典范英语2A(L1-L30)教案
教学参考《典范英语》(1a-L30)教学参考Kipper’sDiary
《典范英语》（1a-L30）教学参考
Kipper’s Diary
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：学生能够读懂故事情节；惟妙惟肖地模仿录音；绘声绘色地独立朗
读故事；能认读一周七天的英文表达；能根据图片用英语说出天气情况和人物活动；学会运用“It was a _____ day. I went to the _____.”的表达方式；初步掌握字母“w”和词尾字母“y”的拼读规律。
2.非语言能力目标：让学生了解Kipper在日记中记录的天气状况和行踪，并能学以致
用，制作自己的英文日记；通过让学生观察Kipper的日记内容，培养学生的观察力和想象
力；培养学生敢读、敢表达的自信和勇气。
二、课时安排
要求每周不少于两课时，每课时至少完成一个故事。
三、教师要求
1.教师课前须熟读故事，了解本课故事内容。
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）、词卡（见检查理解和拼读环节）、句卡（见检查理解环节）。
四、课堂教学基本步骤
1. 导入（Lead-in）：学习一周七天的英文表达
通过儿歌学习一周七天的英文表达，为进入故事情境做好铺垫。
（1）教师播放一首有关the days of the week的儿歌（见课件），让学生跟着唱几遍。
（2）教师提出与儿歌和故事相关的问题，与学生互动：。
《典范英语》(1a-L37)教学参考
《典范英语》（1a-L37）教学参考The Ice Cream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：学生能够理解故事情节；听懂故事录音；惟妙惟肖地模仿录音；绘声绘色地独立朗读故事；能够表演故事；运用“I want …”句型；初步掌握字母组合“an”和“at”的拼读规律。
2. 非语言能力目标：通过让学生观察Kipper买冰淇淋的情境培养学生的观察力，体会Kipper的心情变化；培养学生敢读、敢表达的自信和勇气。
二、课时安排要求每周不少于两课时，每课时至少完成一个故事。
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）、句卡（见环节5）、单词卡（见环节5、7）、拼读卡（见环节7）。
五、课堂教学基本步骤1. 导入（Lead-in）：了解故事发生的背景通过图片及提问，让学生初步了解故事发生的背景，为看图讲故事做好铺垫。
教师展示ice cream的图片，与学生互动，然后自然过渡到讲故事环节：Look at this picture. What’s it?It’s an ice cream.Do you like ice creams?When do you eat ice creams? （BQ: Do you eat ice creams on hot days or cold days?）One day, Kipper’s family went to the beach. It was a hot day. Did Kipper have an ice cream? What happened to him? Let’s learn the story The Ice Cream.2. 看图讲故事（Storytelling）：理解故事情节，观察Kipper买冰淇淋的情景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，引导学生观察Kipper买冰淇淋前在做什么，买冰淇淋后发生了什么。
典范英语2A(L1-L30)教案
2015 至2016 学年度第一学期学科教学工作计划建大华清小学2015——2016学年度第一学期教学进度表教师：科目：英语所带班级：日期：课题： Monkey Tricks知识技能： 学生能够听懂录音，理解故事情节。
能看图识别故事中的动物并 用英语说出其名字。
能用恰当的形容词来描述动物特征。
过程方法： 惟妙惟肖地模仿录音；能够绘声绘色地独立朗读故事。
情感态度： 让学生充分感受一家人逛动物园的乐趣。
思维目标： 通过观察动物特征培养学生的观察力和想象力。
重点： 能看图识别故事中的动物并用英语说出其名字。
难点：能用恰当的形容词来描述动物特征。
初步掌握字母组合 “oi ”和“oy ” 的拼读规律。
课型：新授第 1 课授课时间： 教 学 目标 教 学 重点 难 点The crocodiles were asleep.(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. (教师指向大象)The zookeeper was cleaning one of the elephants.Were the elephants big?Yes. They had long trunks and big ears. (教师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. (教师指向猴子)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 to 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 the monkey mask in the shop. He played a monkey trick.3. 听录音模仿( Listening and Imitating )(1)放录音，让学生完整地听一遍故事，整体输入，不需停顿。
《典范英语》(2a-L12)教学参考
《典范英语》（2a-L12）教学参考What Is It？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；能理解故事情节；能够灵活运用“What is it? Is ita …?”句型；能够表演故事；能够改编故事。
2. 非语言能力目标：简单了解salamander和animal rescue；培养学生保护动物的意识；通过讨论和改编开拓学生思维，培养其想象力和创造力。
二、课时安排要求每周不少于两课时，每课时至少完成一个故事。
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）、头饰（Mum, Biff, Chip, Kipper, Wilma, Wilf, Floppy）、故事图片（见检查理解环节）、动物图片或玩具（frog, lizard, salamander）。
五、课堂教学基本步骤1. 导入（Lead-in）：通过“猜一猜”游戏激发学生好奇心，引入故事情境通过玩猜物游戏“What is it?”，激发学生兴趣与好奇心，为看图讲故事做好铺垫。
（1）教师通过PPT展示几幅部分被遮挡的动物图片（见课件），通过问题引导学生猜猜是什么动物。
Look at this picture. What is it? （展示第一幅动物图片）Is it a panda? Is it a bear?It’s a bear.（展示图片被遮挡的部分，请学生作答）What about this one? What is it?（展示第二幅动物图片）Is it a …? （请不同的学生猜测，引导学生使用“Is it a …?”）It’s a frog.（展示图片被遮挡的部分，请学生作答）（2）展示故事第一幅图，自然过渡到讲故事环节：One day, Mum took the children and Floppy to the park. Look! Floppy barked at something. What was it? Let’s read the story.2. 看图讲故事（Storytelling）：理解故事情节，培养学生保护动物的意识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，让学生观察不同故事人物发现salamander 时的表情与反应，并认识到salamander是一种珍稀动物，培养学生保护动物的意识。
《典范英语》al教学参考 精编
《典范英语》（1a-L2）教学参考SixinaBed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：学生能够读懂故事情节；惟妙惟肖地模仿录音；绘声绘色地独立朗读故事；能看图识别故事中的一家人并认读其名字；能认识数字one,two,three,four,five,six；初步掌握字母“d”的拼读规律。
2.非语言能力目标：使学生充分感受一家人一起读故事的乐趣；通过引导学生观察床上人数的变化和预测故事情节培养其观察力与想象力；通过数字游戏激发学生兴趣，锻炼其表达能力并学以致用。
二、课时安排要求每周不少于两课时，每课时至少完成一个故事。
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）、单词卡（one,two,three,four,five,six,doll,door,dog）、图片（故事原图，doll,door,dog）、句子卡（见环节5）。
五、课堂教学基本步骤1.导入（Lead-in）：认识数字0-10的英文表达通过跟唱数字歌，引导学生认识0-10英文数字，并能看图数一数，为看图讲故事做好铺垫。
（1）播放1-2遍数字歌TenLittleNumbers（见课件），带学生一起边唱边做动作。
（2）教师板书故事标题，让学生观察并回答问题：Today,wearegoingtolearnastoryaboutnumbers.CanyouseeanumberinthetitleSix.Canyoureadthetitle SixinaBed.WhowereinthebedLet’sfindtheanswerinthestory.2.看图讲故事（Storytelling）：理解故事情节，体会一家人一起读故事的乐趣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，让学生观察床上人数以及人物动作表情的变化，让学生体会到一家人一起读故事的乐趣。
(完整word版)《典范英语》(2a-L9)教学参考
《典范英语》（2a—L9)教学参考New Trees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；惟妙惟肖地模仿录音；绘声绘色地独立朗读故事;理解故事情节；学会运用“… gave a tree.”，“… put it by …”这两个句型;能根据提示复述故事；能够仿写故事.2。
非语言能力目标：了解植树活动的意义；体会孩子们在公园植树的乐趣。
二、课时安排要求每周不少于两课时，每课时至少完成一个故事。
三、教师要求1. 教师课前须熟读故事，了解故事背景:在英国，学校和社区经常会组织一些公益活动，鼓励人们参与社区建设。
本故事中，爸爸与孩子们就是参与了社区公园举办的“植树周”活动，美化公园和自己的社区。
2。
对于较难的单词，教师可板书，并配合动作表情帮助学生理解。
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)、人物图（Dad， Biff， Chip, Kipper， Wilma, Wilf, Floppy）、图片（the shed, the stream， the pond, the bridge， the swing， the seesaw， the slide)。
五、课堂教学基本步骤1. 导入（Lead—in）:了解植树活动，为进入故事做铺垫让学生观察植树活动图片，了解植树活动，为看图讲故事做好铺垫。
（1）利用PPT展示关于植树的图片，并与学生互动:I’d like to show you some pictures。
Look! What are they doing？（引导学生作答）They are planting/giving trees.What trees did they give/plant? （展示课件上的植物名卡)（2）联系实际，自然引入故事：Have you ever given trees?What trees did you give？Where did you put the trees?Today, we are going to learn a new story “New Trees”。
《典范英语》(1a-L13)教学参考
《典范英语》（1a-L13）教学参考At the Park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：学生能够读懂故事情节；惟妙惟肖地模仿录音；绘声绘色地独立朗读故事；能够看图说出公园中游乐设施的名称(slide, horse, swing, see-saw)及相应表达方式（went on the …; went to sleep）；初步掌握字母“s”的拼读规律。
2.非语言能力目标：让学生观察Floppy在故事中的表情变化并根据变化预测结尾，培养学生的观察力和想象力；培养学生敢读、敢表达的自信和勇气；认读校园里或生活中的中英文禁止标识。
二、课时安排要求每周不少于两课时，每课时至少完成一个故事。
三、教师要求1.教师课前须熟读故事。
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）、单词卡（slide, swing, see-saw, sleep, six, see, Dad, door, doll, get, go, good）、人物图片（Mum, Dad, Biff, Chip, Kipper, Floppy）、游乐设施图片（slide, horse, swing, see-saw）。
五、课堂教学基本步骤1. 导入（Lead-in）：熟悉故事情境，认识公园游乐设施通过展示公园图片，让学生初步了解公园游乐设施，熟悉故事情境。
教师在黑板上画一幅公园简笔画或者用PPT展示一幅公园图片（图中需有滑梯、秋千、跷跷板等游乐设施），根据图片提问：Everyone, look at the board. What’s this? （BQ: Is it a beach? Is it a park?）It’s a park.Do you often go to a park?What do you see at the park? I see …（指着画中的滑梯）Look! What’s this? It’s a slide. Do you like to play on the slide?（指着画中的秋千）Look! What’s this? （BQ: Is it a slide? Is it a swing?）It’s a swing. Do you like to play on the swing?（指着画中的跷跷板）Look! What’s this? （BQ: Is it a horse? Is it a swing?）It’s a see-saw. Do you like to play on the see-saw?之后，自然过渡到讲故事环节：Do you like the park? Biff, Chip and Kipper liked to play at the park. One day, they went to the park.2.看图讲故事（Storytelling）：理解故事情节，观察一家人在公园中玩耍的情景，注意Floppy的表情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，让学生观察每个家庭成员都在玩什么，充分感受一家人在公园游乐场里的欢乐。
《典范英语》(3b-L30)教学参考
《典范英语》（3b-L30）教学参考The Storm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：学生能够读懂故事情节；惟妙惟肖地模仿录音；绘声绘色地独立朗读故事；能根据脉络图复述故事主要情节；巩固字母组合“a-e”、“ay”和“ai”的拼读规律并能拼写具有这些拼读规律的单词；能根据故事结尾展开想象续写故事。
2. 非语言能力目标：通过让学生观察故事中不同图片的天气情况培养学生的观察力；引导学生针对故事结尾展开想象并讨论，培养学生的想象力和表达能力。
二、课时安排要求每周不少于两课时，每课时至少完成一个故事。
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）、钥匙。
五、课堂教学基本步骤1. 导入（Lead-in）：温习上一个故事，引入故事情境教师展示上一课的图片（图4），并提问以下问题与学生互动：Do you remember the story The Wizard of Oz?What was the weather like in the story? （展示3b-29图4）There was a storm. The wind blew the house away.When the children went home, there was a storm too. （展示3b-29图13）Do you like storm? Why or why not? （请学生自由回答）学生回答后，自然过渡到讲故事环节：Did the children like the storm? What did they find after the storm? Let’s learn a new story The Storm.2. 看图讲故事（Storytelling）：理解故事情节，观察图片中天气的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，让学生观察图片中天气的变化，了解故事结尾the box的发现过程。
《典范英语》(4a-L1)教学参考
《典范英语》（4a-L1）教学参考The Balloon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：学生能够听懂故事录音；能够惟妙惟肖地模仿录音；能够绘声绘色地独立朗读故事；能理解并复述故事情节；掌握字母组合“oo”的拼读规律；能改编故事。
2.非语言能力目标：通过让学生梳理故事发展脉络，培养学生的逻辑思维能力；让学生体会故事中Mrs May的心情变化；通过改编培养学生的想象力和创造力。
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）、单词卡（raffle, prize draw, balloon, good, school, hooray, look, took, food, cook, book, foot, room, soon），句子卡（Mrs May wanted to go in a balloon. The school needed more money. Wilf had a good idea. There was a prize draw. The first prize was a ride in a balloon. Mrs May won the first prize. She took a beautiful photograph in the sky. She gave the photograph to Wilf as a present.）五、课堂教学基本步骤1. 导入（Lead-in）：引出故事主题，猜测故事内容通过播放英语动画片片段，引出故事主题，引导学生猜测故事内容，激发学生好奇心。
《典范英语》(1a-L20)教学参考
《典范英语》（1a-L20）教学参考Goal!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：学生能够理解故事情节；听懂故事录音；惟妙惟肖地模仿录音；绘声绘色地独立朗读故事；认读cold, wet, tired, miserable, cross, goal等单词；运用“… got …”描述人物的状态或结果；初步掌握字母“c”的拼读规律。
2. 非语言能力目标：让学生学习Dad热爱运动，坚持不懈的特点；通过让学生观察故事人物在不同情境下的表情和动作，锻炼学生的观察力和想象力；培养学生敢读、敢表达的自信和勇气。
二、课时安排要求每周不少于两课时，每课时至少完成一个故事。
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）、单词卡（wet, cold, tired, miserable, cross, a goal, car, come, cat, cake, climb, clock）、故事图片（见附录）、黄牌。
五、课堂教学基本步骤1. 导入（Lead-in）：初步了解故事发生的背景通过播放英文儿歌视频，让学生初步了解故事发生的背景，为看图讲故事做好铺垫。
（1）教师播放视频Rain, Rain, Go Away（见课件），让学生跟唱，边唱边做动作。
（2）教师简单概括视频内容：In the video, Jonny wanted the rain to go away, because he didn’t like playing football in the rain.（3）教师提出问题，与学生互动：Do you like the rain?Do you like playing football in the rain?之后，进入故事情境：One day, Dad went to play football. Mum and the children watched. Did Dad play football in the rain? Let’s learn the story.2. 看图讲故事（Storytelling）：理解故事情节，观察妈妈和孩子们在雨天观看爸爸踢球的情景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，引导学生观察图片中的天气和家庭成员的表情动作，体会他们在雨中看爸爸踢足球时的心情。
典范英语aL教学参考
典范英语〔1a-L10〕教学参考Get Dad教学参考的目的在于为实验课提供一个根本的思路与框架，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：学生能够读懂故事情节；听懂故事录音；惟妙惟肖地模仿录音；绘声绘色地独立朗读故事；能够表演故事；熟练运用“go on〞与“get …〞两个重点表达方式；学习字母“g〞位于词首时的拼读规律。
2. 非语言能力目标：引导学生观察一家人打水仗的情景，感受其乐融融的家庭气氛；在表演中培养学生的合作精神。
二、课时安排要求每周不少于两课时，每课时至少完成一个故事。
三、教师要求1. 教师课前须熟读故事，了解本课故事内容。
2. 对于较难的单词，教师可板书，并配合动作与表情帮助学生理解。
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〕、人物头饰〔Mum, Dad, Chip, Biff, Kipper〕、一小截塑料水管、小桶、水枪。
五、课堂教学根本步骤1. 导入〔Lead-in〕：引出故事主题，把学生带入故事情境通过向学生展示泼水节图片，引出故事主题，激发学生的好奇心，为看图讲故事做好铺垫。
教师利用PPT展示几张泼水节图片，并与学生互动：Look at these people. What are they doing 〔BQ: Are they playing with water〕They are playing with water.Do you like playing with waterDo you play a water game in summer之后，自然过渡到讲故事环节：Kipper’s family like playing with water. One day, they played a water game. How did they play Let’s learn the story.2. 看图讲故事〔Storytelling〕：理解故事情节，观察一家人打水仗的情景教师利用课件逐幅播放故事图片，并用丰富的表情、生动的英文与适当的肢体语言给学生绘声绘色地讲故事，引导学生观察一家人打水仗的情景，充分感受他们的愉悦心情与其乐融融的家庭气氛。
《典范英语》(1a-L32)教案
Go Away, Cat储愿飞一、教学目标1.语言能力目标：学生能够看图读故事，理解故事情节；能够有感情地、绘声绘色地独立朗读故事；体会“go away”表达的祈使语气和“… is coming”表达的陈述语气的区别；能表演和改编故事。
2.非语言能力目标：培养学生的观察力和想象力；培养学生敢读、敢表达的自信和勇气；引导学生感受故事结局的趣味性。
二、教材分析这一课的主要讲的是Kipper家来了一只小猫猫，大家都想让它走开，因为Floppy来了，大家担心小猫会和小狗Floppy打起来。
小猫太小可能会被欺负，但是最终结果确是Floppy落荒而逃了。
故事结尾很有戏剧性。
三、教学用具教学课件PPT录音课文图片及句子四、课堂教学基本步骤1.导入（Lead-in）：引出故事主题通过问题引导学生讨论猫和狗的关系，鼓励学生大胆猜测，为进入故事做好铺垫。
（1）教师通过PPT展示相关图片，并与学生互动：What is that?（展示几张猫和狗的照片）Do you have a pet?Dog or cat?Do you keep a cat and a dog at the same time? Why?（展示猫狗相遇图片）Who will go away if a cat and a dog meet?（请学生自由回答）（2）引入故事情境，自然过渡到讲故事环节：One day, a little cat came to Kipper’s house. Let’s see what would happen.2.看图讲故事（Storytelling）：理解故事情节，观察孩子们驱赶小猫以及小猫吓跑Floppy的过程每个小组分发一张图片，小组讨论，然后由选出代表上台讲解图片上所能看到的东西，要注意观察图片中的细节。
（Picture 1）Look, can you tell mewho is it ?（教师指向草地上的小猫）It is a little cat.Biff came to the cat.“Go away, little cat.”said Biff.Look at the cat, did the cat go away?No.1（Picture 2）Then, who came to the cat?KipperHe looked at the cat.“Go away, little cat. A dog is coming.”said Kipper.The cat liked Kipper.Did the cat go away?（Picture 3）Later, Chip came to the cat.“Go away, little cat. A big dog is coming.”Look, who was coming?（指向Floppy）（Picture 4）Floppy ran to the cat.Oh oh oh! (配合动作表情)The children were all worried.“Go away, little cat. Floppy is coming!”called the children.Would the cat go away?（Picture 5）Oh no!The cat ran to Floppy.Floppy ran away.如学生仍回答有困难，可以给出提示引导学生描述照片。
《典范英语》(1a-L40)教学参考
《典范英语》（1a-L40）教学参考What a DIN!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：学生能够读懂故事情节；惟妙惟肖地模仿录音；绘声绘色地独立朗读故事；能看图说话；灵活运用“… has ...”的表达方式；初步掌握字母组合“in”的拼读规律。
2.非语言能力目标：让学生感受一家人组成乐队其乐融融的氛围。
二、课时安排要求每周不少于两课时，每课时至少完成一个故事。
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）、铅笔盒、饼干盒等能够发声的物品、人物图、单词卡（见检查理解环节）、字母卡（见拼读环节）。
五、课堂教学基本步骤1. 导入（Lead-in）：理解标题含义通过游戏让学生理解故事标题含义，为看图讲故事做好铺垫。
（1）教师向学生展示一个饼干盒，并用手敲打使其发出有节奏的声音。
Look! I have a tin. I can make music with a tin.（2）请一名学生当指挥，全班学生拿出能敲出声音的物品，一起敲打，然后引导学生进入故事情境。
Let’s play. Oh! What a din!（教师用手捂住耳朵）Today, we are going to learn a new story What a DIN!. What would happen in the story? Let’s have a look.2. 看图讲故事（Storytelling）：理解故事情节，体会一家人其乐融融的氛围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，让学生观察孩子们的表情和动作，体会一家人组成乐队演奏时其乐融融的氛围。
典范英语2A
典范英语2A目录Lesson 1 Monkey tricks (3)Lesson2 A sinking feeling (4)Lesson3 Naughty Children (5)Lesson 4 It’s the weather (6)Lesson 5 Hey presto! (7)Lesson 6 Creepy-crawly ！ (8)Lesson 7 The Little Dragon (9)Lesson 8 The lost puppy (11)Lesson 9 New trees (12)Lesson 10 The Band (13)Lesson 11 Up and down (14)Lesson 12 What is it? (15)Lesson 13 The big egg (16)Lesson 14 Apresent for Mum (17)Lesson 15 The hole in the sand (18)Lesson 16 In a bit (19)Lesson 17 Poor floppy (20)Lesson 18 Put it back (22)Lesson 19 The Baby-sitter (23)Lesson 20 Floppy’s bath (24)Lesson 21 Kipper’s balloon (25)Lesson 22 Kipper’s birthday (26)Lesson 23 Spots! (27)Lesson 24 The water fight (28)Lesson 25 Biff’s areoplane (29)Lesson26 The chase (30)Lesson 27 Floppy the hero (30)Lesson 28 Kipper’s Laces (31)Lesson 29 The Wobbly Tooth (32)Lesson 30 The Foggy Day (33)Lesson 1 Monkey tricksThe children went to the zoo.They looked at the giraffes.The giraffes were tall.They looked at the seals.The seals were hungry.They looked at the crocodiles.The crocodiles were sleep.They looked at the parrots. The parrots were noisy.They looked at the elephants The elephants were big.They looked at the monkeys. The monkeys were funny. They looked for kipper. Kipper looked like a monkey. Lesson2 A sinking feeling The children were in the pool. Wilma climbed on the duck. “Get on,” said Wilma.Wilf climbed on.“Get on,” said Wilf.Chip climbed on.“Get on,” said Chip.Biff climbed on.“Get on,” said Biff.Kipper couldn’t get on.“Get on,” said everyone.Kipp er couldn’t get on.“Get on,” said everyone. Kipper climbed on.Oh no !Lesson3 Naughty Children Two children came.They climbed on the furniture. They jumped on the sofa.They climbed up the curtains. They jumped on the bed.They climbed up the tree.They jumped on the flower.“Oh no!” said Mum.Biff had a idea.They climbed up the ladder.They jumped off the lot.They climbed on the net.They jumped off the wall. Everyone was happy.“What good children!” said Mum. The children went home. Lesson 4 It’s the weather The children were noisy.The children were silly.The children were messy.The children were untidy.‘Oh dear!’ said Mrs. May.‘it’s the weather.’The children were cross. The children were grumpy. "Oh dear!" said Mrs. May. "It's the weather.""What a day!" said Mrs. May. Lesson 5 Hey presto! The children went to a show. Mum and Dad took them.A conjuror was in the show. She was called Sheena.She took Dad’s tie.She put it in a bag.She took Mum’s ear-ring.She put it in the bag.She took Dad’s watch.She put it in the bag.She took Dad on the stage.She put the bag on Dad’s head. Sheena took a big box.She put Wilma inside.Sheena took her wand.“Hey presto!” she said.“Hey presto!” said Wilma. Lesson 6 Creepy-crawly ！Wilma had a creepy-crawly.She put it in the bath.Wilma called Dad.“Get it out,” said Wilf.“Ugh! I couldn't. ” said Dad. Wilf called Mum.“Get it out,” said Wilf.“Ugh! I couldn't . ” said Mum. Wilf called Chip.“Get it out,” said Wilf.“Ugh! I couldn't.” said Chip. Wilf called Biff.“Get it out,” said Wilf.“Ugh! I couldn't .” said Biff. Everyone called Kipper.“Get it out,” said Wilf.“Easy !” said Kipper.Lesson 7 The Little Dragon The children put on a play."I am the King," said Chip."Fight the dragon.""I am the knight," said Wilma."I will fight the dragon.""I am the dragon," said Kipper. "But I am a little dragon.""I am the princess," said Biff."I like dragons."The princess played with the dragon. They played under the tree."I am the knight," said Wilma."I am frightened," said the dragon. "I am cross," said the princess.She pushed the knight in the pond. "What a good play," said everyone. Lesson 8 The lost puppy Mrs. May had a puppy.It was called sniff.Sniff ran off.Mrs. May was upset.Sniff was lost.Biff and Chip looked.They couldn’t find Sniff.Wilf and Wilma looked.They couldn’t find Sniff.Mum and Dad looked.They couldn’t find sniff. Everyone looked.Nobody could find Sniff.Floppy looked for his bone.Sniff was by the tree.‘What a clever dog!’ said everyone. Lesson 9 New treesThe children went to the park.It was "Give a tree" week. Everyone wanted to give trees.Dad gave a tree.He put it by the shed.Chip gave a tree.He put it by the stream.Biff gave a tree.She put it by the pond.Wilf gave a tree.He put it by the bridge. Wilma gave a tree.She put it by the swing. Floppy gave a bone.He put it in a hole."A funny tree," said Chip. "A funny bone," said Dad. Lesson 10 The Band Dad played his trumpet. He played in the house. Floppy banked at Dad. Dad played in the garage. Floppy barked at Dad. Dad played in the shed. Floppy barked at Dad.Dad played in a band.The band played in the park. Floppy went to the park.The band played.Floppy barked.Floppy barked and barked.T he band couldn’t play.‘What a bad dog!’ said Dad. Lesson 11 Up and down Mum and dad went shopping. Dad wanted a book.He went up.Mum wanted a paintbrush. She went down.Mum went up.Dad went down.Mum couldn’t see Dad. She went up.Mum went down.Dad went up.Dad went down.Mum went up.Mum came down.‘Stop!’ she said.‘Up and down!’ said Dad. Lesson 12 What is it? Floppy barked.Floppy barked and barked. ‘What is it ?’ said Biff.Biff looked.‘What is it ?’she said.Wilf looked.‘What is it ?’ he said.‘What is it ?’ said Wilma.‘Is it a frog?’‘What is it?’ said Chip.‘Is it a lizard?’Mum looked at it .‘What is it ?’said the children.‘It’s a salamander.’ said Mum.‘It’s lost.’she said.The salamander was safe. Lesson 13 The big egg The children fed the hens.They looked for eggs.They put the eggs in a box.Dad had an idea .Kipper went on looking.‘Look at this egg.’ said kipper.‘This is too big .’Kipper looked at the hen.‘This is too big for you .’he said.‘Come and see this.’said dad.‘This is too big for you .’said Mum.‘This is too big for me .’said Dad. Lesson 14 Apresent for Mum Dad had a little box.It was a present for Mum.Dad had an idea.He wanted to make Mum laugh.Mum and dad had a party.Mum gave Dad a present.Dad gave Mum a big box.Mum had a smaller box.‘What is it?’she asked.The present got smaller………..and smaller…….and smaller.‘This is for you .’said Dad.‘And this for you .’said Mum.‘Oh Dad!’said Mum.‘Oh Mum!’said Dad.Lesson 15 The hole in the sand Biff’s spade was no g ood .Dad got a big spade.‘Let me dig a hole.’he said.Dad dug a hole . The children helped. The hole got bigger…..…..and bigger …….and bigger,……..and deeper …….and deeper.All the children came.They played in the hole.The water cmae in .‘I can’t stop it .’said Dad.The tide came.Dad’s spade was in the hole.Next day ,the hole had gone. Dad’s spade was under the sand.‘Let’s dig.’said Dad.Lesson 16 In a bit‘Come and help.’said Mum.Biff was looking at the TV.‘In a bit.’she said.Dad had a job for chip.‘Come and help.’he said.Chip was looking at the TV.‘In a bit .’he said.Kipper’s room was mess.‘Come and help.’said Mum. Kipper was looking at the TV.‘In a bit.’he said.‘What can we do?’said Dad. Mum had an idea.Biff ,Chip and Kipper wanted dinner. ‘In a bit.’said Mum and Dad.Lesson 17 Poor floppy Floppy was not well.He lay on his bed.“He looks bad,” said Kipper. Biff wanted Floppy to get well. Kipper was sad.Mum took Floppy to the vet. Chip went,too.Chip looked at the pets.“I can see six cats,”he said. Floppy just looked at the cats. He was not well.The vet looked at Floppy. “Give him some pills,” she said. Mum took Floppy home.Floppy had some pills.Floppy was soon better.Lesson 18 Put it back‘Look at this .’said Biff.She had a crab in her hand.‘Put it back .’said ChipBiff put the crab back.‘Let’s look on the sand .’said Dad.‘Come and see this .’ said Chip. He had a net.‘Come and see this . ‘ said Mum. She had a bit of wood.‘Look at this shell .’said Kipper.‘This is the best of all.’The shell had legs.‘Oh no !’said Kipper.‘What is it .’‘It’s a hermit crab .’said Dad. ‘It’s a crab that lives in a shell.’‘Put it back .’said Kipper. Lesson 19 The Baby-sitter The baby-sitter came.‘Go back to bed .’said Dad. The children came downstairs.‘We couldn’t sleep. ’they said. Kipper got his books.He wanted a story.Biff was hungry.They made a sandwich.Chip wanted a pillow fight .Everyone joined in.The children went back to bed.‘What a mess !’said the baby-sitter. Mum and dad come back.‘Was everyone good ? ’said Mum.‘Yes and no .’ said the baby-sitter. Lesson 20 Floppy’s bath Floppy saw a rabbit.Floppy chased it .It went under a fence.Floppy got wet.Floppy got muddy.They took Floppy home.‘What a soggy doggy! ’said Ki pper. Biff and Chip dried Floppy.Floppy looked clean.‘What a good dog!’said Kipper. Oh no!Lesson 21 Kipper’s balloon Mum and Dad went shopping . Kipper bought a balloon.They went to the supermarket. The balloon went bang.Kipper bought a new balloon. Dad went to the toilet.Dad saw a balloon.‘Kipper’s balloon !’he said. Dad ran after it.The balloon blew away.Dad chased it.The balloon was on a statue.Dad got it down.‘Oh no! ’said Dad.Lesson 22 Kipper’s birthdayIt was Kipper’s birthday.Kipper wanted a party.Everyone wanted to came.Biff put up balloons.Mum made a cake.Dad took a sandwich.‘Stop it .’said Mum.Everyone came to the party.Dad wanted to play a game .But Kipper put the television.‘Oh no!’said Mum. ‘What a mess!’The children played with the bubbles. Lesson 23 Spots!Kipper had sopts.Biff and Chip had spots, too.The doctor came.‘Stay in bed.’she said.Mum had spots.‘Stay in bed too.’said the doctor. Dad looked after everyone.He put the washing out.He went shopping .‘what a job!’said Dad.Everyone got better.‘Oh no!’ said Mum.Dad had spots.Lesson 24 The water fight Everyone was hot.The children wanted to go swimming. Dad said ‘no!’Biff got the paddling pool.Kipper filled it with water.Chip pushed Biff in the water.He grabbed the hose.The had a water fight.Mum got wet.‘Stop it !’said Dad.Dad got a bucket of water.He chased Chip.Dad threw the water at Chip.Oh on! ‘Sorry !’ said Dad.Lesson 25 Biff’s areoplane 1 Biff’s AeroplaneBiff made an aeroplane.Mum helped her.The aeroplane looked good. Biff wanted to fly it.She went to the park.The aeroplane flew up.It went over the trees.It went over the houses.Biff looked for the aeroplane. Everyone helped.Biff looked and looked.She couldn’t find it.She wanted to cry.She went upstairs.The aeroplane was on the bed.Lesson26 The chaseFloppy wanted a new basket.Mum and Biff went to the market.They got a new basket.Mum and Biff went to the toilet. ‘Stay Floppy,’ said Biff. Floppy saw a cat. He chased it.The cat jumped over the oranges. Crash went the oranges. The cat jumped over some plates. Crash went the plates. The cat jumped over some clothes. ‘Got you’ said a man. Everyone was cross. ‘What a bad dog!” everyone said.‘What a good dog!’ said Mum.Lesson 27 Floppy the heroA fire engine went by.There was a fire. Everyone ran to see.‘Get back,’ said a fireman. A barn was on fire.A little dog ran to the barn. She barked and barked. Floppy ran to the barn. He jumped in the window. ‘Get Floppy,’ said Chip.The firemen pushed the door down.Floppy ran out. He had some puppies.Everyone looked at Floppy.‘What a good dog!’ everyone said.What a hero!Lesson 28 Kipper’s LacesKipper wanted new shoes.He couldn’t tie his laces. Dad helped him.Kipper was at school. The class had P. E.Kipper couldn’t tie his laces. Miss Green helped him. Kipper was upset. He told Dad.Dad made a block.Kipper tried… and tried… and tried and tried.‘Hooray!’ said Kipper.Kipper was at school. He did up his laces.‘Oh no!’ said Kipper.Lesson 29 The Wobbly ToothKipper had a wobbly tooth.Mum wanted to pull it out. ‘No!’ said Kipper.Dad wanted to pull it out. ‘No, no, no!’ said Kipper. Biff went on the swing. Kipper pushed her.Oh no! the swing hit Kipper.The tooth was gone. Kipper had swallowed it.Kipper was upset.‘Sorry,’ said Biff and Chip. ‘Never mind,’ said Mum. ‘Never mind,’ said Dad. ‘I’m not sad,’ said Kipper.‘I’m glad.’Lesson 30 The Foggy DayIt was foggy.Dad wanted to go shopping. ‘Oh no,’ said the children. They got into the car. They were fed up.The fog got worse. Dad couldn’t see.Dad stopped the car. They had to walk home.The fog got worse. They were lost.‘This way,’ said Biff. ‘No, this way,’ said Chip.They saw a light. ‘A monster!’ said Dad.‘it’s Mum!’ said t he children.。
典范英语2A《Lesson3FloppytheHero》教学设计程浩
《英语课程标准(2011年版)》强调教师要坚持以学生为本，为学生提供更加广阔的思维空间和自主空间。
语言知识的学习都应从语言使用的角度出发，创设真实的语境，采用循序渐进的语言实践活动，培养学生用英语做事情的能力。
基于此，教师在教学中努力创设良好的语境，引导学生积极参与、感知、模仿、体验，理解语言，体会故事情节发展，感悟人物语言和情感。
同时教师设计多元目标的学习任务，引导学生小组合作自主学习，尝试用英语表达自己的思维和情感。
教学内容教学背景分析教学内容分析：本课是《典范英语》绘本系列故事2级中的一课内容，题目为《Floppy the Hero》,主要讲述主人公Chip，Floppy和朋友在玩的过程中，发现仓库着火，之后Floppy为了营救小狗们，勇敢地跳窗去营救它们，最后同消防员共同就出小狗的故事。
故事情节发展自然且有一定教育意义，为了更好地帮助学生理解故事发展过程和语言的表达，教师没有急于让学生自己整体阅读故事，而是利用图片环游的方式，帮助学生不断地感受故事发展过程，通过学生观察、试读、认读词汇和句子，理解故事发展过程，并在关键时刻引导学生模仿人物语言，体会人物动作，感受人物情感，使学生身临其境，切身感受故事发展带给大家的触动。
学生情况分析：四年级的学生活泼开朗，对事物有着强烈的好奇心，喜欢读故事，虽然对英文的绘本故事接触较少，但他们也能被故事情节深深吸引。
为此，我们队本地区部分班级学生进行的英文绘本教学的初步尝试，以此来帮助学生更加有意义地理解故事，增强学习英教学过程(文字描述)Step 1 Lead in1. Greeting.2. 教师呈现不同英雄的图片，帮助学生理解主题“hero”的含义。
(1)T: Today I’ll tell you a story about “hero”.Here aresome pictures about the hero. Let’s see them.(2)Which hero do you like?学生根据图片表达自己的想法。
《典范英语》(2a-L16)教学参考
《典范英语》（2a-L16）教学参考In a Bit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；能理解故事情节；能够看图讲述故事；能够改写故事。
2. 非语言能力目标：了解英国父母解决问题的方法；培养学生主动分担家务的意识。
二、课时安排要求每周不少于两课时，每课时至少完成一个故事。
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、课件（课题组提供）、人物图（Biff, Chip, Kipper）、故事图片（见检查理解环节）、纸盒子制作的电视道具。
五、课堂教学基本步骤1. 导入（Lead-in）：观看视频，引出主题通过播放视频Do Housework，引出故事主题，为看图讲故事做好铺垫。
（1）观看视频，并与学生互动：What’s the video about?What did Mini want Mickey to do?Did Mickey help Mini with the housework?Did Mickey do a good job?（2）联系实际，展开讨论，自然过渡到讲故事环节：Do you often help your parents do housework at home?Do you like to do housework?What housework do you like to do?之后，展示故事第一幅图，自然过渡到讲故事环节：Look at this picture. Mum wanted the children to help. Did they help Mum and Dad? What did they say? Let’s go through the story and find it out.2. 看图讲故事（Storytelling）：理解故事情节，观察和分析孩子们因为看电视而不帮助父母做家务的行为，了解英国父母解决问题的方法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，让学生体会爸爸妈妈看到孩子们因为看电视而无视一切的无奈，了解英国父母解决问题的方法。
《典范英语》(1a-L31)教学参考
《典范英语》（1a-L31）教学参考What Dogs Like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：学生能够理解故事情节；能够听懂录音；能够惟妙惟肖地模仿录音；能够绘声绘色地独立朗读故事；能够运用“like/s”表达喜好；初步掌握“i-e”结构的拼读规律。
2.非语言能力目标：了解宠物狗的生活习性；培养学生敢读、敢表达的自信和勇气。
二、课时安排要求每周不少于两课时，每课时至少完成一个故事。
三、教师要求1.教师课前须熟读故事，了解本课故事内容。
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）、故事图片、字母卡。
五、课堂教学基本步骤1.导入（Lead-in）：讨论宠物狗的喜好，引入故事情境教师提出与宠物狗相关的问题与学生互动，为进入故事情境做铺垫。
（1）教师展示狗的图片，与学生互动：Do you like dogs?Do you keep a dog?What does your dog like to do?（2）之后，自然过渡到看图讲故事环节：One day, Biff read a book What Dogs Like. What did Biff learn from it? Let’s have a look.2.看图讲故事（Storytelling）：理解故事情节，观察宠物狗的喜好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，让学生了解书中关于宠物狗的描述以及Floppy的喜好。
（Picture 1）Look! Biff was reading a book.Dogs like to play. （教师指向Biff手中的书）Does Floppy like to play? （指向Floppy）Yes. Floppy likes to play.（Picture 2）Dogs like to walk.Does Floppy like to walk?Yes. Floppy likes to walk.What else does the book say?（Picture 3）They like to sleep.Floppy likes to sleep, too.（Picture 4）They like to run.Floppy likes to run.Is the book always right?（Picture 5）Dogs like a bath.Look at Floppy.Does Floppy like a bath?No. Floppy hates this. He doesn’t like a bath.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。
《典范英语》(2a-L30)教学参考
《典范英语》（2a-L30）教学参考The Foggy Day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；惟妙惟肖地模仿录音；绘声绘色地独立朗读故事；能够理解故事情节；能够表演故事。
2. 非语言能力目标：体会爸爸和孩子们雾天迷路的焦虑，感受故事结局的戏剧性和趣味性；培养学生敢于表达的勇气和信心。
二、课时安排要求每周不少于两课时，每课时至少完成一个故事。
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、课件（课题组提供）、围巾、句子卡片（It was foggy.; Dad wanted to go shopping. “Oh no,”said the children.; The fog got worse. Dad couldn’t see.; They had to walk home.; The fog got worse. They were lost.; They saw a light. “A monster!” said Dad.; “It’s Mum!” said the children.）、字母卡片（见拼读环节）。
五、课堂教学基本步骤1. 导入（Lead-in）：展示与天气有关的图片，引入故事情境通过展示与天气有关的图片，引出关于天气的讨论，为讲故事做好铺垫。
（1）教师通过PPT展示4幅与天气有关的图片，与学生互动：What’s the weather like in these pictures?It is rainy/windy/sunny/foggy.What weather do you like best? Why?（2）展示故事第一幅图，自然过渡到讲故事环节：Today, we are going to learn a story The Foggy Day. Would the childrenlike the foggy day? What would they do? Let’s have a look.2. 看图讲故事（Storytelling）：理解故事情节，体会爸爸和孩子们在大雾中迷失的经历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，让学生观察雾天发生了什么事情，体会爸爸和孩子们迷路时的焦虑，感受故事结局的趣味性。
《典范英语》(1a-L36)教学参考
《典范英语》（1a-L36）教学参考Top Dog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：学生能够读懂故事情节；听懂故事；惟妙惟肖地模仿录音；绘声绘色地独立朗读故事；学会运用“This is …”表达方式；复习字母“o”的拼读规律。
2. 非语言能力目标：让学生从故事中体会Floppy 情绪上的变化，感受孩子们对Floppy 的关爱；通过看图理解故事，培养学生的观察力和想象力；培养学生敢读、敢表达的自信和勇气。
二、课时安排要求每周不少于两课时，每课时至少完成一个故事。
三、教师要求1.教师课前须熟读故事，了解本课故事内容。
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）、句卡及奖牌（见检查理解环节）。
五、课堂教学基本步骤1. 导入（Lead-in）：谈论dog show，理解top dog的含义创设狗展的情景，让学生评选出最喜欢的小狗，帮助学生理解top dog的含义。
（1）教师展示三张小狗照片（见课件），提出问题，与学生互动：This is a dog show.Look at all the dogs.Which dog do you like? Why do you like it?（2）全班学生当评委（judges），举手表决选出最佳小狗（top dog），然后自然过渡到讲故事环节：Which dog do you like best?This is the top dog.Today we are going to learn a new story Top Dog（板书故事标题）.Who was the top dog in the story? Was it Floppy? Let’s find it out.2. 看图讲故事（Storytelling）：理解故事情节，观察Floppy情绪上的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Dog Show的评选过程及Floppy的情绪变化。
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2015至2016学年度第一学期学科教学工作计划
建大华清小学2015——2016学年度第一学期教学进度表
8. 家庭作业（Homework）
（1）反复模仿录音，熟读故事。
（2）回忆上一次去动物园看到了哪些动物，画一画，写一写。
如：
We looked at the . The were .
Lesson 1 Monkey Tricks 动物图片动物图片动物图片动物图片动物图片
（2）分组表演：教师将全班学生分为若干7人小组，小组合作完成表演。
准备几分钟后，请1-2组上台展示。
台词见课件。
4. 讨论（Discussion）：
学生分组讨论。
问题可参考：
Do you think Wilf and Wilma played a good trick with the creepy-crawly?
Did you play a trick with a creepy-crawly?
Did you play other tricks? What did you use? Who did you trick?
讨论结束后，教师鼓励学生积极发言，并根据学生的发言进行简单总结。
5. 拼读练习（Practising Phonics）：培养拼读意识，掌握字母组合“aw”的拼读规律
（1）发现拼读规律
教师利用PPT 展示“see-saw”图卡（见课件），让学生在本课中找出含有字母组合“aw”的单词：creepy-crawly，并说出“aw”的拼读规律。
（2）强化拼读规律
教师利用PPT展示以下图片及单词卡，让学生运用拼读规律读一读。
如：
6. 家庭作业（Homework）
（1）总结含有字母组合“aw”的单词并制作单词卡。
如喜欢绘画，可以为单词配图。
教师围绕故事提问，请学生作答，并将人物图分别贴在结构图的方框中。
问题可参考：
Who was lost?
Who was upset?
Who helped Mrs May look for Sniff? （BQ：Did Biff and Chip look? Did Wilf and Wilma look? Did Mum and Dad look?）Who found Sniff at last?
（2）组词成句
教师事先准备好以下几组词卡：
upset, was, Mrs May;
was, lost, Sniff;
Sniff, Biff and Chip, find, couldn’t;
find, couldn’t, Sniff, Wilf and Wilma;
Mum and Dad, Sniff, couldn’t, find;
Floppy, his bone, looked for
请6名学生上台，每人抽取一组词卡，将词卡组成句子，并贴在相应的人物图下方。
之后，引导全体学生判断句子是否正确，并齐声朗读正确的句子。
完整的故事结构图如下：
2．复述（Retelling）：
（1）承接“检查理解”环节，教师和学生一起接龙复述故事。
教师在复述中，主要起引导作用，使故事更加完整。
如：
One day, Sniff was lost.
Mrs May was upset.
Biff and Chip looked. They couldn’t find Sniff.
Wilf and Wilma looked. They couldn’t find Sniff.
Mum and Dad looked. They couldn’t find Sniff.
Nobody could find Sniff.
Floppy looked for his bone. He found Sniff by the tree. “What a clever dog!” said everyone.
（2）请1-2名学生独立复述故事。
复述过程中，学生如有困难，教师要给予支持和帮助。