coming clean(典范英语八第二篇)

第二篇Coming Clean

Old Baggy-Pants

Derek and Janey were eating jam roly-poly in the hall and talking about Mr Such’s trousers. Mr Such was their teacher and he wore the same trousers to school, day in and day out.

‘They’re so crumpled and baggy,’ Janey said.

‘And grubby and thick,’ said Derek.

‘Like a pair of old dish-cloths.’

‘And he wears them all the time.’

‘I don’t think he’s got any others.’

‘Old Baggy-Pants, that’s what he is ,’ Derek added, sticking his fork into his jam roly-poly.

‘I wish he’d get some new ones,’ Janey sighed.

At that moment Old Baggy-Pants himself came into the hall. Janey’s mouth fell open and Derek could see the mashed up jam roly-poly inside.

‘What’s up ?’ he said.

Janey blinked and pointed . There was Mr Such in a brand new suit. A spotless white suit without a crease in it . Everyone in the hall stopped eating and stared at him .

‘Carry on ,everyone,’ said Mr Such, a bit red in the face.’ Carry on eating.’‘Wow!’ said Derek, leaning across his plate. ‘He looks so different.’

‘He looks smart,’ said Janey firmly. ‘And about time, too.’

Later that afternoon Janey’s class trooped back imto the hall for P.E.

‘I like the suit, sir,’ Janey told Mr Such as they filed in.

‘Thank you , Janey. It’s for Parents’ Evening, really.’

‘Parents’ Evening?’

‘Yes, I have to look my best for that, don’t I?

‘But that’s not till Monday, Mr Such,’ Derek said.

‘I know that, Derek. I’m just getting used to it .’

While they were talking, Mrs Venn came out of the kitchen with a bowl of custard in her arms.

She was so shocked to see Mr Such in his bright new suit she gave a little jump. ‘Oh my gosh !’ she cried.

She grabbed one of the hall curtains to steady herself. The custard looped into the air, straight for Mr Such.

Derek saw it coming and stepped smartly in the way .The custard wobbled through the air and flopped against Derek’s vest. Everyone fell silent. Derek stood there, looking sad and stunned . And covered in cold custard.

‘Well done ,Derek,’ said Mr Such. ‘You’ve saved my brand new suit.’

Derek tried to smile but by then the custard was oozing into his shorts.

After break , Mr Such changed back into his dish-cloth trousers.

‘Please keep clear of this,’ he said, hanging his new suit on the cupboard door. ‘Keep well clear.’

A Lovely green colour

The last lesson of the day was art . They had to paint interesting faces .Janey was doing a monster. She put blood –shot bits in his eyes, a bolt through his neck and green stuff coming out of his nose. She was pleased with the green stuff, but she’d mixed up too much. She asked Derek if he wanted

some.

‘I do n’t need any green stuff, Janey,’he said . ‘I’m doing a footballer.’

‘Well, he could have green stuff coming out of his nose, couldn’t he ?’she said.

‘No,’ said Derek. ‘He couldn’t.’

‘You could use it for the background. Like grass.’

‘I’m not having my footballer running around on green stuff from a monster’s nose, thank you,’ said Derek.

He nudged Janey’s elbow, and green stuff spilled over the desk.

He tried to stop it trickling onto the floor.

Then he reached behind him and rubbed his hands on the towel. Except that it wasn’t the towel.

‘Oh,’ he said quietly . ‘What have I done?’

Janey could see what had happened.Derek had wiped his hands on Mr Such’s new trousers.

‘You’ve done it now,’ she said. ‘Old Baggy-Pants’ll go up the wall when he sees this.’

Mr Such was on the other side of the room . He looked up and smiled at them.

‘Are you getting on all right, you two ?’ he asked.

‘Yes ,thand you ,sir,’ said Janey brightly.

She didn’t dare tell him the truth.

She grabbed some paper and started to rub at the green marks.

‘You daft clod,’ said Derek, ‘you’re making them worse. They’re twice as

big now.’

They were. Janey looked at Derek and thought hard.

‘There’s only one thing for it now ,’she said.

‘What’s that?’

‘Put them back on the hanger. Then we can clean them up after school.’

When Mr Such came over to look at their pictures, the suit was still swing slightly on the cupboard door.

‘Oh,’ he said. ‘I love that shade of green, Janey. That’s a lovely colour.’

At home time Mr Such pottered around for ages and would not leave them on their own. They stacked chairs as slowly as chairs have ever been stacked .Then, at last, he wandered off to the staffroom.

Derek darted over to the sink and turned on the taps. Janey grabbed the trousers and flung them across the room at him. He caught them and plunged them int the simk . He grabbed a plastc bottle and squirted it hard at the trousers.

‘What are you doing?’ Janey yelled .

‘Washing-up liquid,’ said Derek. ‘That’ll get stains out.’

‘That’s not washing-up liquid, Derek. That’s glue.’

Almost at once they heard Mr Such outside the door. He came in wearing his anorak and cycle clips. Derek and Janey stood side by side in front of the sink.

‘Oh,’ said Mr Such, ‘Are you still here?’

‘Nearly finished , sir,’ Janey said , and tried to smile .

‘Well, it looks tidy to me . I should run off home now .’

He went over to the jacket on the cupboard door .

‘Don’t,’ said Derek.

‘Don’t, what ?’

‘Don’t,’ take the suit,’

‘Why ever not?’

‘Because… because…’

‘Because you might get it dirty,’ Janey said . ‘It’ll be safer if you leave it here. Won’t it , Derek?

Derek nodded . Mr Such looked puzzled. His hand was still half way to the jacket.

‘It might fall off your bike,’ Janey added . ‘And land on a heap of rubbish or something.’

Mr Such lowered his hand.

‘Well,’ he said, ‘you might be right . I don’t want any more accidents.’

When he’d gone , they put the trousers in a plastic bag and smuggled them off to Derek’s house.

They threw the trousers in the kitchen sink and covered them with hot water and washing powder. They scrubbed them with a stiff brush, a bar of soap and a wiry thing. The water foamed into a pile of bubbles as high as their elbows .

‘Is it working ?’ Janey asked .

Derek flapped the bubbles out of the way and looked into the sink .

‘Still green,’ he groaned.

They squirted washing-up liquid, polish and floor cleaner in the sink ,but

they didn’t work either.

‘Maybe we should bash them about like a washing machine,’ said Derek.

So they ran outsid and bashed the trousers up and down on Derek’s garden path. But that just picked up more dirt. And Janey thought they were beginning to shrink.

‘There’s only one thing for it now,’ she said .

‘What’s that?’

‘We’ll have to take them to the dry-cleaners.’

The hero

Next day was Saturday. Derek and Janey caught the first bus into town. The trousers sat on the seat between them, screwed up tight in a plastic bag .Janey could hardly bear to look at them .

They waited till the dry –cleaners was empty and then marched in . Janey smiled at the girl and the girl smiled back.

‘The trousers, Derek,’ Janey said .

‘What about them?’

‘Hand them over.’

‘I can’t.’

‘Why not?’

‘Because you’ve got them.’

‘No I haven’t . You have.’

For a moment or two they stood there staring at each other. Then Derek blinked and said in a quiet voice, ‘Janey, thye’re still on the bus.’

Three hours later, tired and fed up, they arrieved at the bus station. They

walked up and down till they saw their bus. It was parked in a corner of the yard with two feet sticking out from under it.

‘Excuse me,’ Janey said to the feet, ‘we left something on your bus this morning,’

The feet wriggled out and a man stood up ,blinking. He wiped his hands on an oily rag.

‘What was it ?’ he said .

‘A pair of trousers,’ said Derek.

‘No,’ said the man .’I haven’t seen any trousers on this bus .Only the ones people were wearing.’

He shook his head and tossed the oily rag into a box .As it sailed through the air, a leg unfolded from the grubby bundle. A leg with green stains on it.

‘There they are!’ Janey cried.

‘Well, well, well,’said the man .’I never noticed that before.’

Derek fished the trousers out of the box on the end of a spanner . He held them up to examine them.

‘Oh dear,’ he said . ‘They’re worse than ever.’ Janey sighed .

‘What’s that?’

‘We’ll have to own up.’

On Monday Derek and Janey got to school early .They slipped into the classroom and took the trousers out of the bag.

They saw the oil from the bus and the dirt from Derek’s garden.They saw the glue and the green paint. They looked at each other and sighed.

‘We have to do it,’ said Janey . ‘We have to tell the truth.’

Then they put the trousers back o the hanger and went off to look for Mr Such.

They found him in the hall .

‘Janey, Derek,’ said Mr Such with a smile. ‘What’s all this ?’

‘It’s your suit, Mr Such with a smile . ‘What’s all this ?’

‘It’s your suit , Mr Such,’ Janey said bravely. ‘We’ve got something to tell you.’

But before she could say another word, Mrs Venn burst into the hall and grabbed Mr Such by his arm.

‘Chips! Chips!’ she screamed .

‘No thank you ,Mrs Venn,’said Mr Such. ‘It’s too early in the morning for chips.’

‘No, no, Mr Such. The chips in the kitchen! They’re on fire!’

‘What?’

Mr Such hurried over to the kitchen doors and pushed them open .A cloud of blue smoke rolled into the hall .

‘My word!’ he said , and backed away again.

‘Chuck some water on it, sir!’squeaked Derek.

‘You can’t do that,’said Mr Such. ‘Water will make it worse. I need a cloth or something to smother the flames.’

Then he saw the suit dangling ong its hanger from Janey’s finger.

‘I think there’s only one thing for it , Mr Such,’ said janey, and Mr Such grabbed the suit.

Of course the suit was ruined . It turned into a mangled mess of smoke

and grease. Janey tried to tell Mr Such about the green stains and how they tried to clean them off . But Mr Such didn’t really listen.

‘Never mind,’ he kept saying. ‘Never mind about that.’

Mr Such was the hero of the hour so he was rather pleased with himself. The head promised him another brand new suit and he was pleased wih that , too.

‘Jolly good ,’ said Mr Such, ‘I can get a nice , bright white one .’

‘Oh, don’t do that ,’ said Janey quickly.

‘Why ever not?’

‘Well , we think green would suit you better, don’t we , Derek?’

‘Much better,’ Derek nodded . ‘We think green’s a lovely colour.

《典范英语》(1b-L1)教学参考

《典范英语》(1b-L1) 教学参考 -CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN

《典范英语》（1b-L1）教学参考 Floppy’s Bone 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bone, had, took, ran, after, ate等单词；能看图复述主要故事情节；掌握字母“r”的拼读规律。 2. 非语言能力目标：通过让学生观察图片预测故事情节培养学生的观察力和想象力；帮助学生观察因Floppy抢骨头而惹出的一系列麻烦和故事出人意料的结尾，从而体会阅读的快乐；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）、图片（大狗、小狗、骨头、人物图）、故事图片。 五、课堂教学基本步骤 1. 导入（Lead-in）：猜测故事内容，引入故事情境 教师展示骨头图片和故事标题（见课件），引导学生猜测故事内容。 （1）教师展示骨头图片，并与学生互动： Look! What’s this （指向骨头）

Who like bones? （BQ: Does Floppy like bones） （2）展示故事第一幅图，与学生互动，并自然过渡到讲故事环节： Look! Who had a bone （BQ: Did Floppy have a bone Did the little dog have a bone） Did the little dog want the bone? What would happen to Floppy and the little dog Let’s learn the story Floppy’s Bone. 2. 看图讲故事（Storytelling）：理解故事情节，观察Floppy追逐小狗的过程 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Floppy追逐小狗过程中惹出的各种麻烦，感受故事出人意料的结尾。 （Picture 1） Floppy had a bone. （指向骨头） What was Floppy doing （BQ: Was he sleeping） Here came a little dog. （指向小狗） What would happen next （Picture 2） The dog took the bone. Floppy was cross. Floppy ran after the dog. Floppy hit the clothes basket. （指向晾衣篮） Crash! Oh no! （Picture 3）“Come back!” said Mum. She ran after Floppy. Why did she run after Floppy （指向Floppy脖子上的衣服） Floppy took the clothes. Oh no! Look at Dad. Would he help （指向Dad） （Picture 4）“Come back!” said Dad. He ran after Mum. Why did Dad run after Floppy （指向高尔夫球车） Oh no! Floppy took the cart. Who were there （指向Biff和Chip） Biff, Chip, Look out! （Picture 5）“Come back!” said Biff and Chip. They ran after Dad. Why （指向风筝） Oh no! Floppy took the kite. （Picture 6） The dog stopped. Bang! Crash! Bow-wow! Ouch! What happened （指向大狗） A big dog took the bone.

典范英语教学方案

典范英语教学方案 教学目标 《典范英语》是一套好的英语阅读教材，里面的故事引人入胜，有些源自英美文学经典。这些作品生动有趣又极富内涵，语言鲜活生动，地道有味，故事情节跌宕起伏，能够在很大程度上激起学生的兴趣，让学生愿意去读，在阅读中体会英语的乐趣，在乐趣中提高学生的阅读能力，增强语感，同时也为写作提供了大量的语言输出。这学期我们继续典范英语7的阅读教学工作。 坚持“以学生为中心”的教学原则：始终以学生为主体，发挥学生的主动性和能动性，在双向和多面的交流中，提高学生的语言阅读和交际能力。 通过《典范英语》的阅读，采用启发式教学的方法，让学生以读为核心，培养学生的英语思维，用英语来认识世界，学习文化，真正掌握英语语言。1增加学生的词汇量；2培养学生的英语语感；3学生学会用英语的思维方式去阅读；4引导学生喜欢上英语，从而增加英语学习的兴趣和动力；5 增加学生在写作时的语言输入，从而达到以读促写的目的。 具体措施 一、继续由家长每天监督学生完成15分钟左右的家中大声朗读，并填写好《典范英语》朗读记录纸，关注学生朗读的时间及朗读效果；定期与家长沟通。 二、学生预习查出生词，每三周有两节课堂教学，纠正学生的发音，纠正学生的语音语调，同时鼓励学生读出故事里的情感，增强语感，寻找阅读的乐趣。课堂上开展“读典范，讲故事”比赛。组织学生分角色表演。 三、鼓励学生摘抄好词好句，记录英语阅读随笔，对于部分作品，更甚是让学生进行仿写，改写，续写等。这些教学方法目的在于使学生从写的方面提高学生的语言能力。 四、在本学期将开展多种活动，班级的“朗读之星”评比以及面向全校的课本剧表演秀比赛等来激发学生的朗读热情。再次，让学生动手自己制作典范英语小报，把他们的想法用小报表达出来，进一步增加学生的学习热情，提高他们的写作能力。

(完整版)《典范英语》(拼读1级L1)教学参考

《少儿英语拼读教程》（1-L1）教学参考 I Can 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：学生能够看图理解故事情节；能够惟妙惟肖地模仿录音；能够绘声绘色地独立朗读故事；掌握字母a, o, p的发音规则；能够拼读含有a, o, p的单词。 2. 非语言能力目标：激发学生学习英语的兴趣；培养学生观察事物的能力；帮助学生树立自信，敢于表达自己；培养学生的想象力和创造力。 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、教学用具 多媒体设备、CD机、课件（课题组提供）、实物教具（拖把、锤子等）、单词卡、字母卡。 四、课堂教学基本步骤 1. 引入（Introducing）：激发学生兴趣，学习发音规则 （1）播放字母发音歌曲26 Alphabets Song（见课件）,带领学生一起说唱。 （2）学习字母a, o, p的发音及书写（见课件）。 2. 看图讲故事（Storytelling）：理解故事情节，培养观察力和想象力 （1）教师展示故事标题图片和海盗图片（见课件），引出故事背景, 与学生互动。 The children were playing a pirate game. This is Pat. He can pop. What can other children do?

（2）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，感受孩子们扮演海盗的乐趣。 （Picture 1) Look at Kipper. “I am Kipper. I mop, mop, mop,” said Kipper. Can you mop? （请学生演示） (Picture 2) Look at Pam. “I am Pam. I tap, tap, tap,” said Pam.（请学生演示） (Picture 3) Look! Oh, this is Mat the pirate. “I am Mat. I pat, pat, pat,” said Mat.（请学生演示） (Picture 4) Who’s this? This is Pat. She was making pops. “I am Pat. I pop, pop, pop,” said Pat. Did Floppy like pops? (Picture 5) “I am Tom. I mop, mop, mop.” said Tom. (Picture 6) Here is the pirate Mac. “I am Mac. I hop, hop, hop,” said Mac.（请学生演示）(Picture 7) Who is on top? Sam is on top. “I am Sam. I am on top,” said Sam. （请学生演示）(Picture 8) Can you name all the pirates? Kipper, Pam, Mat, Pat, Tom, Mac and Sam. 教师在讲故事过程中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. 听录音跟读（Listening and Imitating）：惟妙惟肖地模仿录音，培养听音辨音和认读能力 （1）放录音，让学生完整地听一遍故事，整体输入，不需停顿，要求学生边听录音边指认。 （2）放录音，全班学生齐声模仿跟读1-2遍，要求学生逐句跟录音指读。同时，教师引导学生运用blending方法拼读出含有a, o, p的单词，如：m-o-p-mop; h-o-p-hop; t-a-p-tap; p-a-t-pat。 （3）放录音，每句请几位学生模仿，比比谁模仿得像。鼓励学生大胆开口，惟妙惟肖地模仿录音。 4. 朗读故事（Reading Dramatically）：绘声绘色地独立朗读故事 （1）全班朗读。老师组织全班同学齐声朗读一遍，然后对难词进行专项示范朗读。 （2）分角色朗读。学生自由结成7人小组，组内每人扮演一个角色，进行分角色朗读，然后请1-2组展示。鼓励学生运用丰富的肢体语言。 （3）准备好人物名字卡片，请几名学生分别抽取一张，朗读对应的故事内容并表演该人物的动作。 5. 拼读训练（Practising Phonics）：强化拼读意识，掌握a, o, p的拼读规律 （1）辨音游戏（Sound game） 请学生拿出提前准备好的S, M, P, T, t, a, p, o, h, m, c 等字母卡片。

典范英语》(1a-L2)教学参考

《典范英语》（1a-L2）教学参考 Six in a Bed 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；能看图识别故事中的一家人并认读其名字；能认识数字one, two, three, four, five, six；初步掌握字母“d”的拼读规律。 2.非语言能力目标：使学生充分感受一家人一起读故事的乐趣；通过引导学生观察床上人数的变化和预测故事情节培养其观察力与想象力；通过数字游戏激发学生兴趣，锻炼其表达能力并学以致用。 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（one, two, three, four, five, six, doll, door, dog）、图片（故事原图，doll, door, dog）、句子卡（见环节5）。 五、课堂教学基本步骤 1.导入（Lead-in）：认识数字0-10的英文表达 通过跟唱数字歌，引导学生认识0-10英文数字，并能看图数一数，为看图讲故事做好铺垫。 （1）播放1-2遍数字歌The Number Song（见课件），带学生一起边唱边做动作。 （2）教师板书故事标题，让学生观察并回答问题： Today, we are going to learn a story about numbers. Can you see a number in the title Six. Can you read the title Six in a Bed. Who were in the bed Let’s find the answer in the story. 2. 看图讲故事（Storytelling）：理解故事情节，体会一家人一起读故事的乐趣

《典范英语》(1a-L23)教学参考

《典范英语》（1a-L23）教学参考 Who Did That? 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合适做出调整，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；能根据图片说出故事人物所说的话；灵活运用“It was…”和“It wasn’t ...”的表达方式；初步掌握字母组合“th”的拼读规律。 2.非语言能力目标：让学生体会孩子们犯错误时互相推脱的心理，塑造学生厚道的品质；通过让学生观察人物表情培养学生的观察力和想象力；通过表演培养学生的自信和勇气。 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）、故事图片、单词卡片（见拼读环节）。 五、课堂教学基本步骤 1.导入（Lead-in）：预测故事情节

通过展示表情图片，让学生预测故事情节，为看图讲故事做好铺垫。 （1）教师通过PPT逐一展示Mum例外表情的图片（见课件），并与学生互动，让学生根据已学故事作答： Look at Mum. How was Mum in this picture? Why was Mum happy? Look at Mum. How was Mum in this picture? Why was Mum frightened? （2）展示本课故事第一幅图，鼓励学生大胆猜测，并自然过渡到讲故事环节：Look at Mum. How was Mum in this picture? Mum was cross. Why was Mum cross? Let’slearn a new storyWho Did That? 2.看图讲故事（Storytelling）：理解故事情节，体会一家人的例外心情 教师利用课件逐幅播放故事图片，并用丰盛的表情、生动的英文和合适的肢体语言给学生绘声绘色地讲故事，让学生观察孩子们的表情和动作，体会一家人当时的例外心情。 （Picture 1）Look at Mum. Mum was cross. （Picture 2）Look! The wall got dirty.（指向墙上的污渍） “Who did that?”she said.（配合动作） “It was Chip,”said Biff,“Chip did that.”（配合动作） （Picture 3）But Chip said no. He was upset. “It was Kipper,” said Chip. Did Kipper do that? “It wasn’t me!” cried Kipper, “it was Floppy.” Did Floppy do that? Floppy barked and barked. （Picture 4）“It was Floppy,”said the children.

最新《典范英语》(1a-L1)教学参考

《典范英语》（1a-L1）教学参考 Who is it? 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。课题组建议实验教师在教授《典范英语》（1a）前先教会学生认读和书写26个英文字母。 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；能根据人物剪影辨识人物并说出人物名字；学会在不同生活场景使用“Who is it? It is …”；初步掌握字母“i”的拼读规律。 2.非语言能力目标：使学生充分体验一家人在玩影子游戏时其乐融融的家庭生活氛围；通过让学生观察人物特点和预测故事情节培养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，了解本课故事相关的文化背景： 一般来说，典型的英式房子都有前院和后院，后院通常是一家人玩耍的好地方。本故事中，这一家人就是在后院搭起帐篷做影子游戏。 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（Mum, Dad, Biff, Chip, Kipper, Floppy）、人物图片及剪影（Mum, Dad, Biff, Chip, Kipper, Floppy）。 五、课堂教学基本步骤 1. 导入（Lead-in）：认识故事人物 通过展示人物图片，引导学生观察人物特点，让学生认识Kipper一家人，为看图讲故事做好铺垫。

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《典范英语》(拼读1级L1)教学参考

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典范英语aL教学参考

典范英语a L教学参考 Document number【980KGB-6898YT-769T8CB-246UT-18GG08】

《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。 （Picture 1）Look at picture 1. Who went up the slide first （教师动作演示went up和first） Kipper. “Up you go, Kipper,” said the children.（使用鼓励语气，动作 演示go up） （Picture 2）“One, two, three, go!” called Biff and Chip.（使用鼓励语气）Then Kipper went down the slide. Splash! （教师动作演示went down） Look at Kipper. Was he happy （指向水中的Kipper） Sure. He liked it. （Picture 3）Who went up next It was Biff. “Up you go, Biff,” said Kipper.（使用鼓励语气，带学生做go up的动作） （Picture 4）“Go, go!” said Mum and Dad.（使用鼓励语气） Biff went down the slide. Splash! （教师动作演示went down） Was she happy （指向水中的Biff） Sure. She liked it. （Picture 5）Who went up now It was Chip. “Up you go, Chip,” said Biff and Kipper.（使用鼓励语气，带 学生做go up的动作） （Picture 6）“Go, go, go!” said Mum and Dad. （使用鼓励语气） Chip went down into the water. Splash! （教师动作演示went down） Was he happy （指向水中的Chip） Sure. He liked it. Everyone was happy. Look at Dad. What would he do （指向图片中的爸爸）

(完整版)《典范英语》(1b-L1)教学参考

《典范英语》（1b-L1）教学参考 Floppy’s Bone 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bone, had, took, ran, after, ate等单词；能看图复述主要故事情节；掌握字母“r”的拼读规律。 2.非语言能力目标：通过让学生观察图片预测故事情节培养学生的观察力和想象力；帮助学生观察因Floppy抢骨头而惹出的一系列麻烦和故事出人意料的结尾，从而体会阅读的快乐；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）、图片（大狗、小狗、骨头、人物图）、故事图片。 五、课堂教学基本步骤 1. 导入（Lead-in）：猜测故事内容，引入故事情境 教师展示骨头图片和故事标题（见课件），引导学生猜测故事内容。 （1）教师展示骨头图片，并与学生互动： Look! What’s this? （指向骨头） Who like bones? （BQ: Does Floppy like bones?）

（2）展示故事第一幅图，与学生互动，并自然过渡到讲故事环节： Look! Who had a bone? （BQ: Did Floppy have a bone? Did the little dog have a bone?）Did the little dog want the bone? What would happen to Floppy and the little dog? Let’s learn the story Floppy’s Bone. 2.看图讲故事（Storytelling）：理解故事情节，观察Floppy追逐小狗的过程 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Floppy追逐小狗过程中惹出的各种麻烦，感受故事出人意料的结尾。 （Picture 1）Floppy had a bone. （指向骨头） What was Floppy doing? （BQ: Was he sleeping?） Here came a little dog. （指向小狗） What would happen next? （Picture 2）The dog took the bone. Floppy was cross. Floppy ran after the dog. Floppy hit the clothes basket. （指向晾衣篮） Crash! Oh no! （Picture 3）“Come back!” said Mum. She ran after Floppy. Why did she run after Floppy? （指向Floppy脖子上的衣服） Floppy took the clothes. Oh no! Look at Dad. Would he help? （指向Dad） （Picture 4）“Come back!” said Dad. He ran after Mum. Why did Dad run after Floppy? （指向高尔夫球车） Oh no! Floppy took the cart. Who were there? （指向Biff和Chip） Biff, Chip, Look out! （Picture 5）“Come back!” said Biff and Chip. They ran after Dad. Why? （指向风筝） Oh no! Floppy took the kite. （Picture 6）The dog stopped. Bang! Crash! Bow-wow! Ouch! What happened? （指向大狗） A big dog took the bone. （Picture 7）The big dog ate the bone. Oh no! 本环节中，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。

《典范英语》aL 教学参考

《典范英语》（1a-L11）教学参考 UpYouGo 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“Upyougo.”；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’sthis（BQ:IsitabananaboatIsitaslide） It’saslide. （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’sthisIt’saslide. Howarethetwoslidesdifferent （BQ:WhatcolourisitIsitbigorsmallCanyougodownthisslideintowater） （3）教师引出水滑梯waterslide，并与学生互动： Wecangodownthisslideintowater.Wecallitwaterslide.Whichonedoyoulikebetter,theslideorthew aterslide

《典范英语》(1a-L34)教学参考

《典范英语》（1a-L34）教学参考 Look After Me 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；明确“net”,“slide”和“ladder”指代的实物，正确运用“went up/on…”和“I/We like this.”；能够扩充故事情节；学习字母“n”的拼读规律。 2.非语言能力目标：引导学生感受故事中Kate的调皮和照看她的不易；仿照故事图片和语言扩充故事情节，培养想象力和创造力。 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。 2.对于较难的单词，教师可板书，并配合动作、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（见检查理解环节和拼读环节）、句卡（见检查理解环节）。 五、课堂教学基本步骤 1.导入（Lead-in）：谈论如何照看小朋友，认识故事人物Kate

联系学生实际，引入故事话题，认识故事人物Kate，为看图讲故事做好铺垫。 （1）教师用课件展示一张婴儿的图片，提出问题，与学生互动： Can you look after a baby? What can you do to look after a baby?（Make faces, sing a song,…） Is it easy? （2）展示标题下的图片，提出问题，与学生互动： Look at the girl. Is she young or old? What would you do to look after her?（Play a game with her,…） 然后，进入看图讲故事环节：This girl is Kate. She is very young. Is it easy to look after her?Why or why not? Let’s learn the story. 2.看图讲故事（Storytelling）：理解故事情节，观察众人照顾小女孩Kate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小女孩Kate的顽皮和其他大孩子的反应。 （Picture 1）This is Kate. She is a very young girl. Biff, Chip and Wilma looked after her. （Picture 2）This is a net.（指向图片中的net） Kate went up the net.（动作演示向上的方向） Was she happy? Yes. What did she say? “I like this,”she said.

典范英语1a L20教学参考

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》（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 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1. 独立故事；认读cold, wet, tired, miserable, cross, goal等单词；运用“…got …”朗读绘色地描述人物的状态或结果；初步掌握字母“c”的拼读规律。 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2. 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 t like playing football in the rain. 'didn 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》

典范英语教学设计

《典范英语》（4a-L5）教学参考 Everyone Got Wet 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；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；能根据提示复述主要故事情节；巩固字母组合“ck”的拼读规律；能简单地改写故事结局。 2. 非语言能力目标：让学生了解“集雨桶”的用途，培养学生的节水意识；感受Kipper一家人在日常生活中的小乐趣。 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。 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）。 五、课堂教学基本步骤 1. 导入（Lead-in）：讨论故事标题，猜测故事内容 通过展示图片回顾已学故事情节，引出故事主题，为看图讲故事做好铺垫。 （1）教师利用PPT展示几幅已学故事图片，与学生互动： Look at this picture.（展示1a-L8最后一幅图） Do you remember the story Who got wet in the story How did they get wet Look at this picture. （展示1a-L20第二幅图） Do you remember the story Who got wet in the story How did they get wet （2）展示本课故事标题，自然过渡到讲故事环节：Today, we are going to learn a similar story. Everyone got wet in the story. How did they get wet Did they fall into the river Did they have a water fight Let’s have a look.

典范英语aL教学参考

《典范英语》（1a-L8）教学参考 Get on 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；惟妙惟肖地模仿录音；绘声绘色地独立朗读故事；学会运用“get on”和“got on”；熟悉字母“o”和字母“e”的拼读规律，正确区分“get”和“got”的发音。 2. 非语言能力目标：让学生在故事中体验一家人在海滩游玩的乐趣；通过观察故事人物上香蕉船的情景培养学生的观察能力和预测能力；理解故事最后翻船的原因，了解现实生活中交通工具超载的危害。 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, Biff, Chip, Kipper）、纸袋子、图片（香蕉船，海滩）、单词卡（get, got）句子卡（见“检查理解”环节）。 五、课堂教学基本步骤 1. 导入（Lead-in）：认识香蕉船 通过猜水果游戏，复习上课故事句式，导入本课故事元素香蕉船，为看图讲故事做好铺垫。 （1）教师提前准备好一个纸袋子，内装一个香蕉。 （2）请学生猜测袋子里是什么，教师可引导学生运用“Is it…?”句型。 Something is in this bag. What is it? （引导学生猜测：Is it a/an …? 如果学生的答案偏离太多，可逐次给出提示：It’s a kind of fruit. It’s yellow. ） （3）学生猜对以后，教师展示香蕉船图片导入故事：Dad had a boat. Look! What was it like? （BQ: Was it like a banana?）It was a banana boat. Do you like it? What about Biff, Chip and Kipper? Let’s learn the story. 2. 看图讲故事（Storytelling）：理解故事情节，观察和体会孩子们玩香蕉船的乐趣 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，使学生理解故事中Biff, Chip, Kipper上香蕉船的情节，体会其中乐趣。 （Picture 1）One day, the family played at the beach.（展示海滩图片） Dad had a banana boat.（指向香蕉船） Where was the banana boat? （BQ: Was it in the water?） It was in the water.

《典范英语》(4a-L1)教学参考

《典范英语》（4a-L1）教学参考 The Balloon 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；能理解并复述故事情节；掌握字母组合“oo”的拼读规律；能改编故事。 2.非语言能力目标：通过让学生梳理故事发展脉络，培养学生的逻辑思维能力；让学生体会故事中Mrs May的心情变化；通过改编培养学生的想象力和创造力。 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。 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（raffle, prize draw, balloon, good, school, hooray, look, took, food, cook, book, foot, room, soon），句子卡（Mrs May wanted to go in a balloon. The school needed more money. Wilf had a good idea. There was a prize draw. The first prize was a ride in a balloon. Mrs May won the first prize. She took a beautiful photograph in the sky. She gave the photograph to Wilf as a present.） 五、课堂教学基本步骤 1. 导入（Lead-in）：引出故事主题，猜测故事内容 通过播放英语动画片片段，引出故事主题，引导学生猜测故事内容，激发学生好奇心。 （1）教师播放动画片Peppa Pig中的片段The Balloon Ride（见课件），并与学生互动：Hello, boys and girls! I’d like you to watch a video clip The Balloon Ride. 视频播放结束后，教师与学生互动： What did Peppa Pig ride in the video? （BQ: Did she ride a common balloon or a hot air balloon?） Can you tell the differences between the hot air balloon and the common balloon?（BQ: Which one is bigger? Can the common balloon bring people into the sky?） How did Peppa Pig get a chance to ride a balloon? （BQ: Did she win the first prize in the prize draw?） Do you want to ride a hot air balloon? （2）学生回答后，自然进入故事： Today, we will read a new story. In the story, Mrs May wanted to go in a hot air balloon. Did