《典范英语》（3a-L1）教学参考.doc

《典范英语》（3a-L1）教学参考Kipper the Clown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；掌握字母“c”的拼读规律；能简单仿写故事2. 非语言能力目标：通过让学生观察Kipper的心情变化和预测故事情节培养学生的观察力和想象力；了解马戏表演；通过表演培养学生的自信和勇气二、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）、人物图、单词卡（clown, strong-man, gymnastics, stuntman）、句子卡（见环节5）五、课堂教学基本步骤1. 导入（Lead-in）：介绍马戏团，引入故事情境通过唱儿歌和观察马戏团图片，引导学生认识马戏团，引入故事情境。

1）播放儿歌To the Circus（见课件），带学生一起边唱边做动作2）教师通过PPT展示几张马戏团图片，并与学生互动：Look at this picture. It’s a circus. Have you ever been to a circus? （展示马戏团的图片）This is the clown show.（展示小丑表演的图片）This is the strong man show.（展示举重表演的图片）This is the stuntman show. （展示特技表演的图片）Which show do you like best? （请学生自由作答）One day, the children put on a circus. What did they put on? Did Kipper have a show? Let’s have a look.2. 看图讲故事（Storytelling）：理解故事情节，观察并体会Kipper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，让学生观察孩子们的杂技表演以及Kipper的表情变化。

（Picture 1）Look at this picture. The children put on a circus. （指向Circus的标牌）Look at Wilma and Kipper. What were they doing?They were selling tickets. “One pound for each ticket,” she said. （模仿Wilma的动作）（Picture 2）The show began. Kipper put on a show. He was a clown. Was the show good?No. Floppy pulled his leg.（指向Floppy）Look! All the balls fell down.（指向掉落的球）（Picture 3）Chip put on a show too. What show was it? It was “The Strong Man”.（指向图片左边的标牌）He was a strong-man. Was he really strong? （指向Chip手臂上的假肌肉，动作演示strong）No. Look at Floppy. What did he do?Oh no! He broke the dumbbell. It was not real. It was a balloon.（指向Floppy破坏掉的哑铃）Everyone laughed. But Kipper was not happy.（Picture 4）Next Wilma and Biff put on a show. Look! What did they do? （指着Wilma和Biff）They did gymnastics. They were amazing gymnasts.（指向标牌上的Amazing Gymnasts）Was their show good?Yes. Dad said, “Good job.” （指着Dad，并模仿Dad的动作）But look at Kipper. Was he happy?（Picture 5）It was time for a rest. Everyone had a drink. （指着爸爸们和Biff端着的杯子）Wilma and Chip shared the biscuits with others. （指着Wilma和Chip端着的饼干）“What a good circus!” said Mum.（Picture 6）After the rest, Wilf put on a show. Was he a strong-man?No, he was a stuntman. （指向标牌上的Stuntman，可用中文帮助学生理解stuntman）Everyone was shouting, “Come on, Wilf.”They were all happy. But look at Kipper. Was he happy?No. He was fed up. What would he do? Can you guess?（Picture 7）Look at Kipper. He wanted to be a stuntman too.So he rode his bike.“Look at me!” he said, “I will do a good job this time.”（Picture 8）Everyone looked at Kipper. Was his show good? Oh no! Kipper fell off. （Picture 9）Kipper fell onto the mat.Look at his red nose and hat. They were all gone. Was Kipper a good stuntman?No. But Kipper was a good clown.“I’m a clown, after all,” said Kipper.（可用中文帮助学生理解after all）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，注意以下句子的语气及表达的不同情感：What a good circus! Kipper was fed up. Look at me! I’m a clown, after all.（1）放录音，让学生完整地听一遍故事，整体输入，不需停顿2）放录音，全班学生齐声模仿1遍要求学生逐句跟读，鼓励学生大胆开口，读出戏剧化效果，读出感情教师要引导学生用称赞的语气读出“What a good circus!”，用不满的语气读出“Kipper was fed up.”，用急切的语气读出“Look at me!”，用无奈的语气读出“I’m a clown, after all.”3）放录音，请学生独立模仿，每幅图可请2-3名学生，比比谁模仿得像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，练就扎实的语言基本功。

1）小组朗读比赛将学生分成男生、女生两个组，进行朗读比赛2）接龙朗读请几名学生接龙朗读故事，每人读一幅图，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，提炼故事主线（1）看图问答l 教师将单词卡（clown/strong-man/gymnastics/stuntman）贴在黑板上，请学生逐一认读和书写l 教师提问，请学生作答，并将故事第2、3、4、6、8幅图贴在相应的单词卡上方问题可参考：Who was a clown? Who was a strong-man? Who did gymnastics? Who was a stuntman? Who wanted to be a stuntman? （2）图文配对l 教师将打印好的句子卡片打乱顺序贴在黑板上句子如下：Floppy pulled his leg. He made everyone laugh. They did a good job. Kipper was fed up. Kipper fell off.l 教师继续提问，请学生作答并将句子卡贴在相应的图片下方。

问题可参考：图2：What did Floppy do in Kipper’s show?图3：How was Chip’s show?图4：How was Wilma and Biff’s show？图6：How did Kipper feel when Wilf put on a show? 图8：Kipper wanted to be a stuntman. But what happened?（3）复述请几名学生根据黑板上的提示，接龙复述故事教师可先示范复述故事开头，如：The children put on a circus. Kipper was a clown. Floppy pulled his leg.6. 讨论（Discussion）：加深对马戏表演的了解，培养学生的想象力和创造力（1）游戏：Put on a circus教师从黑板上取下单词卡（clown/strong-man/gymnastics/stuntman），分别请4名学生上台抽取一张卡片，做出对应的动作请其他学生对其表演进行简单评价，并猜一猜是哪项表演，如：What a good show! Are you a clown?。

教师需要提前准备好一些简单的道具，并在游戏开始前做出示范2）讨论围绕杂技团演出提出问题，让学生分组讨论，问题可参考：The children put on a circus. Which show do you like best? If you and your friends put on a circus, what would you like to be/to do?教师可通过图片引导学生作答（见课件），并鼓励学生使用“I would like to．．．”句型如：I would like to be a conjuror/a stuntman/a clown/a juggler. I would 。