全国教育科学“十一五”规划教育部重点课题——《中国基础英语素质教育的途径与方法》
《典范英语》（4b-L1）教学参考
Camping Adventure
教学参考的目的在于为实验课提供一个基本的思路和框架，帮助实验教师更好地把握课
题理念。课题组鼓励实验教师结合学生的实际情况适当做出调整，将实验课上出特色。
一、教学目标
1.语言能力目标：学生能够听懂故事；能够惟妙惟肖地模仿录音；能够绘声绘色地独立朗读故事；能够理解故事并组织语言复述故事情节；能够根据故事脉络简写故事。
2.非语言能力目标：通过让学生观察故事图片，想象野营的过程，培养学生的观察力；通过讨论培养想象力和逻辑思维能力，提高学生未雨绸缪、防患未然的意识。
二、课时安排
要求每周不少于两课时，每周至少完成一个故事。鼓励学生课前预习。
三、教师要求
1.教师课前须熟读故事，了解故事内容。
2.对于较难的单词，教师可板书，并配合动作和表情帮助学生理解。 3.全英文授课。
四、教学用具
多媒体设备、CD机、课件（课题组提供）、句子卡片（见检查理解环节）。
五、课堂教学基本步骤
1. 导入（Lead-in）：观看视频，引出故事主题
通过观看视频，让学生了解野营的乐趣，为看图讲故事做好铺垫。 Peppa’s family went camping. Did they like camping? Do you like camping?
Did you go camping with your parents? Where did you camp?
教师自然过渡到讲故事环节：
Wilma’s family went camping too. Where did they camp? What happened? Let’s learn the
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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》
story Camping Adventure.（板书故事标题）
2. 看图讲故事（Storytelling）：理解故事情节，观察全家人一起野营的乐趣
教师利用课件逐幅播放故事图片，并用丰富的表情、生动的英文和适当的肢体语言给学生绘声绘色地讲故事，让学生观察图片，并体会全家人一起野营的乐趣，以及在暴风雨中遇到的危险。
（Picture 1） One day, Mum and Dad went camping. They took the children.
Where did they go? (BQ: Did they go to a farm or a zoo?) They went to a farm.
（Picture 2） Mum and Dad had a new tent. They put it up. Wilf helped.
Wilma got some water.
“I like it here,” she said. “I like camping.”
（Picture 3） Mr Jones was the farmer.
Look! What did he do? He milked the cows.
“Come and watch,” he said.
“What a lot of cows!” said Wilf.
Mr Jones laughed. “We milk them every day,” he said.
（Picture 4） Mum wanted some milk. Where did she go?
She went to the farmhouse.
“I want some eggs too,” said Mum. Mrs Jones was at the farmhouse.
She was expecting a baby. She was expecting it soon. “It may come today,” she said.
（Picture 5） Dad cooked supper.
Did the family like it in the tent?
Yes. “I like it here,” said Wilf. “It’s fun in this tent.”
（Picture 6） It was time to sleep.
Everyone went to bed but there was a storm. Could they sleep?
No. They couldn’t sleep.
（Picture 7） Look! What happened?
Oh no! The wind blew. Everyone had to get up.
（Picture 8） The wind blew the tent down.
The family had to go. Look! Where they go?
They went to the farmhouse.
（Picture 9） Suddenly, Mr Jones called Mum.
“The baby is coming,” he said.
（Picture 10）Mr Jones had to go to hospital.
She got in the car. Mum helped her.
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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》
（Picture 11）The storm got worse. The wind blew and blew.
It blew a big tree down. Could the car get past?
No. The car couldn’t get past.
So Mr and Mrs Jones went back to the house.
（Picture 12）Mr Jones called for help.
He called the hospital.
“A helicopter’s coming,” he said.
（Picture 13）Mr Jones pointed to a field.
Why did he point to the field?
He wanted the helicopter to land there. “The helicopter can land there,” he said.
（Picture 14）They got some bags and stones.
Look, what did they do?
They made a big cross out of the bags. They put stones on the bags. Why?
They didn’t want the bags to be blown away.
（Picture 15）Finally, the helicopter came. It landed near the cross.
“At last!” said Mr Jones.
There was a doctor in the helicopter. “Come on!” said Mr Jones.
（Picture 16）The doctor ran to the house but Mum came to the doctor.
She was laughing.
“Too late!” said Mum. “Mrs Jones has had the baby. She’s had a baby boy.”
（Picture 17）Everyone looked at the baby.
“He’s very sweet,” said Wilma. “Will he like camping?”
教师要注意启发学生思考，每次提问之后稍作停顿，不要急于说出答案，先观察学生的反应，如学生仍回答困难，再进一步给出提示引导学生作答。
3. 听录音模仿（Listening and Imitating）：听懂录音并模仿出标准的语音语调 听录音模仿时，录音是什么音什么调，就让学生模仿成什么音什么调，注意引导学生体会故事人物的情感和心理活动。
（1）放录音，让学生完整地听一遍故事，整体输入，不需停顿。
（2）放录音，全班学生齐声模仿1-2遍。要求学生逐句跟读，鼓励学生大胆开口，读出戏剧化效果，读出人物情感。另外，尤其要注意引导学生用欣喜的语气读“I like it here. I like camping.”，用惊讶的语气读“What a lot of cows!”，用兴奋的语气读“The baby is coming.”，用释怀的语气读“At last!”。
4. 朗读故事（Reading Dramatically）：读懂故事并能够绘声绘色地独立朗读故事 通过多种形式的朗读，让学生能够绘声绘色地独立朗读故事，在朗读中体验故事乐趣。同时，培养学生有感情地朗读故事的习惯，练就扎实的语言基本功。
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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》
（1）全班朗读。教师组织全班同学齐声朗读前5幅图片。
（2）分组接龙朗读。将全班分为男生、女生两组，接龙朗读图6-11。 （3）独立朗读。请几名学生分别朗读图12-17。
朗读过程中，教师要对有朗读困难或问题的学生给予指导和示范。
5. 检查理解（Story Comprehension）：提炼内容要点，梳理故事情节
通过引导学生分析故事脉络，加深学生对故事主要情节的理解，为复述故事做好准备。 （1）教师在黑板上画出故事脉络图，让学生分别用一句话概括故事的背景，发展，高潮，转折和结尾。如有难度，教师可出示句子卡片，请学生贴到脉络图的相应位置。
Climax (Pic 9-11)
Turn-up Turn-down (Pic 6-8) (Pic 12-15)
Ending Setting (Pic 16-17) (Pic 1-5)
? The family went camping. ? A storm came. ? Mrs Jones’ baby was coming. ? A helicopter was coming. ? Mrs Jones had the baby.
（2）教师通过提问引导学生分析故事细节，深入理解故事。学生回答后，教师引导学生找出每部分的关键词，并写在对应脉络图的下方。如： 阶段一：Where did the family go camping? (a farm)
Where did Mum get the milk and eggs? (the farmhouse)
阶段二：Why couldn’t the family sleep? (storm)
What happened to the tent? (blew the tent down) Where did the family go? (farmhouse)
阶段三：How did Mrs Jones go to hospital? (car)
Why did they come back to the house? (blew a big tree down; couldn’t get past)
阶段四：What was coming to help? (called for help; helicopter)
What did Mr Jones do in the farm? (made a big cross out of bags) Where did the helicopter land? (near the cross)
阶段五：Why did Mum say: “Too late!”? (had the baby)
6. 复述（Retelling）：锻炼语言组织能力
引导学生以第一人称（Wilma或Wilf）根据故事脉络图和关键词复述故事。首先可全班一起复述，然后请几名学生进行接龙复述，最后请一两名学生独立复述整个故事。复述过程
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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》
中，学生如有困难，教师要给予支持和帮助。
教师可示范复述故事开头，如：
One day, my family went camping in a farm. We put up the tent …
7. 讨论（Discussion）：培养未雨绸缪，防患未然的意识
教师由故事情节引出讨论问题，培养学生的想象力和逻辑思维能力，提高学生未雨绸缪，防患未然的意识。
Do you think the family had listened to the weather forecast before camping? Was it important to listen to the weather forecast before camping? What else should we do or prepare before camping?
讨论后，请小组代表汇报讨论成果，鼓励学生大胆发言。
8. 家庭作业（Homework） （1）反复模仿录音，熟读故事。 （2）根据故事脉络图简写故事。
六、教师自我反思
1. 教学理念
是否体现了“以意义为核心”、“整进整出”的教学理念；是否将整体教学、启发式教学等方法贯穿于或融入课堂教学之中。
2. 教学目标
是否实现了本课教学目标中提出的语言能力和非语言能力目标，如：学生能否读懂故事情节；能否用标准的语音语调独立朗读故事；能否组织语言复述故事；学生是否提高了未雨绸缪、防患未然的意识。
3. 课堂操作
（1）提问
教师设置的问题是否符合学生水平，能否引起学生兴趣；学生能否根据教师提问梳理故事情节。
（2）听
学生是否真正听懂了教师的问题和指令，并做出正确的反应；学生能否正确辨认故事录音的语音语调；教师是否认真倾听了学生的反馈；教师是否发现了学生在朗读与表达过程中出现的问题。
（3）说
教师语言是否准确、流畅、易于理解；教师说得多还是学生说得多；教师是否给了学生足够多的表达机会；学生是否能流利地讲出自己的想法。
（4）思考
课堂环节衔接得是否流畅；课堂组织是否有序、高效；教师是否对学生的表现及时予以反馈；
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《典范英语》(4b-L1)中文教案
