Lesson 18: The Steel Band名师课堂实录

《典范英语》（2b-L18）教案设计

The Steel Band 祝玲

一、教学目标

1. 语言能力目标：通过本节课的学习，学生能够听懂理解故事内容；学生能够惟妙惟肖地模仿录音；学生能够绘声绘色地讲故事；学生能够生动地表演故事；部分优秀学生能够能够改编故事。

2. 非语言能力目标：通过本节课的学习，教师利用图片环游，通过观察图片培养学生的观察力和想象力；学生能够感受乐队演奏时的热闹氛围，体会孩子们对音乐的喜爱；培养学生对乐队的认识。

二、学情分析

二年级下半学期的学生对英语的常用语言有了一定的了解，并且能够较好遵守英语课堂常规，同时从一年级就开始学习典范系列故事，对故事人物非常熟悉，但对乐队这方面不是特别了解，但是低年级学生喜欢音乐。本节课的内容是学生喜欢的内容，容易引起学生兴趣。

三、教学策略

1. 利用图片环游，培养学生观察图片的能力以及想象力，从而利用英语来简单编对话，体现人物情感。

2. 通过编小诗以及编对话的形式对故事情节阶段性总结。

3. 通过排序与复述相结合，对课文进行总结，并提炼出关键词，培养学生改变故事的能力。

四、教学媒体

多媒体设备、课件、实物道具（乐器）。

五、课堂教学基本步骤

1. 导入（Lead-in）：展示乐队图片，引出故事主题

教师展示乐队图片，为进入故事做好铺垫。

（1）教师展示乐队的视频（见课件），并与学生互动：

T: Let’s enjoy a video. What are they doing? Ss: They are playing music. T: What can they play? Ss: They can play the horn/ drum/ violin/ accordion. T: They make a band. 1

Do you want to be in a band? Why? Predict: Ss: I like music. I can play…/ It’s fun/…

（2）自然过渡到讲故事环节,出示课题： T; Today we will learn Lesson 18 The Steel Band.

Look at Biff. How was she? Ss: She was happy. T: Why? Guess? Predict: Ss: A band came to the school. / She can play…

T: Let’s have a look.

2.

看图讲故事（Storytelling）：理解故事情节，感受乐队演奏时的热闹氛围

教师利用课件逐幅播放故事图片，进行图片环游教学，并用丰富的表情、生动的英语和适当的肢体语言给学生绘声绘色地讲故事，让学生感受乐队演奏时的热闹氛围，体会孩子们对音乐的喜爱。同时通过编小诗以及编对话的形式对故事情节阶段性总结。

（Picture 1）Look and say. T: Where were the children? Ss: The children were at school. T: Look, a band came to ____. Ss: Look, a band came to play. T: How were the children? Ss: The children were happy.

通过观察图片引起学生兴趣，并为本节课情感做铺垫。

（Picture 2）Listen and imitate. T: The band was on the stage.

How many people were there in the band? Ss: There were four people in the band. T: Listen! What did he say? “My name is Stan,” said a man. “I want you to help us.”

T: Who can be the player?

Ss try and say. 利用各种感官器官（视觉，听觉）来引起学生注意，并为后面的故事发展方向做引导。

（Picture 3）Say and act.

T: Look! How to help?

Ss: Clap hands.

T: “Clap your hands and tap your feet.”

（教师动作演示拍手和跺2

脚）

Did the children clap their hands and tap their feet? （指向孩子们的手和脚）

Ss: Yes. T ask Ss to work in pair to say and act.(学生边说边做动作) 通过教师的演示更能让学生理解动词的意思，同时让学生一起来做一做更能加深印象，同时增加趣味性。

（Picture 4）Listen and say. T: What did the band want the children do?

Ss: “I want you to sing a song.”

“Sing it with us.”

（Picture 5）Look and say.

T: Did the children like the song? Ss: Yes, the children liked the song. T: How do you know that? Ss: The children sang with the band. T: And what did they do? Ss: They clapped hands. T: Listen! “Now clap as you sing,” said Stan. The children clapped as they sang. 教师通过提问以及学生观察图片让学生理解边唱边拍手这个句子的意思。

Make a summary: make a chant

A band came to play.

Stan wanted to help .

Clapped hands and tapped feet.

Sang and clapped with the band.

通过图片的辅助，进行句子的填空，从而复习没有加入乐队前的故事内容，再通过编诗歌放音乐，也让学生沉浸在音乐中复习巩固。利用编小诗形式对故事情节阶段性总结，为后面故事发展作对比。

（Picture 6）Look and think.

T: Look! What did the children do? Ss: The children put up their hands. T: Why? Predict: Ss: They want to play with the band./

They want to play in the band. T: Listen!

“Who wants to play in the band?”

通过观察图片进行提问，引发学生积极思考问题，从而培养学生的合理想象力。

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（Picture 7）Look and say. T: Look! Everyone wanted to play. They were excited. They all came to the stage and played the drums. Stan calmed everyone down. （教师模仿Stan的动作）

T: What did he say? Guess! Predict: Ss: Be quiet! / Don’t play./ Stop!/ Play one by one.

T: Listen! “You can all play,” said Stan. What did the children say? Predict: Ss: I want to play!/ I can play/ I …

鼓励学生多说，多发散思维，运用英语来表达自己的想法，同时为后面的编对话做铺垫。

（Picture 8）Look and say.

T: The children played one by one. It was Wilf’s turn. What did Wilf do? Ss: Wilf hit the drum.

T: He banged it too hard. Bang! Bang! Bang!(教师模仿Wilf 的动作，让学生体会) Listen!

“Tap it,” said Stan. “Don’t bang it.”

What did Wilf say? Guess! Predict: Ss: I like it. / I can tap!/ I …

通过图片以及动作的演示，让学生体会情感变化。

Role-play

Work in group to act Pic7-8

Children:We like to play in the band.

Stan: You can all play.

Wilf: This is easy. I can play it well.

Stan: Tap it. Don’t bang it.

鼓励学生多增加自己的语言，并且表演时要加上动作和表演，让学生体会人物情感，并且表演出来。

（Picture 9）Look and say! T: Look! Who were playing? Ss: Biff, Wilf and Chip were playing. T: Did they play well? Ss: Yes, the children played well.

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Ss: What a good/ great/ … band! T: What a grand band! 在整个过程中，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语。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。同时积极引导学生发散思维，发表自己的想法。

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，提醒学生要注意Stan的语气与语调，体会故事情节的变化。

（1）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。

（2）放录音，请学生独立模仿，每幅图可请1-2名学生模仿，看看谁模仿得像。

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，练就语言基本功。在朗读过程中注意引导学生感受不同语调表现的不同情感。

（1）小组朗读。教师组织小组同学齐声朗读故事。

（2）个人朗读。找几名学生分别选一幅自己最感兴趣的图片读一读。

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。

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

（1）排序：故事分为加入乐队前和加入乐队后两部分

首先出现5幅图，让学生进行排序。在排序过程中，教师让学生观察图片提炼出关键词。

然后出现剩下的4幅图进行排序，同样在排序过程中边观察图片边提出关键词。

（2）讲故事

学生根据图片顺序以及图片旁边提供的关键词进行，复述故事，鼓励学生添加自己的语言。教师可以先请几名学生任选一个自己喜欢的情节上台讲一讲，教师可引导学生加入对人物的心理描写和细节描写，从而丰富故事情节，比比谁讲得精彩。可参考如下：

A band came to play. The children were curious. They looked at the band. The children were excited. They all clapped their hands and tapped their feet. All of them wanted to play in the band. They all put up their hands and were anxious to play. 5

Biff, Wilf and Chip played well. They were proud of themselves.

6. 拓展题（可选）

Discussion：

If a band come to our school, are you happy? Will you join the band? What will you do in the band? 如果课堂还有时间可以让学生讨论下，想象下，培养学生对音乐对乐队的兴趣，为改写故事做铺垫。

7. 家庭作业（Homework）

（1）模仿录音，熟读故事。

（2）改写故事。想象自己最喜欢的乐队来到学校演出，写一写自己与乐队成员互动的环节。

六、板书设计

Lesson18 The Steel Band

play with the band in the band

play

put up

Stan

all

clap

√tap

×bang

help

tap

sing

grand

六、教师自我反思

1. 教学理念

本节课体现了“以意义为核心”、“整进整出”“快乐学习”的教学理念；并将整体教学、启发式教学、图片环游教学等方法贯穿于课堂教学之中，教学方法多样性化，教学活动丰富。

2. 教学目标

本节课实现了本课所提出的语言能力目标和非语言能力目标，如：学生能读懂故事情节；能用标准的语音语调独立朗读故事；能感受乐队演奏时的热闹氛围，体会孩子们对音乐的喜爱。

3. 课堂操作

（1）提问

教师设置的问题符合学生水平；能够引起学生的兴趣；并能很好地启发学生6

思考；学生通过教师提问的引导观察图片并理解故事情节。

（2）听

学生真正听懂了教师的问题和指令，并做出正确的反应；教师认真倾听了学生的反馈；发现了学生在朗读与表达过程中出现的问题。

（3）说

在教学环节尽量让学生说得多；教师给了学生表达的机会，通过提问回答以及编对话的方式；学生能绘声绘色地讲故事，生动地表演故事。

（4）思考

课堂环节衔接流畅；教师语言易于理解；师生之间良好、有效的互动。教学过程中教师能积极引导学生去思考，并运用英语来表达自己的想法。

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