《典范英语》(5b-L13)教学参考
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《典范英语》（5b-L13）教学参考
The Jigsaw Puzzle
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；能够惟妙惟肖地模仿录音；能够绘声绘色地独立朗读故事；能够根据故事脉络图和关键词复述故事；能围绕故事相关话题展开联想和讨论；能续写故事。
2. 非语言能力目标：通过让学生观察故事图片，了解拼图与历险故事之间的联系，培养学生的观察力和想象力；让学生设想故事的结局，丰富想象力；引导学生体会一家人共同面对困难、解决问题时的齐心协力。
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。鼓励学生课前预习。
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）、一套拼图。
五、课堂教学基本步骤
1. 导入（Lead-in）：展示Jigsaw puzzle，引入故事情境
通过展示Jigsaw puzzle并提问，引入故事情境，为看图讲故事做好铺垫。
教师展示拼图，并提出以下问题与学生互动：
Look, do you know what this is?
It’s a jigsaw puzzle.
Do you like jigsaw puzzles? Do you have one?
How many pieces does your jigsaw puzzle have? What is the picture
like?
When do you play it? Can you play it well?
学生回答后，自然过渡到讲故事环节： 精品文档
实用文档 One day, the children did a jigsaw puzzle. Did they like it? Let’s
learn the new story The Jigsaw Puzzle .（教师板书故事标题）
2. 看图讲故事（Storytelling）：理解故事情节，想象故事情境，培养观察力和想象力
教师利用课件播放故事图片2-6，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，引导学生观察孩子们的表情，了解历险故事的背景。
（Picture 2） What was the jigsaw about?
It was a picture of soldiers and a boy.
Mum said, “The soldiers are asking the boy a question.
They wanted to know
where his father is.”
（Picture 3） The jigsaw puzzle had lots of pieces. Did the children
like it?
Yes, but it was hard to do.
Soon, Chip got bored with it. He began to play with the
Frisbee. 精品文档
实用文档 （Picture 4） In the end, everyone got bored.
What happened then? The magic key began to glow.
The magic took the children into a new adventure.
Where did they go?
（Picture 5） The magic took the children to a time long ago.
There was a big house and some children were playing with
their mother and
father. Can you find anything unusual?
They were wearing funny clothes.
They looked like the children in the picture on the
jigsaw.
（Picture 6） Kipper spoke to the girl and boy.
He introduced himself and everyone with him.
The girl said, “My name is Jane.”
“My name is Edmund,” said the boy, “and my father is
very important.”
Why did the boy say his father was important?
Did the children play together? （进入朗读环节） 精品文档
实用文档 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. 朗读故事（Reading Dramatically）：学会绘声绘色地朗读故事，朗读与理解相结合
承接讲故事环节，引导学生带着问题去朗读，帮助学生理解故事，抓住故事主要情节。朗读时，教师要提醒学生注意语音语调，注意读出戏剧化效果。
（1）请学生分角色朗读图片7-15。朗读后，请学生回答以下问题：
What did the children think about the frisbee?
When the soldiers came, where did Edmund’s father hide?
What did the soldiers find?
What did the soldiers do with the children?
（2）请学生接龙朗读图片16-26。朗读后，请学生回答以下问题：
What was Chip’s idea to help Edmund’s father escape?
What did Biff and Anneena do to draw the soldiers’ attention?
Did Edmund’s father succeed in escaping? How?
在朗读过程中，教师要对有朗读困难或问题的学生给予指导和示范。如果学生课前预习效果不好，教师需在课上适当安排听录音模仿环节。 精品文档
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4. 检查理解（Story Comprehension）：梳理故事，让学生深入理解主要情节
教师通过问题引导学生梳理故事主线，深入理解故事情节。
（1）教师首先就故事主线提问，之后让学生分组讨论，找出对应的故事图片完成脉络图。问题可参考：
What happened to Edmund’s father?
Where did Edmund’s father hide?
How did Edmund’s father escape?
Pictures
16-25
Pictures 11-15
Pictures 7-10
（2）教师针对第一个部分提问，以便学生能够在复述环节中关注到更多的What? Where? How? 精品文档
实用文档 细节。学生回答后，教师将关键词写在what周围。问题可参考：
Who ran towards Edmund’s father?
What did Edmund’s father do when he saw the soldiers?
Where did Edmund’s father hide?
（3）继续小组讨论，分别参照教师对第一部分的提问进行组内讨论，写出后两部分的关键词。
（4）复述故事。根据黑板上的脉络图和关键词，请小组自选一部分进行接龙复述。然后，再请2-3名学生单独复述整个故事。
5. 游戏（Games）：锻炼学生的现场反应能力
通过“hot seat”游戏，引导学生从Edmund’s father的角度回顾故事，培养学生的表达能力和现场反应能力。
（1）教师介绍hot seat游戏规则：请一名学生扮演故事人物Edmund’s
father，坐到hot seat上。其他学生围绕故事积极提问，该学生作答。（为了提高参与度，可请几名学生轮流扮演该角色。）
（2）游戏开始前，每个学生在练习本上写出1-2个问题，who/what/how/why引导的特殊疑问句或一般疑问句均可。如个别学生有困难，教师可展示一些问题，供学生参考。如： 精品文档
实用文档 Who were looking for you?
Who helped you hide?
How did they help you?
Where did you hide?
How did you escape?
What would you do in the future?
6. 讨论（Discussion）：围绕故事结局可能发生的故事展开联想和想象
教师利用PPT展示问题，让学生分组讨论，引导学生对历险故事中一家人将来可能发生的事情展开想象，并进一步引导学生体会一家人共同面对困难、解决问题时的齐心协力及随机应变。之后，请小组代表作答。问题可参考：
Will the children’s father stay away from home?
Where might he go?
Will the children have to leave the house?
Where could they live?
Would the soldiers stop looking for their father?
Why did the soldiers want to arrest him?
Might any of the servants tell the soldiers where the father is?
