《典范英语》3bL29教学参考Word格式文档下载.docx

1、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）、图片序号卡片（见朗读故事环节）、句卡（见检查理解环节）。五、课堂教学基本步骤1. 导入（Lead-in）：观看视频，引入故事通过播放动画片School Play的片段，让学生了解play，为讲故事做好铺垫。教师播放视频（见课件），并与学生互动，然后自然过渡到讲故事环节：What was the play about?Have you ever put on a play?Do you want to take part in a play?One day, th

2、e children put on a play. Did Mums and Dads like their play? Lets learn the story.2. 看图讲故事（Storytelling）：理解故事情节，观察孩子们的表演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，让学生观察图中天气的变化和孩子们的表演。（Picture 1）It was time for school. Biff, Chip, Wilf and Wilma went to school together.What was the weather like?

3、It was good.（Picture 2）Look! Who is it? （指向Mrs May）Its Mrs May.Biff and Chip were in Mrs Mays class. （指向Biff和Chip）Wilf was in Mrs Mays class too. （指向Wilf）Did they like Mrs May? Yes, they all liked Mrs May.（Picture 3）It was story time.Mrs May told them a story.What was the story?It was called The Wiz

4、ard of Oz.Look. It was about a girl and her dog. （指向书上的图片）（Picture 4）The girls name was Dorothy.There was a storm. Look! It was a bad storm. （指向故事书上的图片）The wind blew and blew. （配合动作，注意语调）It blew the house away.It blew everything away.（Picture 5）The wind blew Dorothy to a place far away. There she me

5、t the Scarecrow. （指向图中的稻草人）She met the Tin Man and the Lion. （指向图中的铁皮人和狮子）And she met a witch. （指向图中的女巫）What happened then?（Picture 6）Oh, it was playtime. What was the weather like?There was a storm.It was a bad storm.The children couldnt play outside.Were the children happy?What would they do?（Pict

6、ure 7）They played inside.They played The Wizard of Oz.Look at the children. Who were they? （指向演出的孩子们）They were Chip the Tin Man, Biff the witch, and Wilf the Lion.Did Mrs May like the play?Yes, Mrs May like the play.（Picture 8）Mrs May put on a play.It was The Wizard of Oz.Who helped? （指向Wilf的妈妈）Wilf

7、s mum helped Mrs May.（Picture 9）Look. The children were practising.Chip was the Tin Man.Biff was the witch.Wilf was the Lion.Which one was Dorothy?It was this little girl. （指向图中穿红衣服的女孩）（Picture 10）Look. Who came to help?Wilfs dad came to help.What did he do?He painted a house.The children helped him

8、.（Picture 11）The play was on.The mums and dads came.Did they like the play?Yes. “What a good play!” they said.（Picture 12）Did the children like the play?Yes, they liked the play.They gave Mrs May some flowers.“It was good fun.” said Wilf.（Picture 13）It was time to go home. Oh, no! What happened?“Its

9、 like the play,” said Chip.教师要注意启发学生思考，每次提问之后稍作停顿，不要急于说出答案，先观察学生的反应，如学生仍回答困难，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，注意以下句子的语气和表达的情感：Mrs May liked the little play. They liked the play. “What a good play!” The children liked the play.（1）放录音，让学生完整

10、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。教师要引导学生用感叹的语气读出故事中的几个like所表达的不同情感。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，练就扎实的语言基本功。（1）朗读接龙。将学生分成几个组，每组读一幅图片，接龙朗读故事，看哪一组读得最好。（2）朗读游戏。教师提前将图片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

11、序号，之后大声朗读与编号对应的图片。教师根据学生读的情况给予表扬、鼓励和指导。5. 检查理解（Story Comprehension）：梳理故事情节，培养学生的逻辑思维能力教师引导学生按照事情发生的时间顺序从what, where, who, when四个方面梳理故事情节，培养学生的逻辑思维能力。（1）让学生在故事中找到表示时间的句子：It was story time. It was playtime. It was time to go home.。教师出示这3张句卡，请学生按顺序贴到黑板上。（2）在三张句卡下分别写上what，where，who和when四个词，让学生根据故事分别针对每一

12、部分进行提问，如：What was the story called? Who helped to make the house for the play?。（3）一位学生提问一个问题之后，由他来点名另一同学回答该问题。然后教师带着全班同学一起在故事中找到答案，并在相应位置写上关键词，供学生在复述环节参考。（4）教师需引导更多的学生来完成这个环节，在梳理故事情节的同时关注更多地细节。6. 复述（Retelling）：学会组织语言概括故事大意，锻炼口头表达能力教师让学生根据上一环节完成之后的板书来复述故事主线。教师可先行示范，然后请学生进行组内接龙复述。最后可让1-2名学生做独立复述。复述过程中

13、，如学生有困难，教师可通过提问的方式帮助学生理清思路。7. 讨论（Discussion）：围绕绿野仙踪故事的开头展开想象，续编故事（1）教师让学生在故事中找到绿野仙踪的情节发展，并通过提问引导学生发散思维，想象女孩Dorothy遇到Scarecrow，Tin Man，Lion和witch之后会发生什么事情。教师可通过问题进行引导，如：Did Dorothy make friends with the Scarecrow, the Tin Man and the Lion?Was the witch good or bad?What did the witch do to Dorothy?Did

14、 the Scarecrow, the Tin Man and the Lion help Dorothy? How? （2）让学生自由结成4人小组，讨论故事的情节发展，然后请小组代表发言。8. 拼读练习（Practising Phonics）：了解名词加“s”后的发音规律（1）教师展示以下名词的复述形式，如：mums/dads/flowers/dogs，请学生读一读。（2）请学生说出以下名词的复述形式，并利用拼读规律读一读，如：boy/school/lion/ house。9. 家庭作业（Homework）（1）反复模仿录音，熟读故事。（2）根据讨论环节的问题续写绿野仙踪故事。六、教师自我反

15、思1. 教学理念是否体现了“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；是否能根据问题和关键词复述故事；能否发挥想象续编绿野仙踪故事。3. 课堂操作（1）提问教师设置的问题是否符合学生水平，能否引起学生的兴趣；学生能否通过教师提问的引导讨论绿野仙踪的后续故事。（2）听学生是否真正听懂了教师的问题和指令，并做出正确的反应；教师是否认真倾听了学生的反馈；是否发现了学生在朗读与表达过程中出现的问题。（3）说教师说得多还是学生说得多；教师是否给了学生表达的机会；学生能否根据关键词和表示时间的句子复述故事；能否根据教师提示想象绿野仙踪故事的后续发展。（4）思考课堂环节衔接是否流畅；教师语言是否易于理解；讨论是否具有启发性；下一次课堂设计需要在哪些方面提高。