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(2a-L1)教學參考.精品文檔.典范英語（2a-L1）教學參考Monkey Tricks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：學生能夠聽懂錄音；能夠惟妙惟肖地模仿錄音；能夠繪聲繪色地獨立朗讀故事；能夠理解故事情節；能看圖識別故事中的動物并用英語說出其名字；能用恰當的形容詞來描述動物特征；初步掌握字母組合“oi”和“oy”的拼讀規律；能夠復述故事；能仿寫句子。2. 非語言能力目標：讓學生充分

2、感受一家人逛動物園的樂趣；通過觀察動物特征培養學生的觀察力和想象力；通過表演樹立自信。二、課時安排要求每周不少于兩課時，每課時至少完成一個故事。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）、動物圖片（giraffes, seals, crocodiles, parrots, elephants, monkeys）、單詞卡（giraffes, seals, crocodiles, parrots, elephants, monkeys, tall, hung

3、ry, asleep, noisy, big, funny）、面具（猴子、老虎、獅子等）。五、課堂教學基本步驟1. 導入（Lead-in）：認識動物園里的一些動物通過觀看視頻At the Zoo（見課件），讓學生認識動物園里的一些動物，為進入故事情境做好鋪墊。教師利用PPT播放視頻，然后與學生互動：What animals can you see in the video? （BQ: Can you see?）I can see. Do you often go to the zoo?What animals can you see at the zoo?學生回答后，自然引出故事：One da

4、y, Wilmas Dad took the children to the zoo. What animals did they see? Lets learn the new story Monkey Tricks.2. 看圖講故事（Storytelling）：理解故事情節，觀察動物園里各種動物的特征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，讓學生充分感受逛動物園的樂趣。 （Picture 1）It was Sunday. Wilmas Dad took the children to the zoo. “I like the zoo,

5、” said Chip.“I want to see the animals,” said Kipper.（Picture 2）They went into the zoo. What did they look at? （教師指向長頸鹿）They looked at the giraffes. The giraffes were tall. They had long necks. “Look at the giraffes. They are tall,” said Wilf.（Picture 3）Next, what did they look at? （BQ: Did they loo

6、k at the seals?）They looked at the seals.The zookeeper threw fish to the seals. The seals were hungry.“Look at the seals. They are hungry,” said Wilmas Dad.（Picture 4）Then they looked at the crocodiles. （教師指向圖中的鱷魚）What were the crocodiles doing? （BQ: Were they sleeping? 教師動作演示）The crocodiles were as

7、leep.（Picture 5）After that, what did they look at? （BQ: Did they look at the parrots?）They looked at the parrots.Chirp chirp here, chirp chirp there.The parrots were noisy. （Picture 6）Later, they looked at the elephants. （教師指向大象）The zookeeper was cleaning one of the elephants.Were the elephants big?

8、 Yes. They had long trunks and big ears. （教師指向大象的鼻子和耳朵）Where did Kipper go?He went to a shop.（Picture 7）Last, they looked at the monkeys. （教師指向猴子）The monkeys were funny. They played on the tree. One monkey was eating a banana.“Look at the monkeys. They are funny,” said Chip.Look at Kipper. He came t

9、o the monkey house with a bag.（Picture 8）Look at Dad, Wilma, Wilf, Chip and Biff. What did they do?They looked for Kipper.“Kipper, where are you?” called everyone. Could you see Kipper?（Picture 9）“Aha. Here I am,” Kipper jumped out. Kipper looked like a monkey in a monkey mask.（展示猴子面具）Kipper bought

10、the monkey mask in the shop. He played a monkey trick.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，錄音是什么音什么調，就讓學生模仿成什么音什么調，注意“giraffes”、“seals”、“crocodiles”、“parrots”、“elephants”等詞的讀音以及“Kipper looked like a monkey.”的語氣和語調。（1

11、）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。要求學生在理解故事內容的基礎上，逐句跟錄音指讀。尤其要讓學生注意模仿“giraffes”、“seals”、“crocodiles”、“parrots”、“elephants”的讀音以及“Kipper looked like a monkey.”的語氣語調。（3）放錄音，讓學生跟讀接龍，看誰模仿得像。教師給予必要的示范和指導。4. 朗讀故事（Reading Dramatically）：讀懂故事并學會繪聲繪色地獨立朗讀故事通過多種形式的朗讀，讓學生能夠繪聲繪色地獨立朗讀故事，培養學生有感情朗讀故事的習慣，

12、練就語言基本功。朗讀的形式可以多樣化：（1）全班集體朗讀。教師組織全班同學齊聲朗讀一遍。（2）小組朗讀比賽。將學生分成幾個小組，每組讀一幅圖，看哪組讀得好。（3）個人朗讀。請幾名學生朗讀自己最喜歡的一幅圖。教師根據學生讀的情況給予表揚、鼓勵和指導。5. 檢查理解（Story Comprehension）：梳理故事情節，加深學生對各種動物及其特征的認識（1）教師在黑板上畫出結構圖（見附錄），將6張動物圖片分別貼在每個方框一側，并將動物單詞卡貼在黑板一側。（2）教師提問，請學生作答并將動物單詞卡貼在相應的方框內。問題可參考：First, what did the children look at?

13、Next, what did they look at?Then, what did they look at?After that, what did they look at?Later, what did they look at?At last, what did they look at?（3）描述動物特征。教師逐一展示單詞卡（tall, hungry, asleep, noisy, big, funny），請6名學生分別單詞卡貼在相應的橢圓框里。然后引導全體學生進行描述，如：The giraffes were tall.。完整結構圖見附錄。6復述（Retelling）：深化理解，學

14、會自己組織語言概括故事大意承接“檢查理解”環節，教師和學生一起參考story map接龍復述故事，之后可請一兩名學生以競賽的形式獨立復述整個故事。復述后，教師評出優勝者并給出獲勝理由。復述過程中，教師引導學生使用first, next, then, after that等連詞。教師可示范復述故事開頭：Dad took the children to the zoo. First, they looked at the giraffes. The giraffes were tall. 7. 表演（Role-play）：讓學生在真實情境中描述不同動物的特征通過模擬在動物園看動物的場景，讓學生用簡

15、單的英文描述動物特征。（1）將學生分成若干7人小組，每位小組成員負責介紹一種動物的特征。小組內準備幾分鐘后，請1-2組上臺表演。教師提供動物圖片和猴子面具等道具。臺詞如下：Student 1: Look at the giraffes. The giraffes are tall.Student 2: Look at the seals. The seals are hungry.Student 3: Look at the crocodiles. The crocodiles are asleep.Student 4: Look at the parrots. The parrots are

16、 noisy.Student 5: Look at the elephants. The elephants are big.Student 6: Look at the monkeys. The monkeys are funny.Student 7: （戴上猴子面具）Look at me. Do I look like a monkey? （摘下面具）Aha, its a trick.（2）教師提供幾種動物的面具，請學生戴上面具模仿動物的聲音和動作，并與臺下的學生互動：Look at me. What do I look like? （戴上面具）You look like a Aha, i

17、ts a trick. （摘下面具）8. 拼讀練習（Practising Phonics）：培養拼讀意識，掌握字母組合“oi”和“oy”的拼讀規律（1）感知拼讀規律教師在黑板上寫出：noisy/boy，并在字母組合“oi”、“oy”下劃線，讓學生說出“oi”和“oy”的發音。（2）音、形、圖結合，練習拼讀含有字母組合“oi”和“oy”的單詞。教師利用PPT展示下列圖片及單詞，引導學生認讀。如：9. 家庭作業（Homework）（1）反復模仿錄音，熟讀故事。（2）回憶上一次去動物園看到了哪些動物，畫一畫，寫一寫。如：We looked at the . The were .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、拼讀教學等方法貫穿于課堂教學之中。2. 教學目標是否實現了本課所提出的語言能力目標和非語言能力目標，如：學生是否能讀懂故事情節；是否能用標準的語音語調獨立朗讀故事；學生能否認識并看圖說出故事中的動物及其特征；學生是否感受到了和家人一起逛動物園的樂趣。3. 課堂操作（1）提問教師設置的問題是否符合學生水平；能否引起學生的興趣；學生能否通過教師提問的引導觀察圖片認識動物并了解動物特征。（2）聽學生是否真正