小学英语四年级跟上兔子Can I play with you优质公开课绘本课件(新)

Zoe is a little rabbit .one day she gets away from the zoo . 佐伊是只小兔子。

有一天她离开了动物园。

She is lonely.She wants to find her mum.她很孤独。

她想找她的妈妈。

Zoe meets a penguin.she asks,are you my mum?佐伊遇到一只企鹅。

她问，你是我妈妈吗？Sorry,I’m not your mum.You have four legs, but I don’t.对不起，我不是你妈妈。

你有四条腿，但我没有。

Zoe meets a zebra.佐伊遇到一只斑马。

She asks,are you my mum?她问，你是我妈妈吗？Sorry, I’m not your mum.对不起，我不是你妈妈。

You have a short tail,but I don’t.你的尾巴很短，但我不是。

Zoe meets a tortoise.佐伊遇到一只乌龟。

She asks,are you my mum?她问，你是我妈妈吗？Sorry, I’m not your mum.You have long ears,but I don’t. 对不起，我不是你妈妈。

你有一双长耳朵，但我没有。

Zoe meets a dog.佐伊遇到一条狗。

She asks,are you my mum?她问，你是我妈妈吗？Sorry, I’m not your mum.对不起，我不是你妈妈。

You have red eyes,but I don’t.你的眼睛是红的，但我不是。

Zoe is so sad that she starts to cry.Then,a bear comes.佐伊伤心得哭了起来。

然后，一只熊来了。

What’s worry with you?发生了什么事？I can’t find my mum.我找不到我妈妈。

小学英语绘本阅读教学研究——以《跟上兔子》绘本为例作者：陈伟来源：《校园英语》 2019年第19期文/陈伟【摘要】阅读是接受语言信息的主要途径之一，所以可以在阅读过程进行语言学习。

在小学英语教学过程中，通过阅读文字灵活的变化形式，可以激发学生的学习意识，调动其阅读积极性。

基于此，本文以绘本《跟上兔子》为例，对小学英语绘本阅读教学进行研究，以此培养小学生的英语综合素养，提升小学英语教学质量。

【关键词】小学英语；绘本阅读；英语教学【作者简介】陈伟，南京市栖霞区中电颐和家园小学。

前言绘本是以文字与图片融合的方式讲述故事，并具有特定的主题与情感。

在小学英语绘本中，《跟上兔子》就将图片和文字进行有效结合，既能够调动起学生的学习兴趣，又能够满足其阅读需求。

通过英语绘本进行小学英语教学，能够为学生创造出具有趣味性及实践性的情境，从而提升其学习的积极主动性。

一、设置问题，整体阅读在进行小学英语绘本阅读教学时，教师要先让学生对绘本封面进行观察，按照绘本封面的文字与图片猜测出故事讲述的大概内容，又或是根据绘本封面所反映出的主题，为学生设置一些问题，让学生根据问题进行阅读，教师还要帮助学生理清故事的脉络，从而突出其阅读重点。

比如：在学习绘本《跟上兔子》中“Can I play with you?”时，教师可以让学生充分发挥自己的想象力，根据封面图片中Little elephant与其他小动物，猜一猜是哪两个动物想要一起玩，通过此种方式能够有效激发学生的绘本阅读兴趣。

与此同时，为了更好的进行课程导入，教师可以使用英语阅读卡进行提问。

英语阅读卡中包含了日期、标题、故事的主要人物、谁提出的和我一起玩、故事的结局是怎样的等问题，以此在帮助学生理清思路的同时，使其能够更好的进行整体阅读。

使学生在阅读资料卡的过程中对故事予以合理的想象与预测，这不仅能够为学生提供一定的阅读技巧，同时还可以增强其英语阅读能力及写作能力。

二、结合语境，理解内涵在完成课程导入后，教师可以先带领学生进行快速阅读，了解故事的大概情节发展，然后再放缓速度进行认真、仔细的阅读，要让学生细心地观察每幅插图所包含的信息，对猜测进行确定。

最新小学英语绘本《跟上兔子》第二季阅读优秀市级公开课Asilkwormslifecycle教案小学英语绘本《跟上兔子》第二季A Silkworm’s Life CycleTeaching contents 教学内容A Silkworm’s life cycleTeaching aims & learning objectives 教学目标1.学生能理解并能流利地朗读绘本内容2.学生通过阅读，可以初步了解蚕的一生，几个重要形态以及变化过程。

3.学生能够通过阅读，理解飞蛾牺牲自我的伟大，进而理解生命的意义。

Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：1. 学生能够理解绘本内容并且带有情感地流利朗读。

2.通过阅读，学生可以初步了解蚕的一生发展。

教学难点：学生通过表演，理解绘本的几个重要场景，拓展语言。

Teaching procedures教学过程Step 1 Warm up&lead in1.Enjoy the video.T: Good morning, boys and girls.S: Good morning, Miss Xu.T: Before class, Let’s enjoy a video.T: What’s the video about?S: It’s about “silkworm”.T: Look ,this is a silkworm.T: Follow me “silkworm”“milk-silk”“work-worm” silk and worm read “silkworm”T: Did you see silkworms?S: Yes.T: Did you raise them?S: Yes, we did.T: What do you know about the silkworm? I give you some tips.提示：What colour is it?Where does it eat?Who are its parents?What can it do?How long is its life?T: We have known a little.T: This class, let’s read a picture book about it . Look at this cover, what can you see from it?S: I can see a silkworm’s life cycle.T: Yes, it’s the title of this story. （出示课题）S: I can see a silkworm. (ppt)S: I can see...T: 出示leaf, leaf、leaf、a leaf, leaves, leaves, some leaves.T: Where is the silkworm?T: What is the silkworm doing?T:（拿书）From this cover, we can know this book is from “ Keep up with the rabbit”. Main character is a silkworm.Step 2 Presentation1.Watch and answerT: First, Let’s watch the cartoon.Think: How does the silkworm grow? And then order these pictures.T: Who can read?（遇到不会的跟读）T: Now, Watch the cartoon.【设计意图：观看动画，让学生了解文本的基本内容。

2112020年15期总第507期ENGLISH ON CAMPUS绘本在小学英语课堂中的应用初探——以绘本《跟上兔子》为例文/邢古月他人、礼貌待人。

在掌握文章内容与把控文章脉络的同时，注意文章情感脉络教学，促进学生阅读水平与综合素养的提高。

三、根据绘本内容进行拓展，给学生更多想象的空间在新课标背景下，英语教师不仅要传授更多的学科知识，更要注重对学生英语思维与运用能力的培养，在绘本生动的图画和语境的背后有着广阔的拓展空间。

因此，教师应对绘本进行深入挖掘，做好课程设计工作，丰富课堂内容，在引导学生掌握绘本内容的同时，促进其发散思维的形成，有效提高语用能力，逐渐形成对英语学科的全面认知。

如在“We want to be supermen”一课中，教师可提出几个问题：“What do you know about supermen？”“What can he do?”“What does he look like？”以此在引入绘本内容的同时，让学生主动思考，给学生更多的想象空间，对绘本所涉及内容生成浓厚兴趣。

在学习后，教师还可以让学生以Vic帮助他人为主题对故事进行续写或改编，培养学生的想象思维和写作兴趣。

四、有效组织课堂活动，提高阅读体验在实际教学过程中我们不难发现，虽然绘本中的内容生动有趣，但部分学生的阅读兴趣却始终提不上来，主要是由于课堂整体气氛沉闷，学生天性难以发挥。

因此，教师应灵活组织课堂活动来营造活跃、融洽的课堂环境，提升课堂参与度。

如在Little Zoe Looking for Mum一课中，在学生对绘本内容具备一定的了解后，教师可以在课上组织学生以绘本内容为依托排练与表演情景短剧，从动作、语言等方面入手，融入英语对话、音乐、演出道具等元素，让学生分别扮演Zoe、乌龟、斑马、小女孩和企鹅等角色，在情景中展开对话。

教师可以通过小组竞赛的方式为学生提供表演动力，鼓励学生对绘本内容进行改变，发挥自身想象力来推动整个故事的发展，通过短剧表演的方式摆脱传统课堂理论教学的局限性。

Can I play with you?教学设计Teaching content 教学内容Can I play with you? （跟上兔子四年级第 1 季）Design philosophy 设计理念绘本阅读材料是英语教材的重要补充资源，架起学生从课堂走向课外的阅读通道，为学生提供并拓展学习英语的完整学习经验。

本课绘本教材《Can I play with you?》图文结合，围绕道德教育中的礼貌社交这一主要话题，以生动有趣的童话故事，充分带动孩子的阅读兴趣。

故事以主人公Little Elephant 跟小动物们的社交方式的改变为主线。

课堂围绕该主线设计了合理有效的教学环节，引导学生感受Little Elephant说话方式及内心情感的变化。

Textual analysis 教材分析《“跟上兔子”小学英语分级绘本》是由张海燕、章玉芳老师主编，由译林出版社出版的一套分级绘本丛书，该套绘本是依据现行教材使用水平下的小学生阅读能力和阅读需求而策划的。

《Can I play with you?》选自四年级第一季，讲述了一只淘气的小象的故事。

小象想和森林里其它小动物一起玩耍，但自己不礼貌的社交方式引来了小动物们的反感与驱逐。

在小动物们的提醒帮助下，他学会了如何礼貌社交，并且收获了友谊。

如何引领学生综合运用阅读策略，深入挖掘故事内涵，帮助学生在感知、体验、理解故事的基础上分析、概括、评价故事，从而培养和提升学生的思维品质，是本课教学的重点和难点。

Student analysis 学情分析本课的教学对象是四年级的学生，四年级的学生随着年龄的增长与大脑的成熟，也已有了一定的词汇量积累，无意注意逐步从由外界刺激引起逐步向内部兴趣过渡，同时有意注意也逐步形成和发展起来，认知特点也由具体形象思维向抽象逻辑思维过渡。

本绘本故事中生词较少，句式单一，以开放发散性的问题、探索发现式的教学活动来激发他们的学习热忱。

Teaching objectives 教学目标在本课结束时，学生能：1. 准确朗读单词want,，swing，leave，sadly，polite，rudeness，学会通过观察图片或联系上下文的方式猜测词义；2. 理解并运用句式“Can I ...”“I want to...”在不同情境下能做出提问并能回答；3. 语音准确流利、语调恰当、感情恰切地模仿、朗读故事，能在小组活动中生动地合作表演故事；4. 能体会小象情感态度上的变化，明白在日常生活中与人交往要有礼貌。

《跟上兔子》分级绘本第三季四年级little leaf教学设计教学内容：《跟上兔子——小学英语分级绘本（四年级）》We want to be supermen教学目标：1To enable students to understand the contents of the story.2.To enable students to read , understand the following words and phrases: superman, supermen, adore, biggest, slip, peel, fall, neighbor, orphan, tell stories, protect, homeless animal, fees, visitor, ect.3.To enable students to retell and act the story out4.To enable students to know the true meaning of “being a superman”教学重难点：Focus of the lesson: To help ss understand the contents of the storyPredicted area of difficulty: To enable ss to understand how to be a real “superman”教学准备：PPT，superman贴纸教学过程：Step1 Warm up1. GreetingsT:Hello,boys and girls. I’m Miss Li. I am your new English teacher today. I want to know your name. Can I know your name?Ss: My name is …T:Nice to meet you, ...(shake hands)S:Nice to meet you，too.T:How are you, today?S:I’m fine, thank you. And you?T:I’m happy too. Thank you. I would like to show you a video, all right?Ss: Great!2. Lead inAfter watchingT:Do you know the man?S:Yes,he’s the superman.T:Do you like him?(重音)S:Yes,I do. I like superman.T:Do you love superman? (重音)S:Yes,I do. I love superman.T:Do you adore superman? (重音)S:Yes,I do. I adore superman.（引导学生说出）T：Why？Can you tell me the reason?Ss: He runs fast/He can fly/He can help people/He is cool./He is strong….(学生头脑风暴)T:.(PPT展示superman的服装图片)So, do you want to be supermen? Let’s learn a story about supermen, today.Step2 Presentation1.General idea1) T:There is someone else who wants to be a superman too! Now lets’enjoy a picture book. Look at the cover, what do you think it is about?Ss: About superman!T: Yes ,you’re right! Read the story quickly and figure out who wants to be superman.After skimmingSs: Vic and a little boy2) Read the story individually and silently to underline “Why does Vic wants to be superman?”(Vic adores superman. He wants to help people like superman. That’s his biggest dream.)Teach “biggest”(借助于苹果简笔画，提示est的发音)3) Listen、discuss and answerIn order to be superman, what does Vic do?(已略读了两遍，这次让学生听并讨论回答，锻炼其听力、合作交流及抓住关键词的能力)He runs everyday.He jumps over the chairs.He helps a little boy.2.Details1)Listen to page7-13, underline the unknown words, then work in groups to work out the meanings, and encourage ss to act the meanings out.slip/peel/fallListen again and read after.2) Work in groups and act (page7-13),extra actors’lines areencouraged.T:How did Vic help the little boy? Work in groups and act the procedure out.(If ss can act it out, ss are sure to understand the procedure)One day, Vic on his way home. A little boy in front of him slips on a banana peel and falls: Ouch, help, help.Vic comes to help him : Are you Ok? Can you stand up?But the little boy can’t stand up : I can’t stand up. Can you help me?Vic carries the boy all the way home.The little boy: You are great. I adore you./Thank you/you are a nice boy.The little boy’s parents thank Vic. They invite him for dinner: Welcome to our home. /Thank you very much. /Nice boy./Help yourself, please.You’re superman!Vic tells them he wants to be like superman and help others.Vic: I want to be like superman!The little boy decides he wants to be like superman, too!The little boy: I want to be like superman, too!!3).Read after the tape paying attention to the intonation and pronunciation（page14-20）Underline the people whom they help and how they help others.a. their neighborsb. the orphansc. homeless animalsd. visitorsVic / the little boy--supermen—help-- neighbors--orphans—bring—tell-- homeless animals—protect —feed-- visitors—showStep3.Pratice and consolidation1.T:Are they supermen now? Why?Ss: Yes! Because they help others./They do so many good things./They are useful people./Others can live happily thanks to them./They give their love to others.T:So now there are …two more supermen in the world(引导学生说出).2.Role-playRoles include Vic ,the little boy, neighbors, homeless animals, visitors, orphans. Work in groups.Teacher gives appropriate assessment and guidance.Step4.ConclusionT: What’s your opinion of the two little supermen?Let’s think and discuss(小组讨论)S:I think they are very good.S:I think they are warm-hearted.S:I think they are kind-hearted.S:I think they are helpful.S: I think they are great/heroes/awesome.S:We need to learn from them.T:Do you want to join them to be superman?S:Yes.T:How can we become a superman?S:I can practice running and jumping now. /S:I can help the old cross the road.S:I can help little children pick up balls. /S:I can help my parents to do some housework. /S:I can feed homeless dogs and cats. /S:I can help a homeless dog to find his home.S:If I pick up a wallet, I can help to find its owner.S:I can help my classmates with his English. I’m good at English.S:I can teach my friends to play table tennis. I can play table tennis well.S:I can accompany my grandparents more.…….T: (给每个发言的孩子贴上superman贴纸)Everyone can be superman/superwoman, if you are willing to help others.Let’s clap for our little supermen!(情感价值观教育和升华)Step5 Homework1. Retell the story2. Be a helpful and kind-hearted person in life.。

（完整版）四下《跟上兔子》四年级第2季JustbeyourselfThere are many beautiful and lovely birds in the forest.森林里有许多美丽可爱的鸟。

They sing and play happily.他们愉快地唱歌和玩耍。

Nick,a small black bird,also lives in the forest.尼克，一只小黑鸟，也住在森林里。

But he looks unhappy.但他看起来不高兴。

Can you guess why?你能猜出为什么吗？Feather羽毛Wings翅膀Paints涂料Nest鸟巢Nick is a small black swift.尼克是个小个子的黑色雨燕。

He is always alone.他总是一个人。

He is too shy to make friends with other birds.他太害羞了，不能和别的鸟交朋友。

One day , Nick meets a magpie一天，尼克遇到了一只喜鹊She has a beautiful long tail她有一条漂亮的长尾巴" What a beautiful tail ! My tail is short . It looks like scissors .I wish I could have beautiful long tail too.”“多漂亮的尾巴啊！我的尾巴短。

它看起来像剪刀。

我希望我也能有漂亮的长尾巴。

”Nick finds some peacock feathers and decorates his tail . Finally it looks long and beautiful尼克找到了一些孔雀羽毛，装饰了自己的尾巴。

最后看起来又长又漂亮But the feathers are too heavy . Nick loses his balance when he flies in the sky但是羽毛太重了。

绘本《Can I play with you?》南京市东山小学徐欣Teaching contents 教学内容《Can I play with you?》Teaching aims & learning objectives 教学目标By the end of the lesson, the students should be able to:1. understand the text as a whole;2. learn some reading strategies, such as looking at the pictures carefully and guessing the meaning of new words etc.;3. improve critical thinking skills by imagining what else Little Elephant can say;4. know how to be polite in daily life.Focus of the lesson and predicted area of difficulty 教学重点和难点Focus of the lesson:1. understand the text as a whole；2. know how to be polite in daily life.Predicted area of difficulty:1. improve critical thinking skills by imagining what else Little Elephant can say.Teaching procedures教学过程Step1 Pre-reading1. Enjoy a song about animals.2. Brain storming: What animals do you know?T: Guess: What animal do I like?（Draw an elephant on the blackboard）【设计意图：通过歌曲和简笔画，引出故事的主人公，激发学生读故事的欲望，从而活跃课堂气氛。