《典范英语》(4a-L15)教学参考

《典范英语》（4a-L15）教学参考
The Dragon Tree
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；巩固字母组合“oo/ew”和“ow/ou”的拼读规律；能发挥想象改写故事。

2. 非语言能力目标：通过让学生观察故事图片，想象历险的过程，培养学生的观察力和想象力；体会故事的乐趣和历险记的惊险；感受西方文化中龙的凶猛和邪恶；学会面对危机时积极寻求应对策略。

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，了解相关文化背景：
在中国，龙能够行云布雨，是祥瑞的象征，也是皇权的象征。

中国人把自己称作龙的传人，过年时还会舞龙舞狮增加节日气氛。

在西方，龙被描述成邪恶的形象，它像只巨大的蜥蜴，长有又长又粗的脖子，尖锐的牙齿，背部和长长的尾巴上还长有尖刺。

龙头上有角，全身覆盖着鳞片，可以用一对像蝙蝠翅膀一样的巨翼飞行，会喷火，拥有强大的力量或魔法。

欧洲中世纪很多奇幻冒险故事都以屠龙为背景，巨龙飞舞、骑士驰骋是常见的场景。

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）：谈论龙，引出故事主题
通过展示与龙有关的故事图片，导入故事，为看图讲故事做好铺垫。

（1）教师展示一张Biff梦见龙的图片（见课件），并提问：
What did Biff dream about?
What did the dragon want to do? （BQ: Did it want to play with Biff? Did it want to eat Biff?）
（2）教师展示另一张Biff梦中与龙格斗的图片（见课件），并提问：
What did the dragon blow out? （BQ: Did it blow water or fire?）Did Biff like the dragon? Why?
（3）教师总结，自然过渡到讲故事环节：The dragon was nasty. Biff didn’t like the dragon. It wanted to eat her. Here’s a new story The Dragon Tree. Was this dragon nasty? Who did the dragon want to eat? Let’s learn this story.（板书故事标题）
2. 看图讲故事（Storytelling）：理解故事情节，观察孩子们营救Floppy 的惊险过程
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Biff、Chip和Kipper从龙穴中营救Floppy的过程，感受其中的惊险。

（Picture 1） What was Kipper looking at?（指向Kipper手中的书）
He was looking at a book. What was the book about?
It was about a dragon. Kipper couldn’t read the story.
（Picture 2） He went into Biff’s room.
He wanted Biff to read the story. Did Biff want to read
it?
No. “I don’t like dragons,” she said.
（Picture 3） Where did Kipper go?
He went into Chip’s room. Did Chip read the story?
Yes. “I like dragons,” he said.
（Picture 4） What happened?（指向魔法钥匙）
The magic key was glowing.
“Oh no!” said Chip.
（Picture 5） Chip picked up the box and ran into Biff’s room with Kipper and Floppy.
“The magic is working,” he said.
（Picture 6） Biff picked up the key.（指向图片中的Biff）
The key took them inside the magic house. Did Floppy go
with them?
Yes.
（Picture 7） Where did the magic key take the children and Floppy?
It took them to a wood. Did Floppy like the wood?
No. He was frightened.（动作演示frightened）（Picture 8） Who pulled Floppy?（动作演示pull）
Biff pulled Floppy. But Floppy wouldn’t go.
“Come on,” she said. “Don’t be silly.”
（Picture 9）Suddenly, an owl flew out of a tree.（指向图片中的猫头鹰）
What did Floppy do?
He ran away. He didn’t like the owl.
（Picture 10）Floppy ran out of the wood.
“Come back,” called Biff.
“Come back,” called Chip.
Did Floppy come back?
No. It was no good. Floppy ran and ran.
（Picture 11）Look! What did the children do?
They looked for Floppy. They called and called.
“Floppy! Come back!” they called.
（Picture 12）The children came to a tree. What was the tree called? （指向树洞口的标牌）
It was called “The Dragon Tree”.
Who lived under the tree?
A dragon lived under the tree.
（Picture 13）Oh, no! The dragon had Floppy. What did he want to do?
（BQ: Did the dragon cook for Floppy? Did the dragon want
Floppy for supper?）
The dragon wanted Floppy for supper. Floppy was
frightened.
Do you like this dragon?
No. Biff didn’t like it. “What a nasty dragon!” she
said.
（Picture 14）What did the children look at?
They looked at the dragon’s tail.
What did Biff do? （BQ: Did she take off her coat or her
belt?）
She took off her belt.
（Picture 15）Shush!（动作演示shush）
Look at Biff. She put her belt round the dragon’s tail.
Chip helped her.
（Picture 16）Kipper and Chip went inside the tree.
Who pulled Floppy out? （动作演示pull out）
Kipper pulled Floppy out. Chip helped him.
Did the dragon see them?
No. He was cooking. It didn’t see them.
（Picture 17）Did the children and Floppy get out of the tree?
Yes. They ran and ran. The dragon saw them. But it was too
late.
The key was glowing. “It’s time to go home,” called
Biff.
（Picture 18）The magic was over.
“What an adventure!” said Chip.
“I don’t like dragons,” said Biff.
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：“Oh help!”“Floppy! Come back!”“The dragon had Floppy. He wanted Floppy for supper.”“What a nasty dragon!
I don’t like dragons!”
（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）让学生重点模仿图10、11、13。

引导学生用略带绝望的语气读“Oh help!”，用焦急的语气读“Floppy! Come back!”，用震惊的语气读“The dragon had Floppy. He wanted Floppy for supper.”，用厌恶的语气读“What a nasty dragon! I don’t like dragons!”。

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）全班朗读。

教师组织全班同学齐声朗读前六幅图片。

（2）朗读接龙。

让学生从第7幅图开始进行朗读接龙，每两人齐读一幅图。

教师根据学生的朗读情况给予表扬、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）：梳理故事情节，锻炼语言组织能力
教师通过问题引导学生梳理故事主要情节，加深对故事的理解，为复述故事做好准备。

教师按故事发展的三个阶段提问，先让学生结成两人小组，一问一答。

然后请2-3组展示。

教师根据学生问答情况给予及时的指导。

问题可参考：Part I Before the adventure
What was Kipper looking at?
Why didn’t Biff want to read the story?
Part II During the adventure
Where did the magic key take the children and Floppy?
Why did Floppy run away?
Who had Floppy?
How did the children help Floppy out of danger?
Part III After the adventure
When did the magic key glow?
Did Biff change her idea about dragons?
6. 复述（Retelling）：锻炼语言组织能力
基于对故事的理解，让学生根据故事第二部分内容（During the adventure）补全句子，进而复述这部分故事情节。

（1）教师利用PPT展示以下句子，让学生根据故事补全句子。

The magic ______ them to a wood.（take, took）
Floppy ______ frightened.（is, was）
An owl ______ out of a tree and Floppy ran away.（fly, flew）
The children ______ to the Dragon Tree.（come, came）
A dragon _______ under the tree.（live, lived）
The dragon ______ Floppy for supper. Floppy was frightened.（want,
wanted）
Biff ________ her belt and put it round the dragon’s tail.（take off, took off）
Kipper _____ Floppy out.（pull, pulled）
The dragon was cooking. It _____ them.（didn’t see, didn’t saw）（2）将学生分成若干小组，教师给每组发9张小卡片，让学生将以下单词或词组写在卡片上。

之后，小组内每个成员分得1-2张词卡，根据词卡的提示接龙复述故事。

最后，教师请1-2组上台展示。

7. 讨论（Discussion）：展开联想，谈论营救方法，培养学生解决问题的能力
教师由故事高潮（The children came to Floppy’s rescue.）引出讨论问题，让学生围绕“如何营救Floppy”展开讨论。

教师提出问题，让学生分组讨论：
Do you like the dragon in the story? Why?
What do you think of the children? Were they clever and brave?
If you were one of the children, what would you do to rescue Floppy?
讨论后，请小组代表汇报讨论成果，鼓励学生大胆发言。

8. 拼读练习（Practising Phonics）：培养拼读意识，复习字母组合“oo”和“ow”的拼读规律
（1）复习字母组合“oo/ew”的拼读规律
让学生从本课找出所有含有字母组合“oo”的单词，并写在黑板上：
look/book/
room/took/too/wood/good/cook。

让学生根据“oo”发长音或发短音给上述单词归类，然后教师带读。

（2）复习字母组合“ow”的拼读规律
教师朗读单词glow/owl，请学生上台写一写，并说出“ow”的两种读音。

读一读，体会“ow”的两种发音规律。

A：How can we walk out of the snow?
B：Follow the owl!
He knows the way to the town.
A：Slow down!
The key begins to glow.
9. 家庭作业（Homework）
（1）给家人或朋友讲讲这个历险故事。

（2）根据问题改写故事：What would you do to help Floppy if you were in the adventure?
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；能否感受西方文化中龙的邪恶；能否想象出自己在历险中如何发挥作用。

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；拼读教学是否有效；下一次课堂设计需要在哪些方面提高。