(完整版)《典范英语》(1b-L1)教学参考

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(完整版)《典范英语》(拼读1级L1)教学参考

(完整版)《典范英语》(拼读1级L1)教学参考

《少儿英语拼读教程》(1-L1)教学参考I Can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:学生能够看图理解故事情节;能够惟妙惟肖地模仿录音;能够绘声绘色地独立朗读故事;掌握字母a, o, p的发音规则;能够拼读含有a, o, p的单词。

2. 非语言能力目标:激发学生学习英语的兴趣;培养学生观察事物的能力;帮助学生树立自信,敢于表达自己;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,每课时至少完成一个故事。

三、教学用具多媒体设备、CD机、课件(课题组提供)、实物教具(拖把、锤子等)、单词卡、字母卡。

四、课堂教学基本步骤1. 引入(Introducing):激发学生兴趣,学习发音规则(1)播放字母发音歌曲26 Alphabets Song(见课件),带领学生一起说唱。

(2)学习字母a, o, p的发音及书写(见课件)。

2. 看图讲故事(Storytelling):理解故事情节,培养观察力和想象力(1)教师展示故事标题图片和海盗图片(见课件),引出故事背景, 与学生互动。

The children were playing a pirate game. This is Pat. He can pop. What can other children do?(2)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,感受孩子们扮演海盗的乐趣。

(Picture 1) Look at Kipper. “I am Kipper. I mop, mop, mop,” said Kipper. Can you mop? (请学生演示)(Picture 2) Look at Pam. “I am Pam. I tap, tap, tap,” said Pam.(请学生演示)(Picture 3) Look! Oh, this is Mat the pirate. “I am Mat. I pat, pat, pat,” said Mat.(请学生演示)(Picture 4) Who’s this? This is Pat. She was making pops. “I am Pat. I pop, pop, pop,” said Pat. Did Floppy like pops?(Picture 5) “I am Tom. I mop, mop, mop.” said Tom.(Picture 6) Here is the pirate Mac. “I am Mac. I hop, hop, hop,” said Mac.(请学生演示)(Picture 7) Who is on top? Sam is on top. “I am Sam. I am on top,” said Sam. (请学生演示)(Picture 8) Can you name all the pirates? Kipper, Pam, Mat, Pat, Tom, Mac and Sam.教师在讲故事过程中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》aL精选教学参考

典范英语》aL精选教学参考

《典范英语》(1a-L11)教学参考Up You Go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;熟练运用句型“Up you go.”;在儿歌中体会英语语言的韵律;初步掌握字母“p”的拼读规律。

2. 非语言能力目标:使学生体会活泼有趣的家庭氛围;通过观察一家人玩滑梯,让学生猜测人物心情,想象人物语言,感受故事乐趣;在儿歌的韵律中感受英语学习的乐趣。

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、多媒体课件(课题组提供)、单词卡(up, you, go, Dad, Kipper, Biff, Chip)、故事图片(第1、3、5、7幅图)。

五、课堂教学基本步骤1. 导入(Lead-in):认识水滑梯,激发好奇心教师分别展示普通滑梯和水滑梯的图片,让学生找出不同点,为看图讲故事做好铺垫。

(1)教师首先展示一幅普通滑梯的图片(见课件),提问:Wha t’s this? (BQ: Is it a banana boat? Is it a slide?)It’s a slide.(2)展示故事中的水滑梯图片(见课件),并引导学生对比两幅图片:Wha t’s this? It’s a slide.How are the two slides different? (BQ: What colour is it? Is it big or small? Can you go down this slide into water?)(3)教师引出水滑梯water slide,并与学生互动:We can go down this slide into water. We call it water slide. Which one do you like better, the slide or the water slide?学生自由回答后,过渡到看图讲故事环节:Biff, Chip and Kipper like the water slide. One day, they played in the garden with Mum and Dad. They wanted to go up the water slide. Let’s have a look.2. 看图讲故事(Storytelling):理解故事情节,观察一家人玩滑梯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,引导学生观察一家人玩滑梯的情景,并让学生认真观察最后一幅图中各个人物的不同表情,猜测其不同心情,感受家庭生活的乐趣。

《典范英语》(1a-L12)教学参考.docx

《典范英语》(1a-L12)教学参考.docx

《典范英语》(1a-L12)教学参考1 See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;能模仿故事中的人物进行表演;学会在生活中使用“Isee... ”和“We see…”。

2.非语言能力目标:通过让学牛观察人物和人物动作培养学牛的观察力;使学牛充分体验一家人一起游戏的乐趣;培养学生敢读、敢表达的口信和勇气。

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)、道具(纸筒、相机、纸盒、太阳镜、小镜了)、句子卡片(4 张“Isee.・・”,2张“ We see …”,1 张“[see me.”)。

五、课堂教学基本步骤1•导入(Lead・in):展示实物道具,引入故事情境通过用实物道具演示“Isee...”,引导学生进入故事情境,为看图讲故事做好铺垫。

教师向学生展示道具(颜色各异的纸筒、照和机),并用“Isee...”表达观察到的人或物品。

Let's play a game “I see:Look! 1 have a paper roll.(展示一个黄色纸筒)What colour is it? (BQ: Is it blue?) It9s yellow.I can see you through the paper roll. I see ... I see ...(教师拿起纸筒看向学生)Do you want to try? What do you see?(请两三位学生试做,鼓励学生用I see作答)Look! I have a pair of sun-glasses.(展示太阳镜)I can see you through the sun-glasses. I see ... and ....(教师戴上太阳镜看向学生)Do you want to try? What do you see?(请两三位学生试做,鼓励学生用I see作答)Z后,H 然过渡到讲故事环节:Kipper's family was playing the game "I see". What did they see? Let's learn the story.2.看图讲故事(Storytelling):理解故事情节,体会一家人一起做游戏的乐趣教师利用课件逐幅播放故事图片,并用丰富的表情、主动的英文和适当的肢体语言给学生绘声绘色地讲故事,让学生观察这一家人通过哪些物体看到了什么,并引导学生模仿故事人物做出动作,让学生体会到故事中游戏的乐趣。

《典范英语》(拼读1级L1)教学参考资料

《典范英语》(拼读1级L1)教学参考资料

《典范英语》(拼读1级L1)教学参考《少儿英语拼读教程》(1-L1)教学参考I Can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:学生能够看图理解故事情节;能够惟妙惟肖地模仿录音;能够绘声绘色地独立朗读故事;掌握字母a, o, p的发音规则;能够拼读含有a, o, p的单词。

2. 非语言能力目标:激发学生学习英语的兴趣;培养学生观察事物的能力;帮助学生树立自信,敢于表达自己;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,每课时至少完成一个故事。

三、教学用具多媒体设备、CD机、课件(课题组提供)、实物教具(拖把、锤子等)、单词卡、字母卡。

四、课堂教学基本步骤1. 引入(Introducing):激发学生兴趣,学习发音规则(1)播放字母发音歌曲26 Alphabets Song(见课件),带领学生一起说唱。

(2)学习字母a, o, p的发音及书写(见课件)。

2. 看图讲故事(Storytelling):理解故事情节,培养观察力和想象力(1)教师展示故事标题图片和海盗图片(见课件),引出故事背景, 与学生互动。

The children were playing a pirate game. This is Pat. He can pop. What can other children do?(2)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,感受孩子们扮演海盗的乐趣。

(Picture 1) Look at Kipper. “I am Kipper. I mop, mop, mop,” said Kipper. Can you mop? (请学生演示)(Picture 2) Look at Pam. “I am Pam. I tap, tap, tap,” said Pam.(请学生演示)(Picture 3) Look! Oh, this is Mat the pirate. “I am Mat. I pat, pat, pat,” said Mat.(请学生演示)(Picture 4) Who’s this? This is Pat. She was making pops. “I am Pat. I pop, pop, pop,” said Pat. Did Floppy like pops?(Picture 5) “I am Tom. I mop, mop, mop.” said Tom.(Picture 6) Here is the pirate Mac. “I am Mac. I hop, hop, hop,” said Mac.(请学生演示) (Picture 7) Who is on top? Sam is on top. “I am Sam. I am on top,” said Sam. (请学生演示)(Picture 8) Can you name all the pirates? Kipper, Pam, Mat, Pat, Tom, Mac and Sam.教师在讲故事过程中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》(1b-L19)教学参考

《典范英语》(1b-L19)教学参考

《典范英语》(1b-L19)教学参考The Picture Book Man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pad, picture, sausage dog等单词;能看图复述主要故事情节;“CVC”结构的拼读规律。

2.非语言能力目标:通过让学生观察图片预测故事情节培养学生的观察力和想象力;引导学生体会图画书带来的乐趣;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)、插画故事图片。

五、课堂教学基本步骤1. 导入(Lead-in):了解picture book教师通过课件展示一个简笔画故事(见课件)或在黑板上用简笔画画一个小故事,让学生了解picture book和picture book man,引导学生进入故事情境。

Do you like reading stories books?There are many pictures in a story book.The picture book man draw pictures for stories.One day, a picture book man came to Kipper’s school. What did he do? Did the children likehim? Let’s have a look.2.看图讲故事(Storytelling):理解故事情节,观察插画作家画了什么故事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。

《典范英语》(1b-L24) 教学参考

《典范英语》(1b-L24) 教学参考

《典范英语》(1b-L24)教学参考The Sock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;能根据图片与关键词进行简单复述;能够掌握字母组合“ck”的拼读规律。

2. 非语言能力目标:感受孩子们利用袜子制作手偶的乐趣;培养学生自己动手的习惯和充分利用废旧物品的环保意识。

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、CD机、课件(课题组提供)、故事图片(1、2、3、4、5、7)、手工玩具(如可乐罐等制作的笔筒、废旧衣服做的娃娃等)、其他道具(用过的一次性纸杯,空可乐罐、矿泉水瓶等)。

五、课堂教学基本步骤1. 导入(Lead-in):观看视频,引入故事情境通过播放sock puppet show,激发学生兴趣,为进入故事情境做好铺垫。

教师播放视频(见课件),并与学生互动:It is a puppet show.Do you like the show?教师展示一个手偶,并与学生互动,自然过渡到讲故事环节:Look! I have a puppet. It is a little dog.Do you want a puppet?Do you know how to make a puppet?Lee had a puppet. Who made this puppet? How did they make it? Let’s learn the story.2. 看图讲故事(Storytelling):理解故事情节,了解用袜子做手偶的过程,感受大家一起做手工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,让学生观察图片,了解爷爷和孩子们将破袜子做成手偶的过程,感受自己动手变废为宝的乐趣。

典范英语1b L12 教学参考

典范英语1b L12 教学参考

全国教育科学“十一五”规划教育部重点课题——《中国基础英语素质教育的途径与方法》《典范英语》(1b-L12)教学参考Mum's New Hat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;能根据图片与关键词复述故事;能够掌握“t”在词尾的拼读规律。

2. 非语言能力目标:了解一家人齐心协力追帽子的过程;体会一家人追帽子过程中的心情变化;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)、故事图片(1、2、4、6、8、9)。

五、课堂教学基本步骤1. 导入(Lead-in):展示实物与图片,引入故事情境通过展示实物与图片,激发学生兴趣,为进入故事情境做好铺垫。

(1)展示一顶帽子或帽子图片(见课件),并与学生互动:Look! I have a new hat.Do you like my hat? Does it look good?(2)展示故事图片1,引入故事情境:Look! Mum had a new hat. She was going to a party with the new hat. Did Mum look goods learn the story.'with the new hat? What would happen? Let全国教育科学“十一五”规划教育部重点课题——《中国基础英语素质教育的途径与方法》2. 看图讲故事(Storytelling):理解故事情节,了解一家人追帽子的过程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,了解爸爸与孩子们给妈妈追帽子的过程,体会大家追帽子的紧张感和最后拿到又脏又破的帽子时的沮丧。

《典范英语》(1b-L11) 教学参考

《典范英语》(1b-L11)  教学参考

《典范英语》(1b-L11)教学参考Dad’s Birthday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;能根据图片与关键词进行简单复述;能简单改写故事结局。

2. 非语言能力目标:观察图片,感受大家一起给爸爸过生日的温馨氛围;体会孩子们在观看爸爸玩车时的兴奋之情;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)、故事图片2、3、5、6、7、8、9。

五、课堂教学基本步骤1. 导入(Lead-in):播放儿歌,引出故事主题通过播放生日歌,引导学生就“birthday”这一话题展开讨论,为看图讲故事做好铺垫。

(1)教师给学生播放英语儿歌Happy Birthday,并与学生互动:Do you like the song?When do we sing this song?When is your birthday?Did you have a birthday party?What presents did you get?(2)展示故事标题页,引入故事情境:Look! What a big birthday cake! It was Dad’s birthday. Was there a party? What presents did Dad get? Let’s have a look.2. 看图讲故事(Storytelling):理解故事情节,感受大家给爸爸过生日的温馨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,让学生观察图片,感受大家一起给爸爸过生日的温馨和快乐。

(完整版)《典范英语》(1a-L2)教学参考(2)

(完整版)《典范英语》(1a-L2)教学参考(2)

《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合适做出调整,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欢乐;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.CanyoureadthetitleSixinaBed.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欢乐教师利用课件逐幅播放故事图片,并用丰盛的表情、生动的英文和合适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欢乐。

(完整word)典范英语1A-1B整理版

(完整word)典范英语1A-1B整理版

(完整word)典范英语1A-1B整理版典范英语1A-1B目录目录1 A (6)Lesson 1 Who is it? (6)Lesson 2 Six in bed (6)Lesson 3 Fun at the Beach (6)Lesson 4 Floppy Floppy (6)Lesson 5 A Good Trick (6)Lesson 6 The Pancake (7)Lesson7 Is it? (7)Lesson 8 Get on (7)Lesson 9 Floppy Did This (7)Lesson 10 Get Dad (7)Lesson 11 Up You Go (8)Lesson12 I See (8)Lesson 13 At the Park (8)Lesson 14 Fancy Dress (8)Lesson 15 Good Old Mum (8)Lesson 16 The Headache (9)Lesson 18 Push! (9)Lesson 19 Making Faces (9)Lesson 20 Goal! (10)Lesson 21 The Journey (10)Lesson 22 Shopping (10)Lesson 23 Who Did That? (10)Lesson 24 What a Mess! (11)Lesson 25 Hide and Seek (11)Lesson 26 Reds and Blues (11)Lesson 27 Big Feet (11)Lesson 28 Look at Me (12)Lesson 29 Go Away, Floppy (12)Lesson 30 Kipper’s Diary (12)Lesson 31 What Dogs Like (12)Lesson 32 Go Away, Cat (13)Lesson 33 Go on, Mum! (13)Lesson 34 Look After Me (13)Lesson 35 Presents for Dad (14)Lesson 36 Top Dog (14)Lesson 37 The Ice Cream (14)Lesson 38 Can You See Me? (14)Lesson 40 What a Din! (15)Lesson 41 See Me Skip day。

《典范英语》(1b-L10) 教学参考

《典范英语》(1b-L10)  教学参考

《典范英语》(1b-L10)教学参考Picnic Time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;能根据图片与板书进行简单复述;能够运用“… sat on …”和“… came”句型;复习字母“o”与“u”的拼读规律。

2. 非语言能力目标:通过让学生观察图片体验孩子们野餐的“奇遇”;通过观察人物表情体会孩子们在野餐过程中心情的变化;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)、图片(log, bridge, wall, rock, sheep, duck, donkey, rain)、单词卡(a wall, a rock, a log, a bridge, the rain, donkeys, ducks, sheep)。

五、课堂教学基本步骤1. 导入(Lead-in):展示图片,引入故事情景通过展示野餐的图片,引导学生就“picnic”这一话题展开讨论,为看图讲故事做好铺垫。

教师向学生展示野餐照片(见课件),并与学生互动:Look at these pictures. What are they doing?They are having a picnic.Do you often have a picnic?Where do you often have a picnic?What do you take for a picnic?展示故事标题(见课件),引入故事情境:Kipper’s family went to a picnic. Where did they go? What happened to the children? Let’s learn the story.2. 看图讲故事(Storytelling):理解故事情节,了解孩子们野餐时的“奇遇”,体会他们的心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,让学生观察图片,了解孩子们野餐时到过的地方和遇到的动物,体会孩子们的情绪变化。

《典范英语》(2b-L1)教学参考

《典范英语》(2b-L1)教学参考

《典范英语》(2b-L1)教学参考Poor Old Rabbit!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;能够复述故事;能够表演故事;能够简单地仿写故事。

2. 非语言能力目标:通过让学生观察孩子们修补旧玩具,变废为宝的过程培养学生的观察力;感受孩子们在此过程中的快乐心情;学会善待旧玩具。

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)、道具(毛绒旧玩偶、刷子)、人物图(Floppy, Kipper, Mum, Dad, Chip, Wilma)、单词卡(见环节5和环节8)。

五、课堂教学基本步骤1.导入(Lead-in):讨论与旧玩具相关的话题通过展示旧玩具,讨论与旧玩具相关的话题,为看图讲故事做好铺垫。

教师展示一个快坏掉的旧毛绒玩偶,并与学生互动:Look at me. I have something for you.What’s it?It’s a toy rabbit/tiger/dog …Is it new?No. It is old.Do you want this old toy?What would you like to do with it? Take it home? Or throw it away?教师引导学生使用“I would like to …”句型回答,并引入故事情景:Today, Floppy saw an old toy too. Did anyone want it? What happened to the old toy? Let’s learn the story Poor Old Rabbit!2.看图讲故事(Storytelling):理解故事情节,观察孩子们怎样让旧玩具焕然一新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,让学生观察孩子们如何修补旧玩具,变废为宝,体会孩子们在此过程中的快乐心情。

《典范英语》1bL1教学参考电子教

《典范英语》1bL1教学参考电子教

《典范英语》1bL1教学参考电子教典英语》 (1教课参照 -L1)《范 b《模范英语》( 1b-L1)教课参照Floppy ’ s Bone教课参照的目的在于为实验课供给一个基本的思路和框架,帮助实验教师更好地掌握课题理念。

课题组鼓舞实验教师联合学生的实质状况适合做出调整,将实验课上出特点。

一、教课目的1.语言能力目标:学生能够理解故事情节;听懂故事录音;栩栩如生地模拟录音;栩栩如生地独立朗诵故事;认读 bone, had, took, ran, after, ate 等单词;能看图复述主要故事情节;掌握字母“r的”拼读规律。

2.非语言能力目标:经过让学生察看图片展望故事情节培育学生的察看力和想象力;帮助学生察看因Floppy 抢骨头而惹出的一系列麻烦和故事出乎意外的结尾,进而领会阅读的快乐;培育学生敢读、敢表达的自信和勇气。

二、课时安排要求每周许多于两课时,每课时起码达成一个故事。

三、教师要求1.教师课前须熟读故事,认识故事内容。

2.关于较难的单词,教师可板书,并配合动作和表情帮助学生理解。

3.全英文讲课。

四、教课器具多媒体设施、 CD机、课件(课题组供给)、图片(大狗、小狗、骨头、人物图)、故事图片。

《典范英语》1bL1教学参考电子教五、讲堂教课基本步骤1.导入( Lead-in):猜想故事内容,引入故事情境教师展现骨头图片和故事标题(见课件),指引学生猜想故事内容。

( 1)教师展现骨头图片,并与学生互动:Look! What’ s this?(指向骨头)Who like bones?(BQ: Does Floppy like bones?)( 2)展现故事第一幅图,与学生互动,并自然过渡到讲故事环节:Look! Who had a bone?(BQ: Did Floppy have a bone? Did the little dog havea bone?)Did the little dog want the bone?What would happen to Floppy and the little dog? Let’ s learn the storyFlo Bone.2.看图讲故事( Storytelling):理解故事情节,察看 Floppy 追赶小狗的过程教师利用课件逐幅播放故事图片,并用丰富的表情、生动的英文和适合的肢体语言给学生栩栩如生地讲故事,指引学生察看 Floppy 追赶小狗过程中惹出的各样麻烦,感觉故事出乎意外的结尾。

(完整版)《典范英语》(拼读1级L2)教学参考

(完整版)《典范英语》(拼读1级L2)教学参考

《少儿英语拼读教程》(1-L2)教学参考Cats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:学生能够看图理解故事情节;能够惟妙惟肖地模仿录音;能够绘声绘色地独立朗读故事;掌握字母m, t, c的拼读规律;能够拼读含有m, t, c, a, o, p的单词。

2. 非语言能力目标:引导学生感受孩子们表演短剧的快乐;激发学生学习英语的兴趣;培养学生观察事物的能力以及表演能力。

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、教学用具多媒体设备、CD机、课件(课题组提供)、人物图片、人物名字卡片、字母卡。

四、课堂教学基本步骤1. 复习(Review):回顾上一故事,复习字母a, o, p的发音规则(1)展示第一课I Can的最后一幅图片(见课件),带领学生回顾故事人物。

Do you still remember our new friends?Who are they?学生说出人物名字后,教师可展示人物名字卡片并引导学生进行拼读,如S-a-m-Sam.(2)复习字母a, o, p的发音及单词拼读与书写。

教师根据图片进一步提问,请学生回答并尝试写出相应的单词。

What can they do? (Kipper can mop. Pam can tap…)Who can try to write tap/top…?如有需要,教师可提前示范segmenting及书写的过程。

2. 引入(Introducing):激发学生兴趣,学习发音规则(1)播放歌曲Al Can(见课件),带领学生一起说唱,并与学生互动:What can Al do?(2)引入本课主要的发音规则,学习字母m, t, c的发音及书写(见课件)。

3. 看图讲故事(Storytelling):理解故事情节,感受表演的乐趣(1)教师展示故事第3幅图片(见课件),引出故事背景, 与学生互动。

典范英语(1a_L1)教学参考

典范英语(1a_L1)教学参考

《典范英语》(1a_L1)教学参考Who 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,帮助老师更好地把握课题理念。

鼓励老师结合实际情况进行调整,力求将实验课上出成效,上出特色。

一、教学目标1. 语言目标:学生能够看图认出故事主人公;能够理解故事;能够惟妙惟肖地模仿录音;能够绘声绘色地独立朗读故事;能够学会认读字母“i”;能够学会使用重点句型;能够表演故事。

2. 非语言目标:培养学生学习英语的兴趣;培养学生的观察能力和动手能力;帮助学生树立自信,敢于表达自己。

说明:语言目标通过组织一些有趣、有效的课堂活动来实现。

完成非语言目标,需要关注学生真实情感,将故事和生活联系起来,让学生深切感受其中的乐趣,自然习得语言。

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、课堂教学基本步骤1.介绍故事主人公(Introducing characters)热身游戏:将准备好的Dad, Mum, Chip, Biff, Kipper 和Floppy的人物图放入袋子里。

请学生抽取人物图并贴到黑板上,老师逐个介绍:It is Dad. It is Mum. It is ...。

2.看图讲故事(Storytelling)老师引导学生看图(故事中的5幅插图可用5张幻灯片展示出来),并用生动的英文和恰当的肢体语言对每一幅图用简单的英文进行讲解,必要时可用中文。

(Picture 1)Look at Picture 1. The children were in the garden. Biff and Chip were making shadows. (老师做手影,让学生直观地看到影子) Who is it?(老师指着Biff问)(Picture 2) Let’s come to Picture 2. It’s Biff. Who is it?(老师指着Chip问)It’s Chip. Look at Chip. Chip made a shadow of a dog. (老师教学生做这一手影)(Picture 3)Now come to Picture 3. Mum and Kipper. Mum had a fly swat(苍蝇拍). Kipper was dancing.(Picture 4)What about Picture 4? Floppy barked. Who is it?(老师指着spaceman问). It’s a spaceman.(Picture 5)Let’s come to the last picture.Is it a spaceman? (老师指着Dad问)No, it’s Dad.3. 听录音模仿(Listening and repeating)(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》(1b-L22)教学参考

《典范英语》(1b-L22)教学参考

《典范英语》(1b-L22)教学参考Stuck!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;能简单地复述故事;能表演故事;掌握字母“u”的拼读规律。

2.非语言能力目标:通过引导学生观察Button获救的过程培养其观察力;通过表演激发学生的兴趣,培养学生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)。

五、课堂教学基本步骤1. 导入(Lead-in):展示图片,引入故事背景通过图片,联系生活实际,让学生谈谈如何脱离被卡住的困境,为看图讲故事做好铺垫。

教师展示《狮子王》中Pumbaa被卡住的卡通图片(见课件),并与学生互动:Look at this picture. What happened to Pumbaa?He was stuck in the tree.Can you help him get out? What would you do?Would you pull him? (做出pull的动作)Would you push him? (做出push的动作)Would you cut the tree? (做出cut的动作)之后,展示故事标题页,自然进入故事情境:Today we are going to learn a story Stuck! Who was stuck in our story?How did he get out?find the answer in the story.Let’s2. 看图讲故事(Storytelling):理解故事情节,观察Button获救的过程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Button被困住的原因以及脱离困境的过程。

《典范英语》(1b-L12)教学参考Mum’s New Hat

《典范英语》(1b-L12)教学参考Mum’s New Hat
Do you like my hat?Doesit look good?
(2)展示故事图片1,引入故事情境:
Look!Mum had a new hat.She was going to a party with the new hat.Did Mum look good with the new hat?Whatwould happen? Let’s learn the story.
Could sheget the hat?
(Picture 8)The wind blew.
Oh no!Wet paint!(指向长凳)
(Picture 9)Finally, Mum got her hat.
“Look at my new hat!”said Mum.(注意语调,配合表情)
How did everyone feel?(观察人物表情并作答)
2.非语言能力目标:了解一家人齐心协力追帽子的过程;体会一家人追帽子过程中的心情变化;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。
(Picture 6)The wind blew.(配合动作)
Oh no! What happened?(指向图片)
A bikeran over the hat.(配合动作表情)
(Picture 7)“Get that hat!”said Kipper.(配合动作表情)
Biff ran.She ran fast.
《典范英语》(1b-L12)教学参考

《典范英语》(1a-L21)教学参考

《典范英语》(1a-L21)教学参考

《典范英语》(1a-L21)教学参考The Journey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合适做出调整,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;认读“bored, hungry, thirsty, cross, lost”等单词;运用“I’m…”描述人物的状态或情绪;了解引号的作用;初步掌握字母组合“th”的拼读规律。

2.非语言能力目标:让学生体会到故事中人物在旅途中的心情变化;通过引导学生观察故事人物在例外情景下的表情培养其观察力;通过表演激发学生的兴趣,培养学生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(bored, hungry, thirsty, cross, lost)、图片(故事原图1-4,人物图)。

五、课堂教学基本步骤1.导入(Lead-in):谈论郊游,引入故事情景通过播放英文儿歌视频及提问,谈论郊游,引入故事背景,为看图讲故事做好铺垫。

(1)播放视频Wheels on the Bus(见课件),让学生跟唱,边唱边做动作。

唱完后,教师提问,与学生互动:Do you like journeys?Where have you been?How did you go there?(BQ: Did you go there by bus/plane/car/train…?)(2)展示故事第一幅图,引入故事情景,自然过渡到讲故事环节:Look at this picture. Kipper’s family went on a journey. Where did they go? Did they take abus or a car? Let’s learn the storyThe Journey.2.看图讲故事(Storytelling):理解故事情节,观察一家人在旅途过程中的心情变化教师利用课件逐幅播放故事图片,并用丰盛的表情、生动的英文和合适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每个家庭成员的表情,感受一家人在旅途过程中的心情变化。

典范英语1A-1B整理版(20210121163129)

典范英语1A-1B整理版(20210121163129)

典范英语1A-1B 目录目录1 A . (6)Lesson 1 Who is it? (6)Lesson 2 Six in bed (6)Lesson 3 Fun at the Beach (6)Lesson 4 Floppy Floppy (6)Lesson 5 A Good Trick (6)Lesson 6 The Pancake (7)Lesson7 Is it? . (7)Lesson 8 Get on . (7)Lesson 9 Floppy Did This (7)Lesson 10 Get Dad . (7)Lesson 11 Up You Go (8)Lesson12 I See . (8)Lesson 13 At the Park (8)Lesson 14 Fancy Dress (8)Lesson 15 Good Old Mum (8)Lesson 16 The Headache (9)Lesson 17 The Pet Shop (9)Lesson 18 Push! . (9)Lesson 19 Making Faces (9)Lesson 20 Goal! . (9)Lesson 21 The Journey (10)Lesson 22 Shopping (10)Lesson 23 Who Did That? (10)Lesson 24 What a Mess! (10)Lesson 25 Hide and Seek (11)Lesson 26 Reds and Blues (11)Lesson 27 Big Feet (11)Lesson 28 Look at Me (11)Lesson 29 Go Away, Floppy (12)Lesson 30 Kipper ' s Diary (12)Lesson 31 What Dogs Like (12)Lesson 32 Go Away, Cat (12)Lesson 33 Go on, Mum! (13)Lesson 34 Look After Me (13)Lesson 35 Presents for Dad (13)Lesson 36 Top Dog . (14)Lesson 37 The Ice Cream (14)Lesson 38 Can You See Me? (14)Lesson 39 Good Dog (14)Lesson 40 What a Din! (15)Lesson 41 See Me Skip day. (15)Lesson 42 The Mud Pie (15)1B. (15)Lesson 1 Floppy ' s Bone (15)Lesson 2 Hook a Duck (16)Lesson 3 Chip 's Robot (16)Lesson 4 The Sandcastle (16)Lesson 5 The Box of Treasure (17)Lesson 6 One Wheel (17)Lesson 7 Funny Fish (18)Lesson 8 The Snowman (18)Lesson 9 Silly Races (18)Lesson 10 Picnic Time (18)Lesson 11 Dad 's Birthday (19)Lesson 12 Mum's New Hat (19)Lesson 13 Hop! Hop! Pop! (19)Lesson 14 Catkin the Kitten (20)Lesson 15 In the Trolley (20)Lesson 16 The Trampoline (20)Lesson 17 The Enormous Crab (20)Lesson 19 The Picture Book Man (21)Lesson 20 In the Tent (21)Lesson 21 The Bag in the Bin (21)Lesson 22 Stuck! . (22)Lesson 23 The Big Red Bus (22)Lesson 24 The Sock (22)Lesson 25 What a Bad Dog! (22)Lesson 26 The Dream (23)Lesson 27 The Go-kart (23)Lesson 28 A New Dog (23)Lesson 29 The Toys ' Party (24)Lesson 30 New Trainers (24)1 ALesson 1 Who is it?Who is it? Biff and Chip . Mum and Kipper. Floppy and a spaceman. No, it ' s Dad.Lesson 2 Six in bedMum and Dad. Mum, Kipper and Dad. Mum ,Kipper ,Dad and Chip. Biff, Mum ,Kipper,Dad, Chip and Floppy.Lesson 3 Fun at the BeachDad and Mum. Mum and Dad. Kipper, Chip and Biff. Kipper, Biff and Dad. Mum, Chip and Floppy. Chip, Biff and Kipper. Dad and Floppy. Oh Floppy!Lesson 4 Floppy FloppyOh, Floppy! No, Floppy! Oh, Floppy! No, Floppy! Floppy Floppy.Lesson 5 A Good TrickA rug, a sheet, a big box, a little box, Kipper.Lesson 6 The PancakeThe frying pan, the flour, the eggs, the milk, the butter, the pancake, the pancake race.Lesson7 Is it?Is it Kipper? It is kipper. Is it Biff? It is Biff. Is it Chip? It is Chip? It is Chip. Is it Floppy? Yes. It is Floppy!Lesson 8 Get onGet on . get on, Biff. Biff got on . get on, Chip. Chip got on.Get on, Kipper. Kipper got on. Oh, no!Lesson 9 Floppy Did ThisChip did this. It is Biff. Biff did this. It is Kipper. Kipper did this. It is Mum. Oh, no! Floppy did this.Lesson 10 Get DadGo on, Dad! Get Biff. Go on, Dad! Get Chip. Go on, Dad! Get Kipper. Go on, Mum! Get Dad.Lesson 11 Up You GoUp you go, Kipper. Go! Up you go, Biff. Go , go! Chip, up you go. Go,go,go! No,Dad. No ,no,no!Lesson12 I SeeI see Biff. I see Chip. I see Mum and Dad. We see Kipper. We see Floppy. I see Biff and Chip. I see me.Lesson 13 At the ParkEveryone went to the park. Chip went on the slide. Biff went onthe horse. Kipper went on the swing. Floppy went to sleep.Lesson 14 Fancy DressMum was a scarecrow. Biff was a pirate. Chip was a pirate. Kipper was an angel. Dad was a chicken. Everyone was happy.Lesson 15 Good Old MumMum put on a big red nose. Mum put on a big pillow. Mum put on big boots. Mum put on big eyebrows. She put on a big beard. “ Ho! Ho!Ho! ” said Mum.Lesson 16 The HeadacheDad had a trumpet. Chip had a drum. Biff had a recorder. Kipperhad a guitar. Mum had a headache.Lesson 17 The Pet ShopEveryone wanted a pet . chip wanted a rat. “Oh no! ” said everyone. Biff wanted a spider. “Oh no! ” said everyone. Kipper wanted a snake. “ Oh no! ” said everyone. Kipper wanted a snake. “ Oh no! ” said everyone. Everyone wanted a goldfish.Lesson 18 Push!The car was stuck. Mum pushed it. Biff and Chip pushed it. Mum pulled it. The tractor pulled it. Oh no!Lesson 19 Making FacesDad was fierce. Chip was sad. Biff was good. Mum was frightened. Kipper was hungry.Lesson 20 Goal!It was a cold day. Everyone got wet. Everyone got cold. Floppygot tired. Kipper got miserable. Mum got cross. Dad got a goal.Lesson 21 The Journey“I 'm bored, ” said Kipper. “ I 'm hungry, ” said Biff. “ I 'mthirsty, ” said Chip. “I 'm cross, ” said Dad. “I ' mlost, ” said Mum. “ Hooray! ” said everyone.Lesson 22 ShoppingChip wanted some sugar. He went to the supermarket. He got some crisps. He went to the shop. He got a comic. He went to the market. He got a ball. He forgot the sugar.Lesson 23 Who Did That?Mum was cross. “ Who did that? ” she said. “It was Chip, ” saidBiff. “it was Kipper, ” said Chip. “ It was floppy, ” said Biff.“ It wasn ' t Floppy, ” said Dad. “It was me. ”Lesson 24 What a Mess!Mum made a dress. Dad made some jam. Chip made a scarf. Biff made a lorry. Kipper made a birthday card. Everyone made a mess.Lesson 25 Hide and SeekCan you see us? Can you see me? Yes, I can see you. Can you see me? Yes, we can see you. Can you see me? Yes, we can see you. We can all see Dad.Lesson 26 Reds and BluesWe are all in red. We are all in blue. Come on the reds! Come onthe blues! Who is in red? Who is in blue? We are all muddy.Lesson 27 Big FeetCome and look at this. Come and look at this. Is it a bigmonster? Come and look at this. Is it a big dinosaur? Come and look at this. Is it a big giant? No. it is Dad.Lesson 28 Look at MeLook at me, Mum. Look at me, Mum. Look at me on my bike. Look at me, Mum. Look at me on my bike. Look at me, Mum. Oh, no! Look at me!Lesson 29 Go Away, FloppyGo away, Floppy. Go away, Floppy. We are skipping. Go away, Floppy. We are painting. Come back, Floppy. Floppy, come back. We are sorry.Lesson 30 Kipper ' s DiaryIt was a wet day. It was a windy day. I went to the shops. It was a sunny day. I went to the pool. It was a hot day. I went to the park. It was a fun day.Lesson 31 What Dogs LikeDogs like to play. They like to walk. Floppy likes to walk. Theylike to sleep. Floppy likes to sleep. They like to run. Floppy likes to run. Floppy hates this.Lesson 32 Go Away, CatGo way, little cat. Go way, little cat. A dog is coming. Go away,little cat. A big dog is coming. Go away, little cat. Floppy is coming. Oh, no!Lesson 33 Go on, Mum!“Go on, Mum, ” said Chip. “Go on, Mum, ” said Biff. “I am going, ” said Mum. “ Go on, Mum, ” said Kipper.“I am going, ”she said. “ Go on, go on, ” said Dad. “I am going, ” said Mum. “ I am not going again. ”Lesson 34 Look After MeThis is Kate. She went up the net. “ I like this, ” she said. She went on the slide. “ I like this, ”she said. She went up the ladder. “I like this, ” she said. “ We like this, ” said Biff.Lesson 35 Presents for DadThis is for Dad. This is for you, Dad. It is a bunch of flowers. This is for you, Dad. It is a box of chocolates. This is for you, Dad. It is a bunch of grapes. This is for the best Dad of all.Lesson 36 Top DogLook at all the dogs. We like this dog. This is a little dog. Welike this dog. This is a big dog. We all like this dog. This is the top dog. We like Floppy best of all.Lesson 37 The Ice CreamCan I get an ice cream? Yes, I can! Come on run to the ice cream van. I want the big one. Look at that! Look out, Kipper! Oh no! splat!Lesson 38 Can You See Me?Can you see my teddy bear ? Can you see my dog? Can you see my picture of a big , red frog? You can see my tiger, if you look in the tree. Are you looking? Can you see me?Lesson 39 Good DogI 'm a good dog. Look at me. I ' m very good, as you can see. You say, “Sit, ” I sit. That ' s it. If you call, I get the ball. You say, “Stay, ” I stay. That s that. But not if I can see a cat.Lesson 40 What a Din!Biff has a pan and a big, red pot. Chip has a tin. What has Kipper got? Kipper has a can. Dad has a bin. Bang, crash, bang! What a din! What a din!Lesson 41 See Me Skip day.See me skip. This is the way. I like to do this every day. on, Dad. Can you skip too? ” “ Yes, I can. I skip like you.“ Look at me. Look at me go ! ” “Look out, Dad! ” Oh no! OhLesson 42 The Mud PieThis is mud in my hand. Put in water. Mix in sand. Tip it out. Patit flat. This is a mud pie ⋯not a hat.1BLesson 1 Floppy ' s BoneFloppy had a bone. A Dog took the bone. Floppy ran after the dog. “Come back! ” said Mum. She ran after Floppy. “ Come back,Come back! ” said Biff and Chip. They ran after Dad. The do stopped. A big dog took the bone. The big dog ate the bone. Oh no!Lesson 2 Hook a Duck“ Hook a duck, ” said Mum. Chip had a go. He got a pen. “Have a go, ” said Mum. Biff had a go. Biff got a cat. “ Go on. Hook aduck, ” said Mum. Kipper had a go. He got a dog. It was a big dog.“ What a big dog! ” said Kipper. “Grrr! ” said Floppy.Lesson 3 Chip ' s RobotChip had a box. “This is my robot, ” he said. “ Can you see it?“This is a leg, ”said Chip. “ Can you see the robot? ” “This isan arm, ” said Chip. “Can you see my robot? ” “ Can you see it,yet? ” said Chip. “ No,” said Biff.“This is the head, ” saidChip. “Now can you see my robot? ” “ We can see itnow! ” said Comeno !said Dad. He ran after Mum.Biff.Lesson 4 The SandcastleChip had a box. He put sand in it. Pat it flat, he said. Kipper had a box. He put sand in it. Biff had a bucket. She put sand in it. Biff put the bucket on the top. ” “ good, ” she said.It was a sandcastle. It was a good sandcastle. It was the best sandcastle.Lesson 5 The Box of TreasureDad had a map. He hid the map in the sand. Biff found the map.“It is a treasure map, ”she said. The map said, “ Dig here. ”“ Dig here, ” said Biff. Chip dug in the sand. Chip found a box. “ Is it a box of treasure? ” he said. No. It was a box of sweets!Lesson 6 One Wheel“One wheel, ” said Chip. “Look, ” said Chip. “ One wheel. ”“ Look, ” said Mum. “ I am on two wheels. ” “Look at me, ” said Kipper. “I am on three wheels. ” “ Look at me, ” said Biff. “Iam on four wheels. ” “Look at Dad, ” said Mum. “ He is on one wheel. ” “Oh no, ” said Dad. “ No wheels. ”Lesson 7 Funny FishKipper was fishing. He got a hat. Biff was a fishing. She got a crab. Chip was fishing. He got an octopus! Mum was fishing. She got a bucket. Dad was fishing. He got a boot. SPLASH! Floppy got a fish!Lesson 8 The SnowmanWilma made a snowman. It had a red nose. It had a blue scarf. It had green gloves. It had a black hat. The hat fell on floppy.Floppy ran. Oh no! No snowman.Lesson 9 Silly RacesKipper ran. Kipper got a banana. Mum ran. She got an apple. Biff and chip ran. They got an orange. Dad ran. Floppy ran. Oh no! Dad fell. Dad got a duck!Lesson 10 Picnic Time“ Picnic time! ” said Dad. Biff sat on a log. Some sheep came.Run! ” said Kipper. They sat on a bridge. Some ducks came.“Run! ” said Chip. They sat on a wall. Some donkeys came.“Run! ” said Biff. They sat on a rock. Oh no! The rain came!Lesson 11 Dad ' s BirthdayIt was Dad ' s birthday. Dad had a cake. He had a bike. He got on the bike. “ Go on, Dad, ” said Biff. “Go on, Dad, ” said Chip. “ Go on, Dad, ” said Kipper. Dad fell off! Oh no!Lesson 12 Mum 's New HatMum had a new hat. The wind blew. It blew Mum 's hat off. “ Get myhat, ” said Mum. Dad ran. The wind blew. Oh no! “ Get that hat, ”said Dad. Kipper ran. The wind blew. Oh no! “Get that hat, ” said Kipper. Biff ran. The wind blew. Oh no! “ Look at my new hat! Said Mum.Lesson 13 Hop! Hop! Pop!Biff and Chip had hoppers. Biff and chip set off. Go on, Biff.Chip wins! The red hopper was big. Dad got on it. Dad and Kipper set off. Pop!Lesson 14 Catkin the KittenWilma had a kitten. Catkin ran off. Wilma had lost Catkin. She was not on the bed. She was not in the bin. She was not in the bag. But she was in the basket. Wilma put a bell on Catkin.Lesson 15 In the TrolleyMum and Kipper went shopping. Kipper got the trolley. Mum put cans in the trolley. She put bags in the trolley. Kipper put a big egg in the trolley. Mum did not see the big egg. Mum saw the big egg. Kipper had to put the egg back.Lesson 16 The TrampolineWilma and Wilf had a trampoline. Dad put the net up. Wilma got on. She went up and down. Wilf got on. Up and down he went. Dad got on the trampoline. Up he went ⋯. ⋯but not down. Oh, Dad!Lesson 17 The Enormous CrabChip got a crab. Dad put it in the bucket. They got lots of crabs.Then Biff got an enormous crab. Dad held the enormous crab. The crabs got out. Did the enormous crab nip Dad? No! It did not.lesson 18 The CaterpillarKipper had a caterpillar. Kipper put the caterpillar in a box. He put leaves in the box. Then it was not a caterpillar. It was a chrysalis. But it was not a chrysalis. It was a butterfly.Lesson 19 The Picture Book ManThe man had a big pad. He had a pen. He did a picture of a cat. He did a picture of a dog. The cat ran. The dog ran. The man ran. He did a picture of a long dog. The picture man was fun.Lesson 20 In the TentLee and Kipper had a tent. Lee and Kipper had fun in the tent. It got cold ⋯⋯and it got wet. It was a lot of fun in the tent. It was not cold and wet!Lesson 21 The Bag in the BinMum got the shopping. Mum put it in a bag. Mum put the bag on the step. Dad put the shopping in the bin. The bin man took the bin. Mum ran to the bin men. The bin man got the bag. Oh no! scrambled eggs.Lesson 22 Stuck!Floppy was in his back garden. Button was in his back garden. Button dug and dug ⋯Button was stuck. Button did not budge. Button did not budge. Floppy got a big bone and ⋯He did it!Lesson 23 The Big Red BusKipper got on the bus. It was the big, red bus. The big, red bus set off. He went to Dinosaur Land. It had a lot of dinosaurs. He went to Monster Land. Kipper got off the bus.Lesson 24 The SockGrandpa Chen had a sock. Lee went to get buttons. Grandpa Chen put the buttons on the sock. Kipper got a red pen. Lin got a cowboy hat. The sock was a lot of fun. Is this it? It is a sock puppet!Lesson 25 What a Bad Dog!Floppy went on the concrete. Floppy went in the mud. Floppy pulled the washing down. Floppy pushed and barked. Dad couldn ' t sleep. Dad was cross. “ What a bad dog! ” said Dad. The tray was on fire. What a good dog!Lesson 26 The DreamBiff couldn ' t sleep. Dad told her a story. The story was about a dragon. Biff dreamed about the dragon. It was a nasty dragon. It was a very nasty dragon. Biff had to fight it. Biff went downstairs. Mum told her a story. The story was about a dolphin.Biff dreamed about a dolphin.Lesson 27 The Go-kartDad made a go-kart. Biff wanted the go-kart. Chip wanted the go- cart. Biff wanted a go chip wanted a go. Biff pushed. Chip pulled. They had a fight. “ Stop it, ” said Dad. “Stop it, ” said Mum. Dad put the go-kart away. They made a swing. Oh no!Lesson 28 A New DogKipper wanted a dog. Everyone wanted a dog. They went to the dogs' home. They looked at the dogs. Kipper wanted this dog. It was too big. Biff wanted this dog. It was too little. Mum wanted this dog. It was too strong. Everyone liked this dog. They took the dog home.Lesson 29 The Toys ' PartyKipper wanted a party. Nobody wanted to come. He got his toys. He wanted a cake. He put in cornflakes. He put in tomato sauce. He put in milk. He put in jam. He put in sugar. He put in baked beans. Mum was cross. Kipper was sorry.Lesson 30 New TrainersChip wanted new trainers. He liked this pair. Chip wore the new trainers. Chip went to play. The trainers got muddy. The trainers got wet. Dad was cross. Chip washed the trainers. Oh no!。

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《典范英语》(1b-L1)教学参考
Floppy’s Bone
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bone, had, took, ran, after, ate等单词;能看图复述主要故事情节;掌握字母“r”的拼读规律。

2.非语言能力目标:通过让学生观察图片预测故事情节培养学生的观察力和想象力;帮助学生观察因Floppy抢骨头而惹出的一系列麻烦和故事出人意料的结尾,从而体会阅读的快乐;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)、图片(大狗、小狗、骨头、人物图)、故事图片。

五、课堂教学基本步骤
1. 导入(Lead-in):猜测故事内容,引入故事情境
教师展示骨头图片和故事标题(见课件),引导学生猜测故事内容。

(1)教师展示骨头图片,并与学生互动:
Look! What’s this? (指向骨头)
Who like bones? (BQ: Does Floppy like bones?)
(2)展示故事第一幅图,与学生互动,并自然过渡到讲故事环节:
Look! Who had a bone? (BQ: Did Floppy have a bone? Did the little dog have a bone?)Did the little dog want the bone?
What would happen to Floppy and the little dog? Let’s learn the story Floppy’s Bone.
2.看图讲故事(Storytelling):理解故事情节,观察Floppy追逐小狗的过程
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Floppy追逐小狗过程中惹出的各种麻烦,感受故事出人意料的结尾。

(Picture 1)Floppy had a bone. (指向骨头)
What was Floppy doing? (BQ: Was he sleeping?)
Here came a little dog. (指向小狗)
What would happen next?
(Picture 2)The dog took the bone.
Floppy was cross.
Floppy ran after the dog.
Floppy hit the clothes basket. (指向晾衣篮)
Crash! Oh no!
(Picture 3)“Come back!” said Mum.
She ran after Floppy.
Why did she run after Floppy? (指向Floppy脖子上的衣服)
Floppy took the clothes. Oh no!
Look at Dad. Would he help? (指向Dad)
(Picture 4)“Come back!” said Dad.
He ran after Mum.
Why did Dad run after Floppy? (指向高尔夫球车)
Oh no! Floppy took the cart.
Who were there? (指向Biff和Chip)
Biff, Chip, Look out!
(Picture 5)“Come back!” said Biff and Chip.
They ran after Dad.
Why? (指向风筝)
Oh no! Floppy took the kite.
(Picture 6)The dog stopped.
Bang! Crash! Bow-wow! Ouch!
What happened? (指向大狗)
A big dog took the bone.
(Picture 7)The big dog ate the bone.
Oh no!
本环节中,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,注意在表达不同情感时的语气变化,并重点模仿“took the bone, come back, ran after, stopped, ate the bone”等较难的单词及词组。

(1)放录音,让学生完整地听一遍录音,整体输入,不需停顿。

(2)放录音,全班学生齐声模仿跟读2-3遍。

要求学生逐句跟录音指读,鼓励学生大胆开口,读出戏剧化效果,读出感情。

(3)放录音,每句请几个学生模仿,看谁模仿得像。

教师要做出示范,引导学生读出不同人物追赶Floppy时的语气,尤其要读出“Oh no!”所表达的不甘心。

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
通过集体朗读和个人朗读,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。

朗读的形式可以多样化:
(1)全班集体朗读。

教师组织全班同学齐声朗读一遍,鼓励学生配合动作和表情。

(2)朗读接龙。

将学生分成若干四人小组,小组内每人读一幅图,接龙朗读故事。

(3)个人朗读。

请几个学生独立朗读故事,教师根据学生读的情况给予表扬、鼓励和指导。

朗读过程中,教师要对朗读困难或有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,提炼故事主线
(1)图片排序
●将以下图片(Mum, Dad, Biff & Chip, Floppy, the little dog)打乱顺序贴在黑板上,
教师提问,请学生回答并进行图片排序。

问题可参考:
Who ran after the little dog? Why?
Who ran after Floppy? Why?
Who ran after Mum?
Who ran after Dad?
●教师在图片下方写出四个句子:___ ran after____.,请学生补全。

引导学生注意书
写规范,首字母大写,句尾有句点。

教师可通过PPT展示图片和句子。

(2)复述故事
●全体学生一起复述故事,可参考图片和句子。

●学生两人一组练习复述故事,然后请2-3组展示。

6. 拼读练习(Practising Phonics):培养拼读意识,掌握字母“r”的拼读规律
(1)教师板书单词ran,教师带学生读:r-r-r ran。

(2)请学生在已学故事中找出含有字母“r”的单词,如:rug/red/race/crisp/grape/Friday,读一读。

(3)教师播放儿歌,带领学生唱儿歌,巩固字母“r”的拼读规律。

Ring, ring, ring the bell,
Ring them loud and clear,
To tell the children everywhere,
That Christmastime is here.
7.家庭作业(Homework)
(1)反复模仿录音,熟读故事。

(2)抄写含有字母“r”的单词:ran/rug/red/race/crisp/grape/Friday/ring。

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
是否实现了本课所提出的语言能力、非语言能力、拼读教学等目标,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;学生能否理解并灵活运用“…ran after…”的表达方式;学生是否感受到Floppy抢骨头带来的麻烦以及出人意料的结尾等。

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理解一家人追Floppy的原因。

(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;学生是否能看图说出追逐的先后顺序。

(4)思考
课堂环节衔接是否流畅;教师语言是否易于理解;图片排序、完成句子等活动是否有趣、有效;学生是否喜欢儿歌;下一次课堂设计需要在哪些方面进行提高。

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