《典范英语》(4b-L22)教学参考

《典范英语》（4b-L22）教学参考
Shrinking Powder
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；能够理解故事情节，回答相关问题；能够根据图片和关键词复述故事；能用英语就讨论话题展开讨论；巩固字母组合“nk”的拼读规律；能扩写故事。

2. 非语言能力目标：想象魔法的力量，培养学生对魔法世界的好奇心；感受历险经历，丰富体验；引导学生想象little Kipper眼中的世界，丰富想象力。

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。

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）。

五、课堂教学基本步骤
1. 导入（Lead-in）：谈论magic，进入故事情境
教师播放视频并提问，激发学生兴趣，引出故事主题。

教师播放一段动画片Incredible Shrinking Cat（见课件），并提出以下问题，与学生互动：
In the video, what happened to Tom?
He had shrunk.
What made him shrink?
A magic machine.
Do you like magic?
What can magic do?
What do you want magic to do for you?
Would you like it if the magic made you shrink (become small)?
学生回答后，自然过渡到看图讲故事环节：The children had a new adventure. Someone shrank in the adventure. What made him shrink? Why did it happen? Let’s learn the new story Shrinking Powder.
2. 看图讲故事（Storytelling）：理解故事情节，观察并体会故事中Kipper 的情绪变化
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，让学生观察并体会故事中Kipper的情绪变化。

（Picture 1）Look at the machine. What was it? （指向洗衣机）
It was a washing machine. What did Dad do? （BQ: Did he do
the washing?）
He did the washing, but he put the clothes in a hot wash.
（Picture 2）“Oh no!” said Dad. What happened?
The clothes had become much smaller. “The clothes have
shrunk,” said Dad.
“Look at my top,”said Kipper. “Look at my jeans,”said
Biff.
“Sorry,”said Dad. “I forgot to set the washing machine.
It was too hot.”
（Picture 3）What did Chip make?
Chip made a little boy with the clothes that had shrunk.
Whom did the little boy look like?（指向Chip手中的黄色
头发和little boy的上衣）
“That’s a good joke,” laughed Biff.
（Picture 4）Suddenly, the magic key began to glow. It took the children into an adventure.
（Picture 5）Where did the magic key take the children to?
The key took them to a shop. What did the shop sell?
It sold magic tricks and strange things. It was a joke shop.
“Wow!”said Chip. “It’s a joke shop. But there’s
nobody here. I think the shop is shut.”
（Picture 6）POP! Suddenly, there was a loud POP and a puff of purple smoke.
“What’s that?” asked Chip.
（Picture 7）A boy was standing in the shop. Look at the boy. What did the boy look like?（BQ：Did he look like a king or
a wizard?）
“I’m sorry about all the smoke,” he said.
（Picture 8）“I’m Jake,” said the boy. “I’m learning to be a wizard. Watch this.” He waved his wand.（教师模仿Jake
的动作）
（Picture 9）What happened?
He turned a small flower into a big bunch of flowers.
“Hooray! It works,” said Jake, “but learning to be a
wizard is not easy.”
（Picture 10）Jake took a tin out of his pocket.（指向tin）
“I want to try this,” he said. What was in the tin?
（Picture 11）“It’s shrinking powder,” said Jake. （先用实物解
释powder，再用简单英文解释shrinking powder：the powder
that could make people small）
“I want to see if it works,” said Jake. He shook some
shrinking powder over Kipper. What would happen if it
really worked?
（Picture 12）Kipper began to shrink. He began to become smaller and smaller. “Help!” he said. “Everything looks big.”（Picture 13）“Hooray!” said Jake. “It works!”
“Oh no!” said Biff and Chip. “Kipper has shrunk.”（Picture 14）Did Kipper like it?
No. He was upset. “It’s not funny,” said Kipper.
Jake tapped Kipper with a wand. （模仿Jake的动作）
“Now I’ll make him big,” he said.
（Picture 15）Did Kipper become big?
No. But Kipper had huge ears. “Whoops!”said Jake.
“That’s not quite right … let me try again.”（Picture 16）Jake waved the wand. Suddenly, Kipper had long, green air. “This is not funny,” said Kipper.
（Picture 17）Jake waved the wand again. Did he make Kipper big?
No. “I am sorry,”said Jake. “I can’t make him big.”（Picture 18）Chip was cross. What did he do?
He took Jake’s wand. “Let me try,”he said. Just then, what happened?
The key glowed.
（Picture 19）The key took them back. Did Kipper become big?
No. His big ears and green hair had gone, but he was still small.
（Picture 20）“Dad is coming,” said Chip. “We can’t let him see Kipper.” What would they put on Kipper?（指向Biff手
中的盒子）
“Let’s put a box on him,” said Biff.
（Picture 21）Suddenly, Kipper was big again. “What are you up to?”
asked Dad.
（Picture 22）Biff held the little boy they had made and said, “Shrinking Kipper.”“That’s a good joke!” laughed
Dad.
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，注意模仿故事人物的不同语气和故事语言的节奏。

（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，全班学生齐声模仿一遍。

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。

（3）请学生重点模仿图2、3、5、11、13、16、17、20，尤其让学生注意故事人物在不同情境下说话的不同语气并戏剧化地模仿出来。

4. 朗读故事（Reading Dramatically）：读懂故事并学会绘声绘色地独立朗读故事
通过多种形式的朗读，让学生能够绘声绘色地独立朗读故事，培养学生有感情朗读故事的习惯，练就扎实的语言基本功。

（1）分组接龙朗读。

将学生分成几个小组，进行小组接龙朗读。

（2）分角色朗读。

让几名学生分别扮演Biff, Chip, Kipper, Dad和Wizard，
进行分角色朗读，其他同学读旁白。

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）：梳理故事情节，巩固理解故事
引导学生根据故事内容回答问题，帮助学生巩固理解故事主要情节。

（1）教师展示图4-5，针对故事开头提问，让学生回答：
Why do you think the magic took the children to a joke shop?
Whom did they meet in the joke shop?
（2）教师针对故事历险主体部分提问，引导学生按以下表格中的思路回答下列问题：
What did he do to Kipper?
Why did he do it?
What happened to Kipper?
（3）教师展示图19、22，针对故事结局提问，让学生回答：
What was Kipper like when the key took them back?
Which little Kipper did Dad see at the end, the real Kipper, the toy Kipper or the shrunk Kipper?
（4）复述故事
学生回答完上述环节所列的问题后，教师请学生基于PPT上呈现的图片与关键词表格等复述故事。

如学生复述困难，教师可请学生与同伴进行接龙复述，再请1-2位同学复述完整故事。

6. 表演（Role-play）：创设情景，让学生体验人物经历（可选）
通过表演让学生进一步感受故事人物的历险经历，在理解故事的基础上进
行输出。

（1）单图表演：让几名学生自选一幅图片，想象故事人物台词，表演图片中的场景，为下面的表演做好热身。

（2）多图表演：让学生分别表演以下三个故事片段：图1-4；图5-18；图19-22。

教师请学生快速结成4人小组，各小组稍加演练后，上台表演。

教师要提醒学生注意语音语调，把握人物的情感。

表演结束后，教师可引导学生从以下四方面进行评价：pronunciation and intonation, fluency, acting, teamwork。

根据学生表现，选出最佳演员及最佳团队。

7. 讨论（Discussion）：让学生想象变身后的世界，培养想象力
教师提出与故事内容相关的问题，让学生分组讨论：
How did Kipper feel when he was small?
How would you feel if you were as small as Kipper? Why?
What would the world be like if you were small?
If you have shrinking powder, what do you want to do with it?
讨论结束后，让小组代表汇报讨论成果。

8. 拼读练习（Practising Phonics）：培养拼读意识，巩固字母组合“nk”
的拼读规律
（1）教师让学生从本课故事中找出含有字母组合“nk”的单词：shrink/shrunk/shrinking，让学生读一读，感受“nk”的发音。

（2）教师在黑板上写出其他词让学生读一读：shrank/pink/rank/junk。

（3）让学生从shrink/shrank/shrunk/shrinking中选词填空，填写后，教师可帮助学生总结shrink几种动词变形出现的不同语境：
Jake shook _______ powder over Kipper.
Kipper began to ________.
He _______ and _______.
“Kipper has ________.”
9. 家庭作业（Homework）
（1）反复听读录音，熟读故事。

（2）扩写故事：Look at picture 13. Kipper had shrunk. Describe the world in his eyes.
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课堂教学之中。

2. 教学目标
是否实现了本课提出的语言能力和非语言能力等目标，如：学生是否理解故事情节；是否能用标准的语音语调独立朗读故事；是否能根据故事内容回答教师提问；是否能复述故事；是否能就故事相关内容展开讨论；是否能掌握字母组合“nk”的拼读规律。

3. 课堂操作
（1）提问
教师设置的问题是否符合学生水平，能否引起学生的兴趣；学生能否通过教师提问的引导去观察图片并做出合理的猜测或想象。

（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；教师是否认真倾听了学生的反馈；是否发现了学生在朗读与表达过程中出现的问题。

（3）说
教师说得多还是学生说得多；教师是否给了学生表达的机会；复述时能否根据图片和关键词复述故事情节；讨论时是否敢于大胆、流畅地表述自己的观点。

（4）思考
课堂环节衔接是否流畅；教师语言是否易于理解；各项课堂活动的组织是否有序、高效；下一次课堂设计需要在哪些方面提高。