《典范英语》(1b-L22)教学参考
《典范英语》(1b-L25)教学参考
《典范英语》（1b-L25）教学参考What a Bad 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；能够简单地复述故事；初步掌握字母组合“ar”和“tr”的拼读规律。
2. 非语言能力目标：通过让学生观察Floppy的淘气行为培养学生的观察力；体会Floppy的淘气性格；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）、图片（Floppy 的人物图、故事图片）。
五、课堂教学基本步骤1. 导入（Lead-in）：回顾老故事，通过比较引出新故事（1）回顾故事Good Dog教师展示Floppy的人物图片，与学生进行互动：Look! Who is it?It’s Floppy.Do you like Floppy?Do you remember any story we learned about Floppy?Do you remember the story Good Dog? （利用PPT展示1a中Good Dog 故事图片）请学生一起大声朗读Good Dog的故事。
（2）引入新故事教师继续提问：Is Floppy a good dog or a bad dog? （请学生自由作答）Today we are going to learn another story about Floppy What a Bad Dog!（板书标题）What did Floppy do? Let’s find the answer in the story.2. 看图讲故事（Storytelling）：理解故事情节，观察Floppy做了些什么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，让学生仔细观察Floppy在故事中做了些什么。
《典范英语》(1b-L15)教学参考
《典范英语》（1b-L15）教学参考In the Trolley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；能够根据图片复述故事；能够结合生活实际简单描述购物经历。
2.非语言能力目标：通过引导学生观察Kipper和Mum在超市购物的过程，培养学生的观察力和想象力；培养学生敢于表达自己的自信和勇气。
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，了解故事背景。
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）、手推车图片（见附件）、单词卡（bag/grass/hat/bed/ floor/basket/book/cup）、故事图片、句卡。
五、课堂教学基本步骤1. 导入（Lead-in）：展示手推车图片，引入故事情境通过展示手推车图片，引入故事情境，为看图讲故事做好铺垫。
（1）教师展示手推车的图片，并与学生互动：Look! What’s this?It’s a trolley.Where do you usually see a trolley?I usually see a trolley in the supermarket.Do you often go to the supermarket?Do you put things in the trolley?（2）引出故事，自然过渡到讲故事环节：One day, Mum wand Kipper went shopping. They went to a supermarket. Did they get a trolley? What did they buy? Let’s learn the new story In the Trolley.2. 看图讲故事（Storytelling）：理解故事情节，观察Kipper和Mum在超市购物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Kipper和Mum在超市购物的过程，感受Kipper对彩蛋的喜爱。
《典范英语》(3b-L12)教学参考
《典范英语》（3b-L12）教学参考The Real Floppy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；能看图复述主要故事情节；能够仿写故事。
2. 非语言能力目标：通过让学生观察故事图片预测故事发展培养学生的观察力和想象力；通过划分故事、总结大意锻炼学生分析总结能力；通过复述和讨论培养学生自信表达的勇气；培养学生文明出游的意识。
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、CD机、课件（课题组提供）、沙雕图片、Floppy图片。
五、课堂教学基本步骤1. 导入（Lead-in）：了解沙雕，引入故事情境教师展示沙雕图片及1b第4课沙滩城堡图片（见课件），并与学生互动：Look at the pictures. （展示一系列沙雕图片）What do they look like?What are they made of?Do you like to play with sand?One day, the family also made something out of sand on the beach. What did they make? How did they make it? Let’s have a look.2. 看图讲故事（Storytelling）：理解故事情节，观察爸爸和孩子们在海滩上做了什么样的沙雕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，让学生猜测Floppy沙雕的制作过程，观察一家人的面部表情。
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-L13)教学参考
《典范英语》（1b-L13）教学参考Hop! Hop! Pop!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；能复述故事；掌握字母“p”和字母组合“pp”的拼读规律。
2.非语言能力目标：充分感受一家人一起玩气蹦袋的欢乐；观察故事人物在例外情境下的表情和动作，锻炼学生的观察力和想象力。
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，了解故事背景。
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.xx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、句卡。
五、课堂教学基本步骤1.导入（Lead-in）：观察标题图片，了解气蹦袋通过让学生观察标题图片，大胆猜测，引入故事情境。
（1）展示标题图片，并与学生互动：What is it?What is it used for?Can you play with it?（请学生动作演示）（2）之后，教师总结并自然过渡到讲故事环节：It is a hopper. You can sit on it and hop. One day, the family had a hopper race. Who was inthe race? Who would win? Did they have fun? Let’s learn the new story.2.看图讲故事（Storytelling）：理解故事情节，体会一家人一起玩气蹦袋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Biff和Chip、Dad和Kipper的两组比赛，体会气蹦袋破裂时的欢乐。
(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。
2024年教案课件典范英语6al12教学参考
一、教学内容本节课选自典范英语6A教材第12课，内容主要围绕“交通安全”主题展开。
详细内容包括：课文阅读、词汇学习（如：accident, crossing, traffic light等）、语法点（一般现在时的用法）、功能句型（如：It’s important to…, We should…）以及相关文化背景知识。
二、教学目标1. 让学生掌握课文内容，理解交通安全的重要性。
2. 学会并运用新词汇和语法点，提高英语表达能力。
3. 培养学生的安全意识，使其在日常生活中遵循交通规则。
三、教学难点与重点1. 教学难点：一般现在时的用法，以及功能句型的运用。
2. 教学重点：课文内容理解，新词汇的掌握以及交通安全意识的培养。
四、教具与学具准备1. 教具：PPT课件、黑板、录音机、磁带。
2. 学具：课本、练习册、字典、笔、纸。
五、教学过程1. 导入：通过展示一组交通事故图片，引发学生对交通安全的关注，进而引入本节课的主题。
2. 新课内容展示：播放课文录音，让学生跟随录音朗读，理解课文内容。
3. 词汇学习：讲解新词汇，让学生进行例句练习，巩固词汇用法。
4. 语法讲解：以一般现在时为例，讲解语法点，结合功能句型进行练习。
5. 随堂练习：让学生运用新学的词汇和语法点，进行小组讨论，讨论如何在日常生活中注意交通安全。
6. 小组展示：每组选代表进行展示，教师进行点评和指导。
六、板书设计1. 交通安全2. 课文重点句子和词汇3. 一般现在时的用法4. 功能句型七、作业设计1. 作业题目：（1）根据课文内容，编写一段关于交通安全的对话。
（2）用一般现在时描述自己遵守交通规则的情况。
2. 答案：（1）A: Do you know why it’s important to foll ow traffic rules?B: Yes, following traffic rules can protect us from accidents.A: That’s right. We should always be careful when crossing the road.B: And we should never run across the road without looking.（2）I always follow traffic rules. I wait for the green light before crossing the road and I never play near the road.八、课后反思及拓展延伸1. 课后反思：本节课通过实际案例导入，激发了学生的学习兴趣，课堂氛围较好。
《典范英语》(2b-L2)教学参考
《典范英语》（2b-L2）教学参考Super Dad!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；能根据提示复述故事；能够仿写故事。
2. 非语言能力目标：体会Wilma对爸爸态度的转变及其原因；能谈谈自己心中的英雄形象，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，了解故事背景：红鼻子日是英国特有的节日，它是以慈善救济为主题的募捐日。
这个节日第一次举行是在1988年2月5日，第二次是1989年3月10日，以后每隔一年举行一次，日期定在三月的第二个或第三个星期五。
红鼻子日当天，很多人会“乔装打扮”，把头发染红，戴上红鼻子，通过喜剧表演来募集善款，帮助英国和非洲的贫困者与社会弱势群体。
很多学校也趁此机会进行爱心教育，很多老师都带着红鼻子上课；还有人穿上鲜红的衣服，组织小型募捐活动，让学生们在玩乐中学会助人。
家长们也鼓励孩子积极参与活动，有意识地培养他们的爱心。
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）、道具（红鼻子、水桶、红鼻子贴纸）、词卡（见环节6）。
五、课堂教学基本步骤1. 导入（Lead-in）：介绍红鼻子日通过图片和道具，介绍Red Nose Day，为看图讲故事做好铺垫。
（1）教师展示一张Red Nose Day的图片（见课件），并进行简要介绍：Look at this picture. Can you read it?Red Nose Day.When is Red Nose Day?It is in March.What do people do on Red Nose Day?（2）教师准备道具：一个红鼻子、水桶、几张红鼻子贴纸。
《典范英语》(3a-L12)教学参考
《典范英语》（3a-L12）教学参考The Carnival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；能理顺故事情节并复述故事；掌握字母组合“ar”的拼读规律；能改编并仿写小故事。
2. 非语言能力目标：让学生体会狂欢节的文化氛围；通过仿写故事，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、教师要求1. 教师课前须熟读故事，了解本课故事相关的文化背景：狂欢节(carnival)盛行于欧美地区，但各地的庆祝日期并不相同。
大部分国家都在2月中下旬举行庆祝活动。
过去在复活节前有一个为期40天的大斋期，即“四旬斋”（Lent）。
斋期里，人们禁止娱乐，禁食肉食，反省、忏悔以纪念复活节前3天受难的耶稣，生活肃穆沉闷。
在斋期开始前的3天里，人们会专门举行宴会、舞会、游行，纵情欢乐，故有“狂欢节”之说（也音译作“嘉年华”）。
如今狂欢节的宗教色彩已经逐渐淡化，各国的狂欢节都颇具特色，化妆舞会、花车游行、假面具和宴会等传统活动都保留了下来。
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、花车图片、单词图卡（park/hamburger/light/bull’s-eye/barbecue/goldfish/ dragon/carnival/trainers/go-kart）。
五、课堂教学基本步骤1. 导入（Lead-in）：观看视频，初步了解carnival通过观看视频，让学生了解西方狂欢节，为看图讲故事做好铺垫。
（1）播放Rio视频片段，并与学生进行互动：What is a carnival?What do people do? （BQ: Do they dress up? Do they make floats? 展示花车图片）（2）教师总结，并自然过渡到讲故事环节：Carnival is a big party. People dress up. They dance. They make beautiful floats. They have great fun. There was a carnival in Wilma’s town. All were getting ready for the float competition. What did they make? Did they have fun? Who would win? Let’s have a look.2. 看图讲故事（Storytelling）：理解故事情节，观察狂欢节的花车游行并感受其中的欢乐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，让学生感受狂欢节中花车游行的欢乐氛围。
《典范英语》(1a-L29)教学参考
《典范英语》（1a-L29）教学参考Go Away, Floppy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；能够准确理解故事情节并完成相应任务；掌握并运用“I am____ing./We are ____ing.”的表达方式；能惟妙惟肖地表演故事；初步掌握字母组合“ng”的拼读规律。
2.非语言能力目标：让学生感受故事中Floppy在情绪上发生的变化及变化原因；引导学生善待动物；训练学生独立思考的能力；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）、句卡和词卡（见检查理解环节）。
五、课堂教学基本步骤1.导入（Lead-in）：猜测导致Floppy难过的各种原因让学生讨论导致Floppy伤心难过的各种可能，为进入故事情境铺垫。
（1）教师展示标题下的图片（见课件），提出问题，与学生互动：Look at the picture. How did Floppy feel?（BQ: Was he happy? Was he sad?）When was Floppy sad?（BQ: Was he sad when he was ill?）（2）学生讨论了各种可能后，过渡到看图讲故事环节：Floppy was sad in the new story.What made him sad? Let’s learn the storyGo Away, Floppy.2.看图讲故事（Storytelling）：理解故事情节，感受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，让学生充分体会Floppy“高兴—悲伤—高兴”的心情变化及变化原因。
《典范英语》(1b-L21)教学参考
《典范英语》（1b-L21）教学参考The Bag in the Bin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；能用故事语言描述故事图片；了解清辅音浊化现象。
2. 非语言能力目标：体会故事人物在不同情境下的心情变化；通过表演和讨论培养学生的想象力和思维能力。
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）、故事图片序号、故事图片(1-8)、句卡（见检查理解环节）。
五、课堂教学基本步骤1. 导入（Lead-in）：激发学生兴趣，导入故事情境通过展示图片，激发学生兴趣，导入故事情境。
教师展示标题图片（见课件），并与学生互动：What’s this?It’s a bin.What do we put in it?We put trash in the bin.之后，自然过渡到看图讲故事环节：One day, Dad put some bags in the bin. Were they bags of trash? What would happen in the story? Let’s learn the new story The Bag in the Bin.2. 看图讲故事（Storytelling）：理解故事情节，观察一家人的表情和动作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，让学生观察一家人的表情和动作，体会妈妈焦急、难过的心情。
（Picture 1）Mum and Kipper went shopping.Kipper looked out of the window.Mum got the shopping.What did Mum get?She got apples, milk and eggs.（Picture 2）Mum put it in a bag.（Picture 3）Mum and Kipper got home.A neighbour called Mum.Mum put the bag on the step.（指向台阶）（Picture 4）Look! What did Dad do?Dad put the shopping in the bin.He thought it was trash.（Picture 5）The bin man took the bin.Did Mum see that?（Picture 6）Yes. She ran to the bin man.She yelled, “Wait! My bag is in the bin!”（Picture 7）The bin man got the bag.“Is this your bag?” said the bin man.“Yes. It is my shopping!” Mum said.（Picture 8）Oh no!Scrambled eggs.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。
典范英语教学参考 (1)
《典范英语》（1a-L2）教学参考Six in a Bed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Ten Little Numbers（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, we are going to learn a story about numbers.Can you see a number in the title? Six.Can you read the title? Six in a Bed.Who were in the bed? Let’s find the answer in the story.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。
典范英语1b_12 Mum's New Hat 绘本阅读公开课 教案
Where was the hat?
It was on the ground.
Yes, a bike ran over the hat.Oh no!
Tshowspicture 7 Picture 8:
What can you see?
To train Ss’ reading skills offinding information in the story.
To develop Ss’ imagination and thinking by prediction
Post-task
1Work in groups and try to retellthestory while acting out the story.
S: No!
T: Where was the hat?
S: The hat was in the pond.
Students try to tell the story with the help of the recording and guide from teacher.
Look at Dad, he was pointing to the hat, saying“getthathat”.
How was the weather?
S: Windy.
While-task
1.T shows Ss the pictures.
⑥
⑦⑧
⑨
2.Read and imitate.
Ss listen totherecord.
Ss read after the recordingwithbooks.
Ss read in groups by themselves.
《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。
典范英语1b_12MumsNewHat绘本阅读公开课教案
典范英语1b_12MumsNewHat绘本阅读公开课教案Week: 16th Date: June.18 Designer: WillTopic Lesson 12 Mum’s New Hat Period 1Objectives Words: had, wind, blew, blew…off, get, ran, pay attention to letter “t”Skills objectives:1. Students can understand the story, especially the nervous feeling of the family members.2. They can retell and try to act out the story.Activities 1. Ss learn to understand the story by predicting, picture-talking, listening and reading.2. Ss retell the story according to the mind map.3. Group work: Ss try to retell and act the story with the help of pictures and keywords.Aids Books, computerProcedure Content Methods PurposeWarmingup 1. Ss watch a video about windyautumn.T: How is the weather?S: It is windy.T: What happened to George’shat?S: ….T: Yes, it flew(fly) away. /offTo warm up andlead to the hat.Teaching Pre-task 1.Lead in the story. Pic ①T: Look! Mum and Dad dressedup, went to a party. Mum had a new hat.How was the weather?S: Windy.While-task 1.T shows Ss the pictures.②③④Listen to the sound of wind.T: The wind blew.What would happen to the hat? T: Let’s find out what happened S: Flew away. /offT: The wind blew Mum’s hat off.Students listen to the tape. Teacher emphasizes the gestures of Mum and Dad.Students listen to the wind and try to speak out: The wind blew. T: Did Dad get the hat?S: No!T: Where was the hat? Students can talkabout the storybypicture-talkingand predicting.⑤⑥⑦⑧⑨2.Read and imitate.①Ss listen to the record.②Ss read after the recording with books.③Ss read in groups by themselves. S: The hat was in the pond. Students try to tell the story withthe help of the recording andguide from teacher.Look at Dad, he was pointing tothe hat, saying “ge t tha t ha t”.Did Kipper get the hat?Where was the hat?It was on the ground.Yes, a bike ran over the hat. Ohno!T shows picture 7 and Sscomplete the blanks.Picture 8:What can you see?A bench, and a man.Yes, he was painting the bench.Explain “Wet paint!”T: Mum got the hat. Was Mumhappy? Was dad happy?S: No.T: Was the man happy?No, he was angry.Read and practice the following:Mum had a new hat.The wind blew. Oh no!“Get my hat.".Dad ran.“Look at my new hat!”To train Ss’reading skills offindinginformation inthe story.To develop Ss’imagination andthinking bypredictionPost-task 1 Work in groups and try to retell the story while acting out thestory.2 Make a new story about Peppaand George according to the videoas the shortened passage.Ss have 3-4mins to retell thestory and try to act out the story.To traincommunicatingskills.HomeworkRecite the shortened story. Teaching reflection。
典范英语2B
典范英语2B目录Lesson 1 Poor Old Rabbit! (2)Lesson 2 Super Dad (3)Lesson 3 I Can Trick a Tiger (3)Lesson 4 The Monster Hunt (4)Lesson 5 Floppy and the Bone (5)Lesson 6 Ouch! (5)Lesson 7 A Cat in the Tree (6)Lesson 8 The Egg Hunt (7)Lesson 9 Nobody wanted to play (7)Lesson 10 The rope swing (8)Lesson 11On the sand (9)Lesson 12 By the stream (9)Lesson 13 The Duck Race (10)Lesson 14 The Ice Rink (10)Lesson 15 The Mud Bath (11)Lesson 16 Pond Dipping (11)Lesson 17 Sniff (12)Lesson 18 The Steel Band (12)Lesson 19 Adam goes shopping (13)Lesson 20 Adam's Car (14)Lesson 21 Mosque School (14)Lesson 22 Lucky the Goat (15)Lesson 23 Yasmin and the Flood. (15)Lesson 24Yasmin's Dress. (16)Lesson 25 Midge in Hospital (16)Lesson 26 Roy and the Budgie (17)Lesson 27 Pip at the Zoo (17)Lesson 28 Joe and the Bike (18)Lesson 29 Midge and the Eggs (18)Lesson 30 Pip and the Little Monkey (19)Lesson 1 Poor Old Rabbit!Floppy saw a toy rabbit.‘Poor old rabbit,’ said Floppy. ‘Nobody wants it.’Floppy took it to Kipper. ‘Poor old rabbit,’ said Kipper.Kipper took it to Mum.‘Look at this rabbit,’ said Kipper. ‘Nobody wants it.’‘Poor old rabbit,’ said Mum. Dad was hed it.Kipper brushed it. Chip and Wilma wended it.Everybody wanted it now. Oh no!‘Poor old rabbit,’ said Kipper.Lesson 2 Super Dad‘Look at Dad,’ said Mum.‘Dad looks silly,’ said Wilma. ‘No, he looks good,’ said Wilf. Dad put on a red nose. ‘Oh!’ said Wilma. ‘Dad looks so silly.’Dad had a bucket. ‘Put your money in here,’ he said.Oh no! A man took Dad’s money.‘Stop!’ called Mum. ‘Come back.’But the man didn’t stop.Dad got on a bike.The man ran fast… but Dad went faster.‘Got you,’ said Dad. ‘Help!’ said the man.‘Super Dad!’ said Wilma.Lesson 3 I Can Trick a TigerFloppy was dreaming that he was in the jungle.A tiger jumped out. ‘Got you!’ he said.‘I can trick a tiger,’ said Floppy.‘Look out!’ said Floppy. ‘There’s a bee on your nose.’‘Oh no! said the tiger, and he let Floppy go.A Crocodile jumped out. ‘Got you!’ she said.‘I can trick a crocodile,’ said Floppy.‘Look out!’ said Floppy. ‘There’s a bee on your nose.’ ‘Oh no!’ said the crocodile, and she let Floppy go.A snake slid out. ‘Got you!’ she said.‘I can trick a snake,’ said Floppy.‘Look out! Said Floppy. ‘There’s a bee on your nose.’‘Oh no! said the snake, and she let Floppy go.A rabbit jumped out. ‘Got your!’ said Floppy.‘Look out!’ said the rabbit. ‘There’s a bee on your nose.’Buzzzzzzz! ‘Oh no!’ said Floppy.Lesson 4 The Monster HuntGran took the children on a monster hunt.Biff saw some monster footprints.Chip saw a monster gloves, and…Kipper saw the monster!‘Come on,’ said Gran. ‘Let’s get that monster!’The monster ran. It ran up the hill.It ran into the mill… and hid.‘Come on,’ said chip. ‘Let’s get that monster!”They went into the mill.‘Sssh!’ said Gran. ‘I can see the monster’s tail.’‘Gran pulled the monster’s tail. ‘Got you!’ she said.‘AARGH!’ said the mon ster.Crash! went a sack. Crash! went the monster.The monster looked at the children. ‘Help!’ he said.‘Monsters!’Lesson 5 Floppy and the BoneFloppy saw a big bone.‘I want that bone,’ said Floppy.So he took it!‘Stop! Stop!’’ said Biff. ‘Drop the bone!’ said Chip. But Floppy didn’t stop, and he didn’t drop the bone! He ran up the hill.He ran into a wood… and onto a bridge… and stopped! Floppy looked down. He saw a dog in the water.The dog had a big bone.Floppy wanted that bone, too.Grrrrrrrr! Went Floppy.Splash! went the bone. Splash! went Floppy.‘Oh no! said Floppy. ‘the dog I saw was me!’Lesson 6 Ouch!Floppy was dreaming that he was in the desert.It was hot in the desert. The sand was hot. ‘Ouch!’ said Floppy. Floppy saw a girl on a horse. The girl was Biff!‘Quick! Come with me,’ said Biff. ‘A sandstorm is coming.’The wind blew the sand. Biff put Floppy on the horse.The horse went fast. ‘Go faster!’ said Biff. ‘The sandstorm is coming!’The horse went faster. ‘Ouch!’ said Floppy.The horse stopped. Oh no!Floppy flew off the horse. ‘Ouch! Said Floppy.‘Oh! There’s my cactus,’ said Biff.Lesson 7 A Cat in the TreeFloppy barked at a cat.The cat ran up a tree.Biff was cross with Floppy.Wilma climbed on the wall.Wilma climbed up the tree.She couldn't get the cat.Wilma couldn't get down.Wilma's dad was cross.He put the ladder up.Wilma climbed down.Wilma's dad climbed the tree.He couldn't get the cat.Wilma's dad was stuck.The cat jumped down.The fireman put a ladder up.Wilma's dad climbed down.Oh no! said everyone.Lesson 8 The Egg HuntKate came to stay.Mum and Kate made a cake. Kate put little eggs on it.Wilma looked at the little eggs. She had an idea.Wilma went to the park. She wanted to hide some eggs.She put them in the trees. She put them in the flowers.Wilf and Kate came to the park. ‘You can look for eggs,’ said Wilma. Kate looked for the eggs. ‘Where are they?’ she said.The squirrels had them. ‘Squirrels like eggs,’ said Kate.‘So do I,’ she said.Lesson9 Nobody wanted to playWilf was cross.Nobody wanted to play. He went to the park.Wilf played on the rocket. “I am a spaceman,” he said.He played on the see-saw. “I am a juggler,” he said.He played on the horse. “I am a cowboy,” he said.He played on his bicycle. “I am a stuntman,” he said.He climbed up the ladder. “I am a fireman,” he said.He climbed on the wall. “I am a spiderman,” he said.Whoops!1. juggler[英] [ˈdʒʌglə] n. 玩杂耍的人；杂耍，把戏2. cowboy[英] [ˈkaʊˌbɔɪ] n. 牛仔；牧童；富有冒险精神的英雄3. stuntman[英] [ˈstʌntˌmæn] n. 特技替身演员Lesson 10 The rope swingThe children went to the stream.They looked at the swing. Wilf climbed on the swing.Chip pushed Wilf. Floppy looked at the rope.Biff climbed on the swing. Floppy barked and barked.Chip climbed on the swing. Floppy barked and barked and barked. Kipper went on the swing. “What a silly dog!” said kipp er. Wilma went on too. “What a silly dog!” said Wilma.The children went home. Floppy looked at the rope.Splash! Oh no!50. silly[英] [ˈsili] adj. 蠢的；糊涂的；不明事理的；没头脑的Lesson 11On the sandBiff and Chip played on the sand.Dad went to sleep. Biff and Chip put sand on Dad.They made a sandcastle. They put Dad’s hat on top.They went to get an ice cream. Dad was still asleep.Chip looked at the donkeys. Biff looked at the boat.They looked at the go-karts.They looked at Dad’s hat. “Oh no!” said Biff.Dad was hiding. Biff was cross.The hat was on a stick.49. donkey[英] [ˈdɔŋki] n. 驴，毛驴；笨蛋，傻瓜；Lesson 12 By the streamMum and Dad sat on the rug.The children played by the stream. Biff went on the bridge. They dropped sticks in the water. Kipper couldn’t see. Kipper climbed up. He dropped Teddy in the water. “Get Teddy,” said Kipper. Biff couldn’t get Teddy.“Get Teddy,” said Kipper. Mum couldn’t get Teddy.“I want Teddy,” said Kipper. Dad couldn’t get Teddy.Dad fell in .Splash!“I am a frogman,” said Dad.Lesson 13 The Duck RaceWilma had an idea.The children made six ducks. ‘let’s have a duck race,’ said Wilma. Mum began the race. ‘Drop the ducks in,’ said Mum.The ducks went down the s tream. Oh no! Wilma’s duck sank. Chip’s duck got stuck in the reeds. Biff’s duck got stuck in the weeds. Wilf’s duck got stuck on a log. ‘Get it off with a stick,’ said Chip. Kipper’s duck went fast. It went past Dad’s duck.Two swans flew down. They landed on the ducks!‘Six soggy ducks,’ said Kipper.Lesson 14 The Ice RinkWilf and Dad went to the ice rink. They put skates on.They went on the ice. ‘Hold my hand.’ Said Dad.Wilf held Dad’s hand. ‘This is fun.’ Said Wilf.Wilf let go of his Dad’s hand. He began to skate.Whoops! Wilf sat down with a bump. ‘This ice is cold,’ said Wilf. Dad began to skate. He went round the rink.‘Look at me spin!’ said Dad. ‘Look at me jump!’Dad got some cold drinks. ‘Look out, Dad,’ said Wilf.Oh no! a banana skin.Lesson 15 The Mud BathDad was playing football.He ran with the ball. ‘Go on Dad!’ called Chip. ‘Kick it!’Dad fell over in the mud. Splat! ‘Bad luck, Dad!’ said Biff.‘Oh Dad,’ said Mum. ‘What a mess.’ ‘I want a bath,’ said Dad. Dad went up to the bathroom. He ran a bath.Dad came down. There was football on TV.Dad looked at the football. ‘Go on!’ he called. ‘Kick it!’Dad forgot the bath. Drip! Drop! Drip!Plop! Plop! Splat!‘What was that?’ said Dad.Splash! ‘Oh no,’ said Dad.Lesson 16 Pond DippingWilf and Wilma were at the pond.The net got stuck. ‘Help me pull,’ said Wilf.They pulled the net. It was stuck on some junk.Wilma got a big stick. ‘Let’s pull it out,’ she said.Wilf and Wilma pulled. They couldn’t pull the junk out.Mum and Dad helped. They pulled out an old pram.Plop! A frog hopped out. It made Wilf jump.Splash! a fish jumped up. ‘A pram full of fish,’ said Dad.‘Pram dipping!’ said Wilma.Lesson 17 Sniff‘Will you look after Sniff today?’ said Mrs May.Wilf and Wilma were happy. They wanted to look after the puppy.They took Sniff to the park. The puppy was excited.Sniff liked to roll on her back… jump up for a stick… run after a ball… and bark at a cat.Then Sniff went in the mud. She ran after a duck. She jumped in the pond, and she barked at a dog.‘I am hot,’ said Wilf. ‘I want a rest.’‘I am hot, too,’ said Wilma. ‘I want a drink.’Mum couldn’t find Sniff. She couldn’t find Wilf and Wilma.Mum and Dad looked and looked. ‘They must be lost,’ said Mum.They were fast asleep. ‘They are worn out,’ said Dad.Lesson 18 The Steel BandA band came to play.‘My name is Stan,’ said a man. ‘I want you to help us.’‘I want you to clap,’ he said. ‘Clap your hands and tap your feet.’‘I want you to sing a song.’ ‘sing it with us!’The children sang wi th the band. ‘Now clap as you sing,’ said Stan.‘Who wants to play in the band?’ the children put up their hands. Everyone wanted to play. ‘You can all play,’ said Stan.Wilf hit the drum. ‘Tap it,’ said Stan. ‘Don’t bang it.’What a grand band!Lesson 19 Adam goes shoppingMum and Dad went shopping.They took Adam and Yasmin.Mum wanted a kettle. Adam wanted to go home.Yasmin wanted some shoes. Adam was bored.Dad wanted a track suit. Adam was fed up.Adam was tired. He went into a tent.Mum and Dad looke d for Adam. They couldn’t find him. Everyone looked for Adam.Adam was fast asleep.1. kettle[英] [ˈketl] n. （烧水用的）壶；小汽锅2. track suit[英] [træk sju:t] n. 径赛服Lesson 20 Adam's Car.Adam had a new car.He saw a car on television. It looked like his car. Adam had an idea.He went to the flour bin. He put flour on the car. He dropped the car. “Oh no!” said Adam.He looked in the flour. He couldn’t find the car. The bin fell over. The flour went everywhere. Mum was cross.Adam was sorry.37. flour[英] [ˈflauə] n. 面粉38. bin[英] [bin] n. 箱子，容器；Lesson 21 Mosque School. Yasmin went to a mosque school.Adam wanted to go. But he was too little.He wanted to look inside.Adam couldn’t see. He climbed on the lamp post. Adam got stuck. “Oh no!” said his Mum.“Help!” called Adam. Everyone ran to help. The firemen came. They got Adam out.“You can go to mosque school,” said Grandad.“Horray!” said Adam.41. mosque[英] [mɔsk] n. 清真寺，伊斯兰教寺院42. stuck[英] [stʌk] v. 刺(stick 的过去式及过去分词) Lesson 22 Lucky the Goat.Adam and yasmin went on holiday.They stayed with Grandmother.Grandmother had a party. Everyone wanted to come. Grandmother had a kid goat. The kid was called Lucky.Yasmin looked after Lucky. She gave her a bottle.She gave her a cuddle. She played with her every day.The holiday was over. Yasmin was sad.Adam had spots. They couldn’t go on the areophane. “Chicken pox,” said the doctor. “Come back in two weeks.”“Lucky!” said Yasmin.37. cuddle[英] [ˈkʌdl] n. 搂抱，拥抱38. chickenpox[英] [ˈtʃɪkɪnpɒks] n. 水痘Lesson 23 Yasmin and the Flood.Yasmin had a new dress. Her mum had made it. Yasmin put it on. Yasmin looked pretty. “Wha t a pretty dress!” said Dad.Yasmin went to Gran’s. “Wha t a pretty dress!” said everyone.Yasmin and Adam went to play. Adam got paint on his hands.Adam got paint on Yasmin’s dress. “Oh no!” said Yasmin.Yasmin was cross. Adam was upset.Grandfather got the paint off. Everyone was happy.Lesson 24Yasmin's Dress.Yasmin couldn’t sleep. The rain woke her up.Yasmin went downstairs. “Oh help!” she said.Mum and Dad came downstairs. “Oh help!” said Dad.The shop was flooded. Everything was wet.“What a mess!” said Yasmin. The cloth was wet.They took the clothe outside. “Hang it up to dry,” said Yasmin. Everyone helped. The sun came out.“It looks lovely,” said everyone. “Let’s have a party,” said Yasmin. Everyone was happy.39. flood[英] [flʌd] vi. 涌出；为水淹没Lesson 25 Midge in HospitalMidge fell off his bike.The ambulance came. The man looked at Midge’s foot.They took Midge to hospital. Midge was frightened. He di dn’t want to goto hospital.A doctor looked at Midge’s foot. A doctor gave Midge a sweet. Midge’s mum came to see him. She gave him a toy.Midge’s nan came to see him. She gave him some fruit. Midge’s friends came to see him. They gave him some books.‘It’s not so bad in hospital,’ said Midge.‘It’s good to be home.’Lesson 26 Roy and the BudgieRoy had a budgie. He called a Joey.Joey flew outside. ‘Oh no!’ said Roy.Roy couldn’t get Joey. Joey flew away.Roy went to the wood. He looked for Joey.Roy coul dn’t see Joey. An ostrich was in the wood.Roy looked at the ostrich. The ostrich looked at Roy.They saw the zoo-keeper. The zoo-keeper had a budgie.‘It’s my ostrich,’ said the zoo-keeper. ‘It’s my budgie,’ said Roy.‘Thanks,’ they said.Lesson 27 Pip at the ZooPip went to the zoo.Pip’s dad was a zoo-keeper. Pip helped her dad.Pip gave the deer some food.The deer pushed Pip over.Pip gave the monkeys some bananas. A monkey took Pip’s hat.Pip gave the elephants some water. The elephant took Pip’s swe ets. Pip gave the parrots some fruit. A parrot pecked her finger.‘Do you want to feed the crocodiles?’‘No thanks,’ said Pip.Lesson 28 Joe and the BikeJoe went to speedway.Joe liked speedway. His dad was a speedway rider.Joe’s dad was in a race. He was in front. ‘Come on!’ shouted Joe. Joe’s dad fell off. ‘Oh no!’ said Joe.Joe’s dad pushed his bike. ‘What a rider!’ said Joe.It was Joe’s birthday. His dad gave him a bike. Joe liked the bike. Joe was in a race. He was in front. ‘Come on!’ shouted Dad.Joe fell off. ‘Oh no!’ said Dad.‘What a rider!’ said Dad.Lesson 29 Midge and the EggsMidge’s mum wanted some eggs.Midge went to the egg shop. He put the eggs in a bag.‘Come and play,’ said his friends. ‘I can’t,’ said Midge. ‘My Mum wants these eggs.’Midge saw his friend. His friend had a go-kart. Midge wanted a go. Midge put the bag down. He went on the go-kart. He forgot the eggs.A man put the bag in the truck. ‘Oh no!’ said Midge. ‘The eggs!’Midge’s mum looked at the bag. ‘Sorry, Mum,’ said Midg e.Midge’s mum went to the egg shop. She got some more eggs. She put the eggs in a basket..Oh no!Lesson 30 Pip and the Little MonkeyPip was at the zoo.Pip’s dad was a zoo-keeper.Pip helped her dad.They looked at a little monkey. The monkey was ill.They took the money home.They monkey got better. Pip played with it.They took the monkey to the zoo. Pip cried and cried. She wanted to keep the monkey.They went to the monkey house. The little monkey ran to its mum.The little monkey jumped and jumped. It was happy.Pip was happy too.。
《典范英语》(1b-L12)教学参考Mum’s New Hat
（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-L24)教学参考
《典范英语》（1a-L24）教学参考What a Mess!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；能根据图片简单复述故事；灵活运用“… made ...”的表达方式；初步掌握字母组合“ss”的拼读规律。
2.非语言能力目标：让学生感受一家人自己动手制作各种东西的氛围；培养学生主动承担责任和爱清洁的好习惯。
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）、人物图、图片（dress, jam, scarf, lorry, birthday card, mess）、词卡和句卡（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）：理解故事标题通过观察图片，理解故事标题，为看图讲故事做好铺垫。
教师通过PPT展示两个房间的图片（整洁的房间和脏乱的房间），与学生互动，然后自然过渡到看图将故事环节：Look at the pictures.Which room do you like? Why/Why not?Is your room a mess?What will you do if your room is a mess?One day, the family made a mess. What did they do? Let’s learn the story What a Mess.2. 看图讲故事（Storytelling）：理解故事情节，体会一家人的不同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，让学生观察每人亲手做了什么以及最后一幅图的杂乱场面。
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《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? Let’s find the answer in the story.2. 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。
（picture 1）Look at picture 1. Who can you see?Floppy. Where was Floppy?He was in his back garden.There was a small hole. Look! Who was looking through it? （指向围栏上的小洞）（Picture 2）Button was looking through the hole.（指着Button）He was in his back garden.He saw Floppy.Then what would he do?（Picture 3）Look! He dug and dug …He wanted to dig a big hole.（Picture 4）Button wanted to pass through the hole.Did he pass through?No. He was stuck.（Picture 5）Grandpa helped Button.“Push him!” said Lin.（动作演示push）Grandpa pushed and pushed …Did Button budge?No. Button did not budge.（Picture 6）Mum helped Button.“Pull him!” said Kipper.（动作演示pull）Mum pulled and pulled …Did Button budge?No. Button did not budge.（Picture7）Then who helped Button?Floppy.Look at Floppy. He got a big bone.（指着Floppy嘴里的骨头）Button saw the bone.And he wanted the big bone.（指着Button的口水）（Picture 8）So Button got out of the hole.He got the big bone.Kipper was very happy. “He did it!” he said.Floppy was happy, too.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. 听录音跟读（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，注意在表达不同情绪和感觉时的语气变化，并注意“Push him!”“Pull him!”“He did it!”的语音语调。
（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1-2遍。
要求学生逐句跟读录音并指读，鼓励学生大胆开口，读出戏剧化效果，读出感情。
（3）放录音，让学生接龙跟读，看谁读得有味道、有感情。
教师要做出示范，引导学生根据不同情绪和感觉读出不同的语气。
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，练就语言基本功。
在朗读过程中注意引导学生根据不同情绪读出不同的语气。
（1）全班朗读。
教师组织全班同学齐声朗读一两遍。
（2）分组朗读。
教师将学生分成男生、女生两组进行朗读接龙，看哪组学生朗读得更好，给予表扬。
（3）游戏朗读。
教师设立抽奖箱，将数字1-8放入抽奖箱中，请学生轮流上台抽取，抽到哪个数字就读哪一幅图，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，加强对故事内容的理解（1）完成表格●教师针对故事主线提问：Button was stuck. Who helped him?，请学生回答。
●教师展示下列表格（见课件），学生两人一组，一问一答。
●请3组学生展示，然后教师通过PPT展示正确答案（见课件）。
What did he/she do? Did Button budge?Grandpa Grandpa pushed Button. No, he did not budge.Mum Mum pulled Button. No, he did not budge.Floppy Floppy got a big bone. Yes, he did it!（2）复述故事根据表格，教师带领学生一起复述故事。
然后，请几名学生接龙复述故事。
复述前，教师可示范复述故事开头，如：Floppy was in his back garden.Button was in his back garden,Button dug and dug …Button was stuck.6. 表演（Role-play）：创设故事情景，重现Button获救的过程通过表演重现Button获救的过程，让学生感受到故事的幽默。
（1）请学生自由结成6人小组，分别扮演Floppy, Button, Grandpa, Lin, Mum, Kipper，帮助学生设计台词：（图1）Floppy: I am in my back garden.（图2）Button: I am in my back garden, too. Look! I can see Floppy!（图3）Button: I dig and dig …（图4）Button: Oh no! I am stuck!Floppy: Poor Button!（图5）Lin: Push him!Grandpa: Come on, Button!（图6）Kipper: Pull him!Mum: Come on, Button!（图7）Floppy: I got a big bone. Come on, Button!Button: I want that bone!（图8）Kipper: He did it!（2）请学生大声朗读台词，并准备2-3分钟。
然后请2-3组学生上台展示，表演过程中，教师需鼓励学生运用丰富的表情和动作表达出故事中不同角色的情绪。
7. 拼读练习（Practising Phonics）：培养拼读意识，复习字母“u”的拼读规律（1）发现字母“u”的两种发音●教师在黑板上板书单词：dug，在字母“u”下划线，并带学生读：d-u-g-dug，帮助学生掌握字母“u”的发音。
●请学生从课文中找出含有字母“u”的单词：stuck/budge/pull/push。
●请学生将找出的单词按照字母“u”的发音进行归类，并总结：如果字母“u”放在字母“p”之后时，一般发/u/的音。
（2）辨音游戏教师读单词：stuck/pull/but/push/budge/put/rug/cut，让学生听到与“dug”中字母“u”发音相同的单词时拍手。
8. 家庭作业（Homework）（1）反复听故事，熟读故事。
（2）写一写本课含有字母“u”的单词：stuck, Button, dug, budge; pull, push，并读给爸爸妈妈听，注意不同的发音。
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和非语言能力等目标，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；学生能否简单地复述故事；能否表演故事；是否观察到Button是如何获救的等。
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观察图片中Button为什么被困住，谁帮它脱离了困境。
（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；学生是否能否根据提示简单地复述故事。