2024年5月15日发(作者：益沛凝)
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《典范英语》（4a-L24）教学参考
Vanishing Cream
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；能够理解故事并组织语言复述故事情节；
2. 非语言能力目标：通过让学生观察故事图片，想象历险的过程，培养学生的观察力；
通过讨论培养想象力和逻辑推断能力。
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。鼓励学生课前预习。
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。
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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）：播放视频片段，引出故事主题
通过播放
The Vanishing Duck
中的视频片段，引出故事主题，为看图讲故事做好铺
垫。
（1）教师播放视频，并提问：
Tom (the cat) was hit by a hammer. Who did it?
Could Tom see him? Why?
The duck put on some vanishing cream and vanished. So Tom couldn’t see
him.
What did Jerry (the mouse) and the duck look like when they put on the
vanishing cream?
They looked like nothing and nobody could see them.
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（2）教师自然过渡到讲故事环节：
In our story, there was some vanishing cream, too. Who would put on the
vanishing cream? What would they do when they vanished? Let’s learn the story,
Vanishing Cream
.（板书故事标题）
2. 看图讲故事（Storytelling）：理解故事情节，观察孩子们隐形并帮助Wizard Blot
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，让学生观察Biff和Chip遇见并帮助Wizard Blot的过程，感受
其中的惊险。
（Picture 1）The children were at school.
What did they make?
They made a little theatre.
They made it out of a box.
（Picture 2）Look! What did the children do? (BQ: Did they put on a play or
have a test?)
They put on a play.
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The play was about a wizard. He was called Wizard Blot.
Wizard Blot made mistakes. Something was wrong.
（Picture 3）Wizard Blot made a spell. The spell went wrong.
“Oh dear! Oh dear!” said Wizard Blot.
Did everyone like the play?
Yes, everyone laughed. Everyone liked the play. Mrs May liked Wizard Blot.
（Picture 4）Biff was in her room.
The key began to glow.
“Chip! Chip!” called Biff.
（Picture 5）Chip ran into Biff’s bedroom.
The magic took them inside the little house.
（Picture 6）Where did the magic take them? (BQ: Did the magic take them to
a house or a theatre?)
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The magic took them to Wizard Blot’s house.
The Wizard wanted some help.
“Come in!” said the Wizard. “I wanted one helper, but two will do.”
（Picture 7）How did the house look like? (BQ: Did it look good?)
No. The house looked a mess.
“Come in!” said the Wizard. “You can wash up, then you can tidy up.”
Biff and Chip looked at the mess.
“Don’t be lazy,” said the Wizard, “or I’ll turn you into frogs.”
（Picture 8）Look! What did Biff and Chip do?
They did the washing up. Did they like it?
No. “I don’t like this,” said Chip, “but I don’t want to be a frog.”
（Picture 9） Look! What did Biff do now? （指向Biff）
She did the ironing. Did she like it?
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No. “I don’t like ironing,” said Biff, “but we don’t want to be frogs.”
（Picture 10）Suddenly, Biff dropped a bottle.
It was vanishing cream.
（Picture 11）“Help!” said Biff. “This is vanishing cream.”
（Picture 12）Chip looked at his hands. What happened to his hands?
His hands were vanishing.
“Oh no,” he said. “Bits of us are vanishing.”（指着Chip和Biff的手）
（Picture 13）Then Chip rubbed his face. What happened to his face?
His face was vanishing too.
（Picture 14）Just then, a man came to the house.
How did he get into the house?
He climbed through the window.
（Picture 15）The man didn’t see Biff and Chip.
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Look! What did he do?
He took all the Wizard’s computer disks.
What would Biff and Chip do? （让学生大胆猜测）
（Picture 16）“Help! Help!” said the man. “I’m being attacked by the
washing.”
（Picture 17）Wizard Blot came back.
Biff told him about the vanishing cream.
（Picture 18）Chip gave Wizard Blot the computer disks.
How did the Wizard feel?
The Wizard was pleased.
（Picture 19）The key began to glow. It was time to go home.
“Thank you,” said Wizard Blot. “Do come again.”
Wizard Blot give Biff the vanishing cream.
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（Picture 20）Biff and Chip came back home.
“Don’t drop it,” said Chip. “It’s vanishing cream.”
But look at Biff. Oh no!
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
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，引导学生通过
读体会故事人物的情感和心理活动，体会故事本身的节奏感。
（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1-2遍。要求学生逐句跟读，鼓励学生大胆开口，
读出戏剧化效果，读出人物情感，读出故事节奏感。另外，尤其要注意引导学生用威胁的
语气读“‘Don’t be lazy,’ said the Wizard, ‘or I’ll turn you into frogs.’”，用无
奈的语气读“‘I don’t like this,’ said Chip, ‘but I don’t want to be a frog.’”，
用惊慌失措的语气读“‘Help! Help!’ said the man. ‘I’m being attacked by the
washing.’”。
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。
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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。
（1）全班朗读。教师组织全班同学齐声朗读前5幅图片。
（2）分角色朗读。请几名学生分别扮演Biff，Chip，Wizard Blot，the man，从第
6幅图开始进行分角色朗读故事，其他学生齐读旁白。
（3）独立朗读。让几名学生读一读自己认为最有趣的一幅图片。
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）：提炼内容要点，梳理故事情节
教师引导学生回顾故事内容，概括主要事件，加深对故事的理解，进而复述故事。
（1）教师提出问题，引导学生回忆故事情节：
What did the children do at school?
Where did the magic take the children? Who did they see?
What did Wizard Blot ask them to do?
Why did the children begin to vanish?
Who came to the house? What did he do?
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What did the Biff and Chip do to the thief?
How did Wizard Blot feel when Chip gave him the computer disks?
（2）学生回答问题时，教师及时将主要事件写在黑板上，画出故事脉络图，如：
（3）复述故事
基于对故事的理解，让学生将句子补充完整，进而复述这部分故事情节。
The children were at school. They made a theatre _______ a box. They
________about Wizard Blot. The magic key took Biff and Chip to ________. Wizard
Blot asked them to ______ and ______ or he would __________. The children had to do
the housework because __________. Biff dropped a bottle and it was _______. They
began to _______. A man came through the window. He took __________. The
children ______ him, and he thought it was the _____. Wizard was _____ when he got
the computer disks back, and he was _____ to the children.
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6. 讨论（Discussion）：拓展思维，培养学生的思辨能力和想象力
教师由故事情节引出讨论问题，让学生围绕“隐形”展开讨论：
Do you think Biff and Chip liked to vanish? Why?
Would you like to vanish if you had the vanishing cream? Why?
What would you do if you vanished?
讨论后，请小组代表汇报讨论成果，鼓励学生大胆发言。
7. 拼读练习（Practising Phonics）：培养拼读意识，巩固字母组合“pl”、“bl”和“gl”
的拼读规律
（1）体会“pl”、“bl”和“gl”的拼读规律
教师将“play”、“blot”和“glow”写在黑板上，让学生大声朗读，体会“pl”、“bl”
和“gl”的拼读规律。
（2）听音辨音
将学生分为三大组，分别叫做“pl”、“bl”和“gl”组。教师朗读含有“pl”、“bl”和
“gl”的单词，每组学生听到含有自己组名的单词后拍手，看哪一组反应最快。如：
pl: place, plan, plant, plastic, playground, please, pleasant, plenty
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bl: black, blame, blank, blind, blow, blood, blue, block
gl: glad, glass, globe, global, glow, glue, glare, glance
（3）练习朗读句子，巩固“pl”、“bl”和“gl”不同发音
He planned to sell plenty of black and blue glasses on the block.
Blair glared blankly into the playground with his hands bleeding.
Blind Blot played with a plastic plane.
8. 家庭作业（Homework）
（1）反复模仿录音，熟读故事。
（2）根据故事脉络图简写故事。
六、教师自我反思
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：学生能否读懂故
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事情节；能否用标准的语音语调独立朗读故事；能否组织语言复述故事。
3. 课堂操作
（1）提问
教师设置的问题是否符合学生水平，能否引起学生兴趣；学生能否根据教师提问梳理
故事情节。
（2）听
学生是否真正听懂了教师的问题和指令，并做出正确的反应；学生能否正确辨认故事
录音的语音语调；教师是否认真倾听了学生的反馈；教师是否发现了学生在朗读与表达过
程中出现的问题。
（3）说
教师语言是否准确、流畅、易于理解；教师说得多还是学生说得多；教师是否给了学
生足够多的表达机会；学生是否能流利地讲出自己的想法。
（4）思考
课堂环节衔接得是否流畅；课堂组织是否有序、高效；教师是否对学生的表现及时予
以反馈；是否对学生在课堂上遇到的困难及时给予帮助；拼读教学是否有效；下一次课堂
设计需要在哪些方面提高。
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2024年5月15日发(作者：益沛凝)
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《典范英语》（4a-L24）教学参考
Vanishing Cream
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；能够理解故事并组织语言复述故事情节；
2. 非语言能力目标：通过让学生观察故事图片，想象历险的过程，培养学生的观察力；
通过讨论培养想象力和逻辑推断能力。
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。鼓励学生课前预习。
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。
实用文档
精品文档
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）：播放视频片段，引出故事主题
通过播放
The Vanishing Duck
中的视频片段，引出故事主题，为看图讲故事做好铺
垫。
（1）教师播放视频，并提问：
Tom (the cat) was hit by a hammer. Who did it?
Could Tom see him? Why?
The duck put on some vanishing cream and vanished. So Tom couldn’t see
him.
What did Jerry (the mouse) and the duck look like when they put on the
vanishing cream?
They looked like nothing and nobody could see them.
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（2）教师自然过渡到讲故事环节：
In our story, there was some vanishing cream, too. Who would put on the
vanishing cream? What would they do when they vanished? Let’s learn the story,
Vanishing Cream
.（板书故事标题）
2. 看图讲故事（Storytelling）：理解故事情节，观察孩子们隐形并帮助Wizard Blot
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，让学生观察Biff和Chip遇见并帮助Wizard Blot的过程，感受
其中的惊险。
（Picture 1）The children were at school.
What did they make?
They made a little theatre.
They made it out of a box.
（Picture 2）Look! What did the children do? (BQ: Did they put on a play or
have a test?)
They put on a play.
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The play was about a wizard. He was called Wizard Blot.
Wizard Blot made mistakes. Something was wrong.
（Picture 3）Wizard Blot made a spell. The spell went wrong.
“Oh dear! Oh dear!” said Wizard Blot.
Did everyone like the play?
Yes, everyone laughed. Everyone liked the play. Mrs May liked Wizard Blot.
（Picture 4）Biff was in her room.
The key began to glow.
“Chip! Chip!” called Biff.
（Picture 5）Chip ran into Biff’s bedroom.
The magic took them inside the little house.
（Picture 6）Where did the magic take them? (BQ: Did the magic take them to
a house or a theatre?)
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The magic took them to Wizard Blot’s house.
The Wizard wanted some help.
“Come in!” said the Wizard. “I wanted one helper, but two will do.”
（Picture 7）How did the house look like? (BQ: Did it look good?)
No. The house looked a mess.
“Come in!” said the Wizard. “You can wash up, then you can tidy up.”
Biff and Chip looked at the mess.
“Don’t be lazy,” said the Wizard, “or I’ll turn you into frogs.”
（Picture 8）Look! What did Biff and Chip do?
They did the washing up. Did they like it?
No. “I don’t like this,” said Chip, “but I don’t want to be a frog.”
（Picture 9） Look! What did Biff do now? （指向Biff）
She did the ironing. Did she like it?
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No. “I don’t like ironing,” said Biff, “but we don’t want to be frogs.”
（Picture 10）Suddenly, Biff dropped a bottle.
It was vanishing cream.
（Picture 11）“Help!” said Biff. “This is vanishing cream.”
（Picture 12）Chip looked at his hands. What happened to his hands?
His hands were vanishing.
“Oh no,” he said. “Bits of us are vanishing.”（指着Chip和Biff的手）
（Picture 13）Then Chip rubbed his face. What happened to his face?
His face was vanishing too.
（Picture 14）Just then, a man came to the house.
How did he get into the house?
He climbed through the window.
（Picture 15）The man didn’t see Biff and Chip.
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Look! What did he do?
He took all the Wizard’s computer disks.
What would Biff and Chip do? （让学生大胆猜测）
（Picture 16）“Help! Help!” said the man. “I’m being attacked by the
washing.”
（Picture 17）Wizard Blot came back.
Biff told him about the vanishing cream.
（Picture 18）Chip gave Wizard Blot the computer disks.
How did the Wizard feel?
The Wizard was pleased.
（Picture 19）The key began to glow. It was time to go home.
“Thank you,” said Wizard Blot. “Do come again.”
Wizard Blot give Biff the vanishing cream.
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（Picture 20）Biff and Chip came back home.
“Don’t drop it,” said Chip. “It’s vanishing cream.”
But look at Biff. Oh no!
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
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，引导学生通过
读体会故事人物的情感和心理活动，体会故事本身的节奏感。
（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1-2遍。要求学生逐句跟读，鼓励学生大胆开口，
读出戏剧化效果，读出人物情感，读出故事节奏感。另外，尤其要注意引导学生用威胁的
语气读“‘Don’t be lazy,’ said the Wizard, ‘or I’ll turn you into frogs.’”，用无
奈的语气读“‘I don’t like this,’ said Chip, ‘but I don’t want to be a frog.’”，
用惊慌失措的语气读“‘Help! Help!’ said the man. ‘I’m being attacked by the
washing.’”。
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。
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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。
（1）全班朗读。教师组织全班同学齐声朗读前5幅图片。
（2）分角色朗读。请几名学生分别扮演Biff，Chip，Wizard Blot，the man，从第
6幅图开始进行分角色朗读故事，其他学生齐读旁白。
（3）独立朗读。让几名学生读一读自己认为最有趣的一幅图片。
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）：提炼内容要点，梳理故事情节
教师引导学生回顾故事内容，概括主要事件，加深对故事的理解，进而复述故事。
（1）教师提出问题，引导学生回忆故事情节：
What did the children do at school?
Where did the magic take the children? Who did they see?
What did Wizard Blot ask them to do?
Why did the children begin to vanish?
Who came to the house? What did he do?
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What did the Biff and Chip do to the thief?
How did Wizard Blot feel when Chip gave him the computer disks?
（2）学生回答问题时，教师及时将主要事件写在黑板上，画出故事脉络图，如：
（3）复述故事
基于对故事的理解，让学生将句子补充完整，进而复述这部分故事情节。
The children were at school. They made a theatre _______ a box. They
________about Wizard Blot. The magic key took Biff and Chip to ________. Wizard
Blot asked them to ______ and ______ or he would __________. The children had to do
the housework because __________. Biff dropped a bottle and it was _______. They
began to _______. A man came through the window. He took __________. The
children ______ him, and he thought it was the _____. Wizard was _____ when he got
the computer disks back, and he was _____ to the children.
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6. 讨论（Discussion）：拓展思维，培养学生的思辨能力和想象力
教师由故事情节引出讨论问题，让学生围绕“隐形”展开讨论：
Do you think Biff and Chip liked to vanish? Why?
Would you like to vanish if you had the vanishing cream? Why?
What would you do if you vanished?
讨论后，请小组代表汇报讨论成果，鼓励学生大胆发言。
7. 拼读练习（Practising Phonics）：培养拼读意识，巩固字母组合“pl”、“bl”和“gl”
的拼读规律
（1）体会“pl”、“bl”和“gl”的拼读规律
教师将“play”、“blot”和“glow”写在黑板上，让学生大声朗读，体会“pl”、“bl”
和“gl”的拼读规律。
（2）听音辨音
将学生分为三大组，分别叫做“pl”、“bl”和“gl”组。教师朗读含有“pl”、“bl”和
“gl”的单词，每组学生听到含有自己组名的单词后拍手，看哪一组反应最快。如：
pl: place, plan, plant, plastic, playground, please, pleasant, plenty
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bl: black, blame, blank, blind, blow, blood, blue, block
gl: glad, glass, globe, global, glow, glue, glare, glance
（3）练习朗读句子，巩固“pl”、“bl”和“gl”不同发音
He planned to sell plenty of black and blue glasses on the block.
Blair glared blankly into the playground with his hands bleeding.
Blind Blot played with a plastic plane.
8. 家庭作业（Homework）
（1）反复模仿录音，熟读故事。
（2）根据故事脉络图简写故事。
六、教师自我反思
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：学生能否读懂故
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事情节；能否用标准的语音语调独立朗读故事；能否组织语言复述故事。
3. 课堂操作
（1）提问
教师设置的问题是否符合学生水平，能否引起学生兴趣；学生能否根据教师提问梳理
故事情节。
（2）听
学生是否真正听懂了教师的问题和指令，并做出正确的反应；学生能否正确辨认故事
录音的语音语调；教师是否认真倾听了学生的反馈；教师是否发现了学生在朗读与表达过
程中出现的问题。
（3）说
教师语言是否准确、流畅、易于理解；教师说得多还是学生说得多；教师是否给了学
生足够多的表达机会；学生是否能流利地讲出自己的想法。
（4）思考
课堂环节衔接得是否流畅；课堂组织是否有序、高效；教师是否对学生的表现及时予
以反馈；是否对学生在课堂上遇到的困难及时给予帮助；拼读教学是否有效；下一次课堂
设计需要在哪些方面提高。
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