《典范英语》（5a-L1）教学参考.docVIP

全国教育科学“十一五”规划教育部重点课题——《中国基础英语素质教育的途径与方法》 PAGE 4 《典范英语》（5a-L1 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 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： 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? （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?