Lesson 7: Kipper’s Idea课堂实录及点评

Kipper’s Idea

一、教学目标

1.

语言能力目标：学生能够读懂故事情节；惟妙惟肖地模仿录音；绘声绘色地独立朗读故事；能看图复述主要故事情节；能区分“ing”和“ed”的不同；复习字母“ed”的拼读规律；能简写故事。

2.

非语言能力目标：体会Kipper在面对同学嘲笑时的心情；联系生活实际，学会采用不同的方式来解决问题，培养学生的自信和勇气。

二、课堂环节

1. 导入（Lead-in）：介绍生活中“变废为宝”的好点子，引入故事情景

通过展示生活中变废为宝的小例子，引入故事情景，为看图讲故事做好铺垫。

（1）教师展示废弃的矿泉水瓶以及用矿泉水瓶制作的花瓶、笔筒，并提问：

Everyone, look at me! What’s this? It’s a bottle. What should I do with it? Should I throw it away? （教师做出throw away的动作）

Oh! I have a good idea.

Look! What’s this? （教师展示用矿泉水瓶制作的花瓶）

It is a vase. It is made out of a bottle. Do you like it? Look! What’s this? （教师展示用矿泉水瓶制作的笔筒）

It is a pen pot. It is also made out of a bottle.

（2）联系生活实际，引入故事情境：

Have you ever used bottles to make a vase or a pen pot? What else can we do with a bottle? Do you have any good ideas? Kipper had a good idea. What was his idea? Let’s learn the story Kipper’s Idea.（板书标题）

2.

看图讲故事（Storytelling）：理解故事情节，观察Kipper想出好点子的过程

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Kipper想出好点子的过程。

（Picture 1）Look at Picture 1.

Dad took Kipper to school. （Picture 2）Look! Where did they go past? They went past the library.（指向图书馆墙上LIBRARY的标识）

There was a lady.（指向图片中的女士）

What was she doing? She was painting the wall.（模仿画画的动作）

（Picture 3）Dad said goodbye to Kipper. Kipper ran into the playground.（指向操场）

There were a lot of children playing there.（指向操场上正在玩耍的孩子们）

Kipper wanted to play too. （Picture 4）Kipper came to the wall. What was there on the wall? There was a drawing on the wall. （指向墙上的画）

A girl was drawing it. It was a drawing of Kipper. Another girl laughed and pointed at Kipper. （指向嘲笑并指着Kipper的女孩）

What would she say? “Look at this silly boy,” she said. “It’s you, Kipper!”

Kipper was very unhappy.（指着Kipper）

（Picture 5）The wall looked a mess. “What a mess!” said Mrs May. She was cross.

The two girls had to clean the wall.（模仿两名女孩的动作）

（Picture 6）It was time for class. Look at the children. What were they doing? They were painting. Kipper was painting too.（指着Kipper）

He pointed to the wall.

Then he had an idea. What was his idea? （请学生大胆猜测）

（Picture 7）Oh! Look! Miss Green drew circles. （模仿Miss Green在黑板上用粉笔画一个圆圈）

The children painted faces.（用颜料在画好的圆圈内画上一个笑脸）

（Picture 8）Look at their paintings. Were they good? Yes. The wall looked good. Everyone liked it. （Picture 9）A man took a photograph. Everyone stood in front of their paintings. They were all happy. “Good for Kipper!” everyone said.（伸出大拇指表示称赞）

教师要注意启发学生思考，每次提问之后稍作停顿，不要急于说出答案，先观察学生的反应，如学生仍回答困难，再进一步给出提示引导学生作答。

3.

听录音模仿（Listening and Imitating）：听懂录音并模仿出标准的语音语调

听录音模仿时，录音是什么音什么调，就让学生模仿成什么音什么调，注意以下句子的语气及表达的不同情感：Kipper ran into the playground. /There was a drawing on the wall. /Mrs May was cross. /Good for Kipper! （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，读出感情。教师要引导学生用兴奋的语气读出“Kipper ran into the playground”，用沉闷的语气读出“There was a drawing on the wall”，用不开心的语气读出“Mrs May was cross.”，用高兴的语气读出“Good for Kipper!”。

4.

朗读故事（Reading Dramatically）：读懂故事并学会绘声绘色地独立朗读故事

通过多种形式的朗读，让学生能够绘声绘色地独立朗读故事，培养学生有感情朗读故事的习惯，练就扎实的语言基本功。

（1）小组朗读比赛。将学生分成男生、女生两个小组，进行小组间的朗读比赛。

（2）朗读接龙。请几名学生接龙朗读故事，每人读一幅图。教师根据学生读的情况给予表扬、鼓励和指导。

5. 检查理解（Story Comprehension）：梳理故事情节，提炼故事主线

（1）制作story map 

教师将以下句卡打乱顺序贴在黑板上。句子可参考：

A lady was painting the wall. Kipper ran into the playground. There was a drawing of Kipper on the wall. The wall looked a mess. Miss Green drew circles on the wall.

The children painted faces. The wall looked good. 

教师在黑板上画出以下story map，请学生根据故事发展顺序将句子卡粘贴在story map里的方框中。脉络图如下：

（2）复述故事

将全班分成若干小组，小组内练习接龙复述故事，然后请几组上台展示。

6. 讨论（Discussion）：联系生活实际，学会采用不同的方式来解决问题

教师围绕Kipper’s idea提问，组织学生分组讨论。问题可参考：

Look at Kipper. How did he feel? （展示故事第4幅图）

If you were Kipper, what would you do with the drawing? 讨论过程中，教师引导学生使用“If I were Kipper, I would …”的句型回答。

7. 拼读练习（Practising Phonics）：区分“ed”和“ing”，复习字母组合“ed”的拼读规律

（1）区分“painted”和“painting”

教师在黑板上写出以下三句话，然后展示三张单词卡：一张“painted”和两张“painting”，请学生选用正确的单词卡补全句子，如：

A lady was ______ the wall. The children ______ faces. The children were ______. 之后，教师引导学生注意“painted”和“painting”的发音及意义上的区别（“painted”表示“画了”，“painting”表示“正在画”）。

（2）复习“ed”的两种发音



请学生从本课中分别找出以“ed”结尾的单词：painted/wanted/looked/liked。



教师板书以上单词，并在“ed”下划横线，请学生大声朗读，引导学生发现字母组合“ed”在“painted/wanted”和“looked/liked”中的两种不同发音。

8.

家庭作业（Homework）

（1）反复模仿录音，熟读故事。

（2）简写故事。