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丽声北极星分级绘本第一级下-Prince Seb’s Pet教学设计
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:。
小学英语绘本阅读教学策略探究摘要：绘本普通来讲便是有笔墨、有插图、故事情节节略的多得当幼儿、儿童阅读的书本。
行使绘本，能够有用的促进学生对于英语阅读的热爱，促进小学的学生自动进行英语阅读的积极性。
那么教师们到底应该如何行使绘本促进学生对英语的学习呢？笔者以为能够尝试从几个方面下手进行探讨。
关键词：小学英语;绘本阅读教学;教学策略当前，人们对于小学英语教材教学加倍看重，要求对阅读教学情势开展积极更新和改进，培育小学生英语素养。
在开展外研版教材英语教学时，可融入小学英语绘本教学方法，引发小学生对于英语阅读的学习兴趣，构建较好课程教学氛围，提拔英语阅读教学效用。
一、小学英语绘本教学的主要性小学的学生年数小，活跃好动，对于各类事情都布满好奇，然则也都是三分钟热度，而绘本恰是凭据学生如许的特点，以娇艳的颜色吸引学生，激发学生的好奇心，以生动的插图、节略的语法、有趣的故事让学生连结专注，帮忙学生专注的进行阅读，从而有助于学生通过阅读绘本，进步学生学习英语、进行英语阅读的积极性[1]。
现实开展小学英语教学时，各个年级小学生所接纳的英语绘本应存在肯定差异，英语教师选用绘本的过程中，对于低年级及中年级的小学生，即便拔取图像对照多的英语绘本，特殊是具有一些有趣故事描摹的英语绘本，有助于汲取小学生阅读兴趣。
学生在进行英文的绘本阅读的时候，将会对学过的短语、词语等进行演习，在阅读的过程中将会进步学生英语阅读的能力，还有助于雄厚学生的英语表达能力。
同时在绘本中也会展现分歧场景中产生的分歧的故事，学生在阅读的过程中会融入到故事中进行思考，从而有助于学生养成自力思考的能力。
其它富有情绪色彩与教育意义的绘本还有助于进步学生的情感体验，对学生进行情感教育，而且有助于帮忙学生树立精确的价值观。
二、小学英语绘本阅读教学的方式策略（一）通过图片信息整合笔墨，进步学生猜词能力在进行绘本阅读的过程中会显现一些生词，然则這些生词每每因此单个的情势显现，若是学生结合上下文，以及图片那么学生将会很快猜出来生词的意思。
，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。
指导语建议：Why do Cheetah/Elephant/Giraffe think he can be the new king? What does Meerkat think of them? Try to find out and complete the form指导语建议：Which group wants to share your opinions ?Activity8 小组趣味表演，理解内化语言指令建议：✧I’m Meerkat, who can be the four animals?✧ Now, one Meerkat and four animals act in a group.(S1)Tortoise: I should be king. I am older and wiser than you. (T)Meerkat: He would know what to do when enemies are coming. He would make a good king.(S2)Cheetah: I should be king. I am faster than you.(T)Meerkat: Cheetah is fast. He would be their first when enemies are coming. He would make a good king. (S3)Elephant: I should be king. I am bigger than you.(T)Meerkat: Cheetah is strong. He would be able to fight enemies He would make a good king.(S4)Giraffe: I should be king. I am taller than you.(T)Meerkat: Giraffe is taller. He would be able to see enemies.He would make a good king.Activity9 问题推动情节，聚焦故事高潮✧ These four animals are so powerful, but why Meerkat becomes the king?✧Let’s listen. How does Lion say?✧ Can you be the lion and say something?✧ So at last, who knows what to do when enemies are coming?Who is there first when enemies are coming? Who is able to fight enemies? Who sees enemies far from away? ——组合作自主阅读，对信息进行筛选、获取、匹配等，不仅锻炼阅读技巧，还可以进行自我指导与团队互助；学生上台粘贴并进行简单的对话表演，为接下来的整体表演做铺垫。
✧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.。
第十八届全国小学英语教师教学基本功大赛现场课逐字稿教材授课类型教学课时上课教师综合语用课外研社丽声北极星分综合语用绘本 A New Friend 王雪皎级（第一级上）语篇：教学目标：红色字体：课堂评价语学习活动有这些：蓝色字体：环节过渡语绿色字体：问题的设计Hello,boys and girls.Hello,Ms Wang.Let's play a game.Thegame is innovation statue. And in this game, let's act when youhear freeze, you stop like statues, maybe happy statues, maybesome statues or puzzle statues.Okay. Hey, everyone stand up, smile. Look, there is a park nextto a zoo. Children play in the park. It's great. Some children runin the park,play football. Yes ,catch you the football. Okay ,addsome children to speak books ,and some children play on therocker, good job. freeze are happy, good .I see happy statuesgood youre happy and lets go on ,some children seasaw,yes ,some children play on the sweetie,yes, very nice .And somechildren have a pickling, they have some yummy cake andfruit ,bananas, again listen.Where is the fruit?The cnnare puzzled.It’s an elephant from the zoo. And I like you because you aregreat actors and actress. That's very good. Okay, over there.Exclusive goodfriend. A friend is someone you play and a friend issomeone who likes the same things as you. We play games together. Weplay football together. We can read books together, we do homeworktogether we have classes together its happy to be with friends.Time for our class .Hello ,hello Ms Wang.Yes.So just now we watch a video do you remember its about animals ？no its about friends and happy friends ,good .So do you have friends?Yes，you all have friends and think about what can you do with your friends? what can you do?We can play football together.Play football, really. So play sports is fun too. Thank you. So you see, maybe friends can do many things. Friends play, yeah, is play together. And friends, can they redaing together? Yes, maybe good books, maybe other things is to learn together. Yes, friends can do many things together. And today we will read a story about friends. Look to read the title, A New Rriend .And you can also see the two characters, a boy and girl.Let's listen.“Amy and Tom are friends”, so they are friends. And Tom. Yes, girl, Amy and the boy is. How about this man? Who's he?Tom’s dad. Yes, Tom’s dad. How about this one? Yes, Amy’s mum. And look at Amy. She's so happy to introduce her friend Tom to her mom. And what does she say ?And maybe the sentences can help you and the wordscan help you too. Wow, this is, can you guess? Please.Student:Mom, this is Tom. He's my friend. He is nice. He can read together.Teacher:Thank you. Boy, very good . Anymore ?Student:This is Tom . He's my friend.He is lovely.Teacher:So maybe they have play football together ,right ,before you can guess what does anything about Tom , listen.This is Tom. He is my friend. So Amy says, this is Tom, He is my friend. you can read, very good ,with your happy emotion and maybe you can see it with your actions too. Like this is Tom, he's my friend. Or this is Tom, he's my friend.Okay. Show me your hands. Yes. Now let's do with actions to let you go.This is Tom . He's my friend.Hey, I like this boy, Because you can see with your action please.So you can teach us together with action. Okay, that's right. One more time with your acting. Yes, you will introduce your friend Tom. “This is Tom . He's my friend”,good job.Thank you, boys. Now, please. So when you leave, try with your emotion and actions and help you experience. Okay? Okay. So let's try to experience while reading.Now Facebook, we knowTom andAmy ,they are friends. Yes, look, they are so different. Amy has brown hair. This one hasblack hair, but Tom has yellow hair. Yes, they have different. So look, can you guess where are you from? How about you? Can you guess?The UK.Or maybe they are from the USA. Thank you. And how about Amy and her mom? I think from the USA. So what do you think they're from, do you guess?Africa.Oh, maybe Africa. So yeah. Do you think Tom and Amy are from different countries, right? What? Me and Tom are friends, so we can make friends fromdifferent countries.Yeah,we can make friend from different countries.So you see friends come from different countries and friends can do many things together. What can they do together? Let's listen.“They play together every day”, Play together every day. They do many things together. They play many games from Monday to Sunday. So they play together every day.Teacher:Every day play together. So can you guess, what can they play together?Student 1:They can play football.Student 2:They can play rocker.Student 3:They can play seesaw.Teacher:Very good. Thank you, girl. Thank you.So see the picture can tell us more. So let's read on the picture. Wow, this time Amy and Tom in this park. What can we, read? looking. We can play the rocker.We can play on the swing. Yes, we can play on the swing.Thank you. Yes, we play together every day.Very good.So we can play many things in this park. And we can know from this picture, you try to read this picture. Okay.We can play a lot and let's play together. Who wants to play in this park with Miss Wang? Do you want to play with me? Can you try with me?“We can playon the swing. We can play on the seesaw. We can play on the rocker. We play together every day”.You can chant with me and play together with me. It is fun, boys and girls. So this time, let's work in to play and chant together. Okay, everybody stand up. Let's try again, everybody. Let's play. You。
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。
