以故事为主线的英语任务型教学
---《What would you like》课堂实录
佛山市南海区桂城街道南海实验小学 范巧凌
【主题性概述】(The rabbit goes into the house, she sees many foods on the table: cake, soup, vegetable, hamburger…)
R: Wow, so many foods.
T: Rabbit. Can I help?
R: Yes, pass me a knife, please.
T: Knife? Knife? Oh, here you are. Knife!
( The rabbit uses the knife to cut the cake)
T: Rabbit. Can I help?
R: Yes, pass me a plate, please.
T: Plate? Plate? Oh, here is a plate.
(The rabbit put the cake on the plate)
T: Rabbit. Can I help?
R: Yes, pass me a fork, please.
T: Fork, fork, here you are, fork.
( The rabbit uses the fork to eat the cake.)
R: Tiger.
T: Can I help?
R: Yes, pass me the spoon, please.
T: Spoon, spoon, here is the spoon.
( The rabbit uses the spoon to eat soup)
T: Hi, rabbit.
R: Pass me the chopsticks, please.
T: Chopsticks, chopsticks, here you are. Chopsticks.
( The rabbit uses the chopsticks to eat vegetables. The tiger hears the sound and runs into the house. The tiger is very angry. The rabbit is scared.)
R: Tiger, can I help?
T: Yes, Give me s spoon.
R: Spoon.
T: Pass me a fork and a knife.
R: A fork and a knife.
T: Pass me the chopsticks.
R: Chopsticks.
T: Wash the plate.
R: Ok.
(The rabbit wants to wash the tableware. But she falls down and all the things are in the pool now. There are five lighting spots in the pool with the letters: k, s, f, p, c.)
R: Oh, my god.
The CAI stops.
故事围绕聪明的兔子和凶猛的老虎而展开，一波三折，引人入胜。最重要的是在故事情节的设置中，不断地出现课文的新单词和新句型，先让学生认识单词和句型的音和义（图）。
Step 3 Drills and words learning
1. Learn : knife
(1) watch the CAI
(2) Take out the knife. Look, this is a “knife”.
(3) Correct their pronunciation.(猜拳)
(4) Knife, knife, cut with the knife. Knife, knife, pass me a knife.
(5) Now I am tiger and you’re rabbit. “Teach pass me a knife.”
通过游戏猜拳巩固knife的发音，并通过角色扮演进行句型的教学，摆脱了以往教师说，学生跟读的呆板教学方式。
2. Learn: plate.
(1) watch the CAI
(2) T: Hello, rabbit. Can I help?
Ss: Yes, pass me the plate, please.
(3) Plate, plate, wash the plate.
(4) Now, I am rabbit. And you’re a tiger. (Hello, rabbit. Can I help?)
把plate放在Wash the plate.当中，为接下来的chant（韵律诗）学习做好铺垫。
3. Learn: fork
(1) watch CAI
(2) Ask two students to act as tiger and rabbit.
(3) Teach fork. Fork, fork, give me a fork.
(4) Pair work, act out the story.
有了前面的学习做铺垫，在这一节当中，教师鼓励学生在看完故事后直接模仿和表演，这也是有意识地培养学生良好的学习习惯。
4. Learn: spoon.
（1） watch CAI
（2） T takes out the spoon. This is a spoon.
（3） Pass me the spoon, please.
（4） Pair work and act out the story.
继续鼓励学生创新表演故事。
5. Learn: chopsticks
(1) watch the CAI.
(2) I can use the chopsticks.
(3) Correct the pronunciation.
(4) Game: Use the chopsticks.
(T: Come here, please. Use the chopsticks to pick up the tomatoes, please. And put the tomatoes on the plate. Let’s say “ use the chopsticks” together.
Play the game the whole class.
Do you want how to play the game? Now let’s play the game in groups. When I say “ one two begin” You begin to pick up the tomatoes. When I say “ stop” , you must stop. Are you ready? Go.
Count the number. And who is the winner.)
由于chopsticks 的发音是难点，因此通过这个游戏来突破难点能寓教于乐，也能给紧张的学习注入轻松愉快的气氛，另外通过小组活动能增强小组间的凝聚力。
6. Play a game: dice
Now let’s play a game. I have a dice. What’s this? ( Ss say out the new words.)
T goes to a group. “I think it’ll be chopsticks. What do you think? Ok, when I say 1 2 begin you say out your words. Throw the dice. Oh, yeah, chopsticks. Oh, no fork. Now stop.
Do you want to play the game?
Play the game in groups.
在学习完所有的句型和单词以后，用一个游戏来进行复习和巩固，能加深印象和提高学习的效果。
7. Show the word forms.
(1) Show the word form.
(2) Ask the children to pass the word card to the teacher.
T: Who can help me?
Ss: Can I help?
T: Yes, pass me the …. Please.
8. Guess what’ s in the water.
(1) Look, what’s in the water? （每一个单词都有第一个字母帮助提示）
(2) Ss say out the words.
在解决了音和义的基础上，进行“形”的识记。
9. Help the rabbit get the things from the water.
(1) watch CAI
Tortoise: Hello, Rabbit. Can I help?
R: Yes, pass me the spoon, please.
Tor: OK, here you are.
R: Thank you.
Tor: You’re welcome.
(2) Act like the tortoise and the rabbit.
(3) Make a model.
Ss: Hello, rabbit. Can I help?
R: Yes, pass me the fork, please.
Ss: Here you are.
R: Thank you.
Ss: You’re welcome.
(4) Practice in pairs. Pairs work.
(5) Act out the story.
通过扮演小乌龟，帮助小兔子找回掉到水里的餐具，既巩固了字形，也培养了学生乐于助人的品质。
10. Learn the chant.
(1) Now the rabbit get all the things. What are they?
(2)They are very happy. Let’s see. They are chanting.
(3) Listen to the chant.
Pass me the fork.
Give a spoon.
Wash the plate.
Use the chopsticks.
Cut with a knife.
(4) Follow the chant.
(5) Say the chant.
Step 4 Development
(1) The rabbit is very happy. He goes to Macdonald’s. Do you want to go?
(2) Now I am a waitress. (food and tableware)
Hello. Can I help?
Yes, pass me the … please.
(3) Who want to try? Ask eight students to act as the waiter or waitress. Others act as the customers.
(4) Turn on the music.
在课堂的最后一部分，由于孩子们的帮助，小兔子拿回了餐具，它非常开心，于是它邀请孩子们和它一起到麦当劳餐厅，这样场景就很自然地过渡到餐厅，学生可以结合以前的知识进行买和卖的语言综合训练，同时孩子们还通过卖出和买到体会到成功的喜悦，课堂就在孩子们的笑声中结束
