《典范英語(yǔ)》(2a-L1)教學(xué)參考

1、【精品文檔】如有侵權(quán)，請(qǐng)聯(lián)系網(wǎng)站刪除，僅供學(xué)習(xí)與交流典范英語(yǔ)(2a-L1)教學(xué)參考.精品文檔.典范英語(yǔ)（2a-L1）教學(xué)參考Monkey Tricks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(yǔ)言能力目標(biāo)：學(xué)生能夠聽(tīng)懂錄音；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；能夠理解故事情節(jié)；能看圖識(shí)別故事中的動(dòng)物并用英語(yǔ)說(shuō)出其名字；能用恰當(dāng)?shù)男稳菰~來(lái)描述動(dòng)物特征；初步掌握字母組合“oi”和“oy”的拼讀規(guī)律；能夠復(fù)述故事；能仿寫句子。2. 非語(yǔ)言能力目標(biāo)：讓學(xué)生充分

2、感受一家人逛動(dòng)物園的樂(lè)趣；通過(guò)觀察動(dòng)物特征培養(yǎng)學(xué)生的觀察力和想象力；通過(guò)表演樹(shù)立自信。二、課時(shí)安排要求每周不少于兩課時(shí)，每課時(shí)至少完成一個(gè)故事。三、教師要求1. 教師課前須熟讀故事，了解故事內(nèi)容。2. 對(duì)于較難的單詞，教師可板書，并配合動(dòng)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）、動(dòng)物圖片（giraffes, seals, crocodiles, parrots, elephants, monkeys）、單詞卡（giraffes, seals, crocodiles, parrots, elephants, monkeys, tall, hung

3、ry, asleep, noisy, big, funny）、面具（猴子、老虎、獅子等）。五、課堂教學(xué)基本步驟1. 導(dǎo)入（Lead-in）：認(rèn)識(shí)動(dòng)物園里的一些動(dòng)物通過(guò)觀看視頻At the Zoo（見(jiàn)課件），讓學(xué)生認(rèn)識(shí)動(dòng)物園里的一些動(dòng)物，為進(jìn)入故事情境做好鋪墊。教師利用PPT播放視頻，然后與學(xué)生互動(dòng)：What animals can you see in the video? （BQ: Can you see?）I can see. Do you often go to the zoo?What animals can you see at the zoo?學(xué)生回答后，自然引出故事：One da

4、y, Wilmas Dad took the children to the zoo. What animals did they see? Lets learn the new story Monkey Tricks.2. 看圖講故事（Storytelling）：理解故事情節(jié)，觀察動(dòng)物園里各種動(dòng)物的特征教師利用課件逐幅播放故事圖片，并用豐富的表情、生動(dòng)的英文和適當(dāng)?shù)闹w語(yǔ)言給學(xué)生繪聲繪色地講故事，讓學(xué)生充分感受逛動(dòng)物園的樂(lè)趣。 （Picture 1）It was Sunday. Wilmas Dad took the children to the zoo. “I like the zoo,

5、” said Chip.“I want to see the animals,” said Kipper.（Picture 2）They went into the zoo. What did they look at? （教師指向長(zhǎng)頸鹿）They looked at the giraffes. The giraffes were tall. They had long necks. “Look at the giraffes. They are tall,” said Wilf.（Picture 3）Next, what did they look at? （BQ: Did they loo

6、k at the seals?）They looked at the seals.The zookeeper threw fish to the seals. The seals were hungry.“Look at the seals. They are hungry,” said Wilmas Dad.（Picture 4）Then they looked at the crocodiles. （教師指向圖中的鱷魚）What were the crocodiles doing? （BQ: Were they sleeping? 教師動(dòng)作演示）The crocodiles were as

7、leep.（Picture 5）After that, what did they look at? （BQ: Did they look at the parrots?）They looked at the parrots.Chirp chirp here, chirp chirp there.The parrots were noisy. （Picture 6）Later, they looked at the elephants. （教師指向大象）The zookeeper was cleaning one of the elephants.Were the elephants big?

8、 Yes. They had long trunks and big ears. （教師指向大象的鼻子和耳朵）Where did Kipper go?He went to a shop.（Picture 7）Last, they looked at the monkeys. （教師指向猴子）The monkeys were funny. They played on the tree. One monkey was eating a banana.“Look at the monkeys. They are funny,” said Chip.Look at Kipper. He came t

9、o the monkey house with a bag.（Picture 8）Look at Dad, Wilma, Wilf, Chip and Biff. What did they do?They looked for Kipper.“Kipper, where are you?” called everyone. Could you see Kipper?（Picture 9）“Aha. Here I am,” Kipper jumped out. Kipper looked like a monkey in a monkey mask.（展示猴子面具）Kipper bought

10、the monkey mask in the shop. He played a monkey trick.教師要注意啟發(fā)學(xué)生思考，每次提問(wèn)之后稍作停頓，不要急于說(shuō)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(tīng)錄音模仿（Listening and Imitating）：聽(tīng)懂錄音并模仿出標(biāo)準(zhǔn)的語(yǔ)音語(yǔ)調(diào)聽(tīng)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“giraffes”、“seals”、“crocodiles”、“parrots”、“elephants”等詞的讀音以及“Kipper looked like a monkey.”的語(yǔ)氣和語(yǔ)調(diào)。（1

11、）放錄音，讓學(xué)生完整地聽(tīng)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)生在理解故事內(nèi)容的基礎(chǔ)上，逐句跟錄音指讀。尤其要讓學(xué)生注意模仿“giraffes”、“seals”、“crocodiles”、“parrots”、“elephants”的讀音以及“Kipper looked like a monkey.”的語(yǔ)氣語(yǔ)調(diào)。（3）放錄音，讓學(xué)生跟讀接龍，看誰(shuí)模仿得像。教師給予必要的示范和指導(dǎo)。4. 朗讀故事（Reading Dramatically）：讀懂故事并學(xué)會(huì)繪聲繪色地獨(dú)立朗讀故事通過(guò)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，培養(yǎng)學(xué)生有感情朗讀故事的習(xí)慣，

12、練就語(yǔ)言基本功。朗讀的形式可以多樣化：（1）全班集體朗讀。教師組織全班同學(xué)齊聲朗讀一遍。（2）小組朗讀比賽。將學(xué)生分成幾個(gè)小組，每組讀一幅圖，看哪組讀得好。（3）個(gè)人朗讀。請(qǐng)幾名學(xué)生朗讀自己最喜歡的一幅圖。教師根據(jù)學(xué)生讀的情況給予表?yè)P(yáng)、鼓勵(lì)和指導(dǎo)。5. 檢查理解（Story Comprehension）：梳理故事情節(jié)，加深學(xué)生對(duì)各種動(dòng)物及其特征的認(rèn)識(shí)（1）教師在黑板上畫出結(jié)構(gòu)圖（見(jiàn)附錄），將6張動(dòng)物圖片分別貼在每個(gè)方框一側(cè)，并將動(dòng)物單詞卡貼在黑板一側(cè)。（2）教師提問(wèn)，請(qǐng)學(xué)生作答并將動(dòng)物單詞卡貼在相應(yīng)的方框內(nèi)。問(wèn)題可參考：First, what did the children look at?

13、Next, what did they look at?Then, what did they look at?After that, what did they look at?Later, what did they look at?At last, what did they look at?（3）描述動(dòng)物特征。教師逐一展示單詞卡（tall, hungry, asleep, noisy, big, funny），請(qǐng)6名學(xué)生分別單詞卡貼在相應(yīng)的橢圓框里。然后引導(dǎo)全體學(xué)生進(jìn)行描述，如：The giraffes were tall.。完整結(jié)構(gòu)圖見(jiàn)附錄。6復(fù)述（Retelling）：深化理解，學(xué)

14、會(huì)自己組織語(yǔ)言概括故事大意承接“檢查理解”環(huán)節(jié)，教師和學(xué)生一起參考story map接龍復(fù)述故事，之后可請(qǐng)一兩名學(xué)生以競(jìng)賽的形式獨(dú)立復(fù)述整個(gè)故事。復(fù)述后，教師評(píng)出優(yōu)勝者并給出獲勝理由。復(fù)述過(guò)程中，教師引導(dǎo)學(xué)生使用first, next, then, after that等連詞。教師可示范復(fù)述故事開(kāi)頭：Dad took the children to the zoo. First, they looked at the giraffes. The giraffes were tall. 7. 表演（Role-play）：讓學(xué)生在真實(shí)情境中描述不同動(dòng)物的特征通過(guò)模擬在動(dòng)物園看動(dòng)物的場(chǎng)景，讓學(xué)生用簡(jiǎn)

15、單的英文描述動(dòng)物特征。（1）將學(xué)生分成若干7人小組，每位小組成員負(fù)責(zé)介紹一種動(dòng)物的特征。小組內(nèi)準(zhǔn)備幾分鐘后，請(qǐng)1-2組上臺(tái)表演。教師提供動(dòng)物圖片和猴子面具等道具。臺(tái)詞如下：Student 1: Look at the giraffes. The giraffes are tall.Student 2: Look at the seals. The seals are hungry.Student 3: Look at the crocodiles. The crocodiles are asleep.Student 4: Look at the parrots. The parrots are

16、 noisy.Student 5: Look at the elephants. The elephants are big.Student 6: Look at the monkeys. The monkeys are funny.Student 7: （戴上猴子面具）Look at me. Do I look like a monkey? （摘下面具）Aha, its a trick.（2）教師提供幾種動(dòng)物的面具，請(qǐng)學(xué)生戴上面具模仿動(dòng)物的聲音和動(dòng)作，并與臺(tái)下的學(xué)生互動(dòng)：Look at me. What do I look like? （戴上面具）You look like a Aha, i

17、ts a trick. （摘下面具）8. 拼讀練習(xí)（Practising Phonics）：培養(yǎng)拼讀意識(shí)，掌握字母組合“oi”和“oy”的拼讀規(guī)律（1）感知拼讀規(guī)律教師在黑板上寫出：noisy/boy，并在字母組合“oi”、“oy”下劃線，讓學(xué)生說(shuō)出“oi”和“oy”的發(fā)音。（2）音、形、圖結(jié)合，練習(xí)拼讀含有字母組合“oi”和“oy”的單詞。教師利用PPT展示下列圖片及單詞，引導(dǎo)學(xué)生認(rèn)讀。如：9. 家庭作業(yè)（Homework）（1）反復(fù)模仿錄音，熟讀故事。（2）回憶上一次去動(dòng)物園看到了哪些動(dòng)物，畫一畫，寫一寫。如：We looked at the . The were .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)、拼讀教學(xué)等方法貫穿于課堂教學(xué)之中。2. 教學(xué)目標(biāo)是否實(shí)現(xiàn)了本課所提出的語(yǔ)言能力目標(biāo)和非語(yǔ)言能力目標(biāo)，如：學(xué)生是否能讀懂故事情節(jié)；是否能用標(biāo)準(zhǔn)的語(yǔ)音語(yǔ)調(diào)獨(dú)立朗讀故事；學(xué)生能否認(rèn)識(shí)并看圖說(shuō)出故事中的動(dòng)物及其特征；學(xué)生是否感受到了和家人一起逛動(dòng)物園的樂(lè)趣。3. 課堂操作（1）提問(wèn)教師設(shè)置的問(wèn)題是否符合學(xué)生水平；能否引起學(xué)生的興趣；學(xué)生能否通過(guò)教師提問(wèn)的引導(dǎo)觀察圖片認(rèn)識(shí)動(dòng)物并了解動(dòng)物特征。（2）聽(tīng)學(xué)生是否真正