《典范英语》（5a-L7）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 5 《典范英语》（5a-L7 The Hairy-Scary Monster 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；能够根据图片和关键词复述故事；能够用英语就Kipper的行为发表自己的观点；能够简写故事。 2. 非语言能力目标：引导学生思考如何面对夜晚独处的烦闷与恐惧；通过讨论培养学生的思辨能力和团队合作精神；培养学生大胆表达自己想法的自信和勇气。 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）、句子卡（见复述环节）。 五、课堂教学基本步骤 1. 导入（Lead-in）：观看关于monster的视频，引入故事 通过播放电影Monsters Inc.的预告片（见课件），激发学生兴趣，引出关于monster的讨论，为进入故事做铺垫。 教师播放视频，并与学生互动： What is the video about? What do you think the monsters look like? Are there real monsters in the world? Are you scared of monsters? Kipper said there was a hairy-scary monster in his room. Was it a real monster? What was the monster like? Let’s learn the story. 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）It was time to sleep, but Kipper didn’t want to go to sleep. Kipper didn’t like being on his own. “Biff and Chip are at Gran’s,” he said. “I don’t like being on my own” （Picture 2）Floppy wanted to stay with Kipper. “Poor Kipper,” thought Floppy. “I’ll stay with him” But Mum said, “No, Floppy! Kipper is going to sleep.” （Picture 3）Was Kipper going to sleep? No. Kipper wasn’t going to sleep. He was wide awake. “I can’t go to sleep. I just can’t.” said Kipper. （Picture 4）Suddenly, Kipper had a good idea. He laughed. “I know! I’ll play a trick. I’ll trick Dad and get him to come upstairs.” How did Kipper trick Dad? Did Dad go upstairs? Was Dad cross? What did Dad do? 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Kipper在不同情景下的语音语调。 （1）学生集体朗读图片5-8，然后回答讲故事环节最后提出的四个问题。 （2）请学生分组朗读图片12-16，然后回答以下问题： Kipper was still wide awake. He played another trick on Mum. Did Kipper make it? How did Kipper trick Mum? Did Mum find the monster? What did Mum say after