丽声北极星分级绘本第一级上Tiger Is Coming课件

丽声北极星分级绘本第一级读后感英文回答：After reading the first level of the graded reader "丽声北极星分级绘本", I must say that I thoroughly enjoyed it. The book is designed for beginners, so the language used is simple and easy to understand. It is a great resource for language learners like me.The stories in the book are interesting and engaging. They are short and concise, which makes it easier for beginners to follow along. Each story has a clear plot and a lesson to be learned. For example, in one of the stories, the main character learns the importance of honesty when he accidentally breaks his friend's toy and tries to hide it. This teaches readers the value of telling the truth and taking responsibility for our actions.The illustrations in the book are colorful and appealing. They help to bring the stories to life and makethem more enjoyable to read. The pictures also provide visual cues that aid in understanding the text. For instance, when the story describes a character feeling sad, the corresponding illustration shows a character with a frown and tears, making it easier for readers to grasp the emotions being portrayed.One thing I particularly liked about the book is that it includes vocabulary exercises at the end of each story. These exercises help reinforce the new words and phrases introduced in the story. They also provide an opportunity for readers to practice using the language in context. For example, there might be a fill-in-the-blank exercise where readers have to choose the correct word to complete a sentence. This not only helps with vocabulary retention but also improves overall reading comprehension.In conclusion, the first level of the graded reader "丽声北极星分级绘本" is a fantastic resource for language learners. The stories are engaging, the illustrations are appealing, and the vocabulary exercises are helpful. I highly recommend it to anyone who is starting to learn thelanguage.中文回答：读完《丽声北极星分级绘本》第一级之后，我必须说我非常喜欢它。

，go ice-skating提前渗透在单词中的发音。

学生通过观察，发现滑冰技术较好的女孩，教师启发学生预测故事情What do you see in the cover? Where are they? What are they doing?。

课件播放一段短视频解释词汇spin，师生一起齐读词the sound of moving very fast）所说的语言，学生听录音模仿语句“I can do排序，教师可让学生翻看书以作参考。

教师可邀请一名学生完成板书上的图片排序。

What will happen next? You can open your books and match the pictures with the correct自主阅读，一方面可锻炼学生动手能力，另一方面也可检测学生对故事的理解。

，共读P7I can do that!”页，学生观察两个女孩的动作。

师生在进行模仿跟读后，共同表页：教师读句子，学生进行动作表演；而后学生读句子，教师做动作。

动作表演带动作表演。

在表演、模仿、跟读的过程中，进一步体会字母i和j在单词中的发音。

【设计意图】为帮助学生理解，这一环节融入了师生表演的教学活动，可引导学生在表演的过程中，更好地理解文本意义，同时为下一环节的两人一组表演做铺垫。

听读、表【设计意图】通过思考两人对话，可调动学生主动思考并进行表达的欲望，而Jill这一【效果评价】学生能够和教师一起说唱韵文，并在教师给出的例子支撑下，运用含有字【设计意图】这一环节在引导学生感知、识别音素后，根据故事大意编唱韵文，是从输入到输出的过程。

此过程进一步提升了学生的阅读和表达能力，并让学生在韵文中感知。

➢Do you like the chicks?➢Who likes the chicks in the picture? How do you know? 如果这个环节学生提出小鸡是gardener呈献给王子的，追问：How do you know? 引导学生回顾图片了解从一开始gardener就参与了王子选宠物的过程。

6. 教师出示书上第11页图片，听句子回答问题。

提问建议：➢At last, what is Prince Seb’s new pet?Step 4朗读全书1. 教师根据板书贴单词回顾故事内容。

2. 教师播放视频，让学生边听边看绘本图片。

3. 让学生打开书，默读一遍。

通过提问，引导学生在理解故事的基础上，明白王子的喜好，以及园丁一直跟随的原因。

通过板书整体回顾故事内容，对动物单词及句型进行强化。

Post-reading Step 5 内化思考1. 根据教师给出的worksheet讲述故事。

2. 问题引领，深入思考。

➢Will you keep them as a pet? Why?二年级学生在老师示范后，和同桌一起尝试完成第一步即可。

三年级学生每人一张，先同桌说，再反过来。

然后对第二个问题进一步讨论。

通过worksheet讲述故事，加深对故事的理解，进一步体会每个动物不同的特点。

通过问题讨论引发学生深入思考，每种动物都有不同的特点，但是每个人也有不同的喜好，选择宠物时还是会选择自己喜欢的，能和自己玩的，适合养在家里的动物。

作业1. 把故事读给爸爸妈妈听。

2.画出自己喜欢的动物，并说明理由。

板书设计：Worksheet:。

✧What does Baby Monkey eat?✧ Is Baby Monkey happy?✧ Will Baby Monkey be happy later? Why or why not?(鼓励学生对故事情节进行合理预测。

)✧Who wakes up, too?✧How does Tiger feel?✧What will Tiger do?可参考语言框架：… wakes up.Here comes …… is hungry.3.自主阅读第12—15页，用下划线标出Mother Monkey说的话，了解猴子妈妈是如何帮助小猴子脱离险境的。

教学建议：✧What does Mother Monkey see?(引导学生捕捉Tiger的信息。

)✧How is Mother Monkey? Why?✧ What does Mother Monkey shout?（Try to underline with “~~~~”.）✧ Why does Mother Monkey shout?可参考语言框架：… is worried about …Because …4.自主阅读第16页，了解故事结局。

✧What does Baby Monkey do?（Try to draw “” in front of the sentence.）✧By the end of the story, is Baby Monkey safe?（引导学生关注文本中的粗体单词safe，尝试有感情地朗读。

）✧If you were Baby Monkey, what would you say to Mother Monkey?（鼓励学生表达对妈妈的感恩之情。

）可参考语言框架：… is up.… is safe.。

Step 1: Pre-reading (4 mins)Activity 1: 说出音素并表演，调动已知教师课件依次出示学生已经学习过的几组字母 ca t; r a t; d o g;b u g; p i g，学生大声说出每组字母的发音后尝试拼读，如：c-a-t，cat。

拼出单词后做动作表演该动物。

Questions:①Do you know the sound of this letter?②Can you read this word?③Can you act like this animal?【效果评价】学生可以熟练地说出字母音，并组合成单词。

【设计意图】通过复习字母的发音调动学生的已知音素，逐步培养学生拼读能力。

此处拼出的单词均为动物词汇，为引出绘本中的天鹅做铺垫。

Activity 2: 师生交流，了解天鹅教师告诉学生今天要读的绘本是有关动物的，请学生猜测是什么动物。

课件逐一呈现天鹅的叫声和模糊的图片，学生猜测。

教师播放天鹅的视频验证答案，接着学习词汇，渗透s的发音，并示范拼读s-wan。

拼读后，讨论有关天鹅的习性。

Questions:①What animal is it?②Can you read?③What can swans do?【效果评价】学生可以认读swan。

【设计意图】通过视频及交流让学生初步了解天鹅，扩充背景知识，同时引出今天要阅读的绘本。

Activity 3: 介绍奖励机制，调动学习兴趣教师出示黑、白两只天鹅，告知学生本节课的评价方式，即全班分为男女生两组，男生为黑天鹅，女生为白天鹅，在课堂交流中表现好的小组的天鹅就可以升高一格。

T: Look, what is it? Yes, it’s a swan. What color is it? How about this one?。

教学过程Step 1 Pre-readingActivity 1: Sharing knowledges about tiger学生课前收集资料，用一句话分享自己对老虎的认识。

Question: What do you know about tigers?【效果评价】学生表现出积极的状态，了解更多关于老虎的知识并对新课学习充满期待。

【设计意图】话题引入，激活孩子们对老虎的基本印象与概念。

Activity 2: Read the cover呈现绘本封面，引导学生关注主体图片，标题The Tiger by the Lake，明确绘本Setting，Characters要素；了解作者、插画者，出版社信息。

Questions:(1) What do we know from the cover?(2) Wha t’s the title? Can you read it?（板书标题，教lake读法。

）(3) Who’s the character? What do you think of this tiger?Where does the story take place?【效果评价】学生能够根据图片说出故事背景、角色，了解标题、作者、插画家、出版社信息。

【设计意图】认识封面，明晰故事背景、角色要素，帮助学生养成良好的阅读习惯。

Activity 3: Predict呈现封面、封底和扉页，让学生观察动物们的状态，展开联想，小组讨论预测老虎和小动物们会发生什么事情，将学生的主要预测记录下来。

Questions: Now please take a look at the cover, title page and the end page. So many animals, right? What might happen? Can you guess? Why do you think so?【效果评价】学生能够借助图片信息，在教师的帮助下，运用已有的语言认知推测故事发展或提问，如The animals run away. I think the tiger wants to eat them.【设计意图】通过关注封面、封底和扉页，让学生对故事内容进行预测，谈论自己的认识，培养学生的预测能力和逻辑思维能力，激发学生阅读兴趣。