1、【精品文檔】如有侵權，請聯系網站刪除，僅供學習與交流典范英語(4b-L1)中文教案.精品文檔.典范英語（4b-L1）教學參考Camping Adventure教學參考的目的在于為實驗課提供一個基本的思路和框架，幫助實驗教師更好地把握課題理念。課題組鼓勵實驗教師結合學生的實際情況適當做出調整，將實驗課上出特色。一、教學目標1.語言能力目標：學生能夠聽懂故事；能夠惟妙惟肖地模仿錄音；能夠繪聲繪色地獨立朗讀故事；能夠理解故事并組織語言復述故事情節；能夠根據故事脈絡簡寫故事。2.非語言能力目標：通過讓學生觀察故事圖片，想象野營的過程，培養學生的觀察力；通過討論培養想象力和邏輯思維能力，提高學生未雨綢繆

2、、防患未然的意識。二、課時安排要求每周不少于兩課時，每周至少完成一個故事。鼓勵學生課前預習。三、教師要求1.教師課前須熟讀故事，了解故事內容。2.對于較難的單詞，教師可板書，并配合動作和表情幫助學生理解。3.全英文授課。四、教學用具多媒體設備、CD機、課件（課題組提供）、句子卡片（見檢查理解環節）。五、課堂教學基本步驟1. 導入（Lead-in）：觀看視頻，引出故事主題通過觀看視頻，讓學生了解野營的樂趣，為看圖講故事做好鋪墊。Peppas family went camping. Did they like camping?Do you like camping?Did you go camp

3、ing with your parents?Where did you camp?教師自然過渡到講故事環節：Wilmas family went camping too. Where did they camp? What happened? Lets learn the story Camping Adventure.（板書故事標題）2. 看圖講故事（Storytelling）：理解故事情節，觀察全家人一起野營的樂趣教師利用課件逐幅播放故事圖片，并用豐富的表情、生動的英文和適當的肢體語言給學生繪聲繪色地講故事，讓學生觀察圖片，并體會全家人一起野營的樂趣，以及在暴風雨中遇到的危險。 （Pict

4、ure 1） One day, Mum and Dad went camping. They took the children. Where did they go? (BQ: Did they go to a farm or a zoo?)They went to a farm.（Picture 2） Mum and Dad had a new tent. They put it up. Wilf helped.Wilma got some water. “I like it here,” she said. “I like camping.”（Picture 3） Mr Jones wa

5、s the farmer. Look! What did he do?He milked the cows.“Come and watch,” he said.“What a lot of cows!” said Wilf. Mr Jones laughed. “We milk them every day,” he said.（Picture 4） Mum wanted some milk. Where did she go?She went to the farmhouse. “I want some eggs too,” said Mum.Mrs Jones was at the far

6、mhouse. She was expecting a baby. She was expecting it soon.“It may come today,” she said.（Picture 5） Dad cooked supper.Did the family like it in the tent?Yes. “I like it here,” said Wilf. “Its fun in this tent.”（Picture 6） It was time to sleep.Everyone went to bed but there was a storm.Could they s

7、leep?No. They couldnt sleep.（Picture 7） Look! What happened?Oh no! The wind blew.Everyone had to get up.（Picture 8）The wind blew the tent down. The family had to go.Look! Where they go?They went to the farmhouse.（Picture 9）Suddenly, Mr Jones called Mum.“The baby is coming,” he said.（Picture 10）Mr Jo

8、nes had to go to hospital. She got in the car. Mum helped her.（Picture 11）The storm got worse. The wind blew and blew. It blew a big tree down.Could the car get past?No. The car couldnt get past. So Mr and Mrs Jones went back to the house.（Picture 12）Mr Jones called for help. He called the hospital.

9、 “A helicopters coming,” he said.（Picture 13）Mr Jones pointed to a field. Why did he point to the field?He wanted the helicopter to land there. “The helicopter can land there,” he said.（Picture 14）They got some bags and stones.Look, what did they do?They made a big cross out of the bags. They put st

10、ones on the bags. Why?They didnt want the bags to be blown away.（Picture 15）Finally, the helicopter came. It landed near the cross.“At last!” said Mr Jones.There was a doctor in the helicopter. “Come on!” said Mr Jones.（Picture 16）The doctor ran to the house but Mum came to the doctor. She was laugh

11、ing. “Too late!” said Mum. “Mrs Jones has had the baby. Shes had a baby boy.”（Picture 17）Everyone looked at the baby. “Hes very sweet,” said Wilma. “Will he like camping?”教師要注意啟發學生思考，每次提問之后稍作停頓，不要急于說出答案，先觀察學生的反應，如學生仍回答困難，再進一步給出提示引導學生作答。3. 聽錄音模仿（Listening and Imitating）：聽懂錄音并模仿出標準的語音語調聽錄音模仿時，錄音是什么音什么

12、調，就讓學生模仿成什么音什么調，注意引導學生體會故事人物的情感和心理活動。 （1）放錄音，讓學生完整地聽一遍故事，整體輸入，不需停頓。（2）放錄音，全班學生齊聲模仿1-2遍。要求學生逐句跟讀，鼓勵學生大膽開口，讀出戲劇化效果，讀出人物情感。另外，尤其要注意引導學生用欣喜的語氣讀“I like it here. I like camping.”，用驚訝的語氣讀“What a lot of cows!”，用興奮的語氣讀“The baby is coming.”，用釋懷的語氣讀“At last!”。4. 朗讀故事（Reading Dramatically）：讀懂故事并能夠繪聲繪色地獨立朗讀故事通過多

13、種形式的朗讀，讓學生能夠繪聲繪色地獨立朗讀故事，在朗讀中體驗故事樂趣。同時，培養學生有感情地朗讀故事的習慣，練就扎實的語言基本功。（1）全班朗讀。教師組織全班同學齊聲朗讀前5幅圖片。（2）分組接龍朗讀。將全班分為男生、女生兩組，接龍朗讀圖6-11。（3）獨立朗讀。請幾名學生分別朗讀圖12-17。朗讀過程中，教師要對有朗讀困難或問題的學生給予指導和示范。5. 檢查理解（Story Comprehension）：提煉內容要點，梳理故事情節通過引導學生分析故事脈絡，加深學生對故事主要情節的理解，為復述故事做好準備。（1）教師在黑板上畫出故事脈絡圖，讓學生分別用一句話概括故事的背景，發展，高潮，轉折和

14、結尾。如有難度，教師可出示句子卡片，請學生貼到脈絡圖的相應位置。Climax(Pic 9-11)Turn-down(Pic 12-15)Turn-up(Pic 6-8)Setting(Pic 1-5)Ending(Pic 16-17)l The family went camping.l A storm came.l Mrs Jones baby was coming.l A helicopter was coming.l Mrs Jones had the baby.（2）教師通過提問引導學生分析故事細節，深入理解故事。學生回答后，教師引導學生找出每部分的關鍵詞，并寫在對應脈絡圖的下方。如：

15、 階段一：Where did the family go camping? (a farm)Where did Mum get the milk and eggs? (the farmhouse)階段二：Why couldnt the family sleep? (storm)What happened to the tent? (blew the tent down)Where did the family go? (farmhouse)階段三：How did Mrs Jones go to hospital? (car)Why did they come back to the house

16、? (blew a big tree down; couldnt get past)階段四：What was coming to help? (called for help; helicopter)What did Mr Jones do in the farm? (made a big cross out of bags)Where did the helicopter land? (near the cross)階段五：Why did Mum say: “Too late!”? (had the baby)6. 復述（Retelling）：鍛煉語言組織能力引導學生以第一人稱（Wilma或

17、Wilf）根據故事脈絡圖和關鍵詞復述故事。首先可全班一起復述，然后請幾名學生進行接龍復述，最后請一兩名學生獨立復述整個故事。復述過程中，學生如有困難，教師要給予支持和幫助。教師可示范復述故事開頭，如：One day, my family went camping in a farm. We put up the tent 7. 討論（Discussion）：培養未雨綢繆，防患未然的意識教師由故事情節引出討論問題，培養學生的想象力和邏輯思維能力，提高學生未雨綢繆，防患未然的意識。Do you think the family had listened to the weather forecas

18、t before camping?Was it important to listen to the weather forecast before camping?What else should we do or prepare before camping?討論后，請小組代表匯報討論成果，鼓勵學生大膽發言。8. 家庭作業（Homework）（1）反復模仿錄音，熟讀故事。（2）根據故事脈絡圖簡寫故事。六、教師自我反思1. 教學理念是否體現了“以意義為核心”、“整進整出”的教學理念；是否將整體教學、啟發式教學等方法貫穿于或融入課堂教學之中。2. 教學目標是否實現了本課教學目標中提出的語言能力和非語言能力目標，如：學生能否讀懂故事情節；能否用標準的語音語調獨立朗讀故事；能否組織語言復述故事；學生是否提高了未雨綢繆、防患未然的意識。3. 課堂