典2中文教案-典范英语2b-l14教学参考

TheIce语言能力目标：学生能够理解故事情节；听懂故事；惟妙惟肖地模仿；绘theicerink,putskateson,hold,letgoof,satdownwithabump,wentroundtherink,spin,lookoutabananaskin二、安要求每周不少于两，每至少完成一个故事通过和，介绍iceskating，引入故事情境，为看图讲故事做好铺垫。Whatarethey ng?（展示滑冰）TheyareiceWouldyouliketoiceLet’swatchashortcartoon:HowtoIceSkate.（Canyoudothejum?（教师示范动作Canyoudothespinning?（教师示范动作DadtookWilftoiceskating.Couldtheyskate?Whathappenedinthestory?Let’shavea 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，引导学生观察和Wilf滑冰时所发生的趣事。（Picture1）WilfandDadwenttotheicerink.（教师可通过简单解释：Anicerinkistheplaceyouskate.）Theyputskateson.（教师指向冰鞋Lookattheirfaces.Howdidtheyfeel?（BQ:Werethey（Picture2）TheywentontotheTherewerelotsofLookatWilf.Howdidhefeel?（BQ:Washeexcitedorafraid?）“Holdmyhand,”saidDad.（Picture3）WilfheldDad’s“Thisisfun,”saidDidheskatewell?（教师指向（Picture4）WilfletgoofhisDad’sHebegantoWashebetter?Whatwouldhappen（Picture5）WhoopsWilfsatdownwithabump.（指向摔坐在地上的Wilf）“Thisiceiscold,”saidWilf.WhatwouldDad（Picture6）DadbegantoHewentroundtherink.DidDadskatewell?（Picture7）“Lookatmespin!”said（Picture8）“LookatmeWhatwouldWilf（Picture9）TheywentoutoftheDadgotsomecolddrinks.“Lookout,Dad,”saidWilf.Whatwasthat?（教师指向脚下（Picture10）Ohno!AbananaDadsatdownwitha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。，听模仿时是什么音什么调，就让学生模仿成什么音什么调，注意在表达不同rinkputonholdletofsatbumpwentrinkspinlookouta，放，全班学生齐声模仿跟读2-3遍。要求学生逐句跟指读，鼓励学生大放，每句请几个学生模仿，看谁模仿得像。教师要做出示范，引导学生模仿关心的语气读出“Holdmyhand!”，用兴奋的语气读出“Thisisfun.”，用炫耀的语气读出“Lookatmespin!Lookatmejump!”，用警示的语气读出“LookoutDad!”，用懊恼的语气读出“Ohno!Abananaskin.”。教师把表示Wilf和Dad动作的词卡/句卡分别打乱顺序，贴在黑板上。学生两两一组后，请两名学生到台前根据故事将Wilf和Dad的动作分别排序。wenttotheicerinkputskatesonwentontotheiceheldDad’shand“Thisisfun.”letgoofDad’shandbegantoskatesatdownwithabump“Lookout,Dad!”wenttotheicerinkputskatesonwentontotheiceheldWilf’shandbegantoskatewentroundtherink“Lookatme“Lookatmejump!”gotsomecolddrinksOhno!学生根据和句子提示，独立或接龙复述故事Picture2:Wilf:“Dad,IPicture3:Dad:“Itoldyou.You Picture4:Wilf:“Lookatme.Icanskateonmyown!”Dad:“Yes,youaregreat!”Picture5:Dad:“AreyouPicture8:Wilf:“Welldone,Dad!Iamthirsty,Dad.”Picture10Wilf:“AreyouOK,Dad?”Dad:“I’m/