《典范英语》(1a-L4)中文教案(最新整理)
典范英语1a Lesson4 英文教案
Good EnglishLesson 4教学目标: 了解pet和dog两个词准备图片：P1: T oady, we are talking about pet dog.This is a pet dog.Where do you think it lives?P2: He lives in the house.Do you live in the house? Yes.He lives in the house just like you and me.What can he do in the house?P3. Dog can sit in the house.He sits like this.What else can he do in the house?P4: Dog can stand up in the house.Look, when a dog stands, how many feet are on the floor? One, two.He can stands one two feet.Just like you and me.What else can a dog do in the house?P5: This dog can jump in the house.What a smart dog.P6: Do you know that there are more things dogs can do. What are those things? Let’s open up the book and find out about the fun.注意点：1. 每张图片的讲课顺序要重复，方面孩子感知和记忆2. 指图要准确，图片没有的信息避免表达出来，导致孩子因为无法对应而走神3. 多进行互动问答交流P7Look at the picture.Where is here?Here is the backyard(指图) of a house.Who’s there?Kipper and Biff.They are trying to pass the drink and cups.But what happens?Floppy the dog is in their way.What is the dog doing?He’s running(指图).Oh, Floppy!Can Floppy run in the house?Yes, he can.What else can he do?P8Look at the picture.Where is here?Here is the backyard(指图) of a house. Who’s there?Mom and Chip.What are they doing there?They are having picnic (指图)What happens this time?Look, Floppy the dog is there.What does he want?He wants to eat(指图)No, Floppy!Can a dog eat in the house?Yes, he can.What else can he do?P9Look at the picture.Where is here?Here is the backyard(指图) of a house. Who’s there?Dad and Kipper.What are they doing there?They are having picnic (指图)What happens this time?Look, Floppy the dog is there.What is he doing?He is digging.(指图)Oh, Floppy!Can a dog dig in the house?Yes, he can.What else can he do?P10Look at the picture.Where is here?Here is the backyard(指图) of a house. Who’s there?Biff, Mom, Chip, Dad and Kipper. What are they doing there?They are having picnic (指图)What happens this time?Look, Floppy the dog is there.What is he doing?He’s chasing a cat(指图)No, Floppy!Can a dog chase in the house?Yes, he can.What else can he do?P11Now, it’s in the backyard.(指图)Biff, Chip, Kipper and Dad are there.They are looking at Floppy the dog.What is the dog doing?He’s sleeping.Floppy, Floppy.Can a dog sleep in the house?Yes, he can.Now, listen to the audio book again.复习：Okay, let’s listen to the audiobook and read the book after me. 教师播放录音，带着孩子把这几句话读一遍。
新版 典范英语1a 音频合并 文字完整版
典范英语1a-合并.mp3音频：00:00/52:27新《典范英语1a 》文字完整版，包含Lesson 1~ 42全部内容。
Lesson 1 Who is itWho is it ？Biff and Chip .Mum and Kipper.Floppy and a spaceman.No, it's Dad.Lesson 2 Six in bedMum and Dad. Mum, Kipper and Dad. Mum ,Kipper ,Dad and Chip.Biff, Mum ,Kipper,Dad, Chip and Floppy.Lesson 3 Fun at the BeachDad and Mum. Mum and Dad.Kipper, Chip and Biff.Kipper, Biff and Dad.Mum, Chip and Floppy.Chip, Biff and Kipper.Dad and Floppy. Oh Floppy!Lesson 4 Floppy FloppyOh, Floppy!No, Floppy!Oh, Floppy!No, Floppy! Floppy Floppy.Lesson 5 A Good TrickA rug,a sheet,a big box,a little box,Kipper.Lesson 6 The Pancake The frying pan,the flour,the eggs,the milk,the butter,the pancake,the pancake race.Lesson7 Is itIs it Kipper？It is kipper.Is it Biff？It is Biff.Is it Chip？It is Chip.Is it Floppy？Yes. It is Floppy!Lesson 8 Get onGet on . get on,Biff. Biff got on .get on, Chip.Chip got on.Get on, Kipper.Kipper got on. Oh, no!Lesson 9 Floppy Did This Chip did this. It is Biff. Biff did this.It is Kipper. Kipper did this. It is Mum. Oh, no!Floppy did this.Lesson 10 Get DadGo on, Dad! Get Biff.Go on, Dad! Get Chip. Go on, Dad! Get Kipper.Go on, Mum!Get Dad.Lesson 11 Up You GoUp you go, Kipper. Go! Up you go, Biff. Go , go! Chip, up you go.Go,go,go!No,Dad.No ,no,no!Lesson12 I SeeI see Biff. I see Chip.I see Mum and Dad.We see Kipper.We see Floppy.I see Biff and Chip.I see me.Lesson 13 At the Park everyone went to the park. Chip went on the slide.Biff went on the horse. Kipper went on the swing. Mun went on the see-saw. Floppy went to sleep.Lesson 14 Fancy Dress Mum was a scarecrow.Biff was a pirate.Chip was a pirate.Kipper was an angel.Dad was a chicken. Everyone was happy.Lesson 15 Good Old Mum Mum put on a big red nose. Mum put on a big pillow. Mum put on big boots. Mum put on big eyebrows. She put on a big beard. "Ho! Ho!Ho!" said Mum.Lesson 16 The HeadacheDad had a trumpet.Chip had a drum.Biff had a recorder.Kipper had a guitar.Mum had a headache.Lesson 17 The Pet Shop Everyone wanted a pet . Chip wanted a rat."Oh no!" said everyone.Biff wanted a spider."Oh no!" said everyone. Kipper wanted a snake. "Oh no!" said everyone. Everyone wanted a goldfish.Lesson 18 Push!The car was stuck.Mum pushed it.Biff and Chip pushed it. Mum pulled it.The tractor pulled it.Oh no!Lesson 19 Making Faces Dad was fierce.Chip was sad.Biff was good.Mum was frightened. Kipper was hungry.Lesson 20 Goal!It was a cold day. Everyone got wet. Everyone got cold. Floppy got tired.Kipper got miserable. Mum got cross.Dad got a goal.Lesson 21 The Journey "I'm bored, " said Kipper. "I'm hungry," said Biff. "I'm thirsty," said Chip."I'm cross," said Dad."I'm lost," said Mum. "Hooray!" said everyone.Lesson 22 ShoppingChip wanted some sugar. He went to the supermarket. He got some crisps.He went to the shop.He got a comic.He went to the market.He got a ball.He forgot the sugar.Lesson 23 Who Did That? Mum was cross."Who did that?" she said. "It was Chip," said Biff."it was Kipper," said Chip. "It was floppy," said Biff. "It wasn't Floppy," said Dad. "It was me."Lesson 24 What a Mess! Mum made a dress.Dad made some jam.Chip made a scarf.Biff made a lorry.Kipper made a birthday card. Everyone made a mess.Lesson 25 Hide and Seek Can you see us?Can you see me?Yes, I can see you.Can you see me?Yes, we can see you.Can you see me?Yes, we can see you.We can all see Dad.Lesson 26 Reds and Blues We are all in red.We are all in blue.Come on the reds! Come on the blues! Who is in red?Who is in blue?We are all muddy.Lesson 27 Big Feet Come and look at this. Come and look at this. Is it a big monster? Come and look at this. Is it a big dinosaur? Come and look at this. Is it a big giant?No. it is Dad.Lesson 28 Look at Me Look at me, Mum. Look at me, Mum. Look at me on my bike. Look at me, Mum. Look at me on my bike.Look at me, Mum.Oh, no! Look at me!Lesson 29 Go Away, FloppyGo away, Floppy.Go away, Floppy. We are skipping. Go away, Floppy. We are painting. Come back, Floppy.Floppy, come back.We are sorry.Lesson 30 Kipper's Diary Monday, It was a wet day. Tuesday, It was a windy day.I went to the shops. Wednesday, It was a sunny day.I went to the pool.Thursday, It was a hot day.I went to the park.Friday, It was a fun day.Lesson 31 What Dogs LikeDogs like to play.They like to walk. Floppy likes to walk. They like to sleep. Floppy likes to sleep. They like to run.Floppy likes to run. Floppy hates this. (bath)Lesson 32 Go Away, Cat Go away, little cat.Go away, little cat.A dog is coming.Go away, little cat.A big dog is coming.Go away, little cat. Floppy is coming. Oh, no!Lesson 33 Go on, Mum! "Go on, Mum," said Chip. "Go on, Mum," said Biff. "I am going," said Mum."Go on, Mum," said Kipper. "I am going," she said. "Go on, go on," said Dad. "I am going," said Mum."I am not going again."Lesson 34 Look After Me This is Kate.She went up the net."I like this," she said.She went on the slide."I like this," she said.She went up the ladder."I like this," she said."We like this," said Biff.Lesson 35 Presents for Da d This is for Dad.This is for you, Dad.It is a bunch of flowers. This is for you, Dad.It is a box of chocolates.This is for you, Dad.It is a bunch of grapes.This is for the best Dad of all.Lesson 36 Top DogLook at all the dogs.We like this dog.This is a little dog.We like this dog.This is a big dog.We all like this dog.This is the top dog.We like Floppy best of all.Lesson 37 The Ice CreamCan I get an ice cream?Yes, I can!Come on run to the ice cream van.I want the big one.Look at that!Look out, Kipper!Oh no! splat!Lesson 38 Can You See Me?Can you see my teddy bear ?Can you see my dog?Can you see my picture of a big,red frog? You can see my tiger,if you look in the tree.Are you looking?Can you see me?Lesson 39 Good DogI'm a good dog.Look at me.I'm very good, as you can see.You say, "Sit," I sit.That's it.If you call, I get the ball.You say, "Stay," I stay.That's that.But not if I can see a cat.Lesson 40 What a Din!Biff has a pan and a big, red pot. Chip has a tin.What has Kipper got?Kipper has a can.Dad has a bin.Bang, crash, bang!What a din!What a din!Lesson 41 See Me SkipSee me skip.This is the way.I like to do this every day. "Come on, Dad. Can you skip too?" "Yes, I can. I skip like you." "Look at me. Look at me go !" "Look out, Dad!"Oh no! Oh no !Lesson 42 The Mud PieThis is mud in my hand.Put in water.Mix in sand.Tip it out. Pat it flat.This is a mud pie…not a hat.。
《典范英语》(4a-L2)教学参考
《典范英语》（4a-L2）The Wedding一、教学目标1.语言能力目标：学生能够听懂故事录音；能够惟妙惟肖地模仿录音；能够绘声绘色地独立朗读故事；能够理解故事情节；学会一些亲属关系称谓的英文表达；能根据提示复述主要故事情节。
2.非语言能力目标：了解一些西方的婚礼习俗；体会故事人物对婚礼的不同认识，尤其是Wilf的心理变化。
二、教学用具多媒体设备、CD机、课件（课题组提供）。
三、课堂教学基本步骤1.导入（Lead-in）：讨论故事主题，了解和婚礼相关的背景知识通过展示婚礼图片和讨论相关问题，让学生了解和婚礼相关的背景知识。
（1）教师展示婚礼图片，并与学生互动：Last Sunday, I attended my friend’s wedding. Look at this picture.（展示一张婚礼图片）This is the bride.（指向新娘）This is the groom.（指向新郎）This is the bridesmaid.（指向伴娘）This is the pageboy.（指向伴童）What can you see at the wedding?（请学生看图回答）Have you ever attended a wedding?Do you like weddings? Why or why not?Do you want to be a bridesmaid or a pageboy?（2）学生回答之后，自然进入故事情境：Wilf and Wilma’s aunt Jo was getting married.Wilma was happy to be the bridesmaid. How about Wilf? Did he want to be the pageboy?Let’slearn the storyThe Wedding.2.Pre-reading: Explain some difficult words and phrases.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，注意模仿出不同的人说话时的不同语气，尤其要注意Wilf的语气变化。
典范英语》aL精选教学参考
《典范英语》（1a-L11）教学参考Up You Go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；熟练运用句型“Up you go.”；在儿歌中体会英语语言的韵律；初步掌握字母“p”的拼读规律。
2. 非语言能力目标：使学生体会活泼有趣的家庭氛围；通过观察一家人玩滑梯，让学生猜测人物心情，想象人物语言，感受故事乐趣；在儿歌的韵律中感受英语学习的乐趣。
二、课时安排要求每周不少于两课时，每课时至少完成一个故事。
三、教师要求1.教师课前须熟读故事，了解本课故事内容。
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、多媒体课件（课题组提供）、单词卡（up, you, go, Dad, Kipper, Biff, Chip）、故事图片（第1、3、5、7幅图）。
五、课堂教学基本步骤1. 导入（Lead-in）：认识水滑梯，激发好奇心教师分别展示普通滑梯和水滑梯的图片，让学生找出不同点，为看图讲故事做好铺垫。
（1）教师首先展示一幅普通滑梯的图片（见课件），提问：Wha t’s this? （BQ: Is it a banana boat? Is it a slide?）It’s a slide.（2）展示故事中的水滑梯图片（见课件），并引导学生对比两幅图片：Wha t’s this? It’s a slide.How are the two slides different? （BQ: What colour is it? Is it big or small? Can you go down this slide into water?）（3）教师引出水滑梯water slide，并与学生互动：We can go down this slide into water. We call it water slide. Which one do you like better, the slide or the water slide?学生自由回答后，过渡到看图讲故事环节：Biff, Chip and Kipper like the water slide. One day, they played in the garden with Mum and Dad. They wanted to go up the water slide. Let’s have a look.2. 看图讲故事（Storytelling）：理解故事情节，观察一家人玩滑梯的情景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，引导学生观察一家人玩滑梯的情景，并让学生认真观察最后一幅图中各个人物的不同表情，猜测其不同心情，感受家庭生活的乐趣。
《典范英语》中文教案
《典范英语》中文教案教案名称：《典范英语》阅读教学教案教学目标：1.提高学生的阅读理解能力，培养学生良好的阅读习惯。
2.帮助学生提高英语词汇量和语法运用能力。
3.培养学生批判性思维和创新意识。
教学内容：本教案的主要教学内容是《典范英语》一书中的阅读部分，包括对不同题型的理解和答题技巧，以及对文章中生词、语法和篇章结构的分析和运用。
教学准备：1.《典范英语》教材。
2.多媒体设备。
教学过程：Step 1: 导入新课 (5分钟)通过回顾上节课的内容，激发学生的学习兴趣，并引导学生对本节课的内容进行预测和猜测。
Step 2: 阅读训练 (30分钟)1.教师先给学生讲解不同类型题目的解题技巧，如主旨题、细节题、推理题等，并通过范例进行示范。
2.让学生分组进行小组讨论，共同解答书中的一篇阅读文章，每个小组选择一篇即可。
3.学生开始阅读并解答问题，教师可以适时提供帮助和指导。
Step 3: 易错点强化 (20分钟)教师根据学生的答题情况，总结常见的易错点，并给出相关解释和例子，让学生对这些知识点有更深刻的理解。
Step 4: 课堂实践 (25分钟)1.要求学生在规定的时间内独立阅读一篇文章，并回答相应的问题。
2.学生完成阅读和答题后，教师可以选取部分学生的答案进行分享和讨论，并给予适当的指导和纠正。
Step 5: 课堂延伸 (15分钟)教师可以根据学生的实际情况进行课堂延伸，例如学生分享自己的阅读经验、介绍一些阅读技巧等。
Step 6: 作业布置 (5分钟)布置相关作业，要求学生在家里继续阅读《典范英语》中的其他文章，并完成相应的阅读理解题。
Step 7: 课堂总结 (5分钟)教师对本堂课的教学进行总结，并展望下堂课的内容。
教学评价：1.教师可以通过观察学生的课堂表现，包括学习态度、参与度和答题的准确性等来评价学生的学习情况。
2.教师可以通过学生的作业和课堂练习答题的情况，来判断学生的阅读理解能力和语言水平的提高情况。
《典范英语》(1a-L10)教学参考
《典范英语》（1a-L10）教学参考Get Dad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：学生能够读懂故事情节；听懂故事录音；惟妙惟肖地模仿录音；绘声绘色地独立朗读故事；能够表演故事；熟练运用“go on”和“get …”两个重点表达方式；学习字母“g”位于词首时的拼读规律。
2. 非语言能力目标：引导学生观察一家人打水仗的情景，感受其乐融融的家庭氛围；在表演中培养学生的合作精神。
二、课时安排要求每周不少于两课时，每课时至少完成一个故事。
三、教师要求1.教师课前须熟读故事，了解本课故事内容。
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）、人物头饰（Mum, Dad, Chip, Biff, Kipper）、一小截塑料水管、小桶、水枪。
五、课堂教学基本步骤1. 导入（Lead-in）：引出故事主题，把学生带入故事情境通过向学生展示泼水节图片，引出故事主题，激发学生的好奇心，为看图讲故事做好铺垫。
教师利用PPT展示几张泼水节图片，并与学生互动：Look at these people. What are they doing? （BQ: Are they playing with water?）They are playing with water.Do you like playing with water?Do you play a water game in summer?之后，自然过渡到讲故事环节：Kipper’s family like playing with water. One day, they played a water game. How did they play? Let’s learn the story.2. 看图讲故事（Storytelling）：理解故事情节，观察一家人打水仗的情景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，引导学生观察一家人打水仗的情景，充分感受他们的愉悦心情和其乐融融的家庭氛围。
典范英语第一节教案
典范英语第一节教案一．问候及简介二．了解本课题及阅读教材《典范英语》（Good English）原名《牛津阅读树》（Oxford Reading Tree），是英国牛津大学出版社出版的一套家喻户晓的英语母语学习材料，闻名英国，享誉世界。
英国有80%的学校用它教学生学习母语，全球有133个国家用它作为外语学习教材。
《典范英语》共分九级，其中《典范英语》（1-5）针对小学生，《典范英语》（6-9）针对中学生。
《典范英语》（1-5）在国内问世以来，深受广大英语教师、学生和家长的喜爱。
《典范英语》（6-9）在此基础上，又从《牛津阅读树》中精选出64部适合我国中学生使用的作品，由权威英语教育专家精心编辑而成。
《典范英语》原版引进，语言鲜活生动，纯正地道，内容丰富有趣，引人入胜，图文并茂，贴近学生生活，由浅入深，循序渐进，配有详尽注释和原声录音，融故事性、趣味性、知识性、科学性、权威性于一体，是我国中小学生不可多得的一套英语经典学习材料。
《典范英语》采用全新的教育理念，倡导“在故事中轻松、快乐、自然习得英语”，强调激发兴趣、培养语感、开阔视野、启迪心智、陶冶情操、奠定基础，符合语言教育规律。
本套教材为全国教育科学“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》课题实验教材，得到我国英语教育界众多专家学者的大力支持和强力推荐。
三．了解实验结果以下两所学校是实验开展较早的学校，经过近两年的实验，学生成绩有了大幅提升。
北京十一学校：二四制，初中实验两年，实验班在2009年北京市英语高考中，满分40分的阅读，最高分为38，平均分为23；满分30分的听力，平均分为27。
实验提高了学生的阅读、听力、口语、写作等方面的水平。
浙江金华外国语学校：2007年12月初二第一学期末开始实验。
以读写结合为突破口，中考前用一年半完成全部实验材料。
学生英语综合素质和考试成绩均质的提升。
2009年8个实验班中考成绩平均117.8分，接近满分120分，比全市平均86.1分高出31.7分，这在很大程度上得益于课题实验。
典范英语1教案
典范英语1教案教案标题：典范英语1教案教案概述：本教案旨在帮助学生掌握典范英语1教材中的基本英语知识和技能。
通过多种教学方法和活动，学生将能够在听、说、读、写四个方面提高他们的英语能力。
本教案适用于初级英语学习者，包括儿童、青少年和成人。
教案目标：1. 学习并掌握典范英语1教材中的基本词汇和句型。
2. 提高学生的听力和口语交流能力。
3. 培养学生的阅读和写作技能。
4. 培养学生的团队合作和自主学习能力。
教学资源：1. 典范英语1教材2. 多媒体设备（投影仪、音频播放器等）3. 图表和图片4. 活动和游戏材料教学步骤：1. 导入（5分钟）- 引入新课题，激发学生学习英语的兴趣。
- 创造一个轻松愉快的学习氛围。
2. 词汇学习（15分钟）- 通过图片和示范，呈现新词汇。
- 引导学生进行词汇拼读和记忆。
- 进行词汇游戏和练习，巩固词汇记忆。
3. 句型学习（15分钟）- 通过对话和情景模拟，呈现新句型。
- 引导学生进行句型操练和模仿。
- 进行句型练习和角色扮演，巩固句型运用。
4. 听力训练（20分钟）- 播放录音或视频，让学生听取相关对话或文章。
- 提问学生关于听力内容的问题，检查他们的理解程度。
- 进行听力练习和游戏，提高学生的听力技能。
5. 口语练习（20分钟）- 组织学生进行对话练习和角色扮演，运用所学的词汇和句型。
- 引导学生进行小组讨论和合作活动，提高他们的口语表达能力。
- 提供反馈和建议，帮助学生改进口语表达。
6. 阅读和写作（20分钟）- 分发阅读材料，让学生阅读并回答相关问题。
- 引导学生进行写作练习，如写日记、文章或对话。
- 检查学生的阅读和写作作业，给予评价和指导。
7. 总结与评价（10分钟）- 回顾本节课所学内容，总结重点和难点。
- 鼓励学生自我评价和互相评价，提供建议和改进意见。
- 预告下节课的内容和目标。
教学评估：1. 教师观察学生在课堂上的参与度和表现。
2. 学生完成的课堂练习和作业。
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《典范英语》（1a-L4）教学参考Fun at the Beach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；能够看图说出故事中的人物并认读其名字；了解连词“and”的用法；初步掌握字母“f”的拼读规律。
2. 非语言能力目标：让学生进一步熟悉故事中的一家人；感受一家人在海滨游乐场玩耍的乐趣；通过画图写文锻炼学生学以致用的能力，培养学生规范书写的意识。
二、课时安排要求每周不少于两课时，每课时至少完成一个故事。
三、教师要求1.教师课前须熟读故事，了解本课故事相关的文化背景：在英国，很多海滨沙滩上都建有码头，一直延伸至大海。
码头上通常林立着各式的食品摊位、纪念品商店和游戏娱乐场所等，以供游客消遣。
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）、人物图（Mum, Dad, Biff, Chip, Kipper, Floppy）、单词卡（Mum, Dad, Kipper, Chip, Biff, Floppy, and）。
五、课堂教学基本步骤1. 导入（Lead-in）：介绍故事文化背景，感受海滩游乐场的氛围利用沙滩与码头游乐场的图片，激发学生好奇心，让学生感受英国码头游乐场的热闹和休闲，为看图讲故事做好铺垫。
（1）教师向学生展示沙滩的图片（见课件），提问：What’s this? （BQ: Is it a garden?）It’s a beach.Do you like playing at the beach?（2）展示游乐场的图片（见课件），提问：What’s this? （Is it a beach?）It’s a funfair. We go to a funfair for fun.（3）先后展示两张海滨游乐场的图片（见课件），提问：Look! This is a funfair at the beach. Do you want to go and have fun?之后，自然过渡到看图讲故事环节：The family went to a beach funfair. Did they have fun? Let’s learn the story.2. 看图讲故事（Storytelling）：理解故事情节，体会一家人在海滨游乐场玩耍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，引导学生观察图片里的笑点和故事人物的表情，让学生体会故事中一家人在海滨游乐场玩耍的乐趣。
（Picture 1）Where were the family? （BQ: Were they at home? Were they at the beach?）They were at the beach.Look! What was everyone doing? （指向图片中的人群）They were laughing.（做出大笑的动作）What was so fun?“Let’s have a look,” said Dad and Mum.（Picture 2）Who can you see? Kipper, Chip and Biff.（指向图片中的孩子们请学生回答）Where were Mum and Dad? Can you see them?Mum and Dad put their faces through the holes.“Look at Mum and Dad. It’s funny.” said Kipper.The children laughed.（模仿孩子们大笑的动作）（Picture 3）Where were the family in this picture?They were at the hall of mirrors.（指向图片上的文字）Kipper, Biff and Dad looked in the mirror. （指向左边的镜子）How did they look? （BQ: Did they look big and fat?）They looked big and fat. （教师动作演示big, fat）Mum, Chip and Floppy looked in another mirror. Did they look big and fat?No, they looked tall and thin. （教师动作演示tall, thin）Everyone laughed, “Look at me. I look funny.”（Picture 4）What did Chip, Biff and Kipper do? Did they walk or jump? （教师动作演示）They jumped on the trampoline.（指向图片中的蹦床）They jumped up and down.Dad watched.“Look at me, Dad!” said Biff.Look at Floppy. What would he do?（Picture 5）Oh Floppy! He got dirty. Why?He played at the dog area.（指向图片中的标语）Did Floppy have fun? Yes, he was very happy.Was Dad happy? No.（模仿爸爸的表情）“What a dirty dog!” said Dad.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，如果学生仍回答困难，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，注意前四幅图中“and”前后升降调的变化以及最后一幅图“Oh Floppy!”的语音语调，体会其中蕴含的情感。
（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，读出味道，读出感情。
（3）放录音，请不同的学生分别模仿，看谁模仿得像。
模仿过程中，教师引导学生注意“and”前后的语调与节奏。
可让学生重点模仿最后一句话，“Oh Floppy!”，从中体会故事里爸爸觉得Floppy又好气又好笑的心情。
必要时教师需进行模仿示范。
4. 朗读故事（Reading aloud）：读懂故事并学会绘声绘色地独立朗读故事通过集体朗读和个人朗读，让学生能够绘声绘色地独立朗读故事，培养学生有感情地朗读故事的习惯，鼓励学生读出故事的节奏和蕴含的情感。
朗读形式应多样化。
（1）全班集体朗读。
教师组织全班同学齐声朗读一两遍。
（2）分组比赛朗读。
教师随机挑选学生组成几个小组，每个小组依次朗读故事，进行小组间的朗读比赛。
（3）朗读接龙。
请五位学生进行朗读接龙，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。
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）：看图辨识人物，巩固对故事内容的理解让学生看图辨识故事人物，加强对一家人的了解。
（1）教师把以下单词卡打乱顺序贴在黑板上：Mum（2张），Dad（2张），Kipper（1张），Chip（1张），Biff（1张），Floppy（2张），and（3张）。
（2）教师向学生介绍活动内容：The family had fun at the beach. Let’s see who had fun in each picture.（3）教师提前打印好图片（见附录），逐一贴到黑板上并提问，请学生作答：Look at this picture. Who had fun?●针对第一幅图片回答提问时，教师可先和学生一起回答：Mum and Dad. 然后，教师把相应的单词卡贴到图片下方，在句末加上句点。
●接下来几幅图，教师提问后，请全班学生一起回答，然后分别选一位学生把对应的单词卡按顺序贴到黑板上。
教师注意提醒学生添加标点符号。
6.游戏（Games）：锻炼学生学以致用的能力通过画画游戏帮助学生提升学习兴趣，提高语言运用能力，培养规范的书写意识。
（1）让每位学生准备一张纸，并在正上方书写Fun at the Beach，教师需板书示范。
（2）让学生画一幅自己和家人或者好朋友在海滩上玩耍的图画，仿照故事在图画下面按从左至右的顺序写出人物的英文名字。
书写格式为：_____ and _____. 或_____, _____ and _____.（3）教师挑选几位学生到台上来展示自己的作品，并大声读出所写的内容。
7. 拼读教学（Practising Phonics）：培养拼读意识，熟悉字母“f”的拼读规律让学生从故事中找出含有字母“f”的单词，练习其拼读规律，并通过儿歌进行巩固。
（1）教师提问：Do you like the drawing game? Do you have fun? 引入单词“fun”，将其写在黑板上，并在字母“f”下划线。
然后让学生在本课找出含有字母“f”的词：Biff/Floppy。
教师带学生读：f-f-f-fun, f-f-f-Biff, f-f-f-Floppy。
（2）教师将故事中含有字母“f”的单词编成儿歌，加上节奏和旋律，带领学生说唱。
Fun! Fun! Fun!Have fun at the beach！Jump for fun, Biff!Run for fun, Floppy!Fun! Fun! Fun!Great fun at the beach!8. 家庭作业（Homework）（1）反复模仿录音，熟读故事。
（2）把故事读给爸爸妈妈听。
（3）抄写故事中含有字母“f”的单词。
六、教师自我反思：培养学生的思考能力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、拼读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：学生是否能读懂故事情节；是否能用标准的语音语调独立朗读故事；是否能熟练辨识故事人物；是否能体会一家人在海滨游乐场玩耍的乐趣；是否能初步了解字母“f”的拼读规律等。