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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》
《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；
< br>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.
< br>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
1
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（
< br>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.
2
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
<
/p>
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。
（
< br>1
）放录音，让学生完整地听一遍故事，整体输入，不需停顿。
< br>
（
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<
/p>
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 cow
s!
”
，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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