《典范英语》3bL21教学参考.docx

1、典范英语3bL21教学参考典范英语（3b-L21）教学参考 Road Burner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；能根据故事主线复述故事；灵活运用常见形容词的比较级；能仿写故事。2. 非语言能力目标：通过让学生观察孩子们还钱包的过程培养学生的观察力和想象力；学会助人为乐；鼓励学生大胆表达，培养学生的自信和勇气。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

2、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）、道具（玩具车）。五、课堂教学基本步骤1. 导入（Lead-in）：展示遥控玩具车，引入故事情境教师展示实物道具，让学生猜测故事情节，为看图讲故事做好铺垫。教师展示一辆遥控玩具车，并与学生互动：Look at me! I have a car.It can zoom.（使玩具车飞快的开走）It can turn.（使玩具车转弯）Its called the Road Burner. Who wants to have a g

3、o?（请一两个学生上台玩一玩）Nadim also had a car. What did his car look like? Could his car zoom? Lets learn the story Road Burner.2. 看图讲故事（Storytelling）：理解故事情节，观察孩子们如何将钱包还回去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，让学生观察孩子们还钱包的过程。（Picture 1）Nadim had a car for his birthday.He brought it to Kippers house.L

4、ook! What colour was the car?（指向Nadim手中的玩具车）It was blue and red.（Picture 2）Whats the name of the car?Road Burner.Nadim showed the car to other children.（指向Nadim）“It can go fast!” said Nadim.（指向正在快速行驶的玩具车）“Wow! It can zoom!” said Kipper.（Picture 3）The children all wanted a go.Chip had a go.（指向Chip）Lo

5、ok at the car. It turned and turned.（指向玩具车转弯的轨迹，配合动作）Whoops! It rushed into the grass. （指向图片）“Its hard to turn if you go too fast,” said Chip.（Picture 4）The children went to the street.Biff had a go. She played happily. （指向Biff）Then a man went past.What did he ride? （指向踏板摩托）He rode a scooter.Oh look

6、! What happened? （指向钱包）His wallet fell out of his pocket. （指向钱包掉出的弧线，配合动作）（Picture 5）The children saw the wallet.Nadim picked it up.（指向Nadim）“We need to stop him,” said Biff.（Picture 6）So the children yelled, “Stop!”（模仿孩子大喊）Could the man hear them? （指向老人）No. The man was wearing earphones.（指向老人带着的耳机）

7、“He cannot hear us,” said Chip. （Picture 7）The man did not stop.He did not look back.“What can we do?” said Chip. （配合动作）Nadim looked at his car.（指向Nadim）Then he had a plan.What plan did he have? Can you guess?（请一两名学生猜一猜）（Picture 8）“Road Burner can help!” said Nadim.He put the wallet on the Road Burn

8、er.（Picture 9）Then he sent the Road Burner off.It went fast.（Picture 10）And it went faster than the scooter.The man saw his wallet.Look at him! How did he feel?He felt surprised.（Picture 11）The man went back to the children.“Thank you,” he said.“You did me a good turn.”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

9、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，注意以下单词发音：zoom, scooter, wallet。（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1-2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。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

10、，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，进行接龙朗读故事，看哪一组读得最好。（2）个人朗读展示。教师先请4名学生上台进行朗读展示，每人读2-3幅图。然后可请1-2名学生上台独立朗读故事。教师根据学生读的情况给予表扬、鼓励和指导。5. 检查理解（Story Comprehension）：梳理故事情节，提炼故事主线（1）提炼故事主线教师将故事分成三个部分：图1-3；图4-6；图7-11，通过PPT展示每部分的图片（见课件），并提出问题，请学生回答。问题可参考：（图1-3）What did Nadim call his car? Wha

11、t can the Road Burner do?（图4-6）What fell out of the mans pocket? What did the children do after they saw the wallet? Did the man stop? Why? （图7-11）What was Nadims plan? Who went faster, the scooter or the Road Burner? Did the man see his wallet?回答过程中，教师板书关键词，画出故事脉络图，如下：（2）复述故事根据黑板上的story line，请几名学生接

12、龙复述故事，复述后还可请1-2名学生独立复述整个故事。教师可先示范复述故事开头，如：Nadim had a car for his birthday. Its called the Road Burner. It could go fast. It could zoom.6. 拓展活动（Activities）：在理解故事的基础上强化对比较级的认识与运用通过看图补全句子，让学生加深对比较级的认识，并学会灵活运用。（1）回顾故事，理解比较级教师通过PPT展示故事第10幅图，请学生补全句子：The scooter was _, but the Road Burner was _.教师将fast和fa

13、ster两个单词板书在黑板上，并用动作表示两个单词的区别，帮助学生更好地理解比较级。（2）游戏运用教师让学生想一些比Road Burner还快的东西，然后将学生分成不同的小组，进行接龙游戏。每组中每人需说出一个更快的东西，看哪一组完成得又快又好。游戏前，教师可示范：The scooter was fast, but the Road Burner was faster.The Road Burner was fast, but the bus was faster.The bus was fast, but was faster. was fast, but was faster.教师还可以引

14、导学生在游戏中灵活运用一些常见形容词的比较级，如：big-bigger, long-longer, tall-taller。7. 讨论（Discussion）：联系生活实际，学会助人为乐教师展示第11幅图，联系生活实际，围绕故事情节让学生分组讨论，使学生学会助人为乐。问题可参考：What do you think of Nadims plan? If the Road Burner couldnt go faster, what would you do to stop the man?If you saw the wallet, what would you do? Would you gi

15、ve it back? Would you take it home?讨论后，教师请小组代表发言，如学生回答有困难，教师需给予引导和帮助。8. 家庭作业（Homework）（1）反复模仿录音，熟读故事。（2）基于讨论环节仿写故事：如果你看见别人的钱包掉在地上了，你会采取什么方式将钱包还回去呢？画一画，写一写。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；是否能根据故事主线进行复述；能否感受到助人为乐的精神。 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孩子们的行为，学会助人为乐。（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story line复述故事；能否根据教师提示谈论孩子们的行为，学会助人为乐。（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。