《典范英语》(4a-L16)教学参考

《典范英语》（4a-L16）教学参考
Gran
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：学生能够听懂故事；能够惟妙惟肖地模仿录音；能够绘声绘色地独立朗读故事；能够理解故事并组织语言复述故事情节；培养学生“听词能写”的能力；能创编故事。

2. 非语言能力目标：体会孩子们与Gran一起玩耍的乐趣；深入了解人物特点并能针对人物行为和特点发表看法。

二、课时安排
要求每周不少于两课时，每周至少完成一个故事。

鼓励学生课前预习。

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（见检查理解环节）。

五、课堂教学基本步骤
1. 导入（Lead-in）：通过编故事游戏引出故事主题
通过串词编故事游戏，让学生联想故事情节，为看图讲故事做好铺垫。

（1）让学生发挥想象，将给出的单词或短语（an old car, Gran, I, castle, fun park, play, broke）编成一个小故事。

（2）请几名学生讲述自编故事。

之后，自然过渡到讲故事环节：Thank you for your interesting stories about Gran. Here’s a new story Gran. What happened to Gran in this story? Let’s have a look.
2. 看图讲故事（Storytelling）：观察Gran和孩子们一起玩耍时的行为和情绪，培养观察力和想象力
教师利用课件逐幅播放故事图片，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，让学生深入了解Gran的性格特点。

（Picture 1） A car came to the house. The children ran to see.
Whose car is this?
It’s Gran’s car.
“It’s Gran,” said Kipper.
（Picture 2） Mum and Dad saw Gran.
“Come in,” said Mum. “Come in,” said Dad.
What did the children do? （BQ: Did they help take Gran’s things?）
They took Gran’s things. “What a lot of things!”said Kipper.
（Picture 3） Did the children like Gran?
Yes. The children liked Gran and Gran liked the children.
The children all wanted to play with Gran.
“Come and see my toy,” said Kipper.
“Come and see my room,” said Biff.
“Come and play,” said Chip.
（Picture 4） Gran played with the children. What did they play?
They played Hide and Seek.
Where did they play? （BQ: Did they play inside or outside?）
They played inside. Oh look! What happened? （指向歪倒的花瓶）
The vase fell. “Oh no!”said Mum. Gran broke the vase.
（Picture 5） They went outside and played football.
Oh no! The window broke! （BQ: Who broke the window?）
Gran kicked the ball and broke the window.
（Picture 6） Gran took the children out. They went in Gran’s old car.
Wilf and Wilma went too.
“What an old car!” said Wilf.
“It’s a good car,” said Gran.
（Picture 7） Where did they go? （BQ: Did they go to a park? Did they go to the seaside?）
Gran took them to a fun park.
“This looks fun,”said Gran. “Come on everyone.”（模
仿Gran表情）
Did the children like the fun park?
Yes. They began to run. They wanted to go on everything.
“Come on,” they called.
（Picture 8） Look! What’s this? （BQ: Is it a castle or a slide?）It’s a castle. It’s called Jumping Castle.
Look at the sign “CHILDREN ONLY”. （指向图片）
They went on the Jumping Castle.
“This is fun,” called Wilma.
Kipper tried to get on. Did he make it?
（Picture 9） No. Kipper couldn’t get on.
The children jumped and jumped, and bounced and bounced.（教师动作演示）
Who went on the Jumping Castle too?
Gran went on the castle. She jumped and bounced.
“Good old Gran,” called the children.
Look! Gran’s bag opened.
Look at the knitting needles. What would happen? （指
向图片中的毛衣针）
（Picture 10）Gran made a hole in the castle.
Oh no! What was wrong with the castle?
It began to go down.
（Picture 11）Kipper got on.
A man ran up. He was cross with Gran.
“Look at my castle,” he yelled.
（Picture 12）“Go home,”yelled the man, “and don’t come back.”
Look at the sign. “CHILDREN ONLY. NO GRANS!”
Gran took the children home.
Kipper looked happy. Why? （请学生自由回答）（Picture 13）Biff told Mum about the castle. How did Mum feel?
She was cross with Gran. Gran was sad.
（Picture 14）Gran was in Chip’s room. What did she look at? （指向魔法钥匙）
She looked at the magic key. The key was glowing.
（Picture 15）Gran was surprised. She picked up the key and ran into Biff’s room.
“Look at this,” she said.
“Oh no!” said Kipper. “It’s the magic. The magic is working.”
What would happen to Gran and the children?
（Picture 16）The magic took them to a new adventure.
Where would they go? （请学生大胆猜测）
教师要注意启发学生思考，每次提问之后稍作停顿，不要急于说出答案，先观察学生的反应，如学生仍回答困难，再进一步给出提示引导学生作答。

3. 听录音模仿（Listening and Imitating）：听懂录音并模仿出标准的语音语调
听录音模仿时，录音是什么音什么调，就让学生模仿成什么音什么调，尤其注意以下句子的语气及表达的不同情感：“It’s a good car.”“It’s a castle. It’s called Jumping Castle.”“Look at my castle. Go home, and don’t come back.”“Good old Gran.”
（1）放录音，让学生完整地听一遍故事，整体输入，不需停顿。

（2）放录音，全班学生齐声模仿1-2遍。

要求学生逐句跟读，鼓励学生大胆开口，读出戏剧化效果，读出感情。

教师要引导学生用得意的口吻读“It’s
a good car.”，用喜出望外的语气读“It’s a castle. It’s called Jumping Castle.”，用赞扬的语气读“Good old Gran.”，用生气的语气读“Look at my castle. Go home, and don’t come back.”。

4. 朗读故事（Reading Dramatically）：读懂故事并能够绘声绘色地独立朗读故事
通过多种形式的朗读，让学生绘声绘色地独立朗读故事，养成良好的有感情地朗读故事的习惯，练就扎实的语言基本功。

（1）朗读接龙。

将全班分成两组，逐图进行朗读接龙。

（2）分角色朗读。

请不同的学生扮演Mum, Dad, Gran, Kipper, Biff, Chip, the man进行分角色朗读，其他学生齐读旁白。

（3）独立朗读。

请几名学生独立朗读图8-12。

引导学生注意故事人物的不同语气。

朗读过程中，教师要对有朗读困难或问题的学生给予指导和示范。

5. 检查理解（Story Comprehension）：梳理故事脉络，加深对故事的了解
教师提出与故事主线相关的问题，让学生回答，引导学生梳理故事情节，
归纳故事要点，进而复述故事主要情节。

（1）完成脉络图
教师将脉络图画在黑板上，请几名学生分别将7张句子卡片贴在相应的
位置。

根据脉络图一起复述故事。

脉络图如下：
（2）描述Gran惹出的“麻烦”
分组讨论，对Gran惹出的“麻烦”进行具体描述。

图4：Gran broke the vase.
图5：Gran broke a window.
图10：Gran made a hole in the castle.
请几组学生上台展示，鼓励学生运用丰富的肢体语言。

6. 讨论（Discussion）：讨论故事人物，深入了解Gran
教师提出与故事人物Gran相关的问题，让学生分组讨论，加深对Gran的了解。

（1）教师提出问题，学生分组讨论
Why did the children like Gran?
What do you think of Gran?
Do you like your Gran? Talk about your Gran.
（2）讨论结束后，鼓励学生畅所欲言，大胆发表个人看法。

7. 拼读练习（Practising Phonics）：加强拼读意识，培养“听词能写”的能力
（1）教师通过PPT展示用词尾含有“an”的单词编成的一个小故事，让学生读一读，找出含有字母组合“an”的单词：Gran/pan/can/fan/ran/man/van。

Gran had a pan.
The pan knocked a can.
The can fell on to a fan.
Gran ran to get the can.
A man came in a van.
The man stopped and helped Gran.
（2）学生在练习本上画出下图。

教师朗读单词：pan/can/fan/ran/man/van，让学生将听到的单词写在圆圈内。

Gra
8. 家庭作业（Homework）
（1）给家人或朋友讲讲关于孩子们和Gran的故事。

（2）发挥想象力创编故事：What other troubles could Gran get into? Imagine and write.
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、拼读教学等方法贯穿于或融入课堂教学之中。

2. 教学目标
是否实现了本课教学目标中提出的语言能力和非语言能力目标，如：学生是否能读懂故事情节；是否能用标准的语音语调独立朗读故事；是否能根据故事脉络图组织语言复述故事；是否能简单谈谈Gran的性格特点。

3. 课堂操作
（1）提问
教师设置的问题是否符合学生水平，是否能引起学生兴趣；学生是否能根据教师提问准确描述事件经过，理顺故事脉络；讨论环节的问题能否引发学生思考。

（2）听
学生是否真正听懂了教师的问题和指令，并做出正确的反应；学生是否能正确辨认故事录音的语音语调；教师是否认真倾听了学生的反馈；教师是否发现了学生在朗读与表达过程中出现的问题。

（3）说
教师语言是否准确、流畅、易于理解；教师说得多还是学生说得多；教师是否给了学生足够多的表达机会；学生能否流利地表达自己的想法。

（4）思考
课堂环节衔接得是否流畅；课堂组织是否有序、高效；教师是否对学生的表现及时予以反馈；是否对学生在课堂上遇到的困难及时给予帮助；学生是否加深了对Gran的了解；拼读教学方法是否有效；下一次课堂设计需要在哪些方面提高。