典范英语2A(L1-L30)教案教学教材

典范2A教案L-L30)

英语(1

2015至2016学年度第一学期学科教学工作计划

班级 科目 英语 教师 经过一年的学习，大部分同学都对《典范英语》很感兴趣，能够做到基 认真学习，上课认真听讲，积极举手发言，课后能按时完成听读任务。但本 也有少数一部分同学基础较差，个别同学上课反应较慢，因此在课堂教学学 生 情 情 况 中要重视全体学生的学习效果，使大家在轻松愉悦的氛围中感受到英语学习的快乐。 况 知识 学习过《典范英语》一册的孩子都有了一定的英语基础，大部分学生分 能力 能够做到独立朗读课文，并且表演出故事内容。 析及改进提高措情况 学习 大部分同学已经逐步养成良好的学习习惯，掌握了一年级要求认读的习惯单词及句型，还有一些孩子学习习惯不太好，好动、注意力集中时间短。 情况 1、兴趣培养。在课堂教学中，多设计一些游戏来让学生积极参与其中，让他们感受到英语学习的乐趣，在快乐中培养兴趣。 施 改进 2、口语训练。听录音模仿---训练和培养语感。学会有感情地朗读，措施 让学生在快乐中学习知识。还有一定要把音标教好，孩子才能说出一口地道流利的标准的英语。 教 材 整 体 分 析 本套教材语言纯正地道，内容生动有趣，贴近儿童生活，融故事性、趣味性、知识性、科学性、权威性于一体，同时，配有原声录音CD，便于学生模仿一口地道纯正的英语。《典范英语》作为全国教育科学“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》课题实验教材，得到了我国英语教育界众多权威专家的大力支持和强力推荐。 知识技能目标： 1、培养学生具有一定的语感和良好的语音语调以及良好的英语学习习惯。 2、初步具备用英语进行简单的日常交流，讲英文小故事的能力。 过程方法目标： 1、导入法 2、TPR教学法 总 3、情境教学法 4、游戏教学法 体 教 情感态度目标： 学 1、激发学生对英语的学习兴趣。 目 标 2、培养学生积极进取，乐观向上的英语学习态度。 3、鼓励学生大胆的在情境中运用所学的英语知识进行交流。 4、培养学生的竞争意识和团结协作的精神。 思维目标： 1、培养学生观察、想象、记忆的思维能力及快速反应能力。 2、培养学生创造性运用语言的能力。 学校 教研专题 教研组 个人

建大华清小学2015——2016学年度第一学期教学进度表

教师： 科目：英语 所带班级： 日期： 周次 日期 教学内容 Lesson 1 Lesson 1——Lesson 3 Lesson 4——Lesson 5 Lesson 6——Lesson 7 Lesson 8 Lesson 9 Lesson 10——Lesson 11 Lesson 12——Lesson 13 Lesson 14——Lesson 15 Lesson 16——Lesson 17 期中考试 Lesson 18——Lesson 19 Lesson 20——Lesson 21 Lesson 22——Lesson 23 Lesson 24——Lesson 25 Lesson 26——Lesson 27 Lesson 28——Lesson 29 Lesson 30 复习 复习 复习 课时 2 6 5 5 3 3 5 5 5 5 5 5 5 5 5 5 5 4 5 5 5 主备人 武荣 王禧千娇 武荣 王禧千娇 武荣 王禧千娇 武荣 王禧千娇 武荣 王禧千娇 武荣 王禧千娇 武荣 王禧千娇 武荣 王禧千娇 武荣 王禧千娇 武荣 王禧千娇 武荣 第 1周 9.1---9.2 第 2 周 9.6---9.11 第 3 周 9.14---9.18 第 4 周 9.21---9.25 第 5 周 9.28---9.30 第 6 周 10.8---10.10 第 7 周 10.12--10.16 第 8 周 10.19—10.23 第 9 周 10.26---10.30 第10 周 第11 周 第12周 第13周 第14周 第15周 第16周 第17周 第18周 第19周 第20周 第21周 11.2----11.6 11.9----11.13 11.16----11.20 11.23----11.27 11.30---12.4 12.7----12.11 12.14---12.18 12.21---12.25 12.28---12.31 1.4-----1.8 1.11----1.15 1.18----1.22

第 1 课 课题： Monkey Tricks 课型：新授 授课时间： 教知识技能：学生能够听懂录音，理解故事情节。能看图识别故事中的动物学并用英语说出其名字。能用恰当的形容词来描述动物特征。 目过程方法：惟妙惟肖地模仿录音；能够绘声绘色地独立朗读故事。 标 情感态度：让学生充分感受一家人逛动物园的乐趣。 思维目标：通过观察动物特征培养学生的观察力和想象力。 教重点：能看图识别故事中的动物并用英语说出其名字。 学重点难点：能用恰当的形容词来描述动物特征。初步掌握字母组合“oi”和“oy”的难拼读规律。 点 课 前教师：课件，人物卡片 准学生：课本 备 教学故事讲述法，图片呈现 方法 课时2课时 安排 教学活动 个性修改 第一课时 教学过程 1. 导入（Lead-in） What animals can you see in the video? （BQ: Can you see…?） I can see... Do you often go to the zoo? What animals can you see at the zoo? 学生回答后，自然引出故事：One day, Wilma’s Dad took the children to the zoo. What animals did they see? Let’s learn the new story Monkey Tricks. 2. 看图讲故事（Storytelling） （Picture 1）It was Sunday. Wilma’s Dad took the children to the zoo. “I like the zoo,” said Chip. “I want to see the animals,” said Kipper. （Picture 2）They went into the zoo. What did they look at? （教师指向长颈鹿） They looked at the giraffes. The giraffes were tall. They had long necks. “Look at the giraffes. They are tall,” said Wilf. （Picture 3）Next, what did they look at? （BQ: Did they look at the seals?） They looked at the seals. The zookeeper threw fish to the seals. The seals were hungry. “Look at the seals. They are hungry,” said Wilma’s Dad. （Picture 4）Then they looked at the crocodiles. （教师指向图中的鳄鱼） What were the crocodiles doing? （BQ: Were they sleeping? 教师动作演示） The crocodiles were asleep. （Picture 5）After that, what did they look at? （BQ: Did they look at the parrots?） They looked at the parrots. Chirp chirp here, chirp chirp there. The parrots were noisy. （Picture 6）Later, they looked at the elephants. （教师指向大象） The zookeeper was cleaning one of the elephants. Were the elephants big? Yes. They had long trunks and big ears. （教师指向大象的鼻子和耳朵） Where did Kipper go? He went to a shop. （Picture 7）Last, they looked at the monkeys. （教师指向猴子） The monkeys were funny. They played on the tree. One monkey was eating a banana. “Look at the monkeys. They are funny,” said Chip. Look at Kipper. He came to the monkey house with a bag. （Picture 8）Look at Dad, Wilma, Wilf, Chip and Biff. What did they do? They looked for Kipper. “Kipper, where are you?” called everyone. Could you see Kipper? （Picture 9）“Aha. Here I am,” Kipper jumped out. Kipper looked like a monkey in a monkey mask.（展示猴子面具） Kipper bought the monkey mask in the shop. He played a monkey trick. 3. 听录音模仿（Listening and Imitating） （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。要求学生在理解故事内容的基础上，逐句跟录音指读。尤其要让学生注意模仿“giraffes”、“seals”、“crocodiles”、“parrots”、“elephants”的读音以及“Kipper looked like a monkey.”的语气语调。 （3）放录音，让学生跟读接龙，看谁模仿得像。教师给予必要的示范和指导。 第二课时 1. 朗读故事（Reading Dramatically） （1）全班集体朗读。教师组织全班同学齐声朗读一遍。 （2）小组朗读比赛。将学生分成几个小组，每组读一幅图，看哪组读得好。 （3）个人朗读。请几名学生朗读自己最喜欢的一幅图。教师根据学生读的情况给予表扬、鼓励和指导。 2. 检查理解（Story Comprehension） （1）教师在黑板上画出结构图，将6张动物图片分别贴在每个方框一侧，并将动物单词卡贴在黑板一侧。 （2）描述动物特征。教师逐一展示单词卡（tall, hungry, asleep, noisy, big, funny），请6名学生分别单词卡贴在相应的椭圆框里。然后引导全体学生进行描述，如：The giraffes were tall.。 3．复述（Retelling） 承接“检查理解”环节，教师和学生一起参考story map接龙复述故事，之后可请一两名学生以竞赛的形式独立复述整个故事。复述后，教师评出优胜者并给出获胜理由。复述过程中，教师引导学生使用first, next, then, after that等连词。教师可示范复述故事开头： Dad took the children to the zoo. First, they looked at the giraffes. The giraffes were tall. 4. 拼读练习（Practising Phonics） （1）感知拼读规律 教师在黑板上写出：noisy/boy，并在字母组合“oi”、“oy”下划线，让学生说出“oi”和“oy”的发音。 （2）音、形、图结合，练习拼读含有字母组合“oi”和“oy”的单词。教师利用PPT展示下列图片及单词，引导学生认读。如： 8. 家庭作业（Homework） （1）反复模仿录音，熟读故事。 （2）回忆上一次去动物园看到了哪些动物，画一画，写一写。如： We looked at the . The were . Lesson 1 Monkey Tricks 动物图片 动物图片 动物图片 动物图片 动物图片 动物图片 tall hungry asleep noisy big funny The giraffes were tall. noisy/boy 板书设计 课后反思 课型：新授 授课时间： 第 2 课 课题： A Sinking Feeling 教知识技能：学生能够听懂录音，理解故事情节。能灵活运用“climb on”学和“get on”等重点短语。初步掌握字母组合“mb”的拼读规律。 目过程方法：惟妙惟肖地模仿录音；能够绘声绘色地独立朗读故事。 标 情感态度：让学生充分感受在游泳池里玩耍的乐趣。 思维目标：通过仿写故事培养想象力和创造力。 教学重点难点 课前准备 教学方法 课时安排 重点：能灵活运用“climb on”和“get on”等重点短语。 难点：初步掌握字母组合“mb”的拼读规律。 教师：课件，人物卡片 学生：课本 故事讲述法，图片呈现 2课时 教学活动 第一课时 1. 导入（Lead-in）： （1）教师展示一张孩子们在游泳池游泳的图片，并与学生互动： Look at the children in the picture. Where are they? What are they doing? Can you swim? Do you like swimming? （2）教师展示一张鸭子船的图片，提问： Look! There’s a big duck in the pool. Do you want to get on? 之后，自然过渡到讲故事环节：One day, Mum and the children went to the pool. There was a duck in the pool. The children wanted to get on. Let’s see who got on the duck in the new story A 个性修改 教学过程 Sinking Feeling. 2. 看图讲故事（Storytelling） （Picture 1）Who can you see in this picture? Where were they? （BQ: Were they in the pool?） They were in the pool. （Picture 2）Look! There was a duck in the pool.（教师指向图中的鸭子） The children went to the big duck. Who climbed on the duck? （教师动作演示） Wilma climbed on the duck. （Picture 3）Wilma looked at Wilf. “Get on!” said Wilma. Then Wilf began to climb. Did he get on? Yes. Wilf climbed on. （Picture 4）“Get on,” said Wilf. Then Chip began to climb. Wilf and Wilma helped him. Did Chip get on? Yes. Chip climbed on too. （Picture 5）“Get on,” said Chip. Who began to climb? Biff began to climb. Wilma and Chip helped her. Did Biff get on? Yes. Biff climbed on. （Picture 6）Now, how many children were on the duck? One, two, three, four. （教师依次指向鸭子上的孩子们） Four children were on the duck. Kipper wanted to get on the duck too. Biff said, “Get on, Kipper.” Look at Kipper. Did he get on? No. Kipper couldn’t get on. （Picture 7）Everyone helped Kipper. “Get on!” said everyone. But Kipper couldn’t get on. （Picture 8）Kipper tried to climb. “Get on,” said everyone. At last, Kipper climbed on. Now how many children were on the duck? Five? Let’s have a look. （Picture 9）Oh no! The duck turned over. （教师动作演示） The children fell off the duck. They fell in the water and went down and down. They were sinking. How did they feel? 3. 听录音模仿（Listening and Imitating） （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，全班学生齐声模仿跟读1-2遍。要求学生在理解故事内容的基础上，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，将学生分成男女生两组进行模仿比赛，每幅图两组各读一遍，看哪组模仿得更像。必要时，教师做示范并进行指导。 第二课时 1. 朗读故事（Reading Dramatically） （1）全班集体朗读。教师组织全班同学齐声朗读一遍故事。 （2）朗读接龙。教师组织朗读接龙活动，每人一句，看谁读得好。 （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。 2. 检查理解（Story Comprehension） （1）排序 教师将人物图（Wilma, Wilf, Chip, Biff, Kipper）打乱顺序贴到黑板上。 教师提问，引导学生按照故事发展顺序给图片排序。问题可参考： Who climbed on the duck first? Who climbed on the duck next? Who climbed on the duck then? Who climbed on the duck later? Who climbed on the duck last? （2）写句子 教师将词卡（on, the, climbed, duck, 句点）贴在Wilma图片后面，请一名学生上台重新组句（Wilma climbed on the duck.）。 请4名学生上台，仿照上述句子分别在Wilf, Chip, Biff, Kipper人物图后面写句子 （Wilf climbed on the duck. Chip climbed on the duck. Biff climbed on the duck. Kipper 板书设计 climbed on the duck.）。同时，让其他学生在下面写一写。之后，请学生判断台上学 生写的句子是否正确，并核对自己写的句子。最后，请全体同学读一读。 （3）复述故事 教师提问：What did Wilma/Wilf/Chip/Biff say?，请学生回答并将答案写在人物图左侧，提醒学生首字母要大写。 根据人物图和句子，教师和学生一起接龙复述故事。教师可示范复述故事开头，如：The children were in the pool. Wilma climbed on the duck. “Get on,” said Wilma. 3. 拼读练习（Practising Phonics） （1）发现拼读规律 “辨音”游戏：教师在黑板上写出“climb”一词，教师故意读出“b”音，让学生辨音。然后教师带读，让学生发现字母“b”不发音。 （2）巩固拼读规律 教师利用PPT展示以下单词：lamb, limb, bomb, comb, tomb, 用红色标出“mb”，让学生练习拼读含有“mb”的单词。 4. 家庭作业（Homework） （1）反复模仿录音，熟读故事。 （2）发挥想象力仿写故事情节。教师可给出示范，斜体部分可替换。如： Mum, Dad and I were in the pool. I climbed on the duck. “Get on,” I said. Mum climbed on the duck. “Get on,” said Mum. Dad couldn’t get on. “Oh no!” Lesson 2 A Sinking Feeling on, the, climbed, duck, 句点 Wilma climbed on the duck. climb lamb, limb, bomb, comb, tomb, 课后反思 课型：新授 第 3 课 课题： Naughty Children 授课时间： 知识技能：学生能够听懂录音，理解故事情节。学会在不同场景使用教“climb on/up”和“jump on/off”等表达方式；初步掌握字母组合学“ur”的拼读规律。 目过程方法：惟妙惟肖地模仿录音；能够绘声绘色地独立朗读故事。 标 情感态度：让学生意识到去别人家做客要守规矩，要与他人和睦相处。 思维目标：培养学生解决问题的能力。 教重点：学会在不同场景使用“climb on/up”和“jump on/off”等表达方学式。 重点难 点 难点：初步掌握字母组合“ur”的拼读规律。 课 前教师：课件 准学生：练习本 备 教学故事讲述法，图片呈现 方法 课时2课时 安排 教学活动 个性修改 第一课时 1. 导入（Lead-in） （1）教师播放一小段视频（见课件），并与学生互动： What did you see in the video? Do you think they are good or not good? Do you like naughty children? Are you naughty at home? （2）学生回答后，自然过渡到讲故事环节：One day, two children came to Biff’s house. What did they do? Were they good or naughty? Let’s learn the new story Naughty Children. 2. 看图讲故事（Storytelling） （Picture 1）One day, Mum and the children were at home. Two children came. 教学过程 （Picture 2） What did the children do in this picture? （BQ: Did they climb on the furniture? Did they jump on the sofa?） They climbed on the furniture.（教师动作演示） They jumped on the sofa.（教师动作演示） Were the children good or not good? They were not good. They were naughty. Did Biff, Chip and Kipper like the naughty children? No. They were cross.（教师配合表情） （Picture 3）The two children were naughty in the room. They climbed up the curtains. （教师动作演示） They jumped on the bed. （教师动作演示） “Oh, no!” said Kipper, “It’s too noisy.” （Picture 4）They were naughty outside. They climbed up the tree. （教师动作演示） They jumped on the flowers. （教师动作演示） “Oh, no!” said Biff. “Please be good!” （Picture 5）Look at the ball. It was going to break the window. Floppy barked and barked. “Oh no!” said Mum. Biff had an idea. （教师动作演示） What was Biff’s idea? （Picture 6）They took the children to the garden. The children climbed up the ladder. They jumped off the log. Mum, Biff, Chip and Kipper were happy with them. （Picture 7）They climbed on the net. They jumped off the wall. （Picture 8）Was everyone happy? Yes. Everyone played happily in the garden. They had a great time there. “What good children!” said Mum. （Picture 9）At last, the children went home. 3. 听录音模仿（Listening and Imitating） （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，全班学生齐声模仿跟读1-2遍。要求学生在理解故事内容的基础上，逐句跟录音指读。教师要引导学生分别用无奈和满意的语气读出妈妈的两句话。 （3）放录音，请学生进行跟读接龙，每人一幅图，看谁模仿得更像。 第二课时 1. 朗读故事（Reading Dramatically） （1）全班集体朗读。教师组织全班同学齐声朗读一遍故事。 （2）分组朗读。男生一组，女生一组，各读一遍故事，看哪组读得好。 （3）个人朗读。请几名学生独立朗读故事，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。 2. 检查理解（Story Comprehension） （1）图片分组 教师将故事原图（②③④⑥⑦⑧）打乱顺序粘贴在黑板中间，并在黑板左侧写上naughty，右侧写上good。 分别请6名学生上台，每人选择一幅图贴到相应的naughty或good一侧。 （2）词图配对 教师准备好单词卡：furniture/sofa/curtains/bed/ tree/ flowers/ladder/log/net/wall，请学生朗读单词，并将词卡与图片中的物品配对。 教师可先示范：教师拿起sofa词卡，将其粘贴到图②中的沙发上。 请几名学生上台，让他们任选一张词卡，将其贴到图中相应的位置。 （3）写句子 教师提前准备好短语卡：climbed on/jumped on/climbed up/jumped off，并将其纵向贴在黑板中间，让学生根据图片内容写句子。 教师可先示范写出句子：They climbed on the furniture. 请几名学生上台，分别在每幅图下方写句子，如：They jumped on the sofa. They climbed up the curtains. They jumped on the bed. They climbed up the tree. They jumped on the flowers. They climbed up the ladder. They jumped off the log. They climbed on the net. They jumped off the wall. 同时，请台下的学生也自己写一写。 3．复述（Retelling） （1）承接“检查理解”环节，利用黑板上的故事图片和句子，教师与学生一起接龙复述故事。此时，教师注意引导学生完整复述故事，补充故事中①⑤⑨幅图的内容。教师可先示范复述故事开头：Two children came. They were naughty. They climbed on the furniture. 板书设计 课后反思 （2）教师可请一两名学生独立复述整个故事。复述过程中，学生如有困难，教师要给予支持和帮助。 4. 讨论（Discussion） （1）教师提问，让学生分组讨论： Do you like naughty children? What would you do if some naughty children came to your house? （2）请几名小组代表发言。之后，教师总结，让学生意识到去朋友家做客时要守规矩。 5. 拼读练习（Practising Phonics） （1）发现拼读规律 教师展示furniture/curtains两张词卡，让学生大声朗读。 教师用红笔标注字母组合“ur”，让学生说出其拼读规律。 （2）音形结合，感知拼读规律 让学生找出含有字母组合“ur”的单词（见课件），并根据拼读规律读一读。如： sofa/jump/Thursday/fur/ladder/nurse/log/hurt/ wall/turn/burn/tree/purse。 游戏：请一名学生上台朗读以上单词，其他学生听到含有“ur”的单词后拍手并朗读该单词。 6. 家庭作业（Homework） （1）反复听故事，熟读故事。 （2）给爸爸妈妈讲讲这个故事。 lesson 3 Naughty Children naughty / good climbed on jumped on climbed up jumped off 课型：新授 授课时间： 第 4 课 课题：It’s the Weather 知识技能：学生能够读懂故事情节；用恰当的形容词描述故事中孩子们的教心情和状态；掌握字母“y”在词尾的拼读规律；简单复述故事；仿写句子。 学过程方法：惟妙惟肖地模仿录音；绘声绘色地独立朗读故事。 目情感态度：让学生体会天气对孩子们心情的影响；通过引导学生观察图片标 中的天气和孩子们的表现来培养其观察力与想象力。 教学重点难点 课前准备 教学方法 课时安排 思维目标：通过引导学生观察图片中的天气和孩子们的表现来培养其观察力与想象力。 重点：能够读懂故事情节；；掌握字母“y”在词尾的拼读规律。 难点：绘声绘色地独立朗读故事；简单复述故事。 教师：课件 学生：练习本 故事情境法，图片呈现法 2课时 教学活动 第一课时 1. 导入（Lead-in） 通过唱儿歌让学生了解各种天气的英文表达，为看图讲故事做铺垫。 教师利用PPT播放视频How is the weather，带领学生一起唱儿歌，然后导入故事。 What weather do you like? I like … How’s the weather today? （请学生根据实际情况作答） Look at this picture.（展示故事第4幅图） How was the weather?（BQ: Was it sunny? Was it windy?） It was windy. Did the children like the weather? How did they feel? Let’s learn the story It’s the weather. 2. 看图讲故事（Storytelling） （Picture 1）It was a windy day. Where were the children? （BQ: Were they in the classroom?） 个性修改 教学过程 They were in the classroom. They couldn’t go out. What was Mrs May doing? She was telling the children a story. Did the children listen to Mrs May? No, they were talking and talking. The children were noisy. （Picture 2）It was time to have a rest. What were the children doing? They were making faces. “You are funny!” said Chip. The children were silly. （Picture 3）Then the children began to paint. Look at the floor. What a mess! The children were messy and untidy.（教师指向图片中孩子们弄脏了的衣服） Look at Mrs May. She was cross. （Picture 4）Mrs May looked out of the window. “Oh dear!” she said, “It’s the weather.”（无奈的语气） （Picture 5）It began to rain. The children couldn’t go out to play. Look at the children. Did they like the weather? No. Biff was quarrelling with another girl. （教师指向图中的Biff和另一女孩） They were cross and grumpy. （Picture 6）Look at Wilf and the girl in this picture. What were they doing? They were crying. Everyone was unhappy. They wanted to go out to play. （Picture 7）Mrs May and the children looked out of the window. It was still raining. “Oh dear!” said Mrs May, “It’s the weather.” （Picture 8）The rain finally stopped. The sun was shining.（教师指向图片中太阳的光芒） Look at the children. Were they still unhappy? No, they were happy. What were they doing? They were drawing and reading. The children were good. （Picture 9）It was time to go home. The children ran out happily. Look at Mrs May. She was happy, too. “What a day!” said Mrs May. 3.听录音模仿（Listening and Imitating） （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，全班学生齐声跟读2-3遍。要求学生在理解故事内容的基础上，逐句跟录音指读。教师要引导学生用恰当的语气读出Mrs May的无奈与感叹。 （3）放录音，将学生分成几个小组进行模仿比赛，看哪组模仿得更像。必要时教师做出示范和指导。 第二课时 1.朗读故事（Reading Dramatically） （1）全班集体朗读。教师组织全班同学齐声朗读一遍。 （2）分组朗读。男生一组，女生一组，男生朗读第1、2、3、5、6、8幅图，女生扮演Mrs May，朗读第4、7、9幅图。之后，男女生转换角色，看哪组读得更好。 （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。 2. 检查理解（Story Comprehension） （1）看图说话 教师将故事第1、2、3、5、6、7、8幅图纵向贴在黑板中间，将单词卡noisy, silly, messy, untidy, cross, grumpy, unhappy, good打乱顺序贴在黑板右侧。 教师在图1右侧写上：The children were ________.，然后引导学生参考黑板上的单词卡说句子。 教师请5名学生用上述句型分别描述其他五幅图。 （2）看图写句子 教师首先示范，将noisy写在第1幅图右侧句子空白处。 教师请5名学生上台，仿照第1幅图分别在图2、3、5、6、8右侧写上相应的句子。如拼写有难度，教师可引导学生参考例句和单词卡。 3．复述（Retelling）：深化理解，学会自己组织语言概括故事大意 （1）承接“检查理解”环节，利用黑板上的故事图片和句子，教师和学生一起接龙复述故事。必要时教师给予引导和帮助。如： It was a windy day. The children were noisy. The children were silly. The children were messy. The children were untidy. “Oh dear! It’s the weather.” It began to rain. The children were cross. The children were grumpy. The children were unhappy. “Oh dear! It’s the weather.” The sun was shining. The children were good. “What a day!” said Mrs May. （2）请1-2名学生独立复述故事。复述过程中，学生如有困难，教师要给予支持和帮助。 4. 拼读练习（Practising Phonics） （1）引导学生发现拼读规律。 教师在黑板上保留单词卡noisy/ messy/ silly/ untidy/ grumpy/ unhappy，让学生读一读，找到字母“y”在词尾的拼读规律。 （2）认读新词，强化拼读意识。 教师展示5张天气图片，引导学生根据拼读规律认读图片对应的单词：sunny/windy/rainy/cloudy/snowy。 （3）唱儿歌，练习拼读规律。 教师带领学生大声朗读以上两组单词2-3遍，然后一起唱儿歌： Windy! Windy! It is windy. Do you like “windy”? No! No! We are messy. Rainy! Rainy! It is rainy. Do you like “rainy”? No! No! We are grumpy. Sunny! Sunny! It is sunny. Do you like “sunny”? Yes! Yes! We are happy. 5. 家庭作业（Homework） （1）反复模仿录音，熟读故事。 （2）抄写含有同种拼读规律的词：noisy/messy/silly/untidy/grumpy/unhappy。 （3）画一幅某种天气下自己和家人玩耍的场景，并写出当时的天气和心情：It was … We were … 板书设计 课后反思 Lesson 4 It’s the Weather noisy, silly, messy, untidy, cross, grumpy, unhappy, good The children were ________. 课型：新授 授课时间： 第 5 课 课题：Hey Presto 知识技能：学生能够听懂故事； 教能够理解故事情节；能够区分并灵活运用take和put； 学过程方法：能够看图复述故事；能表演故事。 目情感态度：感受魔术表演的魅力以及一家人一起观看魔术表演的乐趣；通标 过引导学生观察魔术表演的过程培养其观察力与想象力。 思维目标：通过引导学生观察魔术表演的过程培养其观察力与想象力。 教重点：学生能够听懂故事；能够理解故事情节。 学 重点难点：能够区分并灵活运用take和put。 难点 课 前教师：课件 准学生：练习本 备 教学故事情境法 方法 课时2课时 安排 教学活动 个性修改 教学 第一课时 过1. 导入（Lead-in） 程 （1）教师表演一个简单的小魔术（或播放一个魔术视频），并与学生互动： Do you like to see magic tricks? Look at me! I will show you a magic trick. Would you like to have a try? （2）教师向学生展示手表、耳环、领带等物品，自然过渡到讲故事环节： Look! What’s this? It is a watch/a tie/an ear-ring. Can you play a magic trick with them? One day, Mum and Dad took the children to a magic show. The conjuror (the man who plays magic tricks for people, like Liu Qian in China) used the watch, the tie and the ear-ring in the show. Would it be a good show? Do you want to see? Let’s learn the story Hey Presto. 2. 看图讲故事（Storytelling） （Picture 1）Who can you see in this picture? I can see Wilf and Wilma. Where did the children go? （BQ: Did the children go to a show?） They went to a show. Mum and Dad took them. A lot of people came to the show. （Picture 2）Wilf, Wilma, Mum and Dad sat near the stage. （指向舞台） A conjuror was in the show. She was called Sheena. （Picture 3）“May I have your tie?” asked Sheena. “Of course,” said Dad. She took Dad’s tie. She put it in a bag. （Picture 4）“May I have your ear-ring?” said Sheena. “Of course,” said Mum. She took Mum’s ear-ring. She put it in the bag. （Picture 5）“May I have your watch?” said Sheena. “Of course,” said Dad. She took Dad’s watch. She put it in the bag too. （Picture 6）She took Dad on to the stage. Where did she put the bag? She put the bag on Dad’s head. Then Sheena put her hat over the bag. “Where is the bag?” asked Sheena. “It’s on my head,” said Dad. （Picture 7）Sheena took a big box. She put Wilma inside. She shut the door. （Picture 8）Sheena took her wand. （指向魔杖） “Hey presto!” she said. What happened? （Picture 9）Sheena opened the door of the big box. Look at Wilma. What did Wilma have? Wilma had Dad’s tie, Mum’s ear-ring and Dad’s watch! “I have Dad’s tie, Mum’s ear-ring and Dad’s watch. It’s magic!” Dad was very surprised. （做出吃惊的表情） “What a good show,” said Dad. 3. 听录音模仿（Listening and Imitating） （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，全班学生齐声模仿跟读1-2遍。要求学生在理解故事内容的基础上，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，请几名学生重点模仿最后两幅图，看谁模仿得像。 第二课时 1. 朗读故事（Reading Dramatically） （1）全班朗读。教师组织全班学生齐声朗读一遍故事。 （2）小组朗读接龙。将全班分成几个小组进行朗读接龙，比比哪组读得更好。 （3）个人朗读。请几名学生独立朗读故事，教师根据学生读的情况给予表扬、鼓励和指导。 2. 检查理解（Story Comprehension） （1）图片排序 教师提前准备好故事中的第①③④⑤⑥⑦⑧⑨幅图。 请8名学生上台，每人抽取一幅图，根据故事以最快的速度排列顺序并站成一队。其他学生来判断是否正确。如时间充足，可再请1-2组学生上台排序。教师给每组计时，看哪组做得又快又好。 板书设计 请学生将图片按顺序贴在黑板左侧。 （2）图文配对 教师将以下句卡打乱顺序贴在黑板上，让学生用“took”或“put”补全句子。教师可请几名学生上台写一写，台下学生也动手写一写。 3．复述（Retelling） （1）引导学生根据故事图片和句子复述故事。教师和学生一起接龙复述，教师可先示范复述故事开头： One day, Mum and Dad took the children to a show. The conjuror was called Sheena. First, she took Dad’s tie. （2）如果学生水平较好，教师可引导学生从Dad的角度用第一人称讲故事。教师可先示范，如： One day, I took the children to a magic show. The conjuror was called Sheena. First, she took my tie. She put it in a bag. 4. 表演（Role-play） （1）教师提前准备好道具：领带、耳环、手表、布袋、魔棒、纸箱子等。 （2）请4名学生分别扮演Sheena，Mum，Dad和Wilma，其他学生齐声读故事，表演者根据听到的故事内容进行表演。教师要提醒表演者注意动作和表情，体会故事人物的心情。如学生水平较好，可鼓励学生为角色设计简单的台词。 5. 家庭作业（Homework） （1）反复模仿录音，熟读故事。 （2）和爸爸妈妈一起表演故事中的魔术。 Lesson 5 Hey Presto Mum and Dad the children to a show. She Dad’s tie. She it in a bag. She Mum’s ear-ring. She it in the bag. She Dad’s watch. She it in the bag. She Dad on to the stage. She the bag on Dad’s head. She a big box. She Wilma inside. She her wand. 课后反思 课型：新授 授课时间： 第 6 课 课题： Creepy-crawly! 教学目标 教学重点难点 课前准备 教学方法 课时安排 知识技能：学生能够听懂录音，理解故事情节。能够掌握并正确运用“Get it out”、“Ugh! I couldn’t”等表达。 过程方法：惟妙惟肖地模仿录音；能够绘声绘色地独立朗读故事。 情感态度：通过表演让学生在真实情境中体会故事人物的情感。 思维目标：通过讨论来培养学生的想象力和创造力。 重点：能够掌握并正确运用“Get it out”、“Ugh! I couldn’t”等表达。 难点：能够初步掌握字母组合“aw”的拼读规律。 教师：课件，人物卡片 学生：课本 故事讲述法，图片呈现法 2课时 教学活动 第一课时 1. 导入（Lead-in）：展示实物，引入故事 （1）教师利用PPT展示creepy-crawly的图片，并与学生互动： Look at this picture. What are these? They are called creepy-crawly. Are they lovely? Are they horrible?（配合表情） （2）教师展示装在玻璃罐里的毛虫玩具，提问： Here’s a creepy-crawly. Is it a real creepy-crawly? Do you want to touch it?（请几名学生摸一摸） Are you frightened? Could you get it out?（请几位学生尝试） 之后，自然过渡到讲故事环节：Wilma had a creepy-crawly. Was it a real one? What did she do with the creepy-crawly? Let’s have a look. 2. 看图讲故事（Storytelling）： 个性修改 教学过程 （Picture 1）Look at picture 1. Wilma had a creepy-crawly. What a horrible creepy-crawly! （教师配合表情） She got it in the joke shop. （教师指向盒子上的字THE JOKE SHOP） Wilma wanted to play a trick, so she put it in the bath. Wilf was happy about the idea. （Picture 2）Wilma called Dad. “Dad, Dad!” she called, “Come here!”（教师动作演示） Dad came in. “What’s the matter?” he said. “Look! There is a creepy-crawly in the bath,” said Wilma. “Get it out,” said Wilf. （Picture 3）“Ugh! I couldn’t,” said Dad. （教师配合表情和动作） “It’s horrible!” he said. Wilf called Mum. “Mum, Mum!” he called, “Come here!”（教师动作演示） Mum came in. “What’s the matter?” she said. （Picture 4）“There is a creepy-crawly in the bath. Get it out!” said Wilf. “Ugh, I couldn’t,” said Mum. （教师配合表情和动作） “It’s horrible!” she said. （Picture 5）Wilma called Chip. “Chip, Chip!” she called, “Come here!”（教师动作演示） Chip came in. “What’s the matter?” he said. “There is a creepy-crawly in the bath. Get it out!” said Wilf. （Picture 6）“Ugh! I couldn’t,” said Chip.（教师配合表情和动作） “It’s horrible!” he said. Wilf called Biff. “Biff, Biff!” he called, “Come here!”（教师动作演示） Biff came in. “What’s the matter?” she said. （Picture 7）“There is a creepy-crawly in the bath. Get it out!” said Wilma. “Ugh, I couldn’t,” said Biff.（教师配合表情和动作） “It’s horrible!” she said. （Picture 8）Everyone called Kipper. “Kipper, Kipper!” they called, “Come here!”（教师动作演示） Kipper came in. “What’s the matter?” he said. “There is a creepy-crawly in the bath,” said Chip. “Get it out,” said Wilf. （Picture 9）“Easy!” said Kipper. “Ugh!” said everyone. Is it a real creepy-crawly? No. It’s just a trick. 3. 听录音模仿（Listening and Imitating）： （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，全班学生逐图齐声跟读1-2遍。要求学生在理解故事内容的基础上，逐句跟录音指读。教师要引导学生用恰当的语气语调读出故事中的对话。 （3）放录音，让学生重点模仿“Get it out”、“Ugh! I couldn’t”等句子，注意不同人物的语气变化，看谁模仿得像。 第二课时 1. 朗读故事（Reading Dramatically）： （1）全班集体朗读。教师组织全班同学齐声朗读一遍。 （2）小组朗读接龙。将学生分成男女两组，逐图进行接龙朗读。比比哪组学生朗读得更好。 （3）分角色朗读。请几名学生分别扮演Wilf，Dad，Mum，Chip，Biff，Kipper进行分角色朗读故事，其他学生齐读旁白。教师根据学生读的情况给予表扬、鼓励和指导。 2. 检查理解（Story Comprehension）： （1）教师将准备好的人物图（Wilf & Wilma, Dad, Mum, Chip, Biff, Kipper）纵向依次贴在黑板上。 （2）教师向学生展示句卡并将其贴在黑板一侧（1张“Get it out!”、4张“Ugh, I couldn’t.”、1张“Easy.”）。 （3）教师针对每个人物图提问，请学生回答并将正确的句卡贴在相应的人物图右侧。问题可参考： What did Wilf and Wilma say? Could Dad get the creepy-crawly out? What did he say? Could Mum get the creepy-crawly out? What did she say? Could Chip get the creepy-crawly out? What did he say? Could Biff get the creepy-crawly out? What did she say? Could Kipper get the creepy-crawly out? What did he say? 3. 表演（Role-play） （1）表演示范：教师扮演Wilma，另请6名学生分别扮演Wilf, Dad, Mum, Chip, Biff, Kipper，师生配合完成表演。 （2）分组表演：教师将全班学生分为若干7人小组，小组合作完成表演。准备几分钟后，请1-2组上台展示。台词见课件。 4. 讨论（Discussion）： 学生分组讨论。问题可参考： Do you think Wilf and Wilma played a good trick with the creepy-crawly? Did you play a trick with a creepy-crawly? Did you play other tricks? What did you use? Who did you trick? 讨论结束后，教师鼓励学生积极发言，并根据学生的发言进行简单总结。 5. 拼读练习（Practising Phonics）：培养拼读意识，掌握字母组合“aw”的拼读规律 （1）发现拼读规律 教师利用PPT 展示“see-saw”图卡（见课件），让学生在本课中找出含有字母组合“aw”的单词：creepy-crawly，并说出“aw”的拼读规律。 （2）强化拼读规律 教师利用PPT展示以下图片及单词卡，让学生运用拼读规律读一读。如： 板书设计 课后反思 6. 家庭作业（Homework） （1）总结含有字母组合“aw”的单词并制作单词卡。如喜欢绘画，可以为单词配图。 Lesson 6 Creepy-crawly get it out crawly see-saw strawberry draw yawn paw 课型：新授 授课时间： 第 7 课 课题： The Little Dragon 教知识技能：学生能够听懂录音，理解故事情节。能够用“I am ...”句型介学绍自己。掌握字母组合“igh”的拼读规律。 目过程方法：惟妙惟肖地模仿录音；能够绘声绘色地独立朗读故事。 标 情感态度：了解中西方文化中龙的寓意以及西方文化中的骑士。 思维目标：通过表演培养学生的创造力和自信心。 教学重点难点 课前准备 教学方法 课时安排 重点：能够用“I am ...”句型介绍自己。 难点：掌握字母组合“igh”的拼读规律。 教师：课件，人物卡片 学生：课本 故事讲述法，图片呈现法 2课时 教学活动 第一课时 1. 导入（Lead-in） 教师利用PPT播放视频Tom and Jerry – Fire Breathing Tom Cat，然后与学生互动： Who was the knight in the video? （BQ: Was Tom Cat a knight?） What did the king ask the knight to do? Was Tom Cat frightened? Did the knight kill the dragon? 在以上过程中，教师可适时展示武士、国王和龙的图片，帮助学生理解“knight, king, dragon”。 之后，自然过渡到讲故事环节：One day, the children put on a play. In the play, the king asked the knight to fight the dragon. Did the knight kill the dragon? Let’s learn the story The little Dragon. 2. 看图讲故事（Storytelling） （Picture 1）Look at picture 1. The children put on a play. What was the name of the play? （BQ: Was it The Little Dragon?） It was The Little Dragon. What was Dad? Dad was a tree. “Scene 1”, said Wilf. （教师指向图中的Scene 1） （Picture 2）What was Chip in the play? 个性修改 教学过程 Chip was the king. “I am the king,” said Chip, “Fight the dragon.” What was Wilma in the play? Wilma was the knight. （Picture 3）“I am the knight,” said Wilma, “I will fight the dragon. Where was the dragon? （Picture 4）Scene 2. Here was the dragon. “I am the dragon,” said Kipper, “But I am a little dragon.” （Picture 5）Scene 3. There was also a princess. Who was the princess? It was Biff. “I am the princess,” said Biff, “I like dragons.” （Picture 6）The princess played with the dragon. They played under the tree. （Picture 7）Scene 4. Wilma came to the stage, and she shouted at the little dragon. “I am the knight,” said Wilma. “I am frightened,” said the dragon. Would the knight kill the dragon? （请学生猜测） （Picture 8）“I am cross,” said the princess. （配合表情） She pushed the knight in the pond. （教师动作演示pushed） It was the end. （Picture 9）Did people like the play? Yes. “What a good play,” said everyone. 3. 听录音模仿（Listening and Imitating） （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，全班学生齐声跟读1-2遍。要求学生在理解故事内容的基础上，逐句跟录音指读。教师要引导学生读出每个角色的特点。 （3）放录音，每幅图请2-3名学生模仿，注意不同角色的语音语调，看谁模仿得更像。必要时教师做出示范和指导。 4. 朗读故事（Reading Dramatically）： （1）全班集体朗读。教师组织全班同学齐声朗读一遍。 （2）分角色朗读。请几名学生分别扮演the king，the knight，the dragon，the princess进行分角色朗读，其他学生齐读旁白和最后一幅图。此环节可进行2-3遍，教师要引导学生读出不同角色的特点。 第二课时 1. 检查理解（Story Comprehension） （1）角色配对 教师将人物图（Dad, Chip, Wilma, Biff, Kipper）贴在黑板上。 请5名学生依次上台在人物图的上方写出相应的角色，如：a tree/the king/the knight/ the princess/the dragon。 （2）句子重组 将学生分为5组，每组学生负责制作一组词卡。教师可事先将空白卡片分给各小组，并指导其分别制作以下一组词卡： Dad—I, a tree, am Chip—am, I, the king; fight, the dragon Wilma—am, I, the knight; will, I, fight, the dragon Kipper—I, the dragon, am; I, a little dragon, am, But; am, I, frightened Biff—am, I, the princess; like, I, dragons; cross, am, I 教师在每个人物图右侧画上bubble，并将学生制作的词卡打乱顺序，放在相应角色的bubble中（角色有几句台词，就画几个bubble）。 教师依次提问：What did Dad/Chip/Wilma/Kipper/Biff say?，请不同的学生给每个bubble中的词卡重新排序，组成符合故事内容的句子。 全班学生一起判断句子是否正确，齐声读一读正确的句子，并提醒学生句末加标点。 2. 表演（Role-play） （1）表演准备 教师事先指导学生准备好所需道具，如卡片（I am a tree./ Scene 1/ Scene 2/ Scene 3/ Scene 4）、头饰（the king, the knight, the dragon）、剑、花环、球等。 表演示范：请6名学生分别扮演the tree, the king, the knight, the dragon, the princess, 和Wilf，教师读旁白，一起完成表演。 （2）分组表演 教师将全班学生分为若干7人小组，小组合作练习表演。 请2-3组上台展示。教师根据学生表演情况给予鼓励和指导。 3. 拼读练习（Practising Phonics） （1）发现拼读规律 教师在黑板上写出：fight/knight，让学生读一读，找出这两个词共有的拼读规律，并分别说出“igh”和“t”的读音。 让学生在本课中找出含有同种拼读规律的单词：frightened，并根据拼读规律读一读。 板书设计 课后反思 （2）掌握拼读规律 将学生分成几个小组，教师发给每组一套字母和字母组合卡片（igh/ight/f/h/l/n/r/s/t）。 小组合作，用字母卡和字母组合卡拼词，拼出后将单词记录在一张纸上。最后请小组展示成果，看看哪组拼的单词最多。如学生有困难，教师可先做出示范。 4. 家庭作业（Homework） （1）反复模仿录音，熟读故事。 （2）画一画自己想在剧中扮演的角色，并用一两句话进行简单描述。 Lesson 7 The Little Dragon Dad, Chip, Wilma, Biff, Kipper a tree/the king/the knight/ the princess/the dragon 课型：新授 授课时间： 第 8 课 课题： The Lost Puppy 教学目标 知识技能：学生能够听懂录音，理解故事情节。能根据故事内容重组句子；能够简单复述故事；能够用简单的英语进行话题讨论。 过程方法：惟妙惟肖地模仿录音；能够绘声绘色地独立朗读故事。 情感态度：培养学生敢读、敢表达的自信和勇气。 思维目标：通过讨论和仿写启发学生的想象力和创造力。 教重点：学生能够听懂录音，理解故事情节。能根据故事内容重组句子；能学够简单复述故事。 重点难点：能够用简单的英语进行话题讨论。 难点 课教师：课件，卡片 前学生：课本 准备 教学故事讲述法，图片呈现法 方法 课时2课时 安排 教学活动 第一课时 1. 导入（Lead-in）： （1）教师提问简单的问题与学生互动： Do you keep a dog at home? Is it a big dog or a little dog? Do you like big dogs or little dogs? （2）教师通过PPT展示小狗图片（见课件），引出“puppy”一词： Look at these little dogs. We call them puppies. Which puppy do you like best? 之后，自然过渡到讲故事环节：Mrs May had a puppy. One day, it ran away. It didn’t come back. It was lost. Mrs May was upset. Could she find it? Who helped? Let’s learn the story The Lost Puppy. 2. 看图讲故事（Storytelling）： （Picture 1）Look at Mrs May’s puppy. It was called Sniff. The children liked Sniff. Look at Floppy. He had a bone.（教师指向图片中的骨头） （Picture 2）Sniff ran off with Floppy’s bone. “Sniff,” Mrs May called. But Sniff didn’t stop. （Picture 3）Mrs May was upset. Sniff was lost. （Picture 4）Biff and Chip looked. Where did Chip look for Sniff? He looked in the bush. But they couldn’t find Sniff. （Picture 5）Wilf and Wilma looked. Where did Wilf look for Sniff? He looked in the water. Could Wilf and Wilma find Sniff? No. They couldn’t. （Picture 6）Mum and Dad looked. They couldn’t find Sniff. （Picture 7）Everyone looked. Nobody could find Sniff. What did Floppy do? 个性修改 教学过程 （Picture 8）Floppy looked for his bone. Did he find his bone? Yes, he did. He found Sniff too. Where was Sniff? Sniff was by the tree. （Picture 9）Floppy found Sniff. Everyone was happy to see Sniff. “What a clever dog!” said everyone. 3. 听录音模仿（Listening and Imitating）： （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，全班学生逐句跟录音指读1-2遍。教师要引导学生用恰当的语气语调读出Sniff跑丢后大家的焦急以及找到Sniff之后的惊喜。 （3）放录音，每幅图请2-3名学生模仿，比比谁模仿得更像。 4. 朗读故事（Reading Dramatically）： （1）全班集体朗读。教师组织全班同学齐声朗读一遍。 （2）分组朗读。让学生自由结成小组，小组内每人一句进行朗读接龙。之后，教师请2-3个小组上台展示。教师根据学生朗读情况给予鼓励和指导。 第二课时 1. 检查理解（Story Comprehension）： （1）情节分析 教师在黑板上画出故事结构图。如： 教师围绕故事提问，请学生作答，并将人物图分别贴在结构图的方框中。问题可参考： Who was lost? Who was upset? Who helped Mrs May look for Sniff? （BQ：Did Biff and Chip look? Did Wilf and Wilma look? Did Mum and Dad look?） Who found Sniff at last? （2）组词成句 教师事先准备好以下几组词卡： upset, was, Mrs May; was, lost, Sniff; Sniff, Biff and Chip, find, couldn’t; find, couldn’t, Sniff, Wilf and Wilma; Mum and Dad, Sniff, couldn’t, find; Floppy, his bone, looked for 请6名学生上台，每人抽取一组词卡，将词卡组成句子，并贴在相应的人物图下方。之后，引导全体学生判断句子是否正确，并齐声朗读正确的句子。完整的故事结构图如下： 2．复述（Retelling）： （1）承接“检查理解”环节，教师和学生一起接龙复述故事。教师在复述中，主要起引导作用，使故事更加完整。如： One day, Sniff was lost. Mrs May was upset. Biff and Chip looked. They couldn’t find Sniff. Wilf and Wilma looked. They couldn’t find Sniff. Mum and Dad looked. They couldn’t find Sniff. Nobody could find Sniff. Floppy looked for his bone. He found Sniff by the tree. “What a clever dog!” said everyone. （2）请1-2名学生独立复述故事。复述过程中，学生如有困难，教师要给予支持和帮助。 3. 讨论（Discussion）： （1）教师提问，让学生根据问题的提示改编故事。如学生表达有困难，可让学生参考故事原文（图1、3、5、8）。问题可参考： What pet did you have? What was it called? Was it lost? Were you upset? Who looked for it? Did they find it? Who found it at last? （2）请几名学生讲讲自己改编的故事。 4. 家庭作业（Homework） （1）反复模仿录音，熟读故事。 （2）写一写改编后的故事，并讲给爸爸妈妈听。 板书设计 lesson 8 The Lost Puppy upset, was, Mrs May; was, lost, Sniff; Sniff, Biff and Chip, find, couldn’t; find, couldn’t, Sniff, Wilf and Wilma; Mum and Dad, Sniff, couldn’t, find; Floppy, his bone, looked for 课后反思 课型：新授 授课时间： 第9课 课题：New Trees 知识技能：学生能够听懂故事；绘声绘色地独立朗读故事；理解故事情教节； 学 目过程方法：惟妙惟肖地模仿录音；能根据提示复述故事； 标 情感态度：了解植树活动的意义；体会孩子们在公园植树的乐趣。 思维目标：培养孩子们的观察力与想象力。 教重点：能够读懂故事情节；学会运用“… gave a tree.”，“… put it by …”这两学个句型； 重 点难点：绘声绘色地独立朗读故事；简单复述故事。 难点 课 前教师：课件，卡片 准学生：课本 备 教学故事讲述法，图片呈现法 方法 课时2课时 安排 教教学活动 个性修改 学第一课时 过1. 导入（Lead-in）： 程 （1）利用PPT展示关于植树的图片，并与学生互动： I’d like to show you some pictures. Look! What are they doing? （引导学生作答） They are planting/giving trees. What trees did they give/plant? （展示课件上的植物名卡） （2）联系实际，自然引入故事： Have you ever given trees? What trees did you give? Where did you put the trees? Today, we are going to learn a new story “New Trees”. Who gave new trees? Where did they give trees? Let’s have a look. 2. 看图讲故事（Storytelling） （Picture 1）Dad and the children went to the park. Floppy went too. What did they want to do? （Picture 2）It was “Give a tree” week. Everyone wanted to give trees. Dad went to buy some trees. Look! What’s this? （引导学生观察袋子上的文字Bone Meal） It’s Bone Meal. What is it used for? （BQ：Is it for dogs? Is it for trees?） （Picture 3）Dad gave a tree. He put it by the shed. （教师指向图片中的shed） Look at the card! What tree did Dad give? （引导学生观察树上的卡片和卡片上的内容） Dad gave an oak tree. Where was Floppy? What was he doing? （引导学生观察Floppy的动作，鼓励学生大胆推测） （Picture 4）Chip gave a tree. He put it by the stream. （教师指向图片中的stream） What tree did Chip give? （引导学生观察树上的卡片和卡片上的内容） It was a willow tree. （Picture 5）Biff gave a tree. It was a beech tree. （引导学生观察树上的卡片和卡 片上的内容） Where did Biff put the tree? （BQ: Did she put it by the shed?） She put it by the pond. （教师指向图片中的pond） （Picture 6）Look! Wilf gave a tree. He put it by the bridge. （教师指向图片中的bridge） It was a chestnut tree. （引导学生观察树上的卡片和卡片上的内容） What did Floppy get? Floppy got a bone. （Picture 7）Wilma gave a tree. The lady helped her. It was a maple tree. （引导学生观察树上的卡片和卡片上的内容） She put it by the swing. （教师指向图片中的swing） What did Floppy do? （Picture 8）Floppy dug a hole. Did Floppy give a tree? No. Floppy gave a bone. He put it in the hole. （Picture 9）Dad and the children made a card for Floppy’s bone. “A funny tree,” said Chip. “A funny bone,” said Dad. 3. 听录音模仿（Listening and Imitating） （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。要求学生在理解故事内容的基础上，逐句跟录音指读。鼓励学生大胆开口，读出戏剧化效果。 （3）放录音，每幅图可请2-3名学生独立模仿，引导学生注意“put it”的连读，以及读最后两幅图时的欢快语气。必要时，教师可进行示范。 第二课时 1. 朗读故事（Reading Dramatically） （1）全班集体朗读。教师组织全班同学齐声朗读故事。 （2）朗读比赛。男生一组，女生一组，每幅图男生组和女生组各读一遍，比比哪组读得好。教师可从以下四方面进行评价：voice, pronunciation, intonation, fluency。 （3）朗读接龙。教师随机请几名学生进行朗读接龙，每人读一句。朗读过程中，教师要注意倾听，根据学生读的情况给予表扬、鼓励和指导。 2. 检查理解（Story Comprehension）（1）引导学生回答“Who gave a tree?”。 教师提问“Who gave a tree? Who gave a bone?”，请学生将人物图贴到黑板一侧，并说出相应的句子：… gave a tree./ … gave a bone. （2）引导学生回答“Where did … put the tree?”。 教师展示图片（the shed, the stream, the pond, the bridge, the swing, a hole），然后逐一提问“Where did … put the tree? Where did Floppy put the bone?”，请学生将地点图片置于相应人物图的右侧，并说出相应的句子：… put it by …。 （3）复述故事 根据板书，教师和学生一起接龙复述故事。教师先示范复述故事开头：It was “Give a tree” week.。 3. 游戏（Games） （1）准备道具 教师在黑板上画一个公园简图，并将一些地标图片（the shed, the stream, the pond, the bridge, the swing, the seesaw, the slide）随意贴在公园图内。 （2）游戏：Give a tree 教师向学生展示几张小树图片，请几名学生依次上台任选一个“种”到公园的某个地点，台下学生说出相应的句子，如：… gave a tree; … put it by …。教师用语可参考： Let’s play a game “Give a tree”. It’s a park. （指向黑板上的公园） Here are the trees. （展示小树的图片） Please come here and give a tree. I gave a tree. I put it by the slide.（教师示范，并将句子写在黑板上） 如学生水平较好，可在小树图片上写出树种名称，如：a willow tree, a cherry tree, a peach tree, an apple tree等。 4. 家庭作业（Homework） （1）反复模仿录音，熟读故事。 （2）和爸爸妈妈一起玩“Give a tree”游戏，并仿照故事中的句子写一写。 Lesson 9 New Trees 板 … gave a tree. … put it by … 书设计 课后反思 课型：新授 授课时间： 第10 课 课题：The Band 教学目标 教学重点难点 课前准备 教学方法 课时安排 知识技能：学生能够听懂故事；能够理解故事情节； 过程方法：能够看图复述故事；能表演故事。 情感态度：体会爸爸演奏唢呐不被认同的失落与懊恼。 思维目标：观察Floppy在故事中的行为并了解其因由。 重点：学生能够听懂故事；能够理解故事情节。 难点：了解过去式后缀“ed”的不同发音 教师：课件，卡片 学生：课本 故事讲述法，图片呈现法 2课时 教学活动 第一课时 教学过程 1. 导入（Lead-in） （1）教师播放视频，并与学生互动： Where did the Finger Band go? （通过视频帮助学生理解band） What instruments can the Finger Band play? （用PPT展示这些乐器的图片与名称） （2）联系生活实际，自然过渡到讲故事环节： What instrument can you play? Do you play in a band? （请学生自由回答前，可展示band图片，帮助学生理解其含个性修改 义） Look at this picture. （展示故事第一幅图） What instrument did Dad play? Was Dad a good player? Could he play in a band? Let’s learn a new story The band. 2. 看图讲故事（Storytelling） 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Floppy一直叫的原因，体会Dad懊恼与失落的心情。 （Picture 1）Dad played his trumpet Was Dad a good player? How do you know? （引导学生观察妈妈与孩子们的表情再进行判断） （Picture 2）Dad played in the house. Look at Mum. Did she like it? （引导学生观察妈妈的表情） No, she didn’t. Did Floppy like it? No. Floppy barked at Dad. （Picture 3）Dad played in the garage. （展示garage图片，帮助学生理解） Floppy barked at Dad again. （Picture 4）Dad played in the shed. （展示shed图片，帮助学生理解） Did Floppy bark at him this time? Yes, he did. The little dog barked too. （指向院墙上的小狗） （Picture 5）Dad played in a band. Look at the other players. Why did they look at Dad?（引导学生自由作答） （Picture 6）The band played in the park. Look! Floppy went to the park. What would happen? （Picture 7）The band played. Floppy barked. Why did Floppy bark? （引导学生自由作答） （Picture 8）Floppy barked and barked. All the little dogs began to bark. （指向小狗们） The band couldn’t play. （Picture 9）Dad had to take Floppy home. Did Floppy stop barking? Yes. “What a bad dog!” said Dad. How did Dad feel? （BQ: Was Dad cross?） Dad was cross with Floppy. 3. 听录音模仿（Listening and Imitating） （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，全班学生齐声模仿跟读1-2遍。要求学生在理解故事内容的基础上，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，分组模仿，每幅图请2-3组进行模仿，比比哪组模仿得像。引导学生注 意“barked at”的语音语调，以及最后一幅图中Dad表现出的对Floppy的厌烦和恼怒。教师根据学生模仿的情况给予示范和指导。 第二课时 1. 朗读故事（Reading Dramatically） 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。教师在朗读过程中要提醒学生注意“played”和“barked”的读音。 （1）全班集体朗读。教师组织全班同学齐声朗读一遍故事。可运用TPR（全身反应法），引导学生朗读时配合动作和表情，将故事情景呈现出来。 （2）朗读接龙。教师将学生分成几个小组，每组读一幅图，进行朗读接龙。 （3）请几名学生上台朗读故事，每人读一幅图。教师要对朗读困难或有问题的学生给予鼓励和指导。 2. 检查理解（Story Comprehension） （1）图片排序 教师将打印好的故事第2、3、4、5、6幅图打乱顺序贴在黑板一侧。 请学生上台根据故事给图片排序。 （2）看图回答问题 教师依次提问请学生回答：Where did Dad play the trumpet? What did Floppy do when Dad played? 学生回答过程中，教师画出本课的脉络图. （3）复述故事 学生两人一组，根据故事脉络图练习复述故事。准备几分钟后，请2-3组上台展示。 3. 拼读练习（Practising Phonics） （1）读单词，找规律 教师在黑板上写出：played/barked，并请学生大声朗读。 教师用红笔标注后缀“ed”并提问，让学生说出“ed”的其中两种发音。问题可参考： 板书设计 What sound does “ed” make in “played”? What sound does “ed” make in “barked”? Do they make the same sound? （2）强化拼读规律 教师展示词卡，让学生分别找出与以上两种发音规律相同的单词，并进行分类。如：barked/asked/looked/jumped /stopped/played/called/climbed。 请学生大声朗读以上两组单词，并在练习本上写一写。 4. 家庭作业（Homework） （1）反复模仿录音，熟读故事。 （2）改写故事，并给爸爸妈妈讲一讲。 Lesson 10 The Band in the house in the garage Dad barked in the shed in the park Floppy 课后反思 课型：新授 授课时间： 第 11课 课题：Up and Down 教学目标 知识技能：学生能够听懂故事；能够理解故事情节；能够理解 “up”与“down”并根据指令迅速做出反应； 过程方法：能够绘声绘色地独立朗读故事；能够惟妙惟肖地模仿录音； 情感态度：体会故事的幽默之处，以及爸爸妈妈在上下电梯过程中不同的态度; 思维目标：通过观察图片细节培养学生的观察力和想象力。 教重点：能够理解故事情节；能够绘声绘色地独立朗读故事； 学 重点难点：能够理解 “up”与“down”并根据指令迅速做出反应； 难 点 课教师：课件，卡片 前学生：课本 准备 教学故事讲述法，图片呈现法 方法 课时2课时 安排 教学活动 个性修改 第一课时 1. 导入（Lead-in） （1）讲解游戏规则 Let’s play a game “Simon says”. When I say “Simon says, stand up!”, you stand up. （教师配合动作以让学生理解） When I say “Stand up!”, you just sit there and do nothing. Let’s have a try. （教师可配合动作帮助学生理解） （2）开始游戏 教师发出指令，引导学生做出相应的动作。游戏可重复做2次，第二次教师可加快语速发出指令。指令可参考： Simon says, stand up! Simon says, sit down! Stand up! Sit down! 之后，自然过渡到讲故事环节：Great! You did a good job. Today, we are going to learn a new story “Up and Down”. Who went up and down? What happened? Let’s have a look. 教学过程 2. 看图讲故事（Storytelling） （Picture 1）Mum and Dad went shopping. （Picture 2）Look! They were at a big shopping mall. Dad wanted a book.（指向图中的bubble） Could Dad get a book on this floor? （指向图片中的数字“2”，引导学生观察这一层的商品与标识再作答） No, he couldn’t. So Dad went up. （Picture 3）Mum wanted a paintbrush. （指向图中的bubble） She went down. （Picture 4）Look at Mum and Dad. Dad got a book, and he went down. Mum got the brush, and she went up. Did Mum see Dad? No, she didn’t. Did Dad see Mum? No, he didn’t. They didn’t see each other. （Picture 5）Can you see Dad? （引导学生观察图片） Dad was looking at the ties. Mum couldn’t see Dad. She went up. （Picture 6）Did Mum find Dad? No. Mum didn’t find Dad. She went down. Dad went up. Look at Mum and Dad. What would they say? （请学生大胆推测，自由作答） （Picture 7）Dad went down. Look at Dad. Why did Dad laugh? （引导学生观察爸爸的表情） Because Mum went up again. Look at Mum. How did she feel? （引导学生观察图片） She felt upset. （Picture 8）Mum came down. Dad was going up. （引导学生观察图片） “Stop!” said Mum. （Picture 9）Finally, Mum and Dad met. “Up and down,” laughed Dad. Look at Mum! What would Mum say? （请学生大胆想象，自由作答） 3. 听录音模仿（Listening and Imitating） （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。要求学生在理解故事内容的基础上，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，请学生独立模仿，每幅图可请2-3名学生模仿，比比谁模仿得像。 4. 朗读故事（Reading Dramatically） （1）全班集体朗读。运用TPR（全身反应法），引导全班同学一边齐声朗读一边手势演示，将整个故事呈现出来。 （2）分组朗读。教师将学生分成两个小组，男生一组，女生一组，分别负责Dad与Mum的部分，比比哪组读得好。 第二课时 1. 检查理解（Story Comprehension） （1）图片排序 教师在黑板上展示第2、3、5、6、8、9幅图，让学生根据故事情节重新排序。（可请个别学生独立完成或请学生分组合作完成。） （2）看图提问，回顾故事情节 学生排序之后，教师针对图片提出问题，引导学生回顾故事的同时，启发学生思考。 （图片2）Why did Dad go up? （went up, wanted a book） （图片3）Why did Mum go down? （went down, wanted a paintbrush） （图片5）Why did Mum go up again? （couldn’t see Dad） （图片6）Why did Dad go up? （couldn’t see Mum） （图片8、9）How did Mum and Dad finally meet each other? （came down, stop） 教师可先示范回答图片2的问题，如：Dad went up, because he wanted a book.。如学生回答有困难，教师可用括号中的关键词引导学生作答。 （3）复述故事 教师可请学生根据图片与关键词复述故事主要情节，每人复述一幅图。教师给予必要的指导和帮助。 2. 游戏（Games）：学会灵活运用“up”和“down” 让学生每人准备6张小卡片，教师引导学生制作含有“up”板书设计 与“down”的词卡：Jump up./Stand up./Hands up./Sit down./Look down./Hands down. （1）游戏1：I say, you do 请几名学生上台大声读出词卡上的内容，台下的学生做出相应的动作。 （2）游戏2：I do, you guess 教师准备好6张词卡，请几名学生上台任意抽取一张词卡后做出相应的动作，请台下的学生猜词。 3. 家庭作业（Homework） （1）反复模仿录音，熟读故事。 （2）与爸爸妈妈一起改编并仿写故事。 Lesson 11 Up and Down … went shopping. … wanted … … went up. … wanted … … went down. … couldn’t see … … went up. … went down. “Up and down!” said … 课后反思 课型：新授 授课时间： 第12 课 课题：What is it？ 教学目标 教学重点难点 课前准备 知识技能：学生能够听懂故事；能理解故事情节；能够灵活运用“What is it? Is it a …?”句型。 过程方法：能够惟妙惟肖地模仿录音；能够绘声绘色地独立朗读故事； 情感态度：培养学生保护动物的意识； 思维目标：通过讨论和改编开拓学生思维，培养其想象力和创造力；能够改编故事。 重点：学生能够听懂故事；能理解故事情节； 难点：能够灵活运用“What is it? Is it a …?”句型；能够改编故事。 教师：课件，卡片 学生：课本 教学故事讲述法，图片呈现法 方法 课时2课时 安排 教学活动 第一课时 1. 导入（Lead-in） （1）教师通过PPT展示几幅部分被遮挡的动物图片（见课件），通过问题引导学生猜猜是什么动物。 Look at this picture. What is it? （展示第一幅动物图片） Is it a panda? Is it a bear? It’s a bear.（展示图片被遮挡的部分，请学生作答） What about this one? What is it?（展示第二幅动物图片） Is it a …? （请不同的学生猜测，引导学生使用“Is it a …?”） It’s a frog.（展示图片被遮挡的部分，请学生作答） （2）展示故事第一幅图，自然过渡到讲故事环节：One day, Mum took the children and Floppy to the park. Look! Floppy barked at something. What was it? Let’s read the story. 2. 看图讲故事（Storytelling） （Picture 1）Floppy was in the park. Floppy barked. （Picture 2）He barked and barked. The children came. Why did Floppy bark? （BQ: Did he see a bone?） Floppy looked at something. “What is it?” said Biff. （Picture 3）Biff looked. “What is it?” she said.（配合动作表情） Biff didn’t know it. （Picture 4）Wilf looked. “What is it?” he said. He didn’t know it either. （教师做出疑惑的表情） （Picture 5）Wilma looked. 个性修改 教学过程 “What is it?” she said. （配合动作表情） “Is it a frog?” （展示青蛙图片进行对比，引导学生作答） Look at the children! They were puzzled. （配合表情帮助学生理解puzzled） Look! What did Kipper do? He called Mum. （Picture 6）Chip looked and looked. “What is it?” he said. “Is it a lizard?”（展示蜥蜴图片进行对比，引导学生作答） （Picture 7）Mum came and looked. She looked at it carefully.（指向图片并配合动作） “What is it?” said the children. Did Mum know it? （Picture 8）“It’s a salamander,” said Mum.（指向图片，并展示一幅salamander大图） “It’s lost,” she said. “It can’t find its home.” What would they do?（BQ: Would they help the salamander find its home?） （Picture 9）Where did they take the salamander? （指向图片中的标识） They took the salamander to Animal Rescue. The salamander was safe. Why did they take the salamander there? 3. 听录音模仿（Listening and Imitating） （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，全班学生齐声模仿跟读1-2遍。要求学生在理解故事内容的基础上，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，请学生独立模仿故事，每幅图可请2-3名学生模仿。 4. 朗读故事（Reading Dramatically） （1）全班集体朗读。教师组织全班同学齐声朗读一两遍。 （2）分组朗读接龙。教师将学生分成几个小组，每组读一幅图，进行朗读接龙。 （3）个人朗读。 第二课时 1. 检查理解（Story Comprehension） （1）图片排序 教师在黑板上展示第2、3、4、5、6、8、9幅图，让学生根据故事情节重新排序。 （2）看图问答，梳理故事情节 教师针对图片提问，请学生作答。教师可将答案制作成卡片，打乱顺序贴在黑板上，请学生选择合适的句子作答。 问题可参考： （图2）What did Floppy do? （图3、4、5、6）What did Biff/Wilf/Wilma/Chip say? （图8）What did Mum say? （图9）Was the salamander safe? 2. 表演（Role-play） （1）准备道具 教师提前准备好头饰（Mum, Biff, Chip, Kipper, Wilma, Wilf, Floppy），以及动物图片或玩具（frog, lizard, salamander）。 （2）分组准备 教师将学生分成若干小组，小组内分配好角色，然后练习表演。 （3）表演展示 准备几分钟后，可请2-3组学生上台表演。 3. 讨论（Discussion） （1）分组讨论 让学生分组讨论，然后请几名学生发表看法。最后教师进行总结，让学生进一步了解Animal Rescue。 （2）改编故事 让学生两人一组，发挥想象力改编故事。准备几分钟后，请2-3组上台展示。 4. 家庭作业（Homework） （1）反复模仿录音，熟读故事。 （2）将改编的故事写一写，对绘画感兴趣的可以配上图片。 板书设计 Lesson 12 What is it？ （图2）What did Floppy do? （图3、4、5、6）What did Biff/Wilf/Wilma/Chip say? （图8）What did Mum say? （图9）Was the salamander safe? 课后反思 课型：新授 授课时间： 第13 课 课题：The Big Egg 教学目标 教学重点难点 课前准备 教学方法 课时安排 知识技能：学生能够听懂故事；能理解故事情节；初步掌握“This is too big for …”句型 过程方法：能够绘声绘色地独立朗读故事；能够惟妙惟肖地模仿录音； 情感态度：体验孩子们在农场捡鸡蛋的乐趣； 思维目标：通过观察图片细节培养学生的观察力与预测能力。 重点：能够惟妙惟肖地模仿录音 难点：初步掌握“This is too big for …”句型 教师：课件，卡片 学生：课本 故事讲述法，图片呈现法 2课时 教学活动 第一课时 教学过程 1. 导入（Lead-in） 教师通过PPT展示图片（见课件），并与学生互动： Look! Mother Hen, Mother Duck and Mother Quail are looking for their eggs. （指向图片中的母鸡、鸭子和鹌鹑） Where are their eggs? Can you help them? Look! Here is an egg. （指向鸡蛋图片） Is it Mother Duck’s? 个性修改 No. It’s Mother Hen’s egg. Look at these eggs. （指向鹌鹑蛋图片） Are they Mother Duck’s? No. They are Mother Quail’s. Here is another egg. （指向鸭蛋图片） Whose egg is it? It’s Mother Duck’s egg. There is another egg. （指向鸵鸟蛋图片） What a big egg! （配合动作表情） Is it theirs? （指向母鸡、鸭子与鹌鹑） It’s too big for them. Whose is it? Let’s learn the story The Big Egg and find it out. 2. 看图讲故事（Storytelling） （Picture 1）The family went to the farm. What did the children do? （BQ: Did they feed the hens?） The children fed the hens. （配合动作） （Picture 2）The children looked for eggs. There were a lot of eggs. （指向图片中的鸡蛋） They put the eggs in a box. Look at Dad! What was he doing? （BQ: Was he thinking?） （Picture 3）Dad had an idea. Look at Dad. He gave some money to the farmer. What did Dad want to buy? （引导学生观察并猜测） What did the children do? They gave the eggs to Mum. Look at Floppy! Poor Floppy! （指向Floppy，并模仿其表情） （Picture 4）Kipper went on looking. What did he look for? （BQ: Did he look for eggs?） Would Kipper find another egg? （Picture 5）Kipper found an egg. “Look at this egg,” said Kipper. “This is too big.” （配合动作表情） Look at Dad! （模仿爸爸的手势） Why did Dad do so? （请学生自由作答） He played a trick. （Picture 6）Kipper looked at the hen. “This is too big for you.”（配合动作表情） Whose egg was it? （请学生猜测） （Picture 7）Dad knew it. “Come and see this,” said Dad. （配合动作表情） Look at Mum! Why did she laugh? （请学生自由作答） （Picture 8）The children went with Dad. They saw some ostriches. （指向图片中的鸵鸟，并板书ostrich） Was it the ostrich’s egg? （指向图片中的鸵鸟） Yes, it was. “This is too big for you,” said Mum.（配合动作表情） （Picture 9）They took the eggs home. The family had the eggs for breakfast. What did Dad get? （指向图片中的大鸵鸟蛋） “This is too big for me,” said Dad. （配合动作表情） Everyone laughed. 3. 听录音模仿（Listening and Imitating） （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，全班学生齐声模仿跟读2-3遍。要求学生在理解故事内容的基础上，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，请几个学生重点模仿第5-9幅图。引导学生去模仿Kipper, Dad, Mum的不同语气，体会不同的情感。 4. 朗读故事（Reading Dramatically） （1）全班集体朗读。教师组织全班同学齐声朗读一遍故事。 （2）分角色朗读。教师将学生分成四个小组，分别负责narrator，Kipper，Mum，Dad四个角色，进行分角色朗读。 第二课时 1. 检查理解（Story Comprehension） （1）图片排序 教师将第1、2、4、5、8、9幅图打乱顺序贴在黑板上，让学生根据故事重新排序。 （2）图文配对 教师将第1、2、4、5幅图的句子卡片打乱顺序贴在黑板上，请学生完成图文配对。句卡内容可参考： The children fed the hens. They looked for eggs and put the eggs in a box. “Look at this egg. This is too big.” Kipper went on looking. （3）写句子 之后，教师针对第8、9幅图提问，请学生作答并将答案写在黑板上。问题： Look at this picture. What did Mum say? （指向图片中的Mum） Look at this picture. What did Dad say? （指向图片中的Dad） 2. 表演（Role-play） （1）故事表演 教师在PPT上展示第3幅图片，引导学生观察并思考爸爸与农场主之间有怎样的对话。台词： Dad: Do you have any big eggs? Farmer: Yes. Do you want some? Dad: How much? Farmer: 1.5 pound for each. Dad: I’ll take one. Here is the money. Farmer: What do you want to do with it? Dad: A trick! Wait and see. （2）拓展表演 教师设计场景并准备一些道具，引导学生在真实情境中灵活运用“This is too … for …”。请学生两人一组根据以下场景设计台词，并进行表演。场景可参考： Mum needs new glasses. Mum and Dad are in the shop. 台词可参考： Mum: Look at me! Do you like this pair? （戴上一副很大的眼镜） Dad：No. This is too big for you. Mum: How about this pair? （戴上一副很小的眼镜） Dad: No. This is too small for you. Mum: I think this will be OK. （戴上一副合适的眼镜） Dad: This is good for you. 3. 家庭作业（Homework） （1）反复模仿录音，熟读故事。 （2）仿照拓展表演环节设计一个情景对话，并写一写。 Lesson 13 The Big Egg This is too … 板 书设计 for … 课后反思 课型：新授 授课时间： 第 14课 课题：A Present for Mum 知识技能：学生能够读懂故事情节；绘声绘色地独立朗读故事； 教过程方法：惟妙惟肖地模仿录音；能够用英语围绕“presents”这一话题展开学讨论。 目情感态度：让学生感受孩子们为父母的结婚纪念活动做准备的热情；体验标 结婚纪念活动的温情和一家人相亲相爱的氛围。 思维目标：通过观察故事图片培养学生的观察能力与预测能力。 教 学重点：惟妙惟肖地模仿录音；绘声绘色地独立朗读故事； 重 点 难难点：能看图复述故事；能够用英语围绕“presents”这一话题展开讨论。 点 课 前教师：课件，卡片 准学生：课本 备 教学故事讲述法，图片呈现法 方法 课时2课时 安排 教学活动 个性修改 教学第一课时 过1. 导入（Lead-in） 程 （1）教师向学生展示一个装有礼物的大箱子（提前准备好3个大小不一的箱子和一个小玩具，将小玩具放在最小的箱子里，然后一层层套上大箱子），并请学生猜猜礼物是什么。 Boys and girls, do you like presents?（可展示礼物盒图片，帮助学生理解“presents”） I have a present for you. （展示大箱子） The present is in this big box. Can you guess what’s in the box? （请学生猜一猜） （2）教师请一个学生上台，打开最外边的箱子，并提问： Open the big box and have a look. What’s in it? （请学生打开并取出里面的东西） It’s a box.（请学生回答） It’s a small box. （教师配合动作引导学生理解small） （3）教师继续请学生上台依次将箱子层层打开并提问，直到学生发现箱子里的小礼物。 Open the box and have a look. What’s in it? （请学生取出箱子里的东西） It’s a box.（请学生回答） It’s a smaller box.（教师配合动作引导学生理解smaller） Open this box and have a look. What’s in it? （请学生打开并取出箱子里的东西） It’s a toy.（请学生作答） Do you like this present? 之后，利用PPT展示故事第4幅图，自然过渡到讲故事环节：Look! It’s Mum and Dad’s 10th wedding anniversary. 2. 看图讲故事（Storytelling） （Picture 1）Look! The children were preparing for Mum and Dad’s 10th wedding anniversary. Biff and Chip were making a banner. （指向图片中的横幅） What was Kipper doing? （BQ: Was he drawing a picture? Was he making a card?） Kipper was making a card for Mum and Dad. Dad had a little box. What was it? （BQ: Was it a present for Mum?） （Picture 2）It was a present for Mum. What did Dad do with the present? （BQ：Did he wrap it up?） Dad wrapped up the present. Chip helped. （指向图片） Did the present look nice? （指向爸爸手中包好的礼物） （Picture 3）What beautiful posters and cards! （指向图片） Look at Dad! Dad had an idea. What did Dad want? （BQ: Did he want to make Mum laugh? 指向图片中的bubble） Yes, Dad wanted to make Mum laugh. Would Dad make Mum laugh? （Picture 4）Mum and Dad had a party. They danced and laughed. Everyone was happy. （Picture 5）It was present time. Mum gave Dad a present. Dad gave Mum a big box. What a big box! （配合动作表情） Everyone looked at it. （Picture 6）Mum opened the big box.（用手势演示big） What was in it? Mum had a smaller box.（用手势演示smaller） “What is it?” she asked. What would be in the smaller box? （Picture 7）It was another smaller box. The present got smaller… （Picture 8）… and smaller… （Picture 9）… and smaller.（用手势演示） （Picture 10）What a lot of boxes! Finally, Mum got the present. “This is for you,” said Dad.（配合动作） Did Mum laugh? （引导学生观察Mum的表情） （Picture 11）Look! Mum had a small box, too. “And this is for you,” said Mum. What was Dad’s present for Mum? What was Mum’s present for Dad? （Picture 12）Look! Dad got a ring. Mum got a ring, too. “Oh Dad!” said Mum. “Oh Mum!” said Dad. What lovely presents! What a lovely anniversary! What a lovely family! 3. 听录音模仿（Listening and Imitating） （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2-3遍。要求学生在理解故事内容的基础上，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，请几个学生重点模仿第6-12幅图。 4. 朗读故事（Reading Dramatically） （1）全班集体朗读。 （2）朗读比赛。男生一组，女生一组，每幅图男生组和女生组各读一遍，比比哪组读得好。 第二课时 1. 检查理解（Story Comprehension） （1）看图问答，回顾故事情节 教师利用PPT展示下图，并逐一提问，请学生根据图片和关键词作答。 Let’s recall the story together. It was Mum and Dad’s 10th wedding anniversary. Everyone prepared for it. （指向图1）At first, what did Dad have? （指向图2）Why did Dad put the present in the big box? （指向图3）How did Mum get the present? （指向图4）What did Mum get? What did Dad get? Were they happy? 2 make Mum laugh, put…in 1 had a little box, a present for opened the big box, got smaller got a ring, happy 3 4 （2）复述故事 让学生自由结成4人小组，根据图片和关键词复述故事，每人复述一幅图。 2. 表演（Role-play） （1）教师提前准备好道具：纸箱（大小不一，3个）、指环（2个），人物头饰（Mum, Dad）。 （2）教师将学生分成若干3人小组，分别扮演旁白（the narrator），Mum，Dad。教师可先帮助学生为角色设计简单的台词。如： （图5）Mum: This is for you. Dad: This is for you. （图6）Mum: What is it? Dad: Open it and have a look! （图7-10）Mum: A big box, a small box, a smaller box, another smaller box … Oh Dad! Dad: This is for you. （图11）Mum: And this is for you. （图12）Mum: Oh Dad! Dad: Oh Mum! （3）表演 学生准备2-3分钟后，请2-3组上台表演。 3. 讨论（Discussion） 教师引导学生就“presents”这个话题展开讨论，让学生联系生活实际大胆表达。 问题可参考： Do you like presents? When do you get presents? What presents did you get? What was your favourite present? Who gave it to you? When did you get it? 4. 家庭作业（Homework） （1）反复模仿录音，熟读故事。 （2）给爸爸妈妈讲讲这个故事。 （3）画一画自己送给爸爸（或妈妈）的礼物，并进行简单描述，如：I gave … a present. It was … Lesson 14 A Present for Mum 板 书 设计 课后反思 课型：新授 授课时间： 第15 课 课题：The Hole in the Sand 知识技能：：学生能够听懂故事；能理解故事情节；能够理解运用教“bigger”，“deeper”等比较级； 学过程方法：能够惟妙惟肖地模仿录音；能够绘声绘色地独立朗读故事； 目情感态度：感受一家人在海滩玩耍的乐趣；通过观察图片引导学生认识到标 在海滩挖深坑可能发生的危险； 思维目标：通过讨论培养学生的分析力与想象力。 教 学重点：能够绘声绘色地独立朗读故事； 重 点 难难点：能够理解运用“bigger”，“deeper”等比较级； 点 课 前教师：课件，卡片 准学生：课本 备 教学故事讲述法，图片呈现法 方法 课时2课时 安排 教学活动 第一课时 1. 导入（Lead-in） （1）展示一张海滩图片，引入话题： Look! Where is it? Have you ever been to the seaside? What can you see at the seaside? What can you do at the seaside? （2）教师展示几张在海滩玩耍的图片，自然过渡到讲故事环节： It’s great fun at the seaside. We can swim. We can read. We can play with sand. We can make sandcastles with our friends and parents. Kipper’s family went to the seaside.（展示标题图片） Look at Dad! What was he doing? （BQ：Was he digging a hole?） Did Dad dig a big hole? What would happen? Let’s learn the story and find it out. 2. 看图讲故事（Storytelling） （Picture 1）The family were at the seaside. What were the children doing? （BQ: Were they making a sandcastle? Were they digging a hole in the sand?） They were digging a hole in the sand. Look! Biff’s spade was no good.（指向图片中Biff的spade） What would they do? （Picture 2）Dad took the children to a shop. What did Dad get? Dad got a big spade.（指向图片中爸爸手中的big spade） “Let me dig a hole,” he said. （Picture 3）Dad dug a hole. （配合动作） Who helped? The children helped. What was Mum doing? She was reading. Was Dad’s spade good? （Picture 4）Dad’s spade was good. He dug and dug. 个性修改 教学过程 （配合动作） He dug a big hole. （配合手势） The hole got bigger… （Picture 5）…and bigger, （配合手势与表情） （Picture 6）Dad dug and dug again. （配合动作） The hole got deeper… （Picture 7）…and deeper. （配合手势与表情） （Picture 8）What a big hole! （配合手势与表情） All the children came. What did they do? They played in the hole. （Picture 9）Oh no! What happened? The water came in. Could Dad stop the water? No. “I can’t stop it,” said Dad. （Picture 10）The tide came in. （指向图片，并配合声音与动作，帮助学生理解tide） Everyone was frightened. They ran away. Dad ran out of the hole. Dad’s spade was in the hole. （Picture 11）Next day, Dad and the children went back to the seaside. They couldn’t find the hole. The hole had gone. Dad’s spade was under the sand. What would Dad do? （请学生自由作答） （Picture 12）Dad wanted to find his spade. “Let’s dig,” said Dad. Look at Mum and the children. What did they think? （BQ: Did they want to dig?） Would Dad get his spade back? （请学生自由作答） 3. 听录音模仿（Listening and Imitating） （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。要求学生在理解故事内容的基础上，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，请学生独立模仿，每幅图可请2-3名学生模仿。 4. 朗读故事（Reading Dramatically） （1）全班集体朗读。运用TPR（全身反应法），引导全班同学一边做动作一边齐声朗读，将整个故事呈现出来。尤其注意爸爸挖坑的过程和潮水来袭的情景。必要时，教师可进行示范。 （2）朗读接龙。将学生分成几个小组，每组读一幅图进行朗读接龙。 （3）朗读展示。请几名学生上台朗读图片4-7，并配合动作和表情进行展示。 第二课时 1. 检查理解（Story Comprehension） （1）图片排序 教师在黑板上展示图3-10以及图12，让学生根据故事情节重新排序。（可请个别学生独立完成或请学生分组合作完成。） （2）看图问答 教师针对每幅图提问，请学生作答。问题： （图3）What did Dad and the children do? （图4-7）Did Dad dig a big and deep hole? （图8）What did the children do? （图9）Why did the children go away? （图10）What happened to Dad’s spade? （图12）Why did Dad dig again? （3）看图讲故事 请学生根据图片和关键词讲故事。首先，教师和学生一起讲故事，然后请2-3名学生绘声绘色地独立讲述整个故事。 2. 拓展活动（Activities） （1）回顾故事，理解比较级 教师通过PPT展示故事第4-7幅图，请学生用比较级补全句子，并写一写。 The hole got … and . （提示词：big） The hole got … and . （提示词：deep） 之后，教师引导学生去发现比较级后加“er”的规律。 （2）拓展练习，灵活运用 教师展示A Present for Mum这一课中妈妈拆礼物的图片，请学生补全句子，并写一写。 The present got…and … . 3. 讨论（Discussion） （1）主题讨论 展示故事第10幅图，提出问题启发学生思考，并请学生大胆表达个人观点。问题： Where was Dad’s spade? If Dad were in the hole, what might happen? Was it good for Dad to dig such a big and deep hole in the sand? （2）结局讨论 展示故事最后一幅图，请学生就故事的结局分组讨论，为续写故事做铺垫。问题： Why did Dad dig again? Would Dad find his spade? What would happen? 4. 家庭作业（Homework） （1）反复模仿录音，熟读故事。 （2）结合讨论环节续写故事（3-4句话即可）。 Lesson 15 The Hole in the Sand 板 The hole got … and … . 书 big deep small 设计 课后反思 课型：新授 授课时间： 第 16 课 课题： In a Bit 教知识技能：学生能够听懂录音，理解故事情节。 学过程方法：惟妙惟肖地模仿录音；能够绘声绘色地独立朗读故事。 目标 情感态度：了解英国父母解决问题的方法；培养学生主动分担家务的意识。 思维目标：通过观察动物特征培养学生的观察力和想象力。 教学重点难点 课前准备 重点：学生能够听懂录音，理解故事情节。 难点：惟妙惟肖地模仿录音；能够绘声绘色地独立朗读故事。 教师：课件，人物卡片 学生：课本 教学故事讲述法，图片呈现 方法 课时2课时 安排 教学活动 第一课时 1. 导入（Lead-in） （1）观看视频，并与学生互动： What’s the video about? What did Mini want Mickey to do? Did Mickey help Mini with the housework? Did Mickey do a good job? （2）联系实际，展开讨论，自然过渡到讲故事环节： Do you often help your parents do housework at home? Do you like to do housework? What housework do you like to do? 之后，展示故事第一幅图，自然过渡到讲故事环节：Look at this picture. Mum wanted the children to help. Did they help Mum and Dad? What did they say? Let’s go through the story and find it out. 2. 看图讲故事（Storytelling） （Picture 1）Mum had some washing to do.（指向图片中的衣服筐） She wanted Biff to help. Mum said, “Come and help!” （Picture 2）Did Biff help Mum? No. Biff was looking at the TV. “I’m watching TV. In a bit,” she said. Would Biff go and help Mum later? （Picture 3）Dad was going to clean the car. Dad wanted Chip to help. “Come and help,” he said to Chip. （Picture 4）Chip was looking at the TV. Would he go and help? What did he say? “In a bit,” he said. （Picture 5）Mum was in Kipper’s room. Was Mum happy? Why? （引导学生观察图片，教师亦可模仿妈妈表情） Kipper’s room was in a mess. Mum asked Kipper to help. “Come and help!” （Picture 6）Did Kipper go and help? 个性修改 教学过程 What was Kipper doing? Kipper was also looking at the TV. “In a bit,” said Kipper. （Picture 7）Look at Mum and Dad! （叹气，模仿爸爸妈妈的表情） How did they look? （BQ: Were they happy? Were they worried?） Mum and Dad were worried. “What can we do?” said Dad. Mum had an idea. （Picture 8）It was dinner time. Biff, Chip and Kipper were hungry. They wanted dinner. Did Mum and Dad prepare dinner for the children? （Picture 9）No. Mum and Dad made a TV with a big box.（展示电视道具） “In a bit,” said Mum and Dad.（模仿爸爸妈妈的语气） What does “In a bit” mean? （让学生用中文解释） How did the children feel? What would they say? （鼓励学生大胆推测，自由作答） 3. 听录音模仿（Listening and Imitating） （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，全班学生齐声模仿跟读1-2遍。要求学生在理解故事内容的基础上，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，请学生独立模仿，每幅图可请2-3名学生模仿，看看谁模仿得像。 第二课时 1. 朗读故事（Reading Dramatically） （1）全班集体朗读。教师组织全班同学齐声朗读一遍故事。 （2）分角色朗读。教师将学生分成六个小组，分别负责narrator，Biff，Chip，Kipper，Mum，Dad六个角色，进行分角色朗读。之后，小组间交换角色，再朗读1-2次。教师也可请几名学生进行分角色朗读。 2. 检查理解（Story Comprehension） （1）图文配对 教师提前打印好图2、4、6、7、9及相应句卡：3张“Come and help.”；3张“In a bit.”；1张“What can we do?”。 教师引导学生一起给图片排序。 教师针对图片提问，请学生将句子卡片贴在相应的故事人物一侧。问题可参考： 图2：What did Mum say? What did Biff say? 图4：What did Dad say? What did Chip say? 图6：What did Mum say? What did Kipper say? 图7：What did Dad say? 以上四幅图完成后，教师继续针对图9提问：What did Mum and Dad say? 请一名学生上台写句子。 （2）看图讲故事 教师引导学生根据图片和句卡讲故事，教师可先示范故事开头，如：“Come and help!” said Mum. Biff was looking at the TV. “In a bit,” said Biff. 请4名学生分别讲述图4、6、7、9的故事内容。教师给予必要的帮助和指导。 3. 表演（Role-play）：在理解故事的基础上培养学生的想象力，鼓励学生用适当的语言来表达自己的观点（可选） （1）准备表演 教师准备好道具，并将学生分成若干6人小组，明确角色（Mum, Dad, Biff, Chip, Kipper, the narrator）及相应的台词。 引导学生为最后一幅图设计台词，如： Children: We are hungry. Can we have dinner now? M&D: In a bit. Children: We are sorry. Do you need help now? （2）分组表演 小组内练习表演故事，教师给予必要的帮助和指导。 请2-3组学生上台展示。 4. 家庭作业（Homework） （1）反复模仿录音，熟读故事。 （2）结合生活实际改写故事，可改编部分故事情节，如图5-9。 板书设计 Lesson 16 In a Bit 图2：What did Mum say? What did Biff say? 图4：What did Dad say? What did Chip say? 图6：What did Mum say? What did Kipper say? 图7：What did Dad say? 课后反思 课型：新授 第 17 课 课题： Poor Floppy 授课时间： 知识技能：学生能够听懂录音，理解故事情节。能够分辨字母组合“ed”、“ad”、“et”以及“at”的发音；能够围绕宠物这一话题表达自己的观教点。 学目过程方法：惟妙惟肖地模仿录音；能够绘声绘色地独立朗读故事。 标 情感态度：感受Kipper一家人对Floppy的爱。通过讨论培养学生关爱宠物 的意识。 思维目标：通过观察图片培养学生想象力和创造力。 教 学重点：能够分辨字母组合“ed”、“ad”、“et”以及“at”的发音。 重点 难难点：能够围绕宠物这一话题表达自己的观点。 点 课 前教师：课件，人物卡片 准学生：课本 备 教学故事讲述法，图片呈现 方法 课时2课时 安排 教学活动 个性修改 第一课时 1. 导入（Lead-in） （1）教师利用PPT展示Floppy不同状态的图片，并与学生互动： Do you like Floppy? I love Floppy. I like to show you some pictures of Floppy. （指向PPT-1）Look! Floppy was running. How was he? （BQ: Was he happy?） He was very happy. He was excited. （配合表情） （指向PPT-2）How was Floppy in this picture? Floppy was tired. （配合表情） （指向PPT-3）Floppy was sleeping. （做出睡觉的动作） （指向PPT-4）Look! Floppy ran away. He was scared.（配合 教学过程 表情） （指向PPT-5）Look at this picture. Grrr! Floppy was cross.（配合表情） （2）展示标题下的图片，自然引入故事： Look! How was Floppy? Was he excited? Was he scared? Was he cross? Did Floppy look good or bad? Would he get better? Let’s read the story. 2. 看图讲故事（Storytelling） （Picture 1）Mum and Chip found Floppy in the kitchen. Floppy was not well. He was ill. （Picture 2）Floppy lay on his bed.（指向Floppy） “He looks bad,” said Kipper. How did the children feel? （Picture 3）Look at Kipper. Kipper was sad. （指向Kipper，配合表情） What about Biff? What did she do? （指向Biff手中的卡片） Biff made a card for Floppy. She wanted Floppy to get well. （Picture 4）Mum took Floppy to the vet. （指向图片中的标识） Chip went, too. （Picture 5）There were a lot of people and pets at the vet’s. Chip looked at the pets. “I can see six cats,” said Chip. （教师可与学生一起数一数） What a lot of cats! （Picture 6）What did Floppy do? Did he run after the cats? （配合动作） No. Floppy just looked at the cats. He was not well. He was too weak. （配合表情） （Picture 7）The vet looked at Floppy. “Give him some pills,” said the vet.（教师可展示图片或实物帮助学生理解“pills”） （Picture 8）Mum and Chip took Floppy home. Floppy had some pills. Look at Dad and the children. They all wanted Floppy to get better. （模仿爸爸与孩子们期盼的眼神） （Picture 9）Floppy was soon better. Look at the children! They were excited. Was Dad excited? （模仿爸爸的表情） No! Floppy got Dad’s slipper. （指向Floppy嘴里叼的拖鞋） What would Dad say? （请学生自由作答） 3. 听录音模仿（Listening and Imitating） （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，全班学生齐声模仿跟读1-2遍。要求学生在理解故事内容的基础上，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，请学生重点模仿前3幅图与最后一幅图。注意引导学生读出故事中的情感变化。必要时，教师可做示范。 第二课时 1. 朗读故事（Reading Dramatically） （1）全班集体朗读。教师组织全班同学齐声朗读一遍故事。 （2）分组朗读。教师将学生分成4个小组，每组读一幅图，进行朗读接龙，看看哪组读得好。 （3）个人朗读。请几名学生分别独立朗读图1、2、3、8、9，引导学生注意语音语调的变化。教师根据学生读的情况给予表扬、鼓励和指导。 2. 检查理解（Story Comprehension） （1）看图问答 教师将句子卡打乱顺序贴在黑板一侧。句子卡可参考如下： Floppy was not well. The children wanted Floppy to get well. Mum took Floppy to the vet. The vet gave Floppy some pills. Mum took Floppy home. Floppy had some pills. Floppy was soon better. 教师针对故事第一幅图和最后一幅图提问，请学生回答并找出相应的句子卡贴在图片一侧。问题可参考： How was Floppy at the beginning of the story? How was Floppy at the end? （2）排序并复述故事 教师引导学生对其余句子卡进行排序。教师语言可参考： What happened in the middle? How did they make Floppy well? Can you put these sentences in the right order? 之后，教师带领全班学生根据句子卡的提示复述故事。 3. 表演（Role-play） （1）讨论 教师围绕宠物生病这一话题提问，让学生分组讨论。问题可参考： What did the vet say after she looked at Floppy? If your pet were ill, what would you do? （BQ: Would you take your pet to the vet?） 板书设计 （2）表演 基于讨论，教师引导学生想象自己和家人带宠物去看病时和vet之间的对话。学生自由结成2-3人小组，发挥想象力创编一小段对话。教师可给出Chip、Mum和vet之间的对话，供学生参考，如： Mum: Floppy is not well. Vet: Let me have a look. Chip: He looks bad. Please help him! Vet: Not so bad. Give him some pills. Chip: Oh, poor Floppy. Vet: Don’t worry! He will be soon better. Chip: Thanks a lot. 准备几分钟后，教师可请2-3组学生上台表演。如学生表达有困难，教师在准备过程中需给予必要的提示和指导。 4. 拼读练习（Practising Phonics）：培养拼读意识，复习字母组合“ed”、“ad”、“et”和“at”的拼读规律 （1）补全儿歌，练习拼读 教师利用PPT展示一首基于故事改编的儿歌（需补全），请学生选择合适的词补全儿歌。之后，教师带着学生有节奏地读一读。儿歌如下： Floppy looked . He lay on his . The children were . They loved their . They took Floppy to the . There they saw a . And that was . （bed, bad, sad, bet, vet, pet, cat, that, Pat） （2）听音辨音 教师将学生分成四组，每组分别负责一个字母组合（ed/ad/et/at）。 教师朗读含以上四个字母组合的单词，如：cat/pet/sad/bed/mat/vet/flat/glad/bad/that），请听到相应字母组合的小组起立拍手。 5. 家庭作业（Homework） （1）给爸爸妈妈讲故事。 （2）用4-5句话简写故事。（如学生有兴趣，可制作成绘本，在班级展示） Lesson 17 Poor Floppy Floppy was not well. The children wanted Floppy to get well. Mum took Floppy to the vet. The vet gave Floppy some pills. Mum took Floppy home. Floppy had some pills. Floppy was soon better. 课后反思 课型：新授 授课时间： 第 18 课 课题： Put it Back 知识技能：学生能够听懂录音，理解故事情节。 教过程方法：惟妙惟肖地模仿录音；能够绘声绘色地独立朗读故事。 学情感态度：让学生感受一家人在海滩“寻宝”的乐趣，分享孩子们有新发现目标 时的喜悦。体会“Put it back.”蕴含的对动物的爱护之情；通过游戏培养 学生的环保意识。 思维目标：培养学生解决问题的能力。 教 学重点：能够根据图片与关键词简单讲述故事；能够在游戏中灵活运用所学。 重点 难难点：体会“Put it back.”蕴含的对动物的爱护之情。 点 课前准备 教学方法 课时安排 教学过程 教师：课件，卡片 学生：课本 故事讲述法，图片呈现法 2课时 教学活动 第一课时 1. 导入（Lead-in）： 个性修改 （1）利用PPT展示海滩图片，并与学生互动： Look at this picture. Is it beautiful? Do you like the seaside? What can you see at the seaside? What can we do at the seaside?（BQ: Can we play with water? Can we collect shells?） （2）联系实际，引入故事： Have you ever been to the seaside? What did you do at the seaside? One day, the family went to the seaside. What did they do? Let’s go through the story and find it out. 2. 看图讲故事（Storytelling）： （Picture 1）The family were at the seaside. Look! Biff found something in the puddle. （指向图片中的水洼和螃蟹） “Come and see this,” said Biff.（配合动作表情） （Picture 2）Biff had a crab. （指向Biff 与螃蟹） Was it a live crab? “Put it back,” said Chip （Picture 3）Did Biff take it away? No. Biff put the crab back. （指向图片中Biff放生的动作） Why did she put it back? （鼓励学生自由作答） Look! Dad was calling the children. “Let’s look on the sand,” said Dad. （配合动作表情） （Picture 4）The children looked on the sand. “Come and see this,” said Chip. （配合动作表情） What did Chip have? Chip had a net. What would Chip do with the net? Would he put it back? （Picture 5）“Come and see this,” said Mum. （配合动作表情） Mum had a bit of wood.（指向图片中的wood，并展示实物） Would Mum put it back? （Picture 6）Kipper found a shell. It was a big and good shell. “Look at this shell,” said Kipper. “This is the best of all.” （Picture 7）The family put their findings together. Look! What did they get? （分别指向图片中的物品，引导学生作答） Look at the shell Kipper found! （用惊奇的语气，配合表情） It had legs. “Oh no! What is it?” said Kipper. （Picture 8）Dad looked at the shell carefully. “It’s a hermit crab,” laughed Dad. “It’s a crab that lives in a shell,” said Dad. （此处可用中文帮助学生理解） What would they do with the hermit crab? （BQ: Would they put it back or take it away?） （Picture 9）“Put it back,” said Kipper. “Good boy!” said Dad. （竖起大拇指） Dad put it back into the water. 本环节中，教师要把握故事主线，无需过度关注图片细节，并尽量使用符合学生实际水平的英文。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）： （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，全班学生齐声模仿跟读1-2遍。要求学生在理解故事内容的基础上，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，请不同的学生模仿不同故事人物的语言。引导学生注意不同话语体现的不同情感，如：“Come and see this.”体现的是有新发现时的欣喜，“Put it back.”蕴含的是坚定又略带不舍的情绪。必要时，教师可做示范。 第二课时 1. 朗读故事（Reading Dramatically）： （1）全班集体朗读。教师组织全班同学齐声朗读一遍故事。 （2）分角色朗读。教师请不同的学生分别扮演Mum，Dad，Biff，Chip，Kipper进行分角色朗读，其他学生齐读旁白。分角色朗读可反复进行2-3次。 朗读过程中，教师要注意学生朗读时的语气，引导学生读出孩子们有新发现时的惊喜，以及放生小螃蟹时坚定中带着不舍的情绪。教师对朗读困难或有问题的学生要给予鼓励和指导。 2. 检查理解（Story Comprehension）： （1）教师将人物图（Biff, Mum, Chip, Kipper）及在海滩上找到的物品的图片（a crab, a net, a bit of wood, a hermit crab）分别纵向排列贴在黑板上。教师提问，请学生回答并连线。问题可参考： What did Biff have? What did Chip have? What did Mum have? What did Kipper have? （2）教师针对图片依次提问：What did they do with the crab/the net/the bit of wood/the hermit crab?，让学生学会区别对待在海滩上找到的物品。如学生回答有困难，教师可将备选答案写在黑板上：They put it back./ They took it away.。 （3）教师引导学生根据黑板上的图片和文字复述故事。教师可先示范复述故事开头：The family went to the seaside. Biff had a crab. They put it back. 3. 游戏（Games）： （1）准备工作 教师在黑板上简单画出一个沙滩的轮廓，并将一些小图片（fish, shell, octopus, crab, bucket, spade, bottle, net, boot, wood, ball）正面朝下随意贴在沙滩图上。 （2）海滩寻宝 寻宝活动进行两次，每次请4-5名学生上台“寻宝”，每人找一张图片。找到后展示图片，并说出找到了什么，如：I had a shell.。 （3）宝藏分类 教师通过提问，引导学生为“宝物”找到最合适的处理方式。问题可参考： Shall we put it back or take it away? 4. 家庭作业（Homework） （1）反复模仿录音，熟读故事。 （2）跟爸爸妈妈玩“海滩寻宝”游戏，并仿照故事写一写，如：I had a crab. I put it back. 板书设计 Lesson 18 Put it back What did Biff have? What did Chip have? What did Mum have? What did Kipper have? a crab, a net, a bit of wood, a hermit crab 课后反思 课型：新授 授课时间： 第19 课 课题：The Baby-sitter 教学目标 教学重点难点 课前准备 教学方法 课时安排 知识技能：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。 过程方法：能够根据人物特点表演故事；能够复述故事；能够仿写故事。 情感态度：简单了解baby-sitter这一职业；感受孩子们与baby-sitter一起玩耍的乐趣；体会baby-sitter的心情变化。 思维目标：通过讨论培养学生的批判性思维与表达能力。 重点：绘声绘色地独立朗读故事；能够理解故事情节。 难点：能够根据人物特点表演故事；能够复述故事；能够仿写故事。 教师：课件，卡片 学生：课本 故事讲述法，图片呈现法 2课时 教学活动 第一课时 教学1. 导入（Lead-in）： 过（1）教师播放视频Baby-sitting，并与学生互动： 程 Mummy Pig and Daddy Pig were going to a party. They had two baby-sitters to take care of Peppa and George. 个性修改 Who were the baby-sitters? Were they good babysitters? Did they have a good time? （2）学生回答后，自然引出故事情境： Look! Mum and Dad were going to a party.（展示故事第一幅图） The baby-sitter came. How did he take care of the children? Did they have a good time? Let’s learn the story The Baby-sitter. 2. 看图讲故事（Storytelling）： （Picture 1）Mum and Dad were going to the party. The baby-sitter came. （Picture 2）Mum talked with the baby-sitter. Dad asked the children to go back to bed. “Go back to bed,” said Dad. Did the children want to go back to bed? （引导学生观察图片） （Picture 3）The children came downstairs. Why did they come downstairs? “We couldn’t sleep,” they said. What did the children want to do? （Picture 4）Look! Kipper got his books. He wanted a story. The baby-sitter told Kipper a story. （Picture 5）Look! Where were they? They were in the kitchen. Biff was hungry. They made a sandwich. Look! What a big sandwich! How did the baby-sitter feel? （引导学生观察人物表情） （Picture 6）What did Chip want? He wanted a pillow fight. （指向图片中的枕头） Everyone joined in. Everyone had a pillow fight. （Picture 7）The children went back to bed. Did they have a good time? Look at the baby-sitter! Did he have a good time？（指向图片并模仿其表情） “What a mess!” said the baby-sitter. What would he do next? （Picture 8）He tidied up the mess. Mum and Dad came back. Did Mum and Dad have a good time? （引导学生观察爸爸妈妈的表情） “Was everyone good?” said Mum. （Picture 9）“Yes and no,” said the baby-sitter. Why did he say so? （鼓励学生思考并作答） Would Mum and Dad know what happened? （鼓励学生大胆推测） 3. 听录音模仿（Listening and Imitating） （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，全班学生齐声模仿跟读1-2遍。要求学生在理解故事内容的基础上，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，请学生重点模仿图2、3、7、8、9。让学生注意故事人物话语中蕴含的不同情感，如：“What a mess!”体现的无奈，“Yes and no.”蕴含的复杂情绪。 第二课时 1. 朗读故事（Reading Dramatically）： （1）全班集体朗读。教师组织全班同学齐声朗读一遍故事。 （2）朗读接龙。请不同的学生参与朗读接龙，每人读一幅图。 （3）分角色朗读。请几名学生分别扮演Dad，Mum，the baby-sitter，the children朗读故事，其他学生齐读旁白。 2. 检查理解（Story Comprehension）： （1）图片排序 教师在PPT上展示第3、4、5、6、7、8幅图，让学生根据故事情节重新排序。（可请个别学生独立完成或分组合作完成） （2）看图补全信息，提炼故事主线 请几名学生看图补全句子（见课件），为复述故事做好铺垫。 图3：The children _________. They _______ sleep. 图4：Kipper ______ a story. 图5：Biff ________. They _____ a sandwich. 图6：Chip wanted a pillow fight. Everyone _________. 图7：The children ______ back to bed. The room was in a mess. 图8：The baby-sitter tidied up. Mum and Dad ________. （3）教师通过PPT展示story-map，让学生根据脉络图复述故事。可先请全体学生一起复述，然后请1-2名学生独立复述整个故事。脉络图如下： 表演（Role-play）： （1）表演热身 教师提前准备好句子卡，请学生根据句子卡内容先判断角色，然后根据人物特点进行表演。句子卡内容参考如下： “Go back to bed.” “I want a story.” “I’m hungry.” “I want a pillow fight.” “What a mess!” （2）故事表演 准备台词 将学生分成若干6人小组，小组内确定角色（Mum, Dad, Biff, Chip, Kipper, baby-sitter）。教师和学生一起丰富人物台词，可参考： Dad: (to the children) Go back to bed. Children: We couldn’t sleep. Baby-sitter: What do you want to do? Kipper: I want a story. Biff: I want a sandwich. Chip: I want a pillow fight. Children: We are tired. We are going to sleep. Baby-sitter: Good night! What a mess! Mum: We are back. Was everyone good? Baby-sitter: Yes and no. 分组表演 请学生准备几分钟，然后请1-2组学生上台表演。 4. 家庭作业（Homework） （1）反复模仿录音，熟读故事。 （2）简单仿写故事。 （3）给爸爸妈妈讲讲这个故事。 Lesson19 The Baby-sitter 板书设计 课后反思 课型：新授 授课时间： 第 20课 课题：Floppy’s Bath 教学目标 教学重点难点 课前准备 知识技能：学生能够听懂故事,能够理解故事情节,巩固字母组合“ppy”和“ggy”的拼读规律。 过程方法：惟妙惟肖地模仿录音；绘声绘色地独立朗读故事；能够续编故事。 情感态度：感受Floppy的调皮和可爱；体会这一家人Floppy既无奈又喜爱的情感。 思维目标：通过续编故事培养学生的想象力和创造力。 重点：能够理解故事情节；绘声绘色地独立朗读故事。 难点：巩固字母组合“ppy”和“ggy”的拼读规律，能够续编故事。 教师：课件，卡片 学生：课本 教学故事讲述法，图片呈现法 方法 课时2课时 安排 教学活动 第一课时 导入（Lead-in）： （1）教师展示What Dogs like这一故事的部分图片（见课件），并提问。 Do you still remember the story What Dogs Like? What do dogs like? What does Floppy like? Does Floppy like to play? Does Floppy like to walk? Does Floppy like to run? Does Floppy like to sleep? Does Floppy like a bath? （2）展示本故事的第6幅图，自然过渡到讲故事环节： Today we are going to learn a new story Floppy’s bath. Why did Floppy need a bath? Did he like a bath in the story? Let’s have a look. 2. 看图讲故事（Storytelling）： （Picture 1）It was raining. Floppy saw a rabbit. （Picture 2）What did Floppy do?（指向Floppy） Floppy chased the rabbit. Did he get it? No! The rabbit went under a fence. （指向图片，帮助学生理解fence） （Picture 3）Floppy chased the rabbit. Did he get it? No! The rabbit went under a bridge. Floppy got wet. （指向湿漉漉的Floppy） （Picture 4）Floppy wanted to get the rabbit. He went into a hole. He got muddy. （指向脏兮兮的Floppy） Look at Dad, Biff and Chip! （模仿爸爸和孩子们的表情） 个性修改 教学过程 What a bad dog! （Picture 5）They took Floppy home. Floppy was wet and muddy. “What a soggy doggy,” said Kipper. “Oh no!” said Mum.（模仿妈妈的动作表情） What would they do? （Picture 6）They put Floppy in the bath. Mum and Dad washed him. Did Floppy like the bath? No, he made Mum and Dad muddy and wet. （Picture 7）What did Biff and Chip do? They dried Floppy. Floppy was good. （Picture 8）Floppy looked clean and nice. What about the family? （指向一家人身上的泥点） They were all muddy. “What a good dog!” said Kipper. Would Floppy keep nice and clean? （Picture 9）The rain stopped. Floppy went outside again. He saw the rabbit. Oh no! What would happen? （鼓励学生大胆推测） 3. 听录音模仿（Listening and Imitating）： （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，全班学生齐声模仿跟读1-2遍。要求学生在理解故事内容的基础上，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，请学生独立模仿，每幅图可请2-3名学生模仿，比比谁模仿得像。 第二课时 1. 朗读故事（Reading Dramatically）： （1）全班集体朗读。教师组织全班同学齐声朗读一遍故事。 （2）小组朗读。教师将学生分成4个小组，每组各读一遍故事，比比哪组读得好。 （3）朗读接龙。请学生进行朗读接龙，每人读一幅图。 朗读过程中，教师要引导学生读出情感，尤其注意“What a soggy doggy!”“What a good dog!”“Oh no!”这几句的语气和语调。教师要对朗读困难或有问题的学生给予鼓励和指导。 2. 检查理解（Story Comprehension）： （1）图片排序 教师将提前打印好的9幅故事图片打乱顺序贴在黑板上，学生两人一组讨论如何排序。之后，请1组学生上台完成图片排序。 （2）重组句子 教师在图1-8下方贴上打乱顺序的词卡，分别请8名学生上台重组句子，并提醒学生在句末加上标点。词卡内容可参考如下： 图1：Floppy, saw, a rabbit; 图2：Floppy, chased, it; 图3：Floppy, got, wet; 图4：Floppy, got, muddy; 图5：They, took, Floppy, home; 图6：Mum and Dad, washed, him; 图7：Biff and Chip, dried, Floppy; 图8：Floppy, looked, clean; 讨论（Discussion）： 问题可参考： Look at this picture. Did the rain stop? What did Floppy see? Would Floppy chase the rabbit again? Would Floppy get wet and muddy? Could Floppy get the rabbit this time? 拼读练习（Practising Phonics）： （1）发现拼读规律 教师通过PPT展示一首儿歌，带领学生一起边拍手，边朗读。之后，引导学生发现儿歌中含有“ppy”和“ggy”的单词并说出其发音规律。儿歌如下： Floppy! Floppy! Floppy was happy! Floppy! Floppy! Floppy got muddy! Floppy! Floppy! What a soggy doggy! （2）运用拼读规律 教师出示含有“ppy”和“ggy”的单词词卡，请学生朗读，如：foggy/puppy/piggy。 如时间充足，教师还可练习“nny”、“bby”、“ddy”、“mmy”、“lly”等其他具有相似结构的字母组合的发音。如：funny/sunny/mummy/Teddy/hobby/silly。 5. 家庭作业（Homework） （1）反复模仿录音，熟读故事。 （2）基于讨论续写故事，2-3句即可。喜欢绘画的可采用绘本形式。 Lesson 20 Floppy’s Bath 板 书设 计 “ppy” “ggy” 课后反思 课型：新授 授课时间： 第21 课 课题：Kipper’s balloon 知识技能：学生能够听懂故事,能够理解故事情节,能够续编故事,巩固字母教“b”的拼读规律。 学过程方法：惟妙惟肖地模仿录音，绘声绘色地独立朗读故事。 目标 情感态度：体会爸爸追气球过程中的情绪变化。 思维目标：通过续编故事培养学生的想象力和创造力；锻炼学生表达的勇气与自信。 教重点：学生能够听懂故事,能够理解故事情节。 学 重点难点：能够续编故事,巩固字母“b”的拼读规律。 难点 课 前教师：课件，卡片 准学生：课本 备 教学故事讲述法，图片呈现法 方法 课时2课时 安排 教学活动 第一课时 1. 导入（Lead-in） （1）教师播放《飞屋环游记》中气球带着房子升空的片段（见课件），并与学生互动： Have you ever seen the film? What made the house fly up? Do you like balloons? （2）展示本故事的标题页，自然过渡到讲故事环节： Today we are going to learn a new story Kipper’s Balloon. What would happen to Kipper’s balloon? Let’s have a look. 2. 看图讲故事（Storytelling） （Picture 1）Mum and Dad went shopping. Kipper went too. Look at Kipper. Was he happy? （配合表情，引导学生观察图片并作答） （Picture 2）Kipper bought a balloon. What colour was Kipper’s balloon? Did Kipper like it? What about Dad? （引导学生观察爸爸表情，自由作答） （Picture 3）Where did they go then? （观察图片并作答 BQ: Did they go to the pet shop?） They went to the supermarket. Oh no! What happened? （指向Kipper的气球） The balloon went bang. （注意语调） Kipper was upset. （配合表情） （Picture 4）Kipper bought a new balloon. What colour was Kipper’s new balloon? Where did Dad go? Dad went to the toilet. Did Dad see Kipper’s new balloon? （请学生自由作答） （Picture 5）Dad went out. Look at Dad! What did he see? （配合吃惊的动作表情）. He saw a balloon. 个性修改 教学过程 “Kipper’s balloon!” said Dad. （注意语调） Was it Kipper’s balloon? （Picture 6）But Dad didn’t know. Dad ran after it. （配合动作） Did Dad get it? （Picture 7）The balloon flew away. Dad chased it. （配合动作） （Picture 8）Oh no! Where was the balloon? （指向图片） The balloon was on a statue. （指向雕像） Could Dad get the balloon down? Yes. （Picture 9）Dad took the balloon to Kipper. “Oh no!” said Dad. It was not Kipper’s balloon. Kipper’s new balloon was green. Whose balloon might it be? （鼓励学生大胆猜测，可再参考图片4） 3. 听录音模仿（Listening and Imitating） （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，全班学生齐声模仿跟读1-2遍。要求学生在理解故事内容的基础上，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，请学生独立模仿，每幅图可请2-3名学生模仿，比比谁模仿得像。可重点模仿图片5-9，感受爸爸追气球的着急心情。注意学生的语音语调是否标准，语气是否符合故事情境。必要时，教师给予示范和指导。 第二课时 1. 朗读故事（Reading Dramatically） （1）全班集体朗读。教师组织全班同学齐声朗读一遍故事。朗读的过程中可以配合动作，表现出气球爆破的场景与爸爸追气球的过程。 （2）朗读接龙。学生自由结成四人小组，小组内朗读接龙，然后请2-3组展示。 （3）个人朗读。请几名学生独立朗读故事。朗读过程中，教师要引导学生读出情感，尤其注意“The balloon went bang.”，“Kipper’s balloon!”，“Oh no!”的语气和语调。教师要对朗读困难或有问题的学生给予鼓励和指导。 2. 检查理解（Story Comprehension） （1）回答问题 教师围绕故事提出问题（见课件），帮助学生理解故事情节。学生自由结成3-4人小组，小组内讨论，然后请几名小组代表作答。 （图片2）What did Kipper buy? （图片4）Why did Kipper buy a new balloon? （图片6）Can you find the word that means “ran after” in the story? （图片8）Why was the policewoman cross with Dad? Was it right to get on the statue? （2）句子排序 引导学生进行句子排序，梳理故事主要情节，深化对故事的理解。之后，请学生根据句卡复述故事。 Kipper bought a balloon. The balloon went bang. The balloon flew away. Kipper bought a new balloon. Dad chased it. Dad got the balloon down. “Oh no!” said Dad. 3. 讨论（Discussion） 基于故事最后一幅图提问，引导学生续编故事，培养学生的想象力与表达能力。学生先分组讨论，然后请2-3组展示。如学生表达有困难，教师可给予必要的帮助和指导。问题可参考： Look at this picture. It was not Kipper’s balloon. （指向爸爸手中的气球） What would they do with the balloon? Would Kipper keep it? Would they let the balloon go? Would they look for the child who lost the balloon? 4. 拼读练习（Practising Phonics） 教师通过PPT展示一首儿歌，巩固字母“b”在词首的发音。 Balloon! Balloon! Kipper got a red balloon. Balloon! Balloon! The balloon went bang. Balloon! Balloon! Kipper bought a new balloon. Balloon! Balloon! Dad chased the balloon. Oh no! Oh no! It’s not Kipper’s balloon. 5. 家庭作业（Homework） （1）反复模仿录音，熟读故事。 （2）基于讨论续写故事，喜欢绘画的可采用绘本形式。 Lesson 21 Kipper’s Ballon Balloon! Balloon! Kipper got a red balloon. Balloon! Balloon! The balloon went bang. Balloon! Balloon! Kipper bought a new balloon. Balloon! Balloon! Dad chased the balloon. Oh no! Oh no! It’s not Kipper’s balloon. 板书设计 课后反思 课型：新授 授课时间： 第 22课 课题：Kipper’s Birthday 教学目标 教学重点难点 课前准备 教学方法 课时安排 知识技能：学生能够听懂故事，能够理解故事情节，能够看图讲述故事。 过程方法：惟妙惟肖地模仿录音，绘声绘色地独立朗读故事。 情感态度：感受生日聚会温馨快乐的氛围，能够制作生日聚会邀请卡。 思维目标：通过讨论锻炼学生的组织能力，培养学生敢表达的自信和勇气。 重点：学生能够听懂故事，能够理解故事情节。 难点：绘声绘色地独立朗读故事，能够看图讲述故事。 教师：课件，卡片 学生：课本 故事讲述法，图片呈现法 2课时 教学活动 第一课时 1. 导入（Lead-in） （1）教师播放动画片My Birthday Party片段（见课件）： First, I would like to show you a video clip. （2）学生观看视频后，与学生互动，并自然过渡到看图讲故事环节： It was Peppa’s birthday. What presents did she get? Did they have a party? Have you ever had a birthday party? Who went to your party? What did you do at the party? It was Kipper’s birthday. Did he want a birthday party? What did they do? Let’s learn the story. 2. 看图讲故事（Storytelling） （Picture 1）It was Kipper’s birthday. Look at Kipper. Was he happy? （配合表情，引导学生观察图片并作答） Yes. He had lots of presents and birthday cards. （指向图片） （Picture 2）Kipper wanted a party. He invited everyone. （动作演示） Did the children want to come? Yes. Everyone wanted to come. （Picture 3）The family prepared for the party. Biff put up balloons. （动作和实物演示） What did Mum do? Mum made a cake. （指向蛋糕） （Picture 4）Look! What a lot of delicious food! Yummy! （配合表情与咽口水的动作） Dad took a sandwich. （配合动作和表情） “Stop it,” said Mum. “They are for the party.” Look here. What did Dad put in the washing machine? （指向洗衣机） What would happen? （请学生大胆猜测） （Picture 5）Everyone came to the party. Kipper had many presents. （指向礼物） （Picture 6）Look at Dad. What did he want to do? （指向爸爸） 个性修改 教学过程 He wanted to play a game. But Kipper put the television on. All the children watched TV.（指向孩子们） （Picture 7）Where was Mum? Mum was in the kitchen. “Oh no!” said Mum, “What a mess!” What happened? （指向图片中的洗衣机和泡沫） （Picture 8）The children played with the bubbles.（指向图片） Did they enjoy it? （Picture 9）Everyone enjoyed the party. “What a good party!” everyone said. （注意语调，配合动作） Did Mum and Dad enjoy it? （请学生自由作答） 3. 听录音模仿（Listening and Imitating） （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，全班学生齐声模仿跟读1-2遍。要求学生在理解故事内容的基础上，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，请学生独立模仿，每幅图可请2-3名学生模仿，比比谁模仿得像。注意学生的语音语调是否标准，语气是否符合故事情境。必要时，教师给予示范和指导。 第二课时 1. 朗读故事（Reading Dramatically） （1）全班集体朗读。教师组织全班同学齐声朗读一遍故事，鼓励学生配上适当的动作和表情。 （2）小组接龙朗读。学生自由结成4人小组，每组朗读一幅图，进行朗读接龙。 （3）个人朗读。请几名学生独立朗读故事。朗读过程中，教师要引导学生读出情感，尤其注意“Stop it.”，“Oh no! What a mess!”，“What a good party!”这几句的语气和语调。 2. 检查理解（Story Comprehension） （1）抢答比赛 将学生分成两组，教师围绕故事提问，请两组学生抢答。问题可参考： Whose birthday was it? Who put up balloons? What did Mum make? Who came to the party? 板书设计 What did Dad want to do? What did the children play with? What did they say at the end of the story? （2）图片排序 教师将故事图片1、2、3、5、6、8、9打乱顺序贴在黑板上，请学生根据故事内容进行排序。 （3）看图说话 引导学生看图说话，教师可先示范故事开头，如：It was Kipper’s birthday. He got some presents.。学生两人一组练习看图说话，然后请2-3组展示。如学生有困难，教师可通过简单的问题进行提示。 3. 讨论（Discussion）： 联系实际，围绕故事的主题“birthday party”展开讨论，请学生分组讨论后列出生日聚会需要的物品清单。最后请小组代表上台展示。教师可先引导和示范，如： What do you need for your birthday party? Do you need a cake? Do you need balloons? I would like you to make a list for your birthday party. Look! This is my list. I need some invitation cards, a birthday cake, some candles, a lot of balloons, some sandwiches and some fruits. 4. 家庭作业（Homework） （1）反复模仿录音，熟读故事。 （2）自己动手制作一张生日聚会邀请卡，可参考故事第二幅图。 Lesson 22 Kipper’s birthday Whose birthday was it? Who put up balloons? What did Mum make? Who came to the party? What did Dad want to do? What did the children play with? What did they say at the end of the story? 课后反思 课型：新授 第 23 课 课题： Spots! 授课时间： 知识技能：学生能够听懂录音，理解故事情节。能够根据story map复述和教简写故事。 学过程方法：惟妙惟肖地模仿录音；能够绘声绘色地独立朗读故事。 目标 情感态度：通过故事感受爸爸照顾一家人的辛苦，体会一家人相互照顾的温 情；锻炼学生表达的勇气与自信。 思维目标：通过观察动物特征培养学生的观察力和想象力。 教重点：学生能够听懂录音，理解故事情节。 学重点难点：惟妙惟肖地模仿录音；能够绘声绘色地独立朗读故事。 难点 课 前教师：课件，人物卡片 准学生：课本 备 教学故事讲述法，图片呈现 方法 课时2课时 安排 教学活动 个性修改 第一课时 1. 导入（Lead-in） （1）教师播放动画片Horrid Henry Gets Spots片段（见课件）： First, I would like to show you a video clip. （2）之后，教师围绕spots提问，并自然过渡到讲故事环节： Why did Mum scream when Henry got up? What did Henry get? Have you had spots? Today we are going to learn a new story Spots. Who had spots? Let’s look through the story. 2. 看图讲故事（Storytelling） （Picture 1）Look! Kipper was in bed. 教学过程 Did Kipper look good? No. Kipper had spots. （指向Kipper脸上的疹子） Dad looked after him. （Picture 2）Oh no! （指向图片，配合动作和表情） What happened? Biff and Chip had spots too.（指向图片） What should they do? （请学生自由作答） （Picture 3）Dad called the doctor. The doctor came.（指向图片） The doctor examined the children. （指向图片，配合动作） What did the doctor say? “Stay in bed,” she said. （Picture 4）Oh no! Mum had spots too. （指向妈妈脸上的疹子） The doctor looked at Mum. （配合动作） “Stay in bed, too,” said the doctor. Look at Dad. How did Dad feel? （引导学生观察爸爸的表情） What would Dad do? （Picture 5）Dad looked after everyone. Look! Dad got the food. （模仿爸爸的动作表情） Good Old Dad! （配合动作和表情） Floppy helped. （指向Floppy） Good Old Floppy! （配合动作和表情） （Picture 6）Look at Dad. What did he do? （指向爸爸） Dad put the washing out. （Picture 7）What else did Dad do? Dad went shopping. “What a job!” said Dad. （配合动作表情） （Picture 8）Everyone got better.（指向图片） What about Dad? （指向爸爸） “Oh, no!” said Mum. What’s wrong? （Picture 9）Dad had spots. （指向爸爸脸上的疹子） Poor Dad! （注意语调，配合表情） Was Dad happy or sad? Why? （引导学生观察爸爸的表情并自由作答） Everyone looked after Dad. What a lovely family! 3. 听录音模仿（Listening and Imitating） （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，全班学生齐声模仿跟读1-2遍。要求学生在理解故事内容的基础上，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，请学生独立模仿，每幅图可请2-3名学生模仿，比比谁模仿得像。可着重模仿故事图片5、6、7、8、9，感受爸爸照顾大家的辛苦。 第二课时 1. 朗读故事（Reading Dramatically） （1）全班集体朗读。教师组织全班同学齐声朗读一遍故事。 （2）小组朗读。教师将学生分成男生组与女生组，请两个小组分别朗读故事，比比哪组读得好。 （3）个人朗读。请几名学生独立朗读故事。朗读过程中，教师要引导学生读出情感，尤其注意“What a job!”，“Oh no!”的语气和语调，体会爸爸的辛苦。 2. 检查理解（Story Comprehension） （1）图片排序 教师将打印好的7张故事截图打乱顺序贴在黑板上，请学生根据故事进行排序（格式可参考脉络图）。 （2）看图问答 教师根据图片提问，请学生作答。问题可参考： What happened to Kipper/Biff/Mum? What did the doctor say? What did Dad do? What happened to Dad? （3）复述故事 基于形成的story map，教师引导学生复述故事，鼓励学生使用连接词，如：at first, then, after that, in the end。教师可先示范复述故事开头，然后学生分组练习复述，最后请1-2组上台展示。 3. 讨论（Discussion） At the end of the story, Dad had spots. If you were Kipper, what would you do for Dad? If your Mum or Dad was ill, would you look after him/her? What would you do? 4. 拼读练习（Practising Phonics）：强化拼读意识，巩固字母组合“-ing”的发音规律 教师通过PPT展示儿歌，带领学生一边拍手，一边吟唱。引导学生感受故事的节奏，同时复习字母组合“-ing”的发音。儿歌如下： Ding! Ding! Ding! What was happening? Ding! Ding! Ding! The spots were coming. Dad did the cooking. Dad did the washing. Dad did the shopping. Ding! Ding! Ding! 板书设计 The spots were coming. 5. 家庭作业（Homework） （1）反复模仿录音，熟读故事。 （2）简写故事，灵活运用连接词（at first, then, after that, in the end）。 Lesson 23 Spots! Spots! Stay in bed. At first, Then, After that, Dad looked after everyone. In the end, 课后反思 课型：新授 授课时间： 第 24 课 课题： The Water Fight 教知识技能：学生能够听懂录音，理解故事情节。能够根据图片组句子；能够学简单复述故事；能够基于故事画图写句子。 目过程方法：惟妙惟肖地模仿录音；能够绘声绘色地独立朗读故事。 标 情感态度：感受一家人打水仗的欢乐氛围。 思维目标：培养学生的表达能力与概括能力；锻炼学生表达的勇气与自信。 教学重点难点 课前准备 教学方法 课时安排 重点：能够根据图片组句子；能够简单复述故事。 难点：能够基于故事画图写句子。 教师：课件，人物卡片 学生：课本 故事讲述法，图片呈现 2课时 教学活动 第一课时 1. 导入（Lead-in） 播放视频Water Fight What were they doing? Did they enjoy it? Have you ever had a water fight? Do you want to have a water fight? Today we are going to learn a new story, The Water Fight. Who had a water fight? Did they enjoy it? Let’s have a look. 2. 看图讲故事（Storytelling） （Picture 1）It was a hot day. Everyone was hot. Look at Chip and Floppy. （指向图片，模仿Chip和Floppy的动作） 个性修改 教学过程 （Picture 2）The children wanted to go swimming. “That will be cool,” thought the children. （指向孩子们，配合表情） What was Dad thinking of? “Just think of the cars. No!” said Dad. （配合表情） But it was hot. What should they do? （配合表情） （Picture 3）Biff got the paddling pool. （配合动作） Kipper filled it with water. What did they want to do? （请学生自由作答 BQ: Did they want to swim?） Look at Chip. What was he thinking? What would he do? （引导学生观察Chip的表情，自由作答） （Picture 4）Whoops! Chip pushed Biff in the water. （配合动作表情） He grabbed the hose.（指向图片） Where did the water go? The water all went to Kipper. （Picture 5）Look. What did Biff have? （指向图片） Biff had a bucket. Chip had the hose. They had a water fight. Everyone got wet. （Picture 6）Oh, no! Mum got wet. Look at Mum. （指向妈妈，配合表情） “Stop it!” said Dad. What would Dad do? （Picture 7）Aha! Dad got a bucket of water. He chased Chip. Where did Chip go? （指向图片） Chip climbed up the shed. （Picture 8）Dad threw the water at Chip.（配合动作） “Get you!” said Dad. Did Dad get Chip? Oh no! The water went over the fence. （Picture 9）It all fell on the man. “Sorry!” said Dad. 3. 听录音模仿（Listening and Imitating） （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，全班学生齐声模仿跟读1-2遍。要求学生在理解故事内容的基础上，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，请学生独立模仿，每幅图可请2-3名学生模仿，比比谁模仿得像。注意学生的语音语调是否标准，语气是否符合故事情境。必要时，教师给予示范和指导。 第二课时 1. 朗读故事（Reading Dramatically） （1）全班集体朗读。教师组织全班同学齐声朗读一遍故事。朗读的过程中可以配合动作，表现出孩子们打水仗的节奏感和热烈氛围。 （2）小组朗读。教师将学生分成男生组与女生组，每组各读一遍故事，鼓励学生在朗读过程中配合动作。比比哪组读得好，动作配合更到位。 （3）个人朗读。请几名学生独立朗读故事。朗读过程中，教师要引导学生读出情感，尤其注意动词的节奏和动作的配合。教师要对朗读困难或有问题的学生给予鼓励和指导。 2. 检查理解（Story Comprehension） （1）图片排序 教师将提前打印好的6幅故事图片（图3、4、5、6、7、8）打乱顺序贴在黑板上，学生两人一组讨论如何排序。之后，请1组学生上台完成图片排序。 （2）重组句子 教师提前准备好词卡，将学生分成4-6人小组。每组负责一组词卡，通过小组讨论，将词卡组成句子。然后，请各组派代表上台将组好的句子贴在相应的图片下方。 教师可先给出示范，并提醒学生在句末加上标点。词卡内容可参考如下： 图3：Biff, Kipper, got, filled it with, water, the paddling pool; 图4：Chip, Biff, He, pushed, grabbed, the hose, in the water; 图5：They, had, a water fight; 图6：Mum, got, wet; 图7：Dad, He, Chip, got, chased, a bucket of water; 图8：Dad, threw the water at, Chip; （3）复述故事 基于上两个活动的图片与句子，教师可进一步引导学生复述故事。首先集体复述，再请1-2位学生上台展示。复述时，教师可引导学生配合动作。 3. 讨论（Discussion） It was hot. The children and Dad had a water fight. What would you like to do in hot days? Would you like to go swimming? Would you like to go to the seaside? Would you like an ice cream or some cold drinks? 4. 家庭作业（Homework） （1）反复模仿录音，熟读故事。 （2）基于讨论画一画热天的消暑方式，并配上2-3句话。如：It was hot. I would like to have an ice cream. Lesson 24 The Water Fight 图3：Biff, Kipper, got, filled it with, water, the paddling pool; 图4：Chip, Biff, He, pushed, grabbed, the hose, in the water; 图5：They, had, a water fight; 图6：Mum, got, wet; 图7：Dad, He, Chip, got, chased, a bucket of water; 图8：Dad, threw the water at, Chip; 板书设计 课后反思 课型：新授 授课时间： 第 25 课 课题： Biff’s Aeroplane 知识技能：学生能够听懂录音，理解故事情节。 教过程方法：惟妙惟肖地模仿录音；能够绘声绘色地独立朗读故事。 学目情感态度：感受Biff自己动手做飞机的乐趣；体会Biff在找飞机过程中情标 绪的变化。 思维目标：通过讨论培养学生的想象力与表达能力；锻炼学生表达的勇气与自信。 教 学重点：能够根据图片与关键词简单讲述故事。 重点 难难点：能够简单复述故事。 点 课教师：课件，卡片 前学生：课本 准备 教学故事讲述法，图片呈现法 方法 课时2课时 安排 教学活动 第一课时 1. 导入（Lead-in） （1）教师展示自己制作的纸飞机，并与学生互动： Look! I made an aeroplane. Can you make a paper aeroplane? （请学生动手叠一个纸飞机） Can you fly your aeroplane? （2）展示本故事的标题页，自然过渡到讲故事环节： One day, Biff made an aeroplane. Did Biff’s aeroplane look good? Could Biff’s aeroplane fly up? Let’s learn the story. 2. 看图讲故事（Storytelling） （Picture 1）Biff made an aeroplane. Look at Biff’s aeroplane. Did it look good? （指向图片） （Picture 2）Mum helped her. What did they do? （BQ: Did they paint it?） They painted the areoplane. The aeroplane looked good. （Picture 3）Biff wanted to fly it. （指向图片，配合动作） Where did Biff go? She went to the park. Look at Biff. Would her aeroplane fly up? （Picture 4）The aeroplane flew up. （配合动作） It flew up high. （指向图片，配合动作） It went over the trees. （指向图片） （Picture 5）It went over the houses. （指向图片） Whoops! It hit a bird. （指向图片，配合动作表情） Where would it go? 个性修改 教学过程 （Picture 6）Biff looked for the aeroplane. Everyone helped. （Picture 7）Biff looked and looked. （配合动作表情） Could she find it? No. She couldn’t find it. Look at Biff. How did she feel? （配合表情） （Picture 8）Biff was sad. She wanted to cry. （配合动作表情） She went upstairs. （Picture 9）Aha! Biff found the aeroplane. The aeroplane was on the bed. It found its way home. What a good aeroplane! 3. 听录音模仿（Listening and Imitating） （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，全班学生齐声模仿跟读1-2遍。要求学生在理解故事内容的基础上，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，请学生独立模仿，每幅图可请2-3名学生模仿，比比谁模仿得像。注意学生的语音语调是否标准，语气是否符合故事情境。必要时，教师给予示范和指导。 第二课时 1. 朗读故事（Reading Dramatically） （1）全班集体朗读。教师组织全班同学齐声朗读一遍故事。朗读的过程中可以配合动作，表现出飞机飞行的过程。 （2）小组接龙朗读。教师将学生分成几个小组，进行接龙朗读。每组负责一幅图，教师可引导学生配合动作，读出故事的节奏。 （3）个人朗读。请几名学生重点朗读故事图片4-9。朗读过程中，教师要引导学生读出Biff在飞机飞起时的兴奋、找不着飞机时的沮丧以及再次发现飞机时的欣喜之情。 2. 检查理解（Story Comprehension） （1）回答问题 教师提前准备好不同颜色的纸飞机或飞机图片（如下图示，飞机1-7号），并在每架飞机上写好问题。将学生分成7个小组，请每个小组选一架飞机，小组合作找出问题答案并将答案写在飞机上。问题可参考: 飞机1号: What did Biff want to do? 飞机2号: Did the aeroplane fly up? 板书设计 飞机3号: Where did the aeroplane go first? 飞机4号: Where did the areoplane go next? 飞机5号: Could Biff find her aeroplane? 飞机6号: How did Biff feel? 飞机7号: Where was the aeroplane? （2）完成脉络图 教师在黑板上画一条飞机飞行的轨道，并标记出停靠点（如下图示）。请学生根据故事发展顺序，将各组的飞机停靠在相应的位置。如学生有困难，教师可先通过问题进行必要的引导。 （3）复述故事 引导学生根据脉络图复述故事。可先集体复述，再请1-2位学生上台展示。复述时，教师可引导学生配合动作。 3. 讨论（Discussion） 基于对故事的理解，教师通过提问引导学生发挥想象力，分组讨论，改编故事情节。教师可先向学生展示自己改编的故事（见课件），然后请学生四人一组改编故事。最后请2-3组学生讲一讲。问题可参考： Suppose you made an aeroplane. What would your aeroplane look like? Where would you go to play with your aeroplane? Would your aeroplane fly up? Where would it fly? What would happen? 改编故事可参考： I made an aeroplane. It was red and blue. The aeroplane looked good. I went to the park. The aeroplane flew up. It flew over the trees. I looked for the aeroplane. The aeroplane was on the roof. 4. 家庭作业（Homework） （1）反复模仿录音，熟读故事。 （2）写一写改编后的故事，然后给爸爸妈妈讲一讲。 Lesson 25 Biff’s Aeroplane 1 2 3 4 5 6 7 课后反思 课型：新授 授课时间： 第 26 课 课题： The Chase 教知识技能：学生能够听懂录音，理解故事情节。能掌握字母组合“et”的发音学规律；能够客观评价Floppy。 目过程方法：惟妙惟肖地模仿录音；能够绘声绘色地独立朗读故事。 标 情感态度：感受Floppy的调皮和可爱；学会客观评价人或事物。 思维目标：培养学生的思辨能力与表达能力。 教重点：掌握字母组合“et”的发音规律；能够客观评价Floppy。 学重点难点：惟妙惟肖地模仿录音；能够绘声绘色地独立朗读故事。 难点 课 前教师：课件，人物卡片 准学生：课本 备 教学故事讲述法，图片呈现 方法 课时2课时 安排 教学活动 个性修改 教学第一课时 过1. 导入（Lead-in） 程 （1）教师展示Good Dog这一故事的部分图片（见课件），并与学生互动： Do you remember the story Good Dog? Was Floppy a good dog? Why? Look at the last picture. What did Floppy do? Was he a good dog when he saw a cat? （2）鼓励学生猜测情节，并自然过渡到讲故事环节： Today, we are going to learn a new story The Chase. Would Floppy be a good dog in the story? Would he chase a cat again? Let’s have a look. 2. 看图讲故事（Storytelling） （Picture 1）Floppy had a basket. （指向Floppy的篮子） Did Floppy like his basket? （指向Floppy） No. Why? Because it was old and shabby. Floppy wanted a new basket. （Picture 2）Mum and Biff went to the market. They took Floppy. They got a new basket. Did Floppy like the new basket? （指向Floppy） Yes. Floppy was very happy. （Picture 3）They were on the way back. Mum and Biff went to the toilet. Biff tied Floppy to a post. （指向图中的柱子） “Stay Floppy,” said Biff. （Picture 4）Suddenly, Floppy saw a cat. What did Floppy do? （指向追赶小猫的Floppy） He chased it. Did Floppy get the cat? （Picture 5）Look! Where did the cat go? （指向小猫） The cat jumped over the oranges. （动作演示jump over） Crash went the oranges. （动作演示crash） Did Floppy get the cat now? （Picture 6）No. The cat jumped over some plates. Crash went the plates. What about this time? Did Floppy get it? （Picture 7）The cat jumped over some clothes. A man got it. “Got you!” said the man. （Picture 8）Look! What a mess! （指向街上的散落的橙子） Everyone was cross. “What a bad dog!” said everyone. Where did Floppy go? （Picture 9）Floppy went back to the post. Mum and Biff came out. They saw Floppy. “What a good dog!” said Mum. 3. 听录音模仿（Listening and Imitating） （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，全班学生齐声模仿跟读1-2遍。要求学生在理解故事内容的基础上，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，请学生独立模仿，每幅图可请2-3名学生模仿，比比谁模仿得像。引导学生注意对Floppy的不同评价蕴含的不同情感，“What a bad dog!”体现了大家的气愤，而“What a good dog!”体现了Mum对Floppy的喜爱。 第二课时 1. 朗读故事（Reading Dramatically） （1）全班集体朗读。教师组织全班同学齐声朗读一遍故事，鼓励学生配上动作和表情。 （2）小组朗读。将学生分成四个小组，每组各读一遍故事，比比哪组读得好。 （3）朗读接龙。请学生进行朗读接龙，每人读一幅图。 朗读过程中，教师要引导学生读出情感，尤其注意“Got you!”,“What a bad dog!”和“What a good dog!”的语气语调。教师要对朗读困难或有问题的学生给予鼓励和指导。 2. 检查理解（Story Comprehension） （1）图片排序 将全班分为若干4人小组，分给每组一套故事图片（图2-9）。 小组合作完成图片排序，并装订成册。 （2）补全句子 给每组发一套句子卡片，小组合作补全句子，每人两句。 将句卡贴在相应的图片下方。小组内一起读一读句子。句卡如下： Mum and Biff got a _________. Mum and Biff _______ the toilet. Floppy _____ a cat and ______ it. The cat _______ the oranges. The cat _______ some plates. The cat _______ some clothes. “_____________!” everyone said. “_____________!” said Mum. （3）复述故事 请1组读一读句子，其他学生判断是否正确。 小组接龙复述故事，教师根据学生复述情况给予必要的帮助和指导。 3. 讨论（Discussion） 教师围绕故事第8、9幅图提问，让学生分组讨论，引导学生客观评价Floppy，培养思辨能力与表达能力。之后，请学生大胆表达个人观点。如学生表达有困难，教师可给予必要的帮助和指导。问题可参考： What did everyone say about Floppy? What did Mum say about Floppy? What do you think of Floppy? 4. 拼读练习（Practising Phonics） （1）发现字母组合“et”的一种拼读规律 教师展示单词卡“basket”、“market”和“toilet”，让学生大声朗读，让学生找到这三个单词包含的相同的字母组合“et”，并说出其发音。 教师朗读一首儿歌（见课件），学生听到含有字母组合“et”的单词时拍拍手。然后，请几名学生读一读，让学生在韵律中感知拼读规律。 Floppy wanted a basket, Mum went to the market. Biff took out the wallet, She bought a bucket. Chip got a ticket, He went to see a rocket. Kipper had a secret, He lost his jacket. （2）发现字母组合“et”的另一种拼读规律 教师展示单词卡：pet/get/let/wet/net，让学生读一读，并说出字母组合“et”在这些单词中的发音规律。 5. 家庭作业（Homework） （1）反复模仿录音，熟读故事。 （2）基于讨论，画一幅Floppy淘气或可爱的图，并进行简单描述和评价，如：Floppy chased a cat. Everyone was cross. What a naughty dog!。 板书 设计 课后反思 Lesson 26 The Chase pet/get/let/wet/net 课型：新授 授课时间： 第 27 课 课题：Floppy the Hero 知识技能：学生能够听懂录音，理解故事情节。能够看图讲一讲故事的主要教情节；能够围绕“英雄”这一话题发表自己的观点。 学过程方法：惟妙惟肖地模仿录音；能够绘声绘色地独立朗读故事。 目标 情感态度：体会Floppy的勇敢正义；感受大家对Floppy的喜爱；通过讨论 教学重点难点 课前准备 教学方法 课时安排 培养学生助人为乐的品质。 思维目标：培养学生的表达能力与概括能力；锻炼学生表达的勇气与自信。 重点：绘声绘色地独立朗读故事。 难点：能够围绕“英雄”这一话题发表自己的观点。 教师：课件，人物卡片 学生：课本 故事讲述法，图片呈现 2课时 教学活动 第一课时 1. 导入（Lead-in） （1）教师播放有关超人的电影片段，并与学生互动： Do you like Superman? Why? Do you think Superman is a hero? （2）展示故事标题，自然过渡到讲故事环节： Today we are going to learn a new story Floppy the Hero. Why was Floppy a hero? What did he do? Let’s have a look. 2. 看图讲故事（Storytelling） （Picture 1）The children were playing football. Suddenly, they heard the fire alarm. （播放或模仿消防车的声音） What was it? It was a fire engine. （指向图中的消防车） The fire engine went by. （Picture 2）Look at the smoke. （指向远处的浓烟） There was a fire. Everyone ran to see. （Picture 3）“Get back,” said a fireman. Why did the fireman asked everyone to get back? （Was it dangerous?） It was dangerous. A barn was on fire. （指向谷仓） （Picture 4）Suddenly, a little dog ran to the barn. （指向图中的小狗） She barked and barked. Why did she bark at the barn? （让学生自由作答） Could she get in? No, she was too little. （Picture 5）Look! Floppy ran to the barn. He jumped in the window. （指向窗户） Why did he jump in the window? （让学生自由作答） （Picture 6）How do you think the children felt? The children were worried. “Get Floppy,” said Chip. Look! The firemen pushed the door down. （动作演示push down） （Picture 7）Floppy ran out. He had some puppies. （指向小狗） How did the children feel? They were surprised and happy. 个性修改 教学过程 （Picture 8）Everyone looked at Floppy. “What a good dog!” everyone said. （配合动作和表情） What did the little dog and the puppies say? （Picture 9）What a hero! 3. 听录音模仿（Listening and Imitating） （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，全班学生齐声模仿跟读1-2遍。要求学生在理解故事内容的基础上，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，请学生重点模仿最后两幅图。注意引导学生读出感情，必要时，教师可做示范。 第二课时 1. 朗读故事（Reading Dramatically） （1）全班集体朗读。教师组织全班同学齐声朗读一遍故事。 （2）分组朗读。教师将学生分成4个小组，每组读一幅图，接龙朗读图1-8，并让各组依次朗读最后一幅图，看看哪组读得好。 （3）个人朗读。请几名学生分别读一读自己最喜欢的故事图片，要注意语音语调的变化，读出感情。 2. 检查理解（Story Comprehension） （1）图片 教师将提前打印好的9幅故事图片打乱顺序贴在黑板一侧，学生四人一组讨论如何排序。之后，请一组学生上台完成图片排序。 （2）抢答游戏 教师针对每幅图提问，学生四人一组，比比哪组反应最快。问题可参考： 图1：What went by? 图2：What happened? What did everyone do? 图3：What did a fireman say? Why did he say so? 图4：Who ran to the barn? What did she do? 图5：Who ran to the barn next? What did he do? 图6：What did Chip say? What did the firemen do? 图7：Who ran out? What did he have? 图8：What did everyone say? 图9：What do you think of Floppy? （3）复述故事 请几名学生根据故事图片讲一讲故事。 3. 讨论（Discussion） 教师引导学生围绕“英雄”这一主题分组讨论，培养学生乐于助人的品质。鼓励学生大胆表达个人观点。如学生表达有困难，教师可通过图片和关键词进行引导。 Why was Floppy a hero? Who do you think is a hero? Why? 4. 家庭作业（Homework） （1）给爸爸妈妈讲故事。 （2）仿写故事。 板书设计 课后反思 Lesson 27 Floppy the Hero Why was Floppy a hero? Who do you think is a hero? Why? 课型：新授 授课时间： 第 28 课 课题： Kipper’s Laces 知识技能：学生能够听懂录音，理解故事情节。 教学过程方法：惟妙惟肖地模仿录音；能够绘声绘色地独立朗读故事。 目情感态度：培养学生同学之间要和睦相处、互帮互助的意识。 标 思维目标：通过观察故事图片培养学生的观察能力与预测能力。 教 学重点：学生能够听懂故事；惟妙惟肖地模仿录音。 重点 难难点：能够简单讲述故事。 点 课 前教师：课件，卡片 准学生：课本 备 教学故事讲述法，图片呈现法 方法 课时2课时 安排 教学活动 第一课时 1. 导入（Lead-in） （1）教师展示系鞋带，然后请几名有鞋带的学生上台进行系鞋带比赛： Look at me! I can tie my laces. Can you tie your laces? Who would like to try? Let’s have a competition. （2）展示故事标题及图片，自然过渡到讲故事环节： Today, we are going to learn a new story Kipper’s Laces. Could Kipper tie his laces? Let’s have a look. 2. 看图讲故事（Storytelling） （Picture 1）Kipper wanted new shoes. Mum and Dad took him to a shoe shop. （Picture 2）Kipper had a pair of new shoes. Could Kipper tie his laces? No. He couldn’t tie his laces. Dad helped him. （Picture 3）Kipper was at school. The class had P.E. （Picture 4）Kipper couldn’t tie his laces. Miss Green helped him. Some big boys saw Kipper. They laughed at him. （模仿两个男生的动作和表情） How did Kipper feel? （请学生自由作答） （Picture 5）Kipper was upset. （模仿Kipper的表情） He told Dad about the big boys. What would Dad do? （BQ: Would Dad teach Kipper how to tie his laces?） （Picture 6）Dad had an idea. He made a block. （实物展示） He taught Kipper how to tie his laces. （教师演示） （Picture 7）Kipper tried…（指向Kipper） （Picture 8）and tried… 个性修改 教学过程 （Picture 9）and tried and tried. （Picture 10）“Hooray!” said Kipper. （模仿Kipper的动作和表情） Kipper made it. He could tie the laces. （Picture 11）Kipper was at school. He did up his laces. Did anybody laugh at Kipper this time? No. Nobody laughed at him. Could Kipper tie his laces? （让学生自由作答） （Picture 12）Oh no! What happened? Kipper tied his laces together. 3. 听录音模仿（Listening and Imitating） （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，全班学生齐声模仿跟读1-2遍。要求学生在理解故事内容的基础上，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，请学生重点模仿图7-10。注意引导学生读出感情，如：“Kipper tried… and tried…and tried and tried.”这几句话不断加重的语气体现了练习系鞋带的艰辛，而“Hooray!”体现了Kipper系好鞋带后的兴奋。 第二课时 1. 朗读故事（Reading Dramatically） （1）全班集体朗读。学生起立，跟随教师的示范边朗读边做动作。每读一句话，做出相应的动作。 （2）分组接龙朗读。教师将学生分成4个小组，每组读一幅图，进行朗读接龙，看看哪组读得好。 （3）个人朗读。请几名学生分别独立朗读图7-10，引导学生注意语音语调的变化。教师根据学生读的情况给予表扬、鼓励和指导。 2. 检查理解（Story Comprehension） （1）图片排序 教师在黑板上展示第4-12幅图，让学生根据故事情节重新排序。（可请个别学生独立完成或请学生分组合作完成） （2）图文配对 教师将句子卡片打乱顺序贴在黑板上，让学生上台找出相应的句子卡片贴在图片下方。句子如下： Kipper couldn’t tie his laces. Miss Green helped him. Kipper was upset. He told Dad. Dad made a block. Kipper tried… and tried… and tried and tried. “Hooray!” said Kipper. Kipper was at school. He did up his laces. “Oh no!” said Kipper. （3）看图讲故事 教师带领学生根据图片与句子卡片讲故事，引导学生边讲故事，边配合动作表演。如： Kipper couldn’t tie his laces. Miss Green helped him. （模仿Miss Green帮Kipper系鞋带的动作） Kipper was upset. He told Dad. （模仿Kipper难过的表情） Dad made a block. （实物展示） Kipper tried… and tried… and tried and tried. “Hooray!” said Kipper. （模仿Kipper系鞋带的过程） Kipper was at school. He did up his laces. （模仿Kipper系鞋带的动作） “Oh no!” said Kipper. （模仿Kipper尴尬的表情和站不稳的动作） 3. 表演（Role-play） （1）准备表演 将学生分成若干6人小组，表演故事第4-12幅图。首先，教师准备道具，并明确角色（Dad, Kipper, Miss Green, 2 big boys, the narrator）。然后，教师引导学生丰富人物台词，可参考： （图4）Narrator: Kipper couldn’t tie his laces. Kipper: Miss Green, can you help me? Miss Green: Don’t worry. I can help you. Big boys: Look! Kipper can’t tie his laces. （图5）Narrator: Kipper was upset. He told Dad. Kipper: The big boys laughed at me. Can you teach me to tie laces? （图6）Narrator: Dad made a block. Dad: Look! It’s easy. （图7-10）Narrator: Kipper tried, and tried, and tried and tried. Kipper: Hooray! I can do up my laces. （图11）Narrator: Kipper did up his laces. Big boys: Look! Kipper can tie his laces. （图12）Kipper: Oh no! （2）分组表演 小组内练习表演故事，教师给予必要的帮助和指导。 请2-3组学生上台展示。 4. 讨论（Discussion） （1）教师围绕故事最后一幅图提问，引导学生续编故事，培养学生的想象力与表达能力。让学生自由结成4人小组，分组讨论，然后请2-3组展示。问题可参考： What would happen next? Could Kipper move? Would Kipper do up his laces again? Would the big boys laugh at him? Would Miss Green help him? （2）联系生活实际，引导学生要和睦相处、互帮互助。 Was it right to laugh at Kipper? What would you do if you were one of the big boys? Would you laugh at Kipper? Would you help Kipper to tie his laces? Would you teach Kipper to tie his laces? 如学生表达有困难，教师可给予必要的帮助和指导。 5. 家庭作业（Homework） （1）给爸爸妈妈讲故事。 （2）根据讨论续写故事，字数不限。 板书设计 Lesson 28 Kipper’s Laces What would happen next? Could Kipper move? Would Kipper do up his laces again? Would the big boys laugh at him? Would Miss Green help him? 课后反思 课型：新授 授课时间： 第29 课 课题：The Wobbly Tooth 知识技能：学生能够听懂故事；能够理解故事情节。掌握字母组合“sw”的拼教读规律。 学过程方法：惟妙惟肖地模仿录音；绘声绘色地独立朗读故事； 目情感态度：了解西方文化中关于牙仙子的传说；体会Kipper在故事中的情感标 变化。 思维目标：通过表演和讨论培养学生的想象力和创造力。 教学重点难点 课前准备 教学方法 课时安排 重点：能掌握字母组合“sw”的拼读规律。 难点：绘声绘色地独立朗读故事。 教师：课件，卡片 学生：课本 故事讲述法，图片呈现法 2课时 教学活动 第一课时 1. 导入（Lead-in） （1）教师展示牙仙子的图片（见课件），并与学生互动： Look! Who is it? Do you know about the tooth fairy? （2）教师播放视频The Tooth Fairy（见课件），与学生互动，并自然过渡到讲故事环节： Where does Peppa put his tooth? What will the tooth fairy do? （BQ: Will she take the tooth? Will she leave a coin?） One day, Kipper had a wobbly tooth. Did the tooth fairy come to Kipper’s house? Did Kipper get a coin? Let’s have a look. 2. 看图讲故事（Storytelling） （Picture 1）Kipper had a wobbly tooth. （动作演示wobbly） It could move. Look! Who was Kipper thinking about? （指向牙仙子） He was thinking about the tooth fairy. （Picture 2）Mum wanted to pull it out. （动作演示pull out） 个性修改 教学过程 Did Kipper say yes? “No!” said Kipper. It would hurt. （Picture 3）Dad wanted to pull it out. （动作演示pull out） Did Kipper say yes this time? “No, no, no!” said Kipper. （Picture 4）Who went on the swing? （指向秋千） Biff went on the swing. Kipper pushed her. （Picture 5）Oh no! The swing hit Kipper. （动作演示hit） （Picture 6）Can you see Kipper’s wobbly tooth? The tooth was gone. Was it in the grass? No. Kipper had swallowed it.（动作演示swallow） （Picture 7）Was Kipper happy? No. He was upset. He was sad.（配合表情） Do you know why? “No tooth, no money!” said the Tooth Fairy.（指向图片中的文字） （Picture 8）“Sorry,” said Biff and Chip. They gave Kipper a coin. （动作、实物演示） （Picture 9）“Never mind,” said Mum. She gave Kipper a coin. （Picture 10）“Never mind,” said Dad. He gave Kipper a coin. （Picture 11）Was Kipper still sad? No. “I’m not sad,” said Kipper. （Picture 12）“I’m glad.” How did the tooth fairy feel? She was sad, because she didn’t get Kipper’s tooth. 3. 听录音模仿（Listening and Imitating） （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，全班学生齐声模仿跟读1-2遍。要求学生在理解故事内容的基础上，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，请学生独立模仿，每幅图可请2-3名学生模仿，看看谁模仿得像。引导学生注意孩子们与爸爸妈妈的不同语气，Biff和Chip说“Sorry.”时表现了他们的歉意，爸爸妈妈说“Never mind.”表示对Kipper的宽慰。 第二课时 1. 朗读故事（Reading Dramatically） （1）全班集体朗读。教师组织全班同学齐声朗读一遍故事。 （2）分角色朗读。教师将学生分成六个小组，分别负责narrator，Mum，Dad，Biff，Chip，Kipper六个角色，进行分角色朗读。之后，小组间交换角色，再朗读1-2次。教师也可请几名学生进行分角色朗读。 （3）朗读接龙。请不同的学生参与朗读接龙，每人读一幅图。 朗读过程中，教师要注意听学生的语音语调，对朗读困难或有问题的学生给予指导和示范。 2. 检查理解（Story Comprehension） （1）情节回顾 提前打印故事第1、2、3、4、5、6、7、12幅图。 请两名学生上台合作完成图片排序。 （2）组词成句 将学生分成8个小组，每组发一组词卡，小组合作完成组句。词卡如下： Kipper, had, a wobbly tooth; Mum, wanted to, pull it out; Dad, wanted to, pull it out; Kipper, pushed, her; The swing, hit, Kipper; Kipper, had swallowed, it; Kipper, was, upset; I’m glad, said, Kipper. 每组派一名代表将组好的句子卡片贴在相应的图片下方，并读一读。 3. 表演（Role-play） 请学生分别扮演不同角色表演故事7、8、9幅图，体会Kipper的情绪变化，培养学生的想象力和表达能力。 （1）准备表演 教师提前准备好道具：仙女棒、卡片（No tooth, no money）、硬币、故事人物头饰。将学生分成若干6人小组，明确角色（Mum, Dad, Kipper, Biff, Chip, the tooth fairy），并丰富人物台词（见课件）。 （2）分组表演 小组内练习表演故事，然后请1-2组学生上台展示。 （3）讨论 教师提问，启发学生思考，并结合生活实际发表个人观点。如学生表达有困难，教师可给予必要的提示（见课件）。问题可参考： Do you have a wobbly tooth? What will you do if your tooth falls out? 4. 拼读练习（Practising Phonics） 板书设计 课后反思 （1）发现拼读规律 教师通过PPT展示单词：swing, swallow，请学生朗读并说出字母组合“sw”的拼读规律。 （2）运用拼读规律 请学生朗读含有“sw”的其他单词，如：sweet/swim/sway /sweep/swell。 （3）巩固拼读规律 教师读一组单词：said/swing/upset/wobbly/sorry /swallow/tooth/swim/sweet，让学生听到含有字母组合“sw”的单词时拍拍手。 5. 家庭作业（Homework） （1）反复模仿录音，熟读故事。 （2）结合自己的掉牙经历简单仿写故事。 Lesson 29 The Wobbly Tooth sweet/swim/sway /sweep/swell said/swing/upset/wobbly/sorry swallow/tooth/swim/sweet 课型：新授 授课时间： 第 30课 课题：The Foggy Day 教学目标 教学重点难点 课前准备 知识技能：学生能够听懂故事,能够理解故事情节。 过程方法：惟妙惟肖地模仿录音；绘声绘色地独立朗读故事。 情感态度：体会爸爸和孩子们雾天迷路的焦虑，感受故事结局的戏剧性和趣味性。 思维目标：培养学生敢于表达的勇气和信心。 重点：能够理解故事情节；绘声绘色地独立朗读故事。 难点：感受故事结局的戏剧性和趣味性。 教师：课件，卡片 学生：课本 教学故事讲述法，图片呈现法 方法 课时2课时 安排 教学活动 第一课时 1. 导入（Lead-in） （1）教师通过PPT展示4幅与天气有关的图片，与学生互动： What’s the weather like in these pictures? It is rainy/windy/sunny/foggy. What weather do you like best? Why? （2）展示故事第一幅图，自然过渡到讲故事环节： Today, we are going to learn a story The Foggy Day. Would the children like the foggy day? What would they do? Let’s have a look. 2. 看图讲故事（Storytelling） （Picture 1）The children looked out of the window. It was foggy. （Picture 2）Dad wanted to go shopping. He asked the children to go with him. Did the children want to go with him? No. The children were playing with their toys. “Oh no,” said the children. （Picture 3）They got into the car. How did the children feel? Were they happy? No. They were fed up.（配合表情） （Picture 4）Look! The fog got worse. Dad couldn’t see. （Picture 5）Dad stopped the car. Why did Dad stop the car? Dad couldn’t see the way. They had to walk home. （Picture 6）The fog got worse. They were lost. How did the children feel? They were worried. （配合表情） They took off their scarves and walked in a line. （指向图中的围巾） 个性修改 教学过程 （Picture 7）They stood at the cross. “This way,” said Biff. （动作演示） “No, this way,” said Chip. （动作演示） （Picture 8）Suddenly, they saw a light. “A monster!” said Dad. They were frightened. （配合表情） Was it a monster? （让学生自由作答） （Picture 9）“It’s Mum!” said the children. Look at Dad and the children. How did they feel now? They were all happy. 3. 听录音模仿（Listening and Imitating） （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，全班学生齐声模仿跟读1-2遍。要求学生在理解故事内容的基础上，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，请学生独立模仿，每幅图可请2-3名学生模仿，看看谁模仿得像。引导学生注意故事人物的情绪变化，如：爸爸说“A monster.”时的害怕，孩子们说“It’s Mum!”时的意外。 第二课时 1. 朗读故事（Reading Dramatically） （1）全班集体朗读。教师组织全班同学齐声朗读一遍故事。 （2）分组接龙朗读。教师将学生分成4个小组，每组读一幅图，进行朗读接龙，看看哪组读得好。 （3）分角色朗读。教师请不同的学生分别扮演the narrator，Dad，Biff，Chip，Kipper进行分角色朗读。 朗读过程中，教师要注意听学生的语音语调，对朗读困难或有问题的学生给予指导和示范。 2. 检查理解（Story Comprehension） （1）重组句子 教师将词卡打乱顺序贴在黑板一侧，请学生上台重组句子，并根据故事发展给句子排序。词卡如下： It, was, foggy; Dad, wanted to, go shopping; The children, were, fed up; The fog, got, worse; Dad, stopped, the car; They, were, lost; They, saw, Mum. （2）复述故事 板书设计 学生自由结成两人一组，根据句子提示练习复述故事。之后，请1-2组展示。 3. 表演（Role-play） （1）准备表演 引导学生表演第5、6、7、8、9幅图。教师提前准备好围巾等道具，并将学生分成若干6人小组，明确角色（the narrator, Dad, Biff, Chip, Kipper, Mum）。教师引导学生丰富台词，如： （图5）Narrator: Dad stopped the car. They had to walk home. Dad: We have to walk home. Chip: I don’t like walking. （图6）Narrator: The fog got worse. Kipper: Where are we? Biff: We are lost. （图7）Biff: This way. Chip: No, this way. （图8）Narrator: They saw a light. Dad: A monster! （图9）The children: It’s Mum. （2）分组表演 小组内练习表演故事，然后请2-3组学生上台展示。 4. 拼读练习（Practising Phonics） （1）发现拼读规律 教师将字母卡（p/p/f/g/g/t/st/sh/o/o/o/o）贴在黑板一侧，请学生用字母卡组成含有 字母“o”的单词：fog，got，stop，shop。 请学生大声读一读，并说出字母“o”的发音规律。 （2）运用拼读规律 教师用其他字母卡替换f/g/st/sh，组成新单词：dog/hog/jog/not/hot/pot/pop/mop/hop，让学生读一读。 5. 家庭作业（Homework） （1）反复模仿录音，熟读故事。 （2）发挥想象力改编故事结尾，并画一画。 Lesson 30 The Foggy Day It, was, foggy; Dad, wanted to, go shopping; The children, were, fed up; The fog, got, worse; Dad, stopped, the car; They, were, lost; They, saw, Mum. 课后反思