《典范英語》(4b-L1)中文教案.doc

全國教育科學(xué)“十一五”規(guī)劃教育部重點(diǎn)課題中國基礎(chǔ)英語素質(zhì)教育的途徑與方法典范英語（4b-L1）教學(xué)參考Camping Adventure教學(xué)參考的目的在于為實(shí)驗(yàn)課提供一個(gè)基本的思路和框架，幫助實(shí)驗(yàn)教師更好地把握課題理念。課題組鼓勵(lì)實(shí)驗(yàn)教師結(jié)合學(xué)生的實(shí)際情況適當(dāng)做出調(diào)整，將實(shí)驗(yàn)課上出特色。一、教學(xué)目標(biāo)1.語言能力目標(biāo)：學(xué)生能夠聽懂故事；能夠惟妙惟肖地模仿錄音；能夠繪聲繪色地獨(dú)立朗讀故事；能夠理解故事并組織語言復(fù)述故事情節(jié)；能夠根據(jù)故事脈絡(luò)簡寫故事。2.非語言能力目標(biāo)：通過讓學(xué)生觀察故事圖片，想象野營的過程，培養(yǎng)學(xué)生的觀察力；通過討論培養(yǎng)想象力和邏輯思維能力，提高學(xué)生未雨綢繆、防患未然的意識。二、課時(shí)安排要求每周不少于兩課時(shí)，每周至少完成一個(gè)故事。鼓勵(lì)學(xué)生課前預(yù)習(xí)。三、教師要求1.教師課前須熟讀故事，了解故事內(nèi)容。2.對于較難的單詞，教師可板書，并配合動作和表情幫助學(xué)生理解。3.全英文授課。四、教學(xué)用具多媒體設(shè)備、CD機(jī)、課件（課題組提供）、句子卡片（見檢查理解環(huán)節(jié)）。五、課堂教學(xué)基本步驟1. 導(dǎo)入（Lead-in）：觀看視頻，引出故事主題通過觀看視頻，讓學(xué)生了解野營的樂趣，為看圖講故事做好鋪墊。Peppas family went camping. Did they like camping?Do you like camping?Did you go camping with your parents?Where did you camp?教師自然過渡到講故事環(huán)節(jié)：Wilmas family went camping too. Where did they camp? What happened? Lets learn the story Camping Adventure.（板書故事標(biāo)題）2. 看圖講故事（Storytelling）：理解故事情節(jié)，觀察全家人一起野營的樂趣教師利用課件逐幅播放故事圖片，并用豐富的表情、生動的英文和適當(dāng)?shù)闹w語言給學(xué)生繪聲繪色地講故事，讓學(xué)生觀察圖片，并體會全家人一起野營的樂趣，以及在暴風(fēng)雨中遇到的危險(xiǎn)。 （Picture 1） One day, Mum and Dad went camping. They took the children. Where did they go? (BQ: Did they go to a farm or a zoo?)They went to a farm.（Picture 2） Mum and Dad had a new tent. They put it up. Wilf helped.Wilma got some water. “I like it here,” she said. “I like camping.”（Picture 3） Mr Jones was the farmer. Look! What did he do?He milked the cows.“Come and watch,” he said.“What a lot of cows!” said Wilf. Mr Jones laughed. “We milk them every day,” he said.（Picture 4） Mum wanted some milk. Where did she go?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.（Picture 5） Dad cooked supper.Did the family like it in the tent?Yes. “I like it here,” said Wilf. “Its fun in this tent.”（Picture 6） It was time to sleep.Everyone went to bed but there was a storm.Could they sleep?No. They couldnt sleep.（Picture 7） Look! What happened?Oh no! The wind blew.Everyone had to get up.（Picture 8）The wind blew the tent down. The family had to go.Look! Where they go?They went to the farmhouse.（Picture 9）Suddenly, Mr Jones called Mum.“The baby is coming,” he said.（Picture 10）Mr Jones had to go to hospital. She got in the car. Mum helped her.（Picture 11）The storm got worse. The wind blew and blew. It blew a big tree down.Could the car get past?No. The car couldnt get past. So Mr and Mrs Jones went back to the house.（Picture 12）Mr Jones called for help. He called the hospital. “A helicopters coming,” he said.（Picture 13）Mr Jones pointed to a field. Why did he point to the field?He wanted the helicopter to land there. “The helicopter can land there,” he said.（Picture 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 didnt want the bags to be blown away.（Picture 15）Finally, the helicopter came. It landed near the cross.“At last!” said Mr Jones.There was a doctor in the helicopter. “Come on!” said Mr Jones.（Picture 16）The doctor ran to the house but Mum came to the doctor. She was laughing. “Too late!” said Mum. “Mrs Jones has had the baby. Shes had a baby boy.”（Picture 17）Everyone looked at the baby. “Hes very sweet,” said Wilma. “Will he like camping?”教師要注意啟發(fā)學(xué)生思考，每次提問之后稍作停頓，不要急于說出答案，先觀察學(xué)生的反應(yīng)，如學(xué)生仍回答困難，再進(jìn)一步給出提示引導(dǎo)學(xué)生作答。3. 聽錄音模仿（Listening and Imitating）：聽懂錄音并模仿出標(biāo)準(zhǔn)的語音語調(diào)聽錄音模仿時(shí)，錄音是什么音什么調(diào)，就讓學(xué)生模仿成什么音什么調(diào)，注意引導(dǎo)學(xué)生體會故事人物的情感和心理活動。 （1）放錄音，讓學(xué)生完整地聽一遍故事，整體輸入，不需停頓。（2）放錄音，全班學(xué)生齊聲模仿1-2遍。要求學(xué)生逐句跟讀，鼓勵(lì)學(xué)生大膽開口，讀出戲劇化效果，讀出人物情感。另外，尤其要注意引導(dǎo)學(xué)生用欣喜的語氣讀“I like it here. I like camping.”，用驚訝的語氣讀“What a lot of cows!”，用興奮的語氣讀“The baby is coming.”，用釋懷的語氣讀“At last!”。4. 朗讀故事（Reading Dramatically）：讀懂故事并能夠繪聲繪色地獨(dú)立朗讀故事通過多種形式的朗讀，讓學(xué)生能夠繪聲繪色地獨(dú)立朗讀故事，在朗讀中體驗(yàn)故事樂趣。同時(shí)，培養(yǎng)學(xué)生有感情地朗讀故事的習(xí)慣，練就扎實(shí)的語言基本功。（1）全班朗讀。教師組織全班同學(xué)齊聲朗讀前5幅圖片。（2）分組接龍朗讀。將全班分為男生、女生兩組，接龍朗讀圖6-11。（3）獨(dú)立朗讀。請幾名學(xué)生分別朗讀圖12-17。朗讀過程中，教師要對有朗讀困難或問題的學(xué)生給予指導(dǎo)和示范。5. 檢查理解（Story Comprehension）：提煉內(nèi)容要點(diǎn)，梳理故事情節(jié)通過引導(dǎo)學(xué)生分析故事脈絡(luò)，加深學(xué)生對故事主要情節(jié)的理解，為復(fù)述故事做好準(zhǔn)備。（1）教師在黑板上畫出故事脈絡(luò)圖，讓學(xué)生分別用一句話概括故事的背景，發(fā)展，高潮，轉(zhuǎn)折和結(jié)尾。如有難度，教師可出示句子卡片，請學(xué)生貼到脈絡(luò)圖的相應(yīng)位置。Climax(Pic 9-11)Turn-down(Pic 12-15)Turn-up(Pic 6-8)Setting(Pic 1-5)Ending(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）教師通過提問引導(dǎo)學(xué)生分析故事細(xì)節(jié)，深入理解故事。學(xué)生回答后，教師引導(dǎo)學(xué)生找出每部分的關(guān)鍵詞，并寫在對應(yīng)脈絡(luò)圖的下方。如： 階段一：Where did the family go camping? (a farm)Where did Mum get the milk and eggs? (the farmhouse)階段二：Why couldnt the family sleep? (storm)What happened to the tent? (blew the tent down)Where did the family go? (farmhouse)階段三：How did Mrs Jones go to hospital? (car)Why did they come back to the house? (blew a big tree down; couldnt get past)階段四：What was coming to help? (called for help; helicopter)What did Mr Jones do in the farm? (made a big cross out of bags)Where did the helicopter land? (near the cross)階段五：Why did Mum say: “Too late!”? (had the baby)6. 復(fù)述（Retelling）：鍛煉語言組織能力引導(dǎo)學(xué)生以第一人稱（Wilma或Wilf）根據(jù)故事脈絡(luò)圖和關(guān)鍵詞復(fù)述故事。首先可全班一起復(fù)述，然后請幾名學(xué)生進(jìn)行接龍復(fù)述，最后請一兩名學(xué)生獨(dú)立復(fù)述整個(gè)故事。復(fù)述過程中，學(xué)生如有困難，教師要給予支持和幫助。教師可示范復(fù)述故事開頭，如：One day, my family went camping in a farm. We put up the tent 7. 討論（Discussion）：培養(yǎng)未雨綢繆，防患未然的意識教師由故事情節(jié)引出討論問題，培養(yǎng)學(xué)生的想象力和邏輯思維能力，提高學(xué)生未雨綢繆，防患未然的意識。Do you think the family had listened to the weather forecast before camping?Was it important to listen to the weather forecast before camping?What else should we do or prepare before camping?討論后，請小組代表匯報(bào)討論成果，鼓勵(lì)學(xué)生大膽發(fā)言。8. 家庭作業(yè)（Homework）（1）反復(fù)模仿錄音，熟讀故事。（2）根據(jù)故事脈絡(luò)圖簡寫故事。六、教師自我反思1. 教學(xué)理念是否體現(xiàn)了“以意義為核心”、“整進(jìn)整出”的教學(xué)理念；是否將整體教學(xué)、啟發(fā)式教學(xué)等方法貫穿于或融入課堂教學(xué)之中。2. 教學(xué)目標(biāo)是否實(shí)現(xiàn)了本課教學(xué)目標(biāo)中提出的語言能力和非語言能力目標(biāo)，如：學(xué)生能否讀懂故事情節(jié)；能否用標(biāo)準(zhǔn)的語音語調(diào)獨(dú)立朗讀故事；能否組織語言復(fù)述故事；學(xué)生是否提高了未雨綢繆、防患未然的意識。3. 課堂操作