《典范英语》(5a-L1)教学参考

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《典范英语》（5a-L1）教学参考

In the Garden

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：学生能够听懂录音；能够绘声绘色地独立朗读故事；能够理解故事情节；能够根据story map和关键词复述故事；能够简写或仿写故事。

2. 非语言能力目标：引导学生积极思考解决问题的方式；通过讨论培养学生的想象力和表达能力。

二、课时安排

每周不少于两课时，1-2个课时完成一个故事。要求学生课前反复听录音跟读。

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）、地点图片（jungle, mountain,

desert, strawberry garden）。

五、课堂教学基本步骤

1. 导入（Lead-in）：展示花园图片，引入故事情境

通过展示孩子们在花园玩耍的图片（见课件），引导学生就花园展开讨论，从而引出故事情境。

首先，教师展示图片并提问：

Look! Where are the children?

What are they doing in the garden?

Do they have fun in the garden?

What do you like to do in the garden?

展示故事的第二幅图片，引入故事情境： 精品文档

实用文档 Look! The children were playing in the garden. What did they do? Did

they have fun? Oh, the magic key was glowing. Would they have a new

adventure? Let’s learn the story In the Garden.

2. 看图讲故事（Storytelling）：了解故事背景

教师利用课件播放故事前4幅图片，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，引导学生观察图片，了解故事背景。

（Picture 1）Look! Kipper was in Chip’s room.

He picked up the magic key.

The key began to glow.

“Oh help!” said Kipper.

Would Kipper go to an adventure alone?

（Picture 2）No. Kipper ran outside and looked for Biff and Chip.

“Help!” he called. “The key is glowing.”

Biff and Chip were playing with Wilf and Wilma.

They were playing in the sandpit.

“Look at the magic key,” called Kipper.

Would Biff and Chip be happy to see the glowing key? 精品文档

实用文档 （Picture 3）Biff was cross with Kipper. Do you know why? （请学生自由作答）

“Come on everyone,” she yelled. “Run inside. Get to the

magic house.”

Could they get to the magic house in time?

（Picture 4）No. It was too late.

The magic began to work.

The children got smaller and smaller.

They were going to have an adventure in the garden.

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在不同场景下人物语音语调的变化。

（1）全班一起朗读第5-9幅图，回答以下问题：

The children were having an adventure in the garden. Where did they

go first?

Where did they go after they came out of the jungle? 精品文档

实用文档 What did they see after they climbed up the mountain?

（2）分组接龙朗读第10-14幅图，回答以下问题：

Where did the car stop?

What did they meet in the desert?

How did they feel when they walked over the desert?

（3）分角色朗读第15-19幅图，回答以下问题：

What did the children see?

What did they do in the strawberry garden?

Why did Kipper feel sick?

Did the children enjoy their adventure?

（4）全班集体朗读最后一幅图，回答以下问题：

What was Dad thinking about?

Were there real giant slugs? （教师可展示图片帮助学生理解giant

slugs）

What\Who were the giant slugs?

在朗读过程中，教师要对朗读有困难或有问题的学生给予指导和示范。

4. 情节分析（Plot Analysis）：梳理故事，让学生深入理解主要情节 精品文档

实用文档 教师通过图片与问题引导学生梳理故事主线，深入理解故事情节。师生合作完成story map。

（1）梳理故事情节

教师提问，请学生依据故事的发展顺序，将地点图片依次贴到黑板上（如下图所示），然后请学生在图片下方写出地点名称。

How many places did the children go in the adventure? What were they?

（4 places: the jungle, the mountain, the desert, the strawberry garden）

（2）深入理解故事情节

教师通过PPT分别展示每一部分的问题，让学生两人一组进行问答。之后，可请4组学生上台展示问答，并将关键词写在图片下方。问题可参考：

In the Jungle

How did everything look? （looked big, was like）

What did they see in the jungle? （flowers, bumble-bee）

On the Mountain

How did they feel after they got to the top? （hot） 精品文档

实用文档 What did they find on the top of the mountain? （a toy car）

How did they get down the mountain? （by car）

How did they feel in the car? （excited, fun）

In the Desert

What did they do when they saw the big cat? （climbed into a bottle）

How did they get rid of the cat? （chased…away）

How did they feel when they walked over the desert? （hot, thirsty）

In the Strawberry Garden

What did they do in the strawberry garden? （ate）

How did they feel? Why? （sick, ate too much）

Where did they hide when it rained? （hid under a flowerpot）

5. 复述故事（Retelling）：深化理解，学会自己组织语言概括故事大意

引导学生结合story map和关键词复述故事，培养学生的概括能力和语言表达能力。教师可将学生分成若干4人小组，先在小组内接龙复述，然后再请4个小组分别复述故事的四个部分。

6. 讨论（Discussion）：培养学生想象能力与表达能力，启发学生碰到问精品文档

实用文档 题时积极寻求解决方案

教师利用PPT展示问题，让学生分组讨论，启发学生在遇到问题时积极思考，探索不同解决方案。

How did the children escape from the big cat?

What would happen if Floppy didn’t chase the cat away? Can you think

of any other ways to get rid of the cat?

教师要鼓励学生畅所欲言，提醒学生讨论规则：（1）每个人都要有说话的机会；（2）别人讲话时认真倾听；（3）可以补充他人的观点。

7. 家庭作业（Homework）

（1）将故事讲给爸爸妈妈听。

（2）简写或仿写故事。

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。