止标识.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.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)、单词卡(slide, swing, see-saw, sleep, six, see, Dad, door, doll, get, go, good )、人物图片(Mum, Dad, Biff, Chip, Kipper, Floppy )、游乐设施 图片(slid

3、e, horse, swing, see-saw).五、课堂教学根本步骤1 .导入(Lead-in):熟悉故事情境,熟悉公园游乐设施通过展示公园图片,让学生初步了解公园游乐设施,熟悉故事情境.教师在黑板上画一幅公园简笔画或者用PPT展示一幅公园图片(图中需有滑梯、秋千、跷跷板等游乐设施),根据图片提问：Everyone, look at the board. What's this? ( BQ: Is it a beach? Is it a park? ) It's a park.Do you often go to a park?What do you see at the

4、park? I see (指着画中的滑梯)Look! What 's this? It's a slide. Do you like to play on the slide?(指着画中的秋千)Look! What's this? ( BQ: Is it a slide? Is it a swing? ) It's a swing. Doyou like to play on the swing?(指着画中的跷跷板)Look! What's this? ( BQ: Is it a horse? Is it a swing? ) It's a se

5、e-saw.Do you like to play on the see-saw?之后,自然过渡到讲故事环节：Do you like the park? Biff, Chip and Kipper liked to play atthe park. One day, they went to the park.2 .看图讲故事(Storytelling ):理解故事情节,观察一家人在公园中玩耍的情景,注 意Floppy的表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,让学生观察每个家庭成员都在玩什么,充分感受一家人在公园游乐场里的欢乐.同

6、时引导学生观察Floppy的表情变化,让学生预测 Floppy最后会做些什么.(Picture 1) Could Floppy go into the park?(教师用手势演示 go into )Look at this sign. NO DOGS. Dogs couldn 't go into the park.(指向警示牌) Was Floppy happy?No, he was sad.(教师做出悲伤的表情)(Picture 2) Look at this picture. Wha t s this?(教师指向图片中的滑梯) It s a slide.Who went on t

7、he slide? ( BQ: Did Mum go on the slide?)Chip went on the slide.Whoosh! Chip slid down.Look at Floppy. What did Floppy do? ( BQ: Did Floppy bark?) Floppy barked and barked.Biff and Kipper ran away. What did Biff go on? (BQ: Did Biff go on the horse? Did Biff go on the swing?)(Picture 3) Look! Biff w

8、ent on the horse.(教师指向图片中的木马) Dad looked at Biff. "Gooirl! said Dad.(教师模仿 Dad,竖起大拇指.) Look at Floppy. Did Floppy bark? Was he happy?(Picture 4) Look at Kipper. What did Kipper go on? (BQ: Did Kipper go on the swing?) Kipper went on the swing.Dad pushed Kipper. What fun! laughed Kipper.What did

9、Mum go on? ( BQ: Did Mum go on the swing? Did Mum go on the see-saw?)Mum went on the see-saw. Biff and Chip went on the see-saw, too.(Picture 5) Everyone was happy. It was time to go home.What did Floppy do? ( BQ: Did he run away? Did he go to sleep?)Floppy went to sleep.(教师指向Floppy并做出睡觉的动作 )教师要注意启发

10、学生思考,每次提问之后稍作停顿,不要急于说出答案,先观察学生的反响,如学生仍答复困难,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,注意最后两幅图中"went on the see-saw"和"went to sleep的语气与情感.(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,读出戏剧化效果,读出感情.(3)放录音,请几名学生分

11、别模仿一小句, 看谁模仿得像.教师可先行示范,比照“Mum went on the see-saw."和"Floppy went to sleep.两句话的不同语气：前一句表达 Mum的兴 奋,而后一句表达 Floppy的失落.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,练就语言根本功.在朗读过程中注意引导学生读出故事中家人玩耍时的欢乐和 Floppy的失落.(1)全班集体朗读.教师组织全班同学齐声朗读一遍.(2)分组比赛朗读.将学生分

12、成几个小组,进行小组间的朗读比赛.(3)个人朗读.请几个学生独立朗读故事,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 ):梳理故事情节,加深学生对游乐设施的熟悉(1)图片配对让学生根据故事情节,将人物和所玩的游乐设施进行配对,加深对游乐设施的熟悉和对故事的理解.教师提前打印好人物图及slide, horse, swing, see-saw的图片,并将其打乱顺序贴在黑板上.教师任意指向一种游乐设施,学生快速说出其英文.教师提问,全班齐声答复以下问题,然后请学生上台把人物图贴在相应的游

13、乐设施旁边. 学生做配对活动时,教师可以提问以下问题,或者请学生试着提问：Who went on the slide?Who went on the horse?Who went on the swing?Who went on the see-saw?Who went to sleep?(2)深入拓展请学生上台将黑板上的人物图(Floppy位置不变)和游乐设施图随机组合.教师在黑板上写出句型 went on the,并用此句型描述一幅图.让学生用上述句型看图说话,看谁说得好.6 .拼读练习(Practising Phonics):培养拼读意识,掌握字母"s的拼读规律(1)引导学生发

14、现字母“ s在词首的拼读规律.教师在黑板上只留下滑梯、秋千和跷跷板三张图,并在旁边写上相对应的单词_lide,_wing, _ee-_aw,让学生填写完整(最好用彩笔填写) .让学生说出其他以字母"s"开头的单词(如：sleep, six, see, sun, snow),教师一一 写到黑板上,将“ s用彩笔突出,然后带着学生大声朗读1-2遍.(2)稳固字母" s,"d,“g在词首的拼读规律.教提前准备好 slide, swing, see-saw, sleep, six, see, Dad, door, doll, get, go, good 等 单词

15、卡并发给学生,保证每两个学生共有一张卡片.教师读单词,持有该单词卡的学生要快速站起来,并大声读出词首音和单词,如：教师读slide,持有slide单词卡的学生要齐声说：s-s-slide.7 .家庭作业(Homework )(1)反复模仿录音,熟读故事.(2)自己制作句子卡片,与爸爸妈妈一起玩图文配对游戏.(3)在校园里或生活中注意观察各种表示禁止的标识,如： No Smoking/No Littering 让学生把观察到的标识画下来,在班级的黑板报上做一个小型的主题展示.六、教师自我反思1 .教学理念是否表达了 “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水平和非语言水平目标,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；是否能说出公园中游乐设施的名称(slide, horse,swing, see-saw)及相应表达方式( went on the ) 等.3 .课堂操作(1)提问教师设置的问