《典范英语》(6-01)课件
典范6-1- Walrus joins in(最新)
New words (Guess the words in red) • • • • • • • • Chapter 2: in circles 圆圈 figure elegant 优雅的 leap onto trip up bump into go flat on her face 摔个大马趴 • clap wildly • • • • • • • • • Chapter 3: stare enormous 巨大的 a brilliant idea furious scary 吓人的 Chapter 4: properly clown
在故事中找到下面的表达并翻译： 在故事中找到下面的表达并翻译： • • • • • • • • 滑冰 翻跟头 唱歌 跳水 刻苦训练 在前排 前前后后地滑 确信… 确信 • • • • • • • • 轮到某人 突然 哭得泪流满面 捏住鼻子 滚开 再糟糕不过了。 再糟糕不过了。 只要… 只要 参加
• • • • • • • • • • •
Summary 1. The setting—where does the story take place. 2. The main characters—who is the story mostly about. Give a brief description 3. The plot—what happens to the main character? Don’t report every single thing that happens in the story. Pick only the most important events.
How to write a book report?
Reader’s opinion • What do you think of the story? • What do you think of one of the characters?
6a01 典范英语
1Lesson 1 The Power Cut1. Listen to the story and then read it with lots of expression.（听录音，然后有感情地朗读故事。
）2. Answer the questions. （根据故事回答问题。
）(1) What did Wilma want to do when the family was on holiday? Do you think it is a good idea?______________________________________________________(2) What did they do for fun when the power was off?______________________________________________________(3) In the end, what surprise did Dad give the children?______________________________________________________(4) Do you think the family enjoyed the holiday? Why?______________________________________________________3. Finish the paragraph.（补全段落。
）The family arrived at a cottage for a holiday. The children played inside. Suddenly, all the lights______________. “ ______________the power doesn’t ______________?” asked Chip. “We’ll have to ______________ ,” said Dad. Then they had supper______________. That night, Chip______________on the wall with his hands. Wilma shone a torch ______________.2How did I do?模仿： 遍朗读： 遍效果：签字：学生自评 家长评价 老师评价4. What will you do for fun if you have a power cut tonight? Imagine and write a story. （如果今晚停电，你会做什么有趣的事情？发挥想象力，写一 个故事。
典范英语·1BLesson6
学情分析
本课故事虽然单词有难度，但是贴近学生生活，学生容易模范和表演。鼓励学生在表演中掌握和理解单词。
教学准备
PPT课件、单词卡片
课时ቤተ መጻሕፍቲ ባይዱ排
1-2课时
教学过程
二次备课
Step1 Warming up
1.Greeting
3.Listen and repeat,sentence by sentence.
4.Listen ,point and say.
Step4 Consolidation
1.Read the story aloud.
2.Copy and act.
板书设计
教学后记
Lesson 6
课题
New Trainers
1.Listen to the story.
2.Learn the new words: got muddy /got wet/pair/trainers/washed/wore.
3.Read the story aloud.
教学重、难点
重点：Listen and read the story.
2.Write down the title on the blackboard: New Trainers
3.T:Let’s listen to the story.
Step3 Story
1.Play PPT,look at the pictures and listen to the story.
The trainers got wet. (Teach and drill“got wet”)
典范英语 第六本 Jungle Shorts[优质PPT]
![典范英语 第六本 Jungle Shorts[优质PPT]](https://img.taocdn.com/s3/m/72d90840551810a6f4248684.png)
happy
and
exited
(3) "I bet they always had a proper footbal
strip," he thought. "I bet they didn't have to
wear an old T-shirt."(P10)
(4) "I wish they were real football shorts" he
Because other shorts were too big or too small, and a pair in Lenny's size cost far too much money, and also his mother thought the colors of the jungle shorts were lovely.
2. Why did not Lenny show Tessa and Pam his jungle shorts?
Because he did not want others to see his jungle shorts and he wanted to save his face.
Can you read these sentences emotionally?
A letter.
2. What was in it? Good news.
Class 3 is going to have football lessons...
Chapter 1 (P3-P11)
1. What did Lenny want his mother to buy?
A real football stripy shirt and socks.
典范英语 lesson 6 scarecrows
典范英语 lesson 6 scarecrows Certainly, I'll be happy to assist you with the Lesson 6 on Scarecrows from Exemplary English.Scarecrows have been a part of agricultural traditions for centuries, serving as a simple yet effective way to protect crops from the unwanted attention of birds and other pests. These whimsical figures, often adorned with ragged clothing and perched atop a wooden frame, have become a quintessential symbol of the farming lifestyle, evoking images of bountiful harvests and the enduring resilience of the human spirit.The origins of the scarecrow can be traced back to ancient civilizations, where various cultures developed unique methods of deterring birds and other animals from feasting on their hard-earned crops. In ancient Egypt, for example, farmers would erect wooden frames and dress them in the clothing of the deceased, believing that the spirits of the dead would scare away the birds. Similarly, in ancient Greece, statues of the god Priapus, known for his exaggerated male genitalia, were placed in fields to ward off pests.As agriculture evolved and spread across the globe, the scarecrow concept was adapted and refined by various cultures. In medieval Europe, farmers would often create elaborate scarecrows, dressing them in old clothes and positioning them strategically throughout their fields. These early scarecrows were not only functional but also served as a form of entertainment, with some villages even holding competitions to see who could create the most creative or amusing figure.The scarecrow's enduring popularity is a testament toits simplicity and effectiveness. By using a combination of visual and auditory cues, scarecrows are able to deter a wide range of avian pests, from the humble sparrow to the majestic crow. The flapping of clothing, the movement of the figure in the wind, and the occasional addition of noisemakers all contribute to the scarecrow's ability to scare away unwanted visitors.In modern times, the scarecrow has evolved beyond its practical applications and has become a beloved symbol of the harvest season. Scarecrow festivals and competitions are held in many rural communities, where people cometogether to celebrate the ingenuity and creativity of these humble guardians of the fields. From elaborate, life-sized figures to whimsical, child-sized creations, the scarecrow has become a cherished part of the autumn landscape.But the scarecrow's significance extends far beyond its agricultural roots. In literature and art, the scarecrow has been used as a metaphor for the human condition, representing themes of loneliness, vulnerability, and the search for identity. The Scarecrow in L. Frank Baum's "The Wizard of Oz," for example, is a poignant symbol of the quest for intelligence and self-discovery.Ultimately, the scarecrow stands as a testament to the enduring power of human ingenuity and the deep connection between humanity and the natural world. Whether serving as a practical tool for crop protection or as a symbol of our shared hopes and dreams, the scarecrow remains a beloved and enduring part of our cultural heritage.现在让我用中文回答这个问题。
《典范英语》(6a-L11)教学参考
《典范英语》（6a-L11）教学参考A Day in London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：学生能够听懂录音；能够绘声绘色地独立朗读故事；能够理解故事情节；能够复述故事；能够围绕故事人物发表观点；复习已学的拼读规律；能够仿写故事。
2. 非语言能力目标：引导学生体验Gran和孩子们伦敦一日游的乐趣；增强学生的文化意识，让学生感受伦敦文化；通过情节分析和复述培养学生的总结概括能力；通过讨论培养学生的思辨能力和想象能力；培养学生大胆表达自己想法的自信和勇气。
二、课时安排每周不少于两课时，1-2个课时完成一个故事。
要求学生课前反复听录音跟读。
三、教师要求1. 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）、词卡（square, squeeze, car, card, work, word）。
五、课堂教学基本步骤1. 导入（Lead-in）：围绕“最喜欢的城市”展开讨论，引入故事通过展示图片和提问，激发学生兴趣，引出关于伦敦的讨论，为进入故事做铺垫。
（1）教师围绕最喜欢的城市这一话题提问：Which city do you like best?If you can spend a day in any city, where will you go?（2）教师展示有关伦敦地标性建筑的一系列图片，并与学生互动：Have you ever been to London?What do you know about London?之后，自然过渡到讲故事环节：Who came to see the children and spent a day in London with the children? Where did they go in London? Le t’s learn the story.2. 看图讲故事（Storytelling）：了解伦敦一日行的前奏教师利用课件播放故事图片1-6，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，了解Gran的性情和行为特点。
《典范英语》(6-8)课件教学文案
out the trick?
2
Write a summary of this story in no less than 100 words.
此课件下载可自行编辑修改，仅供参考！ 感谢您的支持，我们努力做得更好！谢谢
cleaning ladies, they were at work tidying the castle. 6. …(your favourite sentences)
Writing
1
Do you like the ending of this story? What if King Harry woke up Princess Jane or canceled the match immediately after he found
P24-27
Retelling
King Harry’s story
Discussion
What will you do to cheat?
Have you ever cheated before? What did you learn from your experience? Tell your story.
Language Appreciation
1. I am going to run a training session for her after breakfast. 2. That was because you couldn’t eat rice pudding without putting
《典范英语》(1a-L20)教学参考
《典范英语》（1a-L20）教学参考Goal!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：学生能够理解故事情节；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；认读cold, wet, tired, miserable, cross, goal等单词；运用“… got …”描述人物的状态或结果；初步掌握字母“c”的拼读规律。
2. 非语言能力目标：让学生学习Dad热爱运动，坚持不懈的特点；通过让学生观察故事人物在不同情境下的表情和动作，锻炼学生的观察力和想象力；培养学生敢读、敢表达的自信和勇气。
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）、单词卡（wet, cold, tired, miserable, cross, a goal, car, come, cat, cake, climb, clock）、故事图片（见附录）、黄牌。
五、课堂教学基本步骤1. 导入（Lead-in）：初步了解故事发生的背景通过播放英文儿歌视频，让学生初步了解故事发生的背景，为看图讲故事做好铺垫。
（1）教师播放视频Rain, Rain, Go Away（见课件），让学生跟唱，边唱边做动作。
（2）教师简单概括视频内容：In the video, Jonny wanted the rain to go away, because he didn’t like playing football in the rain.（3）教师提出问题，与学生互动：Do you like the rain?Do you like playing football in the rain?之后，进入故事情境：One day, Dad went to play football. Mum and the children watched. Did Dad play football in the rain? Let’s learn the story.2. 看图讲故事（Storytelling）：理解故事情节，观察妈妈和孩子们在雨天观看爸爸踢球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，引导学生观察图片中的天气和家庭成员的表情动作，体会他们在雨中看爸爸踢足球时的心情。