1、典范英语(4a-L10)教学参考Grans New Glasses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;能够理解并复述故事情节;掌握字母组合“gl/gr”的拼读规律;能够完成拓展表演或情节扩写。2. 非语言能力目标:通过让学生观察Gran配眼镜的前因后果,培养学生的观察力;让学生体会故事人物Gran的特点;通过拓展表演和扩写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
2、,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)、眼罩、鼻子剪纸。五、课堂教学基本步骤1. 导入(Lead-in):玩贴鼻子游戏,引入故事话题通过贴鼻子游戏,让学生感受眼睛的重要性,为看图讲故事做好铺垫。(1)教师提前在黑板上画一个不带鼻子的头像,并提前备好鼻子剪纸。(2)让一名学生到台上,用眼罩蒙上眼睛,慢慢转三圈。教师引导他来到黑板前,台下学生用“right”,“left”,“up”,“down”指挥这位学生给头像
3、贴鼻子。(3)游戏结束后,自然过渡到讲故事环节:Is it easy to put the nose in the right place by yourself? Are eyes important? Today we are going to learn a story about Gran. What was wrong with Grans eyes? Lets have a look.2. 看图讲故事(Storytelling):观察Gran配眼镜的过程,培养观察力和想象力 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G
4、ran因眼睛不好而犯的小错误及Gran配眼镜的过程。 (Picture 1) Mum took Biff and Chip to Grans house. Look! What did Gran have?She had a pot of paint.What was she painting? (Picture 2) She was painting the window. What was she getting paint on?She was getting paint on the glass and on the wall.(指向沾满油漆的玻璃和 墙体边缘)“Gran! Gran!
5、” said Biff. “You are getting paint on the glass.”“Gran! Gran!” said Chip. “You are getting paint on the wall.”(Picture 3) Look! Gran had put up a shelf.(指向白色的搁物架)Was it level? (教师动作演示)No, it wasnt.A pot slid off the shelf with a crash. (指向图片中的pot)“Why does the pot slide off? Thats odd,” said Gran.(
6、模仿Gran表情)(Picture 4) What did Gran get out?(指向Gran手中的比萨饼)She got a pizza out. “Pizza for supper,” said Gran.(Picture 5) “Oh no!” said Gran, “This is not good. This pizza has no topping.”(Picture 6) Did the pizza have a topping?Yes. But Gran put the pizza upside down.“Oh Gran,” said Biff. “The pizza
7、is upside down!” What was wrong with Gran?She couldnt see well. “Gran, I think you need new glasses,” said Chip.(Picture 7) Do you think Gran needed new glasses?Yes. Gran did need new glasses. She went to get her eyes tested.(Picture 8) After that, she took a look at the glasses. She wanted a new pa
8、ir. “What a lot of glasses,” she said. “I think I will go for a new look.” (Picture 9) Gran put on this pair. (指向Gran试戴的第一副眼镜)Would this pair do? “No!” said Biff. Biff didnt like this pair.Gran put on another pair. (指向Gran试戴的第二副眼镜)“No! No!” said Chip. Chip didnt like this pair.She put on this pair.
9、(指向Gran试戴的第三副眼镜)“Will this pair do?” said Gran.“No, Gran, no!” said Mum. Mum didnt like this pair.Or this pair? (指向Gran试戴的第四副眼镜)“No, not that pair,” said Mum.(Picture 10)“This pair is best,” said Gran. She picked up a pair.“Lets see,” said the children. “Put them on.”Which pair do you think Gran put
10、 on?(Picture 11)Her old pair with new lenses!(指向镜片)Everyone liked this pair. 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,尤其要引导学生模仿出不同人物说话的特点和情感。(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1-2遍。要求学生逐句
11、跟读,鼓励学生大胆开口,读出戏剧化效果,读出感情。如,教师要引导学生用稚嫩和提醒的语气读出“Gran! Gran! You are getting paint on the glass.”,用不满的语气读出“Oh no! This is not good. This pizza has no topping.”,用欢喜的语气读出“My old pair with new lenses!”。另外,提醒学生注意连读,如:This pairis best.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
12、事,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)分角色朗读。请几名学生分别扮演Biff, Chip, Mum和Gran进行分角色朗读,其他学生读旁白。教师要鼓励学生恰当运用动作、表情和声音增强表现力。(2)独立朗读。请几名学生大声朗读自己认为最有趣的一幅图或几幅图。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):概括故事要点,梳理故事主线 教师围绕故事主线提出问题,引导学生概括故事要点,画出故事脉络图。(1)教师提出以下问题,请学生小组讨论后回答。问题可参考:What
13、 mistakes did Gran make?Why did Gran make them?Did Gran get new glasses?(2)教师在黑板上画出故事脉络图(story map),请学生完成。斜体部分需要学生完成,教师可视情况给予提示。脉络图如下: 6. 复述(Retelling):加深对故事的理解,锻炼学生的表达能力承接上一环节,教师引导学生根据故事脉络图复述故事。(1)接龙复述请几名学生接龙复述故事。教师可先示范复述故事开头:Mum took the children to Grans house. Gran was painting the window. (2)整体
14、复述请1-2名学生独立复述故事。学生如有困难,教师可用关键词进行提示。7. 表演(Role-play):让学生体验Gran试戴眼镜的过程让学生基于故事图片8、9、10、11,想象Gran配戴眼镜的情景并完成表演。(1)教师指导学生为角色设计台词,可参考(括号内为动作):Gran: What a lot of glasses! I think I will go for a new look. (She puts on a pair.) Does this pair look good?Biff: No! They are too small.Gran: (She puts on another
15、 pair.) This pair is big. Do they look lovely?Chip: No! No! It looks odd.Gran: (She puts on another pair.) Will this pair do? They look cool.Mum: No, Gran, no! They are not good for you.Gran: (She puts on a new pair.) Or this pair?Mum: No, not that pair. It looks silly.Gran: (She picks up another pa
16、ir.) This pair is best.Biff and Chip: Lets see. Put them on.Gran: (She puts them on.) My old pair with new lenses!Mum, Biff and Chip: Hooray! Grans old pair is best.(2)分组表演故事。将学生分成若干4人小组,分别扮演Biff, Chip, Mum和Gran。准备几分钟后,请1-2组展示。教师可引导学生从四方面进行评价:pronunciation and intonation, fluency, acting, teamwork。根
17、据学生表现,选出最佳演员或最佳团队。8. 讨论(Discussion):深入认识Gran,并联系实际展开思考教师就故事人物(Gran)和生活实际提出问题,让学生分组讨论。问题可参考: Is Gran kind? Is Gran fun?What do you think of Gran?Can you describe your Gran?讨论结束后,请几名小组代表汇报讨论成果。同上鼓励更多学生大胆发表看法。9. 拼读练习(Practising Phonics):培养拼读意识,掌握字母组合“gr/gl”的拼读规律(1)掌握字母组合“gr”的拼读规律l 教师在黑板上写出单词“Gran”,引导学生
18、拼读,如:g-r-gr-an-gran。l 教师出示单词卡:green/group/grow/grace/grey/ground,先让学生拼读,然后教师带读:gr-green; gr-group; gr-grow; gr-grace; gr-grey; gr-ground。(2)掌握字母组合“gl”的拼读规律l 引导学生拼读单词“glass”,如:g-l-gl-a-ss-glass。l 让学生组成4人小组,将含有字母组合“gl”的单词写在纸上,看哪组写得最多。10. 家庭作业(Homework)(1)反复模仿录音,熟读故事。(2)用自己的语言给家人讲故事。(3)情节扩写:If Gran cou
19、ldnt see well, what other mistakes could she make? 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;是否能复述故事;是否能感受到Gran的善良和有趣;是否能掌握字母组合“gr/gl”的拼读规律等。3. 课堂操作(1)提问教师设置的问题是否符合学生水平,能否引起学生兴趣;学生是否能从教师的问题中受到启发,准确抓取故事主线;学生是否能在教师的引导下,认识故事人物的特点。(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;学生是否能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;学生是否能流利地表达对故事人物的看法。(4)思考课堂环节衔接得是否流畅;课堂组织是否有序、高效;学生在课堂上遇到困难时能否得到及时的指导;拼读教学方法是否有效;下一次课堂设计需要在哪些方面提高。