Lesson 3: At the Seaside课件配套优秀教案案例

At the Seaside

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；掌握字母“o”的拼读规律；能改写故事结局；能结合生活实际表达自己观点。

2. 非语言能力目标：通过让学生观察人物表情和预测故事情节培养学生的观察力和想象力；使学生体会这一家人度假时的心情变化；联系生活实际，让学生学会如何面对困境，培养学生的自信和勇气。

二、教学环节

1.

导入（Lead-in）：谈论假期，引入故事情景

通过展示图片及提问，让学生联系生活实际谈谈假期安排，为看图讲故事做好铺垫。

教师通过PPT展示一些节假日图片，并围绕假期进行提问：

What holidays do we have? Do you like holidays?

Where do you want to go on holiday? Do you want to go to the mountains? （展示一幅山水图片）

Do you want to go to the grassland? （展示一幅草原图片）

Do you want to go to the seaside? （展示一幅海景图片）

I want to go to …

One day, Kipper’s family went on holiday. Where did they go? Were they happy? Let’s learn the story.

2. 看图讲故事（Storytelling）：理解故事情节，观察并体会一家人度假时的心情变化

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，让学生观察并体会一家人度假时的心情变化。

（Picture 1）Look at picture 1. The family went on holiday. Where did they go? They went to the seaside.

Wilf and Wilma went too. The seaside was beautiful. Look! Were they happy at the seaside? （请学生观察人物表情作答）

Yes, they were happy. （Picture 2）They went to the hotel.

What’s the name of the hotel? （指向宾馆的标示牌）Seaview Hotel.

Oh, what happened? It was black inside.（指着宾馆里烧黑的东西）

Oh no! The hotel had burned down.（指着烧毁的宾馆）

Could they stay in this hotel? No. The man said, “Sorry!”

（Picture 3）They looked at a new hotel. Palace Hotel. （指向宾馆的名字）

It was new and big.

Did Kipper and Chip like this hotel? Yes, they liked it vey much.

But look at Mum. She looked unhappy.

Why was Mum unhappy?

Because she didn’t have much money.（指着图片中的钱）

“Too expensive,” she said. （Picture 4）They looked at an old hotel.

What’s the name of this hotel? （指着宾馆的名字）Grand Hotel.

Look! Was it new? Was it clean? （引导学生观察快掉下来的宾馆招牌和又小又脏的院子）

No. It was old and dirty.

Look at the children. Did they like the hotel? No. Dad didn’t like it either. “No, thank you,” he said. （Picture 5）They went to other hotels.

Look at Mum and Dad. Could they find a hotel to stay?

What did the man and woman say to them? （指着爸爸妈妈前面的两个人）

“Sorry! No rooms for you,” they said.

Oh no! Every hotel was full.

Look at Chip and Kipper. Were they happy?

No, they were tired. （Picture 6）The family had to go home.

But a lot of smoke came out of the car.（指着发动机冒出的白烟）

What happened? Oh no! The car broke down.

Look at the family. Were they happy? No, they were unhappy at all.

Look! What was coming? （指着远处开过来的拖拉机）A tractor. Can you guess what would happen? （Picture 7）A farmer stopped his tractor.

Mum told the farmer about their car.

Look at the farmer. Would he help them? What did he say? “Can I help?” he said. （Picture 8）The farmer had a bus. He took the family to his bus.（指着海滩边Kipper一家人）

“You can stay here,” he said.

（Picture 9）Look! What were they doing? Chip and Wilf were playing football. Mum and Dad were reading. Biff, Wilma and Kipper were flying a kite.

Did they have a good holiday? Yes. Everyone was happy. “What a good holiday”, said Wilf. 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：The hotel had burned down. / Too expensive. / But the car broke down. / What a good holiday! （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。教师要引导学生用惊讶的语气读出“The hotel had burned down.”，用不开心的语气读出“Too expensive”，用沮丧的语气读出

“But the car broke down.”，用高兴的语气读出“What a good holiday!”。

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）分组比赛朗读。将学生分成几个小组，进行小组间的朗读比赛。

（2）朗读接龙。请几个学生接龙朗读故事，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。

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

（1）故事图片排序

教师打印第二、三、四、五、六、九幅图，打乱顺序贴在黑板上，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五个学生一组合作完成）

（2）针对图片提问，提炼关键词

教师提问，引导学生用“Because …”作答。

（指着第二幅图）Why didn’t the family stay in the Seaview Hotel? （指着第三幅图）Why didn’t the family stay in the Palace Hotel? （指着第四幅图）Why didn’t the family stay in the Grand Hotel? （指着第五幅图）Why didn’t the family stay in the Guest House? （指着第六幅图）Why didn’t the family go home? （指着第九幅图）Where did the family stay at last? 回答过程中，教师在黑板上画出本课的story map，让学生在练习本上完成。如图：

6.

复述（Retelling）：运用story map，学会自己组织语言概括故事大意

根据story map，请几名学生接龙复述故事，复述后还可请一两名学生独立复述整个故事。教师可示范复述故事，如：

The family went on holiday.

They looked at the Seaview Hotel. The Seaview Hotel had burned down.

7. 讨论（Discussion）：联系生活实际，学会如何面对困境

教师围绕故事的转折点（A farmer came and helped the family）提出问题，让学生进行分组讨论，学会在面对困境时积极寻求应对方法。

Question 1: In pictures 6 and 7, the car broke down and a farmer came. If you were Mum, what would you say to the farmer? 学生分组讨论后，教师请学生大胆表达自己的想法，或者请学生分别扮演Mum和farmer表演这一情景。

Question 2: If your car broke down，what would you do? 教师可通过图片进行提示，如报警、求助路人等（见课件），鼓励学生想出更多的应对方法。

8.

拼读练习（Practising Phonics）：培养拼读意识，掌握字母“o”的拼读规律

（1）读词辨音

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教师展示hotel和holiday词卡（字母“o”红色加粗），让学生大声朗读，并发现字母“o”的两种不同发音。

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让学生在本课找出与hotel中字母“o”发音规律相同的单词：home/broke/go/old。

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让学生在本课找出与holiday中字母“o”发音规律相同的单词：on/sorry/stop。

（2）游戏：教师读几个含有字母“o”的单词，如：home/on/stop/broke/go/old/dog/no等，让学生听到与hotel中字母“o”发音规律相同的单词时拍手，看谁做得好。