《典范英语》(4b-L6)教学参考

《典范英语》（4b-L6）教学参考
Scarecrows
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。

2. 非语言能力目标：通过让学生观察故事图片，培养学生的观察力和想象力；通过游戏锻炼现场反应能力；通过讨论培养想象力；学习复合词的常用构词法。

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）。

五、课堂教学基本步骤
1. 导入（Lead-in）：观看视频，引出故事主题
通过观看视频，让学生了解制作稻草人的原因，观察制作过程，为看图讲故事做好铺垫。

（1）播放视频片段，并与学生进行互动：
What’s the video about?
How did they make it?
Where did they put it?
（2）教师自然过渡到讲故事环节：
In today’s story, Biff and Chip made a scarecrow too. How did they make it? Did they make it the same way as the pigs did? Let’s learn the new story Scarecrows.（板书故事标题）
2. 看图讲故事（Storytelling）：理解故事情节，了解制作稻草人的过程，体会与稻草人一起参加舞会的快乐心情
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，让学生观察孩子们制作稻草人的过程以及与稻草人一起参加舞会的经历。

（Picture 1）Biff and Chip had a little garden.
They planted seeds and they put in plants. （指向正在播
种的Chip和正在栽花的Biff）
（Picture 2）The birds liked the garden. They ate the seeds and pecked the plants.
How did Biff feel about the birds?
She was cross.
“Look at the birds,” she said. “Go away! Go away!”
（Picture 3）Suddenly, Biff and Chip had an idea.
“Let’s make a scarecrow,” they said.
“What a good idea,” said Mum.
（Picture 4）They got some old clothes and made the scarecrow’s body.
Mum helped them.
（Picture 5）Look! What did they do?
Biff got a bag and made the scarecrow’s hands.
Chip painted a face on it.
Mum made the scarecrow’s hair.
（Picture 6）Chip wanted the scarecrow to be a boy.
He called it Fred.
（Picture 7）Biff wanted it to be a girl.
“All scarecrows are boys,” said Chip.
（Picture 8）The key began to glow.
The magic took them inside the little house.
The scarecrow went too.
（Picture 9）Where did the magic take them?
The magic took them to a field.
The scarecrow came to life. “I’m alive!” called Fred.
Fred jumped in the air. “It’s magic!” he called.（Picture 10）There were some scarecrows in the lane.
Fred waved at them.
Then Fred ran up to the scarecrows.
“Hello!” he called. “Where are you going?”
（Picture 11）A scarecrow pointed to a barn.
“We’re going to the barn dance. You can come too.”
Then the scarecrows looked at Biff and Chip.
“Oh dear! You can’t come.”
（Picture 12）Why couldn’t Biff and Chip go to the dance?（指向图片中的公告牌）
Biff and Chip were human not scarecrows, so they couldn’t
go to the dance.
But Fred had an idea. What was it? （让学生大胆猜测）（Picture 13）Fred made Biff and Chip into scarecrows.
They went to the dance.
（Picture 14）The band began to play.
“Come on,” called Fred. “Let’s dance.”
Biff began to dance with the scarecrows.
“This is fun,” called Chip.
（Picture 15）Biff danced with Fred. Chip danced with Biff.
They all danced with the scarecrows.
“See!”said Biff. “There are girl scarecrows. I told you
so.”
（Picture 16）Suddenly, the key glowed. It was time to go home.
“Oh no!” said Fred.
（Picture 17）The magic took them home.
Was Fred still alive?
No, he turned into the scarecrow.
Biff and Chip had an idea.
What was it?
（Picture 18）They put a girl scarecrow and Fred in the field.
“I didn’t know there were girl scarecrows,” said Mum.
“Well, there are,” said Chip.
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，引
导学生通过读体会故事人物的情感和心理活动，体会故事本身的节奏感。

（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，读出人物情感，读出故事节奏感。

另外，尤其要注意引导学生用厌烦的语气读“Go away! Go away!”，用兴奋的语气读“I’m alive!”、“It’s magic!”，用惊慌的语气读“Oh dear! You can’t come.”，用自信的语气读“‘See!’said Biff. ‘There are girl scarecrows. I told you so.’”。

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，让学生能够绘声绘色地独立朗读故事，在朗读中体验故事乐趣。

同时，培养学生有感情地朗读故事的习惯，练就扎实的语言基本功。

（1）分组朗读。

男生一组，女生一组，逐幅朗读图1-8。

（2）朗读游戏。

教师提前将图片序号（9-18）做成卡片并打乱装在袋子里。

课堂上教师拿着袋子随意走到某位学生面前，请其抽取一张序号，之后大声朗读与编号对应的图片。

教师根据学生读的情况给予表扬、鼓励和指导。

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）：提炼内容要点，梳理故事情节
教师提出与故事主线相关的问题，引导学生梳理故事情节，归纳故事要点，为复述故事做好准备。

（1）教师按故事发展的三个阶段提出问题，请学生作答。

问题可参考：
Part I Before the adventure
Why did Biff and Chip make a scarecrow?
How did they make the scarecrow?
What was the scarecrow’s name?
Was there any different opinion between Biff and Chip? What was it? Part II During the adventure
What happened to Fred in the adventure?
Who did they meet in the lane?
Where were the scarecrows going?
Why couldn’t Biff and Chip go to the dance?
Did Biff and Chip go to the dance? How?
Did they have fun?
Were there any girl scarecrows?
Part III After the adventure
What happened to Fred?
How many scarecrows did Biff and Chip put in the garden?
（2）学生回答后，教师将关键词写在黑板上，形成故事脉络图。

然后请学生接龙复述故事，教师可先复述故事开头，如：Biff and Chip had a little garden. The birds liked the garden, but Biff was cross with them because they ate the seeds and pecked the plants. Biff and Chip had an idea.。

复述过程中，学生如有困难，教师要给予及时的支持和帮助。

6.游戏（Games）：锻炼学生的现场反应能力
通过“hot seat”游戏，引导学生从Fred的角度回顾故事，培养学生的表达能力和现场反应能力。

（1）教师介绍hot seat游戏规则：讲台上放一把椅子称为“hot seat”，请一名学生扮演故事人物Fred，坐到hot seat上。

其他学生围绕故事积极提问，该学生作答。

（为了提高参与度，可请几名学生轮流扮演该角色）。

（2）教师要引导学生基于故事内容大胆提问，并能够使用why，how等提问深层次的开放型问题，鼓励被采访学生根据故事发挥想象作答，对于开放性
问题可自由发挥。

如个别学生有困难，教师可展示一些问题，供学生参考。

如：Who made you?
Why did they make you?
When did you come to life?
How did you feel when you came to life?
How did you feel when you met other scarecrows?
How did you help Biff and Chip get into the dance?
Did you like the dance? Why?
How did you feel when the key glowed?
Did you like being with a girl scarecrow?
7.讨论（Discussion）：设计情景对话，培养想象力和创造力（可选）
（1）将学生分成两人一组，观察故事最后一幅图，让学生想象Fred是如何将自己的历险经历告诉girl scarecrows的，并设计一小两个稻草人之间的对话。

（2）请2-3组展示对话，教师给予及时的鼓励和指导。

8. 家庭作业（Homework）
（1）反复模仿录音，熟读故事。

（2）根据讨论，以Fred的视角写一写它和Biff，Chip一起的历险经过。

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：学生能否读懂故事情节；能否用标准的语音语调独立朗读故事；能否组织语言复述故事；是否发展了现场反应能力和想象力；是否了解复合词的构词法。

3. 课堂操作
（1）提问
教师设置的问题是否符合学生水平，能否引起学生兴趣；学生能否根据教师提问梳理故事情节。

（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；学生能否正
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；学生是否能流利地讲出自己的想法。

（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；下一次课堂设计需要在哪些方面提高。