课题

Lesson9  The Barbecue

课型

阅读新授课

课时

1课时

主备人

柴其利

复备人

 柴其利

一、课程标准

1. 能在图片、动作的帮助下，听懂简单的小故事，理解故事情节。（story telling; story comprehension）

2. 能听懂课堂活动中简单的提问；能听懂常用指令和要求并做出适当反应。

3. 在学习中乐于模仿，敢于表达，对英语具有一定的感知能力。（listen and imitate）

4. 积极与他人合作，共同完成学习任务； （小组活动）

二、教材分析                                                                                                               

《典范英语》是从英国牛津大学出版社原版引进的闻名英国、享誉世界的英语母语学习材料。股市预言现货纯正，原汁原味，由浅入深，教孩子听、念这样的故事，为孩子提供全英语的环境，也能够使孩子们的心智和品格都受益。

本课的是3a中的第9课，讲述的是Wilf 和Kipper两家人一起烧烤的故事，在烧烤的准备过程中发生了一些意外，最终没有吃成烧烤，而去吃了汉堡包。本课侧重学生对故事的理解，能够惟妙惟肖的模仿录音，绘声绘色地独立朗读故事，让学生能够培养学生有感情朗读故事的习惯。鼓励学生表演，体会孩子们在这过程中的心情变化。引导学生概括主要事件，进而复述故事主要情节。

三、学情分析

本课是典范英语2b第五课，通过学习了典范英语1a、1b、2a、2b的基础上，学生已经能够在图片的帮助下理解故事；整套书中，句子的重复率较高，孩子能够通过音频的帮助下熟练并绘声绘色的阅读。

四、学习目标

 1.在教师的引导和图片的帮助下，理解故事。

2.能够模仿录音，地道、绘声绘色地独立朗读故事。

3.能够简单地复述故事，尝试用故事中的句型和词汇表演故事。

4.通过观察Floppy偷骨头和丢骨头的过程培养学生的观察力；让学生从Floppy的行为中认识到贪婪的不可取。

五、教学重、难点

   本课时的重点是能够学生能够读懂故事情节，正确绘声绘色地独立朗读故事，能够根据提示复述主要故事情节。在模仿朗读中，注重学生对语音语调的模仿，养成良好朗读习惯。

六、评价任务

1. 通过回答教师的问题，检测学生是否理解故事。

2. 通过跟读模仿，检测学生是否能够地道、流利地朗读故事。

七、教学设计

教学环节

教学预设

评价要点

二次复备

环节一：

1.   A song：Rain, rain, go away

2.   Free talk.

What’s the weather like in the video?

What’s the weather like today?

What can you do on a sunny day?

You can go to the park with your family. That’s good.

Look, I can have a barbecue.

Do you like barbecues? Do you want to eat barbecues？

One day, The family had a barbecue. What happened? Let’s have a look.

歌曲热身，自由话题，自然引出故事。

运用歌曲做热身，并引出话题1.What’s the weather like?

What can you do?

2.I can have a barbecue on a sunny day.

引出barbecue话题进而引入故事。

环节二：

看图讲故事(Storytelling)

（1）教师展示故事标题页（见课件），呈现要学习的故事。

（2）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，让学生观察这两家人一起烧烤时发生了哪些意外，体会孩子们在这过程中的心情变化。

（Picture 1）Wilf’s dad wanted a party.

He put up some lights.（指向彩灯）

Wilf helped him.

（Picture 2）Look at Wilma and Dad. What did they do?

They made a barbecue.

Wilf and Mum took the food outside.

Look! This time, Wilf helped Mum.

Wow, he’s a good, good boy!

（Picture 3）Everyone helped.

Oh, look at Biff.The fruit fell off. Oh no!

But look at Kipper. He was running. He was so happy. Can you guess what he say? Kipper said “I like burgers.I want to eat burgers.I’m so happy. I’m excited!”

Look! What did dads do?

You can see a box matches. So you know the dads lit the fire.（指向爸爸们）

（Picture 4）Wilf’s dad lit a lot of matches.（指向已经燃尽的火柴）

But can you see the fire?

Could Wilf’s dad lit the fire?

No. The fire went out.

Where were children? Were they playing outside?

No. They were beside dads.How did they feel? They were hungry.（动作演示）Could they eat burbers then? No.

（Picture 5）Listen, what happened?

Oh, it began to rain.All the children ran into the house.（指向躲雨的孩子们）

Where were dads? Did they run into the house, too? No.

Look, the dads made a shed.They lit the fire again in the shed.

Can you see fire this time? Yes.

So the dads lit the fire.

Where was Wilf’s dad? Was he run into the house?

Oh, you can see Wilf’s dad’s eyes.

Ha ha. He was in the smoke. What a funny dad!

（Picture 6）The Dad cooked burgers.（指向爸爸手中的汉堡牛肉饼）

Wilf’s dad did like this. Can you guess what he said?

“You’re good.”

“Good job,” he said.（模仿Wilf’s dad的动作）

But look at the children. They were hungry.They were starving. They waited and waited. This time, they were fed up.（模仿fed up的表情）

Can you be fed up?

（Picture 7）Burgers were ready. But what color were they? Yes, they were black. The burgers burned.

Look, I have black burgers, too. Do you want to eat black burgers?

Did the children want to eat black burgers? No. What did they say?“Yuk!” said Chip. （模仿Chip的表情）

（Picture 8）Look! The children were shocked. What did they see? Oh no! The shed was broken. The rain fell off.The dads got wet.

What did they say?

“Look out, Dad!” said the children.（模仿孩子们的表情）

What did they do? Did the make a barbecue and cook burgers again? No.

（Picture 9）The barbecue couldn’t go on.

Where did they go?

They went to a restaurant.（指着餐厅）The children were eating hamburgers. “Hooray!” said the children. Everyone was happy.

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。

绘声绘色讲故事，讲述过程中与学生的互动性，问题设置注意启发学生思考，具有引导性，能将学生带入到角色中。

在故事呈现的过程中，对图片进行遮挡，让学生猜测，适当抛出问题，设置简单的问题与学生互动，让学生多表达。如:

1.   Can you guess what he say?

2.But can you see the fire?

Could Wilf’s dad lit the fire?

3.Where were dads? Did they run into the house, too?

4.What did they do? Did the make a barbecue and cook burgers again?

环节三：

听录音模仿（Listening and Imitating）：听懂录音并模仿，并能够会绘声绘色地独立朗读故事听录音模仿时，录音是什么音什么调，就让学生模仿成什么音什么调。注意以下词组的读法：put up some lights, made a barbecue, lit the fire, fed up。

（1）放录音，全班学生齐声模仿跟读1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。

（2）朗读游戏。给图片设置编号（见课件），请每组选取一个编号，大声朗读与编号对应的图片。教师根据学生读的情况给予表扬、鼓励和指导。

通过集体朗读和个人朗读，让学生能够绘声绘色地独立朗读故事，培养学生有感情地朗读故事的习惯。朗读形式可多样化。

注意整入整出。听音时要给与具体要求：边听边用手指着句子。朗读过程中，教师要对有朗读困难或问题的学生给予指导和示范。

环节四：

表演（Role-play）：深入理解故事，培养语言表达能力

（1）准备台词

将学生分成若干4人小组，组内合作将台词准确的贴在故事第4-8幅图上，完成后将台词完整的朗读一遍，通过PPT展示并检查（见课件）。

（2）分组表演

确定要扮演的角色（two dads, Biff, Chip, Kipper, Wilf, Wilma, the narrator），小组内练习表演。

教师提前准备简单的道具，并鼓励学生根据情景需要运用恰当的动作和表情。

请2-3组学生上台表演，教师给予必要的帮助和指导。

复述故事

引导学生根据图片和关键词复述故事，鼓励学生尽量多说。教师可先示范故事开头，如：

One day, Wilf’s dad wanted a party. He put up some lights.

深入理解检测。

表演强化，深层巩固。

概括故事要点，体会故事情节的发展。

通过贴台词加强学生深入理解。表演强化，体会故事人物心情变化。能够根据图片和关键词进行复数，音形意结合帮助回忆，理解巩固。

环节五：

1.Discussion

联系生活实际，让学生分组讨论：

If you were one of the children, would you be fed up?

What would you do? Would you help Dad? Would you have some snacks first? Would you go to a restaurant?

教师引导学生使用“I would …”句型回答上述问题。

情感升华。 感受故事幽默的同时，学会思考，从中得出感悟。

教师针对第6、8、9图片提出问题，再出现这种情况下，自己会怎样做。学生如回答有困难，教师给出指导和示范。

环节六：

Homework：

（1）Listen to the story and read it skilfully and dramatically.

（2）Tell the story to your Mum and Dad.

板书设计

教后反思：（教学亮点、不足之处、改进措施等等）

优点：本节课体现了“整进整出”的教学理念；将整体教学、启发式教学等方法贯穿于课堂教学之中。

讲述故事环节用丰富的表情、生动的英文和适当的肢体语言给学生绘声绘色地讲故事，遮挡部分细节，抛问题，给学生预留思考的空间，帮助学生观察理解故事，让学生猜想，激发学生兴趣，真正的走进故事中去。

缺点：1.课堂教学活动虽基本形成体系，但环节较为单一，仍需提高自身的教学能力，探索更多适合学生并深受学生喜爱的形式，不局限于传统教学形式。

2.表演环节的指导不到位，在学生准备的过程中多倾听并指导。