三年级英语绘本教案
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绘本How old are you?教学设计一、教学内容三年级How old are you?二、教材解读这是一套英语分级阅读教材,用于培养孩子们的阅读兴趣,提升孩子的单词量,同时使孩子们在阅读绘本的过程中提高阅读能力、提升审美水平、拓展艺术想象力,让孩子在阅读中健康快乐地成长。
三、学情分析本课的授课对象为小学三年级学生,这个年龄段的学生正处于少年时期,大部分学生对英语具有浓厚的兴趣。
而处在这一年龄的学生,活泼好动,好奇心强,注意力不易集中,他们中有些学生已经初步的接触过英语了,有的是刚开始学,但对英语都有着浓厚的兴趣,对绘本阅读却从来没有接触过。
因此在课堂上要采取多样化的教学手段,将听、说、读、演、唱融于一体,充分调动学生的积极性,教给学生绘本阅读的方法,培养学生阅读英语绘本的兴趣和自信心。
四、教学目标1、能会说表示数字的单词,如ten,eleven,twelve... 等。
2、能较流利的朗读故事并能了解故事的大意。
3、能自然流利地表达故事。
五、教学重点:能较为流利的朗读故事并了解故意的大意。
六、教学难点:学生能表演故事内容。
七、情感目标:通过学习知道自己不但要学会照顾自己也要关心和照顾别人。
八、教学方法主题引导式表演延伸式九、教具准备:PPT、卡片,头饰等。
十、教学过程一、歌曲导入1.T:Let's sing a song.The song's name is“< How old are you?>!Let's sing!”2. greetingsGood morning, boys and girls.How are you today? Are you happy today?OK!Can you sing with me?然后引导孩子站起来一起唱< How old are you?>评析:教学热身是英语课堂TPR 教学方法的重要形式之一,教师采用歌曲来缓解学生的紧张情绪,建立轻松、和谐、民主的课堂氛围,为进一步的学习奠定了良好的基础。
三年级绘本阅读教学设计Read the cover 1.Today,we will read a picturebook. It is also about family.2.What’s the name of thebook?Whose family?3.What can you see on thecover?1.Look at the cover andanswerthe questions.2.Find the two maincharacters通过引导观看封面,了解绘本名称,故事主角等信息,并提出问题。
初步指导阅读技巧,读前试着提问,尽可能多的从封面获取信息都是很好的绘本阅读方法。
Background introduction 1.Teach : forest2.Imagine:What are theysaying?1.看图理解背景2.Say and act通过背景了解,掌握阅读过程需要仔细看图的方法,并且通过畅想Little birdand little tree 之间的对话培养他们的想象力。
The first reading 1.Watch and listen to the story.2.T: How many families arethere in the story?Watch and listen初步感知绘本故事大致内容Intensive Reading 1.T:What are their familymembers?2.How do they look?Read and make a mindmap3.Act part 14.Self-study part25Discuss : What is thethird family?1.Group work2.Read and find theanswers3.Make some sentences:___ loves _____.4.Act in group5.Read and act6.Read and discuss通过第一次读,了解文本大致内容,建构内容框架。
教学设计
板书设计:
Cat and Mouse
Scene1 Scene2 Scene3 In the beginning Then In the end
get news, meet Ox, too late,
go to the party show the way, no longer friends
get the chair
教后反思:
1.本节课的最主要教学目标是学生能够欣赏猫和老鼠的故事,能够读一读绘本中的对话部分。
但是,这个绘本对于四年级的孩子还是很有难度的,所以在学生朗读故事对话的时候出现了许多单词的发音问题,并且我在课堂教学中也缺乏了很多指导,导致了学生在小剧场表演环节出现了畏难情绪,不敢大声地朗读,也不敢表演对话。
2.在教学环节中,我利用了许多问题来引领学生的故事阅读,但是在过程中,学生出现了多次没有完全理解问题的情况,说明我在问题设计时没有完全考虑好学情。
3.板书设计时,我尽量做到了能让学生清晰地看到故事的发展过程,但是在故事赏析完之后,板书似乎没有什么价值。
因此,如果在学生自由朗读或听录音跟读时,能够鼓励学有余力的学生跟着教师一起看着板书复述故事的话,就更加有意义了,但是难度实在太大。
英语绘本故事教案【篇一:英语绘本校本课程教案一】英语绘本教学--课时1教学目标1知识目标:①通过本课学习使学生了解绘本的概念②了解并掌握制作英文绘本的流程2情感态度价值观:通过观看英文绘本视频,了解英文绘本的魅力之处,激发学生去发散思维,创作文学作品的兴趣。
教学重点:引导学生初步酝酿创作主题教学准备:英文绘本一册《晚安,月亮》;多媒体课件。
设计理念:针对青春期学生喜欢新颖教学模式的特点,我主张以绘本教学和游戏教学的相结合的方式进行教学。
通过简单生动形象有趣的方式来学会知识并能够在现实生活中得以应用。
教学过程一、自由对话导入:老师自我介绍。
师:hello, boys and girls! dou you what is picture books?(学生回答 no)师:here i have an english picture book. please take it and have a look at it. (学生们开始传阅绘本。
)通过这个环节,让学生直观认识什么是绘本,写在黑板上,引出主题,然后进行教学。
二、主体教学(教学过程通过多媒体进行,即绘本教学的重要组成部分。
)师:同学们,今天我们这节课有以下环节:绘本的种类—著名绘本介绍—建立自已的团队—一些小建议。
四、结束教学,布置本节课后的任务:与你的团队策划好主题,下周开始草稿。
【篇二:巧用绘本故事增效英语课堂】龙源期刊网 .cn巧用绘本故事增效英语课堂作者:陈鸯鸯一、教育背景目前,绘本故事在小学英语教学中的应用已越来越普遍,能有效激发学生学习兴趣。
发现《小兔子玩颜色》这本绘本时,我喜出望外,于是将绘本与教材内容进行有效创编,使其符合三年级学生的心理特点和知识结构,使绘本故事为教材服务,这对学生的情感有一定的提升效果。
二、案例描述1.第一次教学首先是教师在前面环节新授并操练颜色单词和“i like…”“i don?t like…”句型。
然后是以绘本呈现方式教学,教师生动演绎:(1)进入绘本,课件出现小白兔,学生立马高兴地叫起来:“小兔子!”我带上小白兔头饰对学生说:“ hello, i?m rabbit. nice to meet you!”学生很自然地对我招手说:“hello,nice to meet you,too.”(2)课件呈现小兔子看到黄色的桶,我说:“i like yellow. (以非常喜欢的语气,并做出跳跃动作。
三年级绘本阅读教学设计Read the cover 1.Today,we will read a picturebook. It is also about family.2.What’s the name of thebook?Whose family?3.What can you see on thecover?1.Look at the cover andanswerthe questions.2.Find the two maincharacters通过引导观看封面,了解绘本名称,故事主角等信息,并提出问题。
初步指导阅读技巧,读前试着提问,尽可能多的从封面获取信息都是很好的绘本阅读方法。
Background introduction 1.Teach : forest2.Imagine:What are theysaying?1.看图理解背景2.Say and act通过背景了解,掌握阅读过程需要仔细看图的方法,并且通过畅想Little birdand little tree 之间的对话培养他们的想象力。
The first reading 1.Watch and listen to the story.2.T: How many families arethere in the story?Watch and listen初步感知绘本故事大致内容Intensive Reading 1.T:What are their familymembers?2.How do they look?Read and make a mindmap3.Act part 14.Self-study part25Discuss : What is thethird family?1.Group work2.Read and find theanswers3.Make some sentences:___ loves _____.4.Act in group5.Read and act6.Read and discuss通过第一次读,了解文本大致内容,建构内容框架。
Plan for Fishy NumbersTeaching Aims:Knowledge aims:1.Students can listen, read and understand the key words with phonics,and pay attention to rhymes in the sentences.E.g:five alive2.Students can understand the story correctly and chant the whole story with correct rhythm.3.Students can read the phrases or sentences by using liaison. Ability aims:1:Through the practice of careful reading ,Students can improve the abilities of observation and understanding.2.Through the chanting practice ,Students can improve the abilities of chanting and showing.Emotional aim:1:Students can enjoy chanting the picture books and be willing to read more books.Teaching key points and difficulties:To chant and act the story fluently .Teaching Materials:Pictures/PPT / word-cardsTeaching Procedures:Step1:Warm up1.Greeting2.Enjoy a song (Fishy Numbers)T:Boys and girls.Before our class,Let’s enjoy a song. Do you like this song?It is a song,It is also a story.Today,Let’s read this story .Step2:Cover talk &lead in the story1.T:Fishy Numbers(teaching)The writer is Rosemary Davidson.2.Look at the boy and the girl,What are they doing?Are they swimming?They are catching fish.Look,The girl has already caught a fish.(caught)3.What do they have for catching fish?Look at their hand,the girl hasa fishnet(fishnet).the boy has a fishnet,too.Step3 Picture walk of the storyPicture1They are so happy.The girl may say:Hooray ,let’s go go go,let’s go catching fish.Picture21.One, two, three ,four ,five .2.Beside the fish,you can also see seaweed.snail. shell.crab.Picture3You are so smart.Children,Look,the boy is still waiting for the fish.But the girl has caught a fish,a big fish with the sharp teeth.(action)1.Once I caught a fish alive.(Teaching )(action)2.Pay attention to this word,caught (phonics)(action)3.Good.Look at this fish ,it has no water,it is dead.But look at this fish ,It can swim freely.It is alive.4.Alive,live,alive.Can you try to read this word with phonics?dive.five.5.Look at the words,alive.Can you spell it?a-l-i-v-e.dive,d-i-v-e.five.f-i-v-e.The last three letters are ive,they sounds...6.Boys and girls,you can read it very well,Now let’s try to sing it !First,let’s see the video twice.7.Now,let’s sing together.(action)8.Group 1 and 2,you read this sentence.Group 3 and 4,you read this sentence.Please remember your actions.9.Who can try with me?(set an example with the student)10.If you caught a fish,what will you do if you caught a fish?Will you take it home ?Picture41.In the sea ,there are more fish.Let’s have a look.Six seven eight nine ten.Picture51.Oh, then I let it go again.2.Then I let it go again.(Teaching and reading)3.Again,then ,ten.We can find en sound /en/.4.Six seven eight nine ten.Then I let it go again.5.Now ,look,boys and girls, Can you read the words,let ,it .Now,we can put the sounds /t/and/I/ together.Can you read it?6.Boys and girls,you can read it very well,Now let’s try to sing it !First,let’s see the video twice.7.Now,let’s sing together.(action)8.Boys,stand up,please.You read the first sentence.Girls,You read the second sentence.9.You are all so smart.Let’s exchange.10.Now,Can you try together.(Four sentences)First,let’s follow the video .11.Now,let’s try together.12.Who want to show us?Great!Picture61.Great!Do you have questions? The boy had a question,too.2.Why did you let it go?(Teaching and reading)(action)3.Can you read the words,did ,you .Now,we can put the sounds together.And we can put the sounds /t/and/I/ together.Can you read it? Picture71.Look at the girl’s hand?What happened?It is red.It is bloody.2.Because it bit my finger so.(Teaching and reading)(action)3.Why did you let it go?Because it bit my finger so.Can you find the same letter and the same sound here.4.let’s sing together.Picture81.The fish bit the girl’s hand ,Which finger did it bite?Is this mommy finger?Yes,this baby finger.We also called this little finger.2.Can you read it?Is this little finger on the left? Is this little finger on the right?3.This little finger on the right.Is the girl happy now?4.Bite,right.We can find the last sound is/t/.Who can read?5.In this sentence,we can put the sounds /d/and/I/ together.6.Which finger did it bite?This little finger on the right.let’s sing in groups.7.That’s the story we read today,Let’s read it again with the recording.8.Now,Can you try together.(Four sentences)First,let’s follow the video .9.Now,let’s try together.10.Who want to show us?Great!Step 4:Enjoy the song again1.Sing the song with music.2.Sing the song without music.Step 5:Sing the song1.Boys and girls,let’s sing together.Group 1 ,you read these two lines.Group 2,you read these two lines.Group 3,you read these two lines.Group 4,you read these two lines. Step 6:Play a showing game1.Now,boys and girls,Now,who can sing the song for me?I need three students.(Each student sing two sentences,Then,I will do the action in front of them.)2.Now,Please work in groups of four,and you have three minutes,please be active.3.(Invite two groups to play the game)4.Let’s play the game together.Who want to do the action?(Invite several students to the platform)Now, all of you are the singer.Step 7:Making a new song1.Boys and girls,What will the boy catch?Can you guess?A crab,a turtle.2.Can you make a new song?Step 8:Summary and introduce a new song3.Boys and girls,You are pretty good in this class.4.After class,there is also a interesting song you can enjoy,Rain Rain Go Away.I will sent it to you after class.5.Reading and singing make the life more meaningful.Let’s try to read more and enjoy more!Step 9:Homework1.Share the story to your family.2.Sing the song again.3.Sing the song Rain Rain Go Away。