《典范英语》(3a-L8)教学参考
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《典范英语》（3a-L8）教学参考
Strawberry Jam
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；掌握字母组合“ck”的拼读规律；能简单地仿写故事。
2. 非语言能力目标：通过让学生观察故事中一家人在采摘园里发生的趣事培养学生的观察力；鼓励学生大胆表达自己去采摘园的经历，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 精品文档
实用文档 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（草莓酱）、句子卡（见复述环节）、单词卡（见讨论和拼读环节）、字母卡（见拼读环节）。
五、课堂教学基本步骤
1. 导入（Lead-in）：了解不同的水果酱，引入故事情景
通过展示实物和图片，让学生了解不同的果酱，为看图讲故事做好铺垫。
（1）教师展示几种果酱，并与学生互动：
Look here. What’s this? （展示一瓶草莓酱）
Do you want to smell it? （请几名学生闻一闻）
Do you want to taste it? （请几名学生尝一尝）
It’s strawberry jam. Do you like strawberry jam? （请学生自由回答）
Do you like apple jam? （展示一瓶苹果酱） 精品文档
实用文档 Do you like blueberry jam? （展示蓝莓酱的图片）
（2）学生回答后，自然过渡到讲故事环节：
One day, Dad wanted to make some strawberry jam. How did they make
it? What would happen? Let’s learn the story Strawberry Jam.
2. 看图讲故事（Storytelling）：理解故事情节，观察孩子们在采摘园里做了些什么
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，让学生观察孩子们采摘草莓的过程，了解故事结尾traffic jam的意思。
（Picture 1）Look at Picture 1.
What did Dad want? （BQ: Did he want to eat strawberries?
Did he want to make strawberry jam?）
He wanted to make strawberry jam.
（Picture 2）Where was Dad?
He was in the garden.
He picked some strawberries.
Look at the strawberries. （指向爸爸手中的草莓） 精品文档
实用文档 Were they big? No. They were small.
Could Dad use them to make strawberry jam?
No. They were too small.
（Picture 3）Mum took everyone to the pick-your-own.（指向自摘园里小茅屋上的标识）
Kipper was very happy. He was jumping up and down. （模仿Kipper的动作）
Dad was talking to Biff.
What did he say?
“You can all help,” he said.
（Picture 4）Look at Mum, Chip and Kipper. What did they do?
They all picked strawberries.
They ate some strawberries. Were the strawberries yummy?
Yes. Look! Kipper put some in his pocket.（指着Kipper的口袋，并模仿Kipper的动作）
（Picture 5）Chip picked lots of strawberries.
He took the strawberries to the car.
What did he want to do? （请学生观察Chip的动作） 精品文档
实用文档 He wanted to open the car.
But the car was locked. He couldn’t open it.
（Picture 6）Where did Chip go?
He went to the donkeys.
He gave a strawberry to a donkey.
But where were the strawberries?
He forgot about them.
（Picture 7）Look at the children. What did they have? （指向孩子们手中的冰淇淋）
They had an ice cream.
Dad looked at the watch.（指向爸爸，并模仿爸爸的动作）
“It’s time to go home,” he said.
（Picture 8）Mum drove the car.
Look! What happened?
Mum backed the car. The car ran over the strawberries. （指着车轧过草莓处）
“Oh no!” said everyone.
（Picture 9）Can you see the strawberries? （指着爸爸手里的草莓酱） 精品文档
实用文档 No. They became strawberry jam.
Was Dad cross?
No. “Traffic jam!” laughed Dad. （展示traffic jam图片）
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及表达的不同情感：They were too small. The children had
an ice cream. The car ran over the strawberries. “Traffic jam!” said
Dad.
（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。教师要引导学生用沮丧的语气读“They were
too small.”，用兴奋的语气读“The children had an ice cream.”，用惊讶的语气读 “The car ran over the strawberries.”，用好笑的语气读“‘Traffic
jam!’ said Dad.”。 精品文档
实用文档
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，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3名学生上台进行朗读展示，每人读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
教师针对故事主要情节提问，提炼故事主线。问题可参考：
（展示第1幅图）What did Dad want to make?
（展示第3幅图）Where did everyone go to pick strawberries?
（展示第5幅图）Who took the strawberries to the car?
（展示第6幅图）What did Chip forget about?
（展示第8幅图）What happened to the strawberries? 精品文档
实用文档 （展示第9幅图）What did Dad say at last?
在学生回答过程中，教师在黑板上画出脉络图框架，如下：
6. 复述（Retelling）：学会组织语言概括故事大意，锻炼口头表达能力
（1）复述故事主线
基于上一环节的脉络图，全班学生一起复述故事主线，然后请1-2学生独立复述。复述过程中，教师给予必要的帮助和引导。
（2）回顾故事细节
教师将以下句卡打乱顺序后贴在黑板一侧：
The strawberries were too small.
They all picked strawberries.
The car was locked.
The children had an ice cream.
