1、典范英语3bL16教学参考典范英语(3b-L16)教学参考King of the Castle教学参考的目的在于为实验课提供一个基本的思路和框架,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. 语言能力目标: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;能看图复述主要故事情节;能够围绕旅游参观中应该注意的问题进行讨论;能够仿写故事。2. 非语言能力目标:通过让学生观察故事图片预测故事发展培养学生的观察力和想象力;树立旅游时遵守规定的意识;通过复述和讨论培养学生自信表达的勇气。二、课时安排要求每周不少于两课
2、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,了解故事内容。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)、人物图(Nadim, Chip, Biff, Kipper)、单词卡(the king, the queen, the knight)、城堡图片。五、课堂教学基本步骤1. 导入(Lead-in):通过图片和视频,让学生了解城堡的内外构造,引入故事情境(1)观看视频,了解城堡在战争中的作用。First, lets enjoy a video.(播放视频。视频结束后提问。)What is
3、 the video about?Have you ever been to a castle?What is a castle like?Who do you think live in a castle?(2)展示PPT图片,帮助学生了解城堡构造。Look! This is a castle.There are usually a moat and many turrets around the castle.The King and his family live in the castle.There are many knights in the castle to protect
4、the royal family.(3)展示标题页,自然引入故事:The family went to see a castle. Did they like it? What happened? Lets learn the story.2. 看图讲故事(Storytelling):理解故事情节,观察一家人在古堡中的见闻和活动 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,让学生观察一家人各自在城堡中做了什么。 (Picture 1) Mum and Dad took the children to see a castle.Wow! Wha
5、t a big castle!(Picture 2) A big coach was in the car park. Many people got down from the coach.(Picture 3) The castle had a moat and lots of turrets.(指向护城河和塔楼)They went in from the bridge over the moat.(Picture 4) The children were inside the castle.“Look!” said Chip. “Im a knight!”Nadim said, “I w
6、ill be a knight, too!”(Picture 5) They went to another room.“I will be the queen,” said Biff.“Then I will be the king,” said Chip.(Picture 6) “No, I am the king!” said Kipper.(Picture 7) “I AM THE KING!” shouted a man. (注意语气语调)Was it the real King shouting?Who shouted? Can you guess? (Picture 8) Ah,
7、 it was Dad!Dad was high up in a turret.“NOW BOW DOWN TO THE KING!” shouted Dad. (注意语气语调)(Picture 9) All the people from the coach saw him.Then they all made a bow. Why did they make a bow to Dad? (请学生自由作答)(Picture 10)“Quick! We need to tell them Dad is not the king,” said Chip.“No,” said Biff. “Wai
8、t.”Why did Biff say no? (请学生自由作答)(Picture 11)“Such a good castle, dear,” said a woman. “And we saw the king!”Look at Biff and Chip. Were they happy?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
9、语气及表达的不同情感:“No, I am the king!”“I AM THE KING!”“NOW BOW DOWN TO THE KING!”“Such a good castle, dear, and we saw the king!”(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1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。教师要引导学生用孩子争闹的语气读出“No, I am the king!”,用充满威严的语气读出“I AM THE KING!”“NOW BOW DOWN TO THE KING!”,用兴奋的语气读出
10、“Such a good castle, dear, and we saw the king!”。(3)放录音,请学生独立模仿,每幅图可请2-3名学生,比比谁模仿得像。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)小组朗读比赛。将学生分成男生、女生两个组,进行朗读比赛。(2)分角色朗读。请几名学生分别扮演Chip, Nadim, Biff, Kipper, Dad, the woman,其他同学扮演Narrator,分角色朗读故事。教
11、师要提醒学生注意语音语调,读出人物的情感。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,引导学生注意斜体和大写都表示强调。5. 检查理解(Story Comprehension):梳理故事情节,提炼故事主线(1)词图配对,实现人物愿望教师在黑板上展示人物图(Nadim, Chip, Biff, Kipper)和单词卡(the king, the queen, the knight)。请几名学生根据故事人物的愿望将人物图和单词卡配对,并说出相应的句子。如:Chip wanted to be a knight.教师语言可参考如下:The children went to a castl
12、e. (贴上城堡图片)Everyone made a wish. What did they want to be?(2)师生问答,梳理故事脉络承接上一活动,教师继续提出问题,引导学生梳理故事脉络。Both Chip and Kipper wanted to be king. But then a man shouted: “I am the King.”Who was the man?What did he ask all the people to do?Were the visitors happy to see “Dad the King”?学生回答问题后,教师可在黑板上板书关键词(如
13、:Dad, the king, people, made a bow, happy)。(3)复述故事请学生根据黑板上的图片、词卡、关键词等,简单复述故事。教师可请学生先在小组内部进行复述,然后再请几名学生单独复述故事。6.讨论(Discussion):联系实际,拓展思维,围绕参观游览展开讨论引导学生分析爸爸的行为,欣赏故事中幽默的同时,让学生联系实际,思考旅游参观过程中应遵守的规定。Do you think it was proper for Dad to say he was the king and ask the others to make a bow? Why or why not?
14、(Possible answers: Yes, the visit is more fun; No, it is wrong to shout in the castle and to cheat.)Where have you been for holidays or weekends? What should we do or not do in the visit? (教师通过PPT展示几幅不当行为的图片)Should we shout? Should we litter? Should we jump the queue? 7. 家庭作业(Homework)(1)反复模仿录音,熟读故事
15、。(2)仿写故事。以游客的身份写出到古堡参观的见闻和感受,也可基于讨论环节,仿写一篇自己的旅游经历。二者任选其一。不少于十句话。六、教师自我反思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;学生能否看图复述主要故事情节;能否观察到一家人各自在城堡中做了什么;能否就旅游参观中的注意事项的讨论中表达自己的意见;是否树立文明参观的意识。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观察图片,预测故事发展。(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;是否能根据提示复述故事。(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。
copyright@ 2008-2022 冰豆网网站版权所有
经营许可证编号:鄂ICP备2022015515号-1