《典范英语》(4b-L24)教学参考
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《典范英语》（4b-L24）教学参考
Trapped!
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：学生能够听懂故事录音；能够惟妙惟肖地模仿录音；能够绘声绘色地独立朗读故事；能按要求描述图片并根据提示表述主要故事情节；能就故事话题展开讨论；掌握词尾“le”的拼读规律；能简写故事。
2. 非语言能力目标：让学生感受故事人物深陷困境时的心情，学会在面对困境时积极应对。
二、课时安排
要求每周不少于两课时，每周至少完成一个故事。
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）、空白句卡（见检查理解环节）。
五、课堂教学基本步骤
1. 导入（Lead-in）：围绕标题展开讨论，猜测故事内容
通过图片引入trapped话题，让学生猜测故事内容，为看图讲故事做铺垫。
（1）教师展示被困住的图片（见课件），与学生互动：
How do they feel?
Why do they look sad?
They want to go out. But they can’t. They are trapped. Being trapped
is horrible.
（2）展示故事标题，让学生猜测故事内容：
What was trapped in the story? Where was it trapped? Let’s learn
the story. 精品文档
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2. 看图讲故事（Storytelling）：理解故事情节，观察Gran和孩子们在城堡的经历
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，让学生观察故事情节的发展。
（Picture 1）Gran took the children and Floppy to see an old castle.
（Picture 2）The children went up the path to the castle. Suddenly,
Chip stopped.
He pointed to a window at the top. What did he see?
“Look, there’s a face,” he said. （指向城堡顶端窗户右下角露出的face）
（Picture 3）Everyone looked, but the face had gone.
“It can’t be a face,” said Gran. “The castle is empty.”
（Picture 4）They went into the castle. What do you think of the castle?
（学生自由回答）
“It looks very old,” said Biff.
“And very scary!” said Kipper.
（Picture 5）Look! What game did the children play?
They played hide and seek. They ran in and out of the rooms. 精品文档
实用文档 “I’ll play too,” said Gran, and she went into the next
room.
（Picture 6）Look! What did Gran do?
Gran looked for a place to hide. She saw a gate and pulled
it open.
（Picture 7）CLANG! What happened?
The gate banged shut. Gran pushed it, but it was stuck.
“Help! Help!” she shouted.
（Picture 8）The children ran to see what had happened.
“I’m trapped,” said Gran. She couldn’t open the door
and come out.
（Picture 9）The gate was very stiff. The children had to pull very
hard. They pulled and pulled.
Did the door open at last?
Yes. At last, it opened.
（Picture 10）Gran found an old chest. “I’ll keep the gate open with
this old chest,” said Gran. “I don’t want to be trapped
again.” 精品文档
实用文档 （Picture 11）“Come on,” said Kipper. “Let’s see where these
stairs go.” They all went up the stairs.
（Picture 12）Suddenly, they heard a noise. Woo … ooo! Woo … ooo!
（教师声音演示）
“What was that?” said Biff. The noise came again. Woo …
ooo! Woo … ooo!
Look at Floppy. He pulled at his lead and raced up the
stairs.
（Picture 13）“Come on! We must go after Floppy,” said Chip. They
all ran to the top of the stairs.
（Picture 14）What was Floppy doing?
Floppy was scratching at a small door. Gran slowly turned
the handle.
（Picture 15）They saw a small dusty room. “Come on, Floppy,” said
Biff. “Let’s have a look around.”
（Picture 16）Something went flapping across the room. （指向翅膀，并动作演示flapping）
“What’s that?” said Biff. 精品文档
实用文档 （Picture 17）What did they see?
They saw an owl. Chip pointed. “It’s an owl,” he
whispered. “It must be the face I saw at the window.”
（Picture 18）“Poor thing! It’s trapped. It must have come down the
chimney,” said Gran. She picked it up very gently.
（Picture 19）Where did Gran take the owl?
Gran took the owl over to the window and opened it. The
owl blinked its big round eyes. （教师动作演示blinked
eyes）
（Picture 20）“Go on, owl,” said Kipper. “Fly away!”
The owl flapped its wings and flew up into the sky.（教师模仿动作flapped its wings）
（Picture 21）Kipper watch the owl fly away. “It must be horrible
to be trapped,” he said. “It is, Kipper,” said Gran.
“It is!” Why did Gran say this?
Because she had been trapped. She knew well how it felt.
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。 精品文档
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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，尤其让学生注意模仿Gran在不同情境下说话的语气语调。
（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，全班学生齐声模仿一遍故事。要求学生逐幅图跟读，鼓励学生大胆开口，读出戏剧化效果，读出感情。
（3）请学生重点模仿图3、7、10、12、18、20、21，尤其注意模仿Gran在不同情境中的语气语调，同时注意连读现象，如“The castle⌒is empty.”。
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。让男生、女生分为两大组，每组读一幅图，进行朗读接龙。
（2）个人朗读。教师让几名学生逐一单独朗读1-2幅图，教师可指定图片或让学生自选图片。
