四年级毕金菁英语绘本教学 课程讲义
校本课程讲义
内容 | A quiet house绘本阅读 |
教学 目标 | 1. 感知和理解故事大意,提取故事的人物Emma, Mum, Dad, Joe以及故事主线:Emma的音乐带动了全家,学会梳理和概括故事转变的原因、经过和结果的主要信息; 2. 利用板书在给定的情景中简单复述故事; 3. 分析与评价故事中不同人物的前后态度和行为; 4. 谈论自己对Emma这一家庭的看法和态度。 |
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点 | 活动 1:Warm up & Lead in 热身与导入 Free talk T: What did you do on Saturday? I play the piano on Saturday. What kind of instrument (乐器) do you know? 引出文本中的乐器。 T: Which instrument makes the sound? Let’s listen and guess. 引出故事人物Emma。 T: That’s the sound of guitar. That girl can play the guitar, too. She is Emma. 活动2:Cover and back cover阅读封面和封底,观察图片,预测故事。 观察封面,扉页和封底细节,了解书名,预测故事。 T: Today, we are going to read a story about Emma. Look at the cover. (1) What do you see on the cover? T: This is the cover, the title page, the back cover. Look at the pictures. What do you want to know? 活动 3:First reading 感知故事,验证预测,梳理主线 1. 出示绘本,学生带着问题翻阅绘本。 T: Let's read the book with the questions. (1) Who are in this quiet house? 活动 4:Second reading, read in details关注细节(图片环游) 1. 师生共读第2-5页,观察图片,了解故事发生的背景,并引导学生关注家人的反应以及Emma的情绪变化。 T: What happen to them? Is the house quiet? Why or why not? Let’s read Page 2 to 5. 提问建议: (1) Where is Emma/Dad/Mum/Joe? (2) How does Emma feel? (3) How does Dad/Mum/Joe feel? (4) Can Dad hear the TV? (5) Can Mum hear the phone? (6) What is Joe doing? 2. 师生共读第6页,关注人物表情和动作,联系自己经历。
T: Look at Emma. She is unhappy. What do they say to her? S: Dad says, “I can’t hear the TV…” T: Do you like Emma’s family? Do you want a family like Emma’s? Why or Why not? 3. 师生共读第7-9页,观察并找出当Emma停止弹奏后,家人们的情绪变化。 T: Is the house quiet? Why or why not? Let's read page 7 to 9. T: How do they feel? 提问建议: (1) Can Dad hear the TV? (2) Does the phone ring? (3) Does Joe’s friends come? (4) How does Dad/Mum/Joe feel? (5) Whose trumpet is that? 4. 师生共读第10页,引导学生对比家人在制止Emma在家弹奏吉他前后的情感。 T: Emma stops playing the guitar. The house is quiet. But everyone is unhappy. Why? T: How do they feel when they say to Emma? T: How do they feel after Emma stops playing guitar? 提问建议: (1) Where are they? (2) Where is Emma? (3) What does Mum say? (4) How does Dad/Mum/Joe feel? 5. 小组讨论:假如自己是Emma的家人,意识到自己的不友好态度后,会对Emma说什么。 T: If you are Dad/Mum/Joe, what will you say to Emma? 6. 师生共读第11-15页,找出故事结尾。 T: Is the house quiet? Why or why not? Let’s read Page 11 to 15. 提问建议: (1) Whose trumpet? (验证预测) (2) Where is Dad's trumpet? (3) Where is Mum’s keyboard? (4) Where are Joe’s drums? (5) How do they feel? (6) What do they do? (7) What does Emma do? (8) Where are they? T: They play the music with Emma. Now do you think it is a quiet house? Why it’s called “A Quiet House”? 活动5:跟读模仿,认读词句,内化语言。 1. 学生跟录音读故事,感受整个故事。 T: Open your book, point to your book. Let’s listen and follow. 2. 学生理解故事后,评价故事中的人物。 T: What do you think of Emma? Why?
活动6:Retell and discuss 复述故事,巩固内化。 1. 小结故事梗概,让学生利用板书简单地复述故事。 T: Let’s retell the story. 2. 结合故事发展,谈论自己对Emma这个家庭的看法和态度。 T: Do you like Emma’s family now? T: Do you want a family like Emma’s? Why or Why not? T: If you are Emma’s family member, how would you talk to her? How to get on with family members? Do you often get together with your family? Do you think family time is very important? Homework 1. Read some story about “Rooms in Homes”. 2. Share the book to your friends or family. |
绘本阅读 校本课程讲义
内容 | Zob at school绘本阅读 |
教学 目标 | 教学目标: 1. 借助图文和音频,提取Zob一周的活动安排,以story map的形式梳理; 2. 根据story map讲述Zob 一周的活动安排; 3. 分享个人认为有意义的事情,并简单说明原因; 在阅读过程中感悟出如何排解无聊情绪的方法和态度。 教学重难点: 1. 借助图文和音频,提取Zob一周的活动安排,以story map的形式梳理; 2. 根据story map讲述Zob 一周的活动安排;. 3. 分享个人认为有意义的事情,并简单说明原因; 4. 分享个人喜欢的一周活动安排,并简单说明原因; 5. 在阅读学习过程中,渗透合理安排生活的习惯和态度。 |
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点 | Step1: Pre-reading 1. Guess who is the new friend. He’s very special. He has big and red eyes. He has three fingers each hand. He is green all over. (He’s Zob.) 2. What do you want to know about Zob? 3. Watch a story about Zob. (Zob at school.) Zob is an alien. He goes to school on Earth by spaceship. He wants to learn everything. He likes every subject. He is good at Maths, reading and computer. He does not well in music. He feels interesting about his school life. Step2: While-reading 1. 观察封面,提出问题。 What is Zob doing? How does he feel? 2. 图片环游,提取信息 (1) 学生在教师的引导下自主阅读绘本故事P2-7内容,并解决问题Why is Zob bored? What does Zob do from Monday to Friday? What do you think of Zob’s schedule? 学生复述Zob一周的安排: On Mondays/Tuesdays/Wednesdays/Thursdays/Fridays, Zob... He is very busy. / He has a busy schedule. (2) 学生在教师的引导下预测故事发展。 What do Earth children do at the weekend? What do Zob do at the weekend? 学生自读绘本P11-12,勾出地球孩子们和其他人给Zob的建议。 学生在教师的问题引导下猜测和讨论,给Zob建议。 提问建议: Zob, you can … (3) 用问题引导学生再读P14-15,推动故事情节。 What does Zob do then? Is there a new idea? What’s the new idea? What can he collect? What does he want to collect? Why does he want to collect space junk? (4) Know more about space junk. Step 3 Post-reading 1. 故事回顾:原音输入,齐读绘本。 2. 故事迁移,推理判断。 教师引导学生,讨论怎样面对无聊情绪,比如应选择自己喜欢或擅长、或自己认为有意义的事情去做,建立积极的情感态度。 When I feel bored, I’d like to cook a meal because I like cooking. When I feel bored, I’d like to sing some pop songs because I am good at singing. When I feel bored, I’d like to help my students because I think it’s meaningful. When I feel bored, I’d like to __________because I like ___________. When I feel bored, I’d like to ________because I am good at ________. When I feel bored, I’d like to ______ because I think it’s useful and meaningful. |
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