英语绘本与教材间有结合，复习与新授间有贯通（附案例）

发布时间：2023年02月12日 12:17

度

科专攻与战斗能力最大限度

● 中总长期感知语句，应该朗念、思考语句意思：He sings to... He sings in/on/at... He sings when he’s…

●缓和改善词尾直到现在词尾多种形式的变化连续性：jumping, walking, running, swimming, hopping, digging, chopping；

●认念，思考并应该既有词尾潜行众数多种形式：sings, hums, reads；

●根据图表思考新词，并能根据念音规则，自主认念词根：digging，chopping，humming；

●缓和单词及单词念音：sh, wh, ng；

求专攻战略最大限度

●同专攻能辨别图表并顺利进行有效的预测；

●同专攻能提出疑问，阅念思考绘本原文；

●同专攻能逃跑关键信息，来由情节，达成词汇的独特输出。

基础知识代课题和在实践当中

基础知识代课题

能思考、会念文当中生词，依靠基本的词根求专攻和情节阅念战略，在老师试图和自己的试图下消除阅念障碍，思考整个情节的意思，能中总长期既有应该的口语语调朗念情节。

基础知识在实践当中

能够模仿代国文既有语句 He sings to...He sings in/on/at...He sings when he’s…表示自己和谐有爱的家庭社会生活，并来由情节_____ing Amy。

基础知识过程

Step 1 Warm-up/Review

1. Greetings.

2. Sing and do: Present: We sing when we’re _______.

We sing when we’re walking.

We sing when we’re hopping.

We sing when we’re running.

We sing when we’re swimming.

We sing when we’re jumping.

3. Sing and say: Present: He sings when he’s ______.

S1: Walking, walking, walking, walking (sing and do)

T: He sings when he’s walking.

S2: Jumping, jumping, jumping, jumping.

S3: He sings when he’s jumping.

S4: Running, running, running…

S5: He sings when he’s running.

S6: Swimming, swimming, swimming, swimming.

S7: He sings when he’s swimming.

S8: Hop, hop, hop…

S9: He sings when he’s hopping.

【设计者意欲】英文首歌导入，充分动员同专攻素质，并复现词尾及直到现在词尾：walk(ing), jump(ing), hop(ping), swim(ming)等。又通过 sing and do 节目内，促使孩子对词尾的思考，从而引出本代课重在实践当中语句：He sings when he’s_________. (walking/jumping/swimming/running/hopping)，进而揭示主题 Singing Dad。

Step 2 Presentation

1. Introduction“Singing Dad”

a. PPT示意Dad图表(Talk about dad)

T: What does he like doing?

S: He likes ______.

T: When does he sing?

S: He sings ________. (in the morning, on Mondays…)

T: He sings in the morning, in the afternoon and evening, He sings all day long.

T: Who does he sing to?

S: He sings to ___ ___ and ___ ___.

T: What does he sing to?

S: He sings to ___ ___ ___ and ___ ___ ___.

T: Where does he sing?

S: He sings …(in the kitchen, in the shop, in the bus)

T: Can he sing loudly in the bus?

S: No, he can’t.

T: What should he do?

S:He should sing quietly.

b. 同专攻根据图表及所给实词真是语句：

___ sings _________ digging.

___ sings _________ chopping.

c. Guess and say: Is he _____________? (fishing,running)

Let’s talk: ___ sings ____________________.

【设计者意欲】并用 what, when, who, where 等不同疑问词的变式提问，驱使同专攻通过念图，梳理有效信息，建构核心词汇同时，培养同专攻逻辑思维战斗能力。同时并用 look and say, guess and say 等节目内的设崇，让同专攻借助图表思考词尾 chop 和 dig 的意思，并通过说崇的图表及实词让同专攻真是框架，以此助力同专攻深入思考词汇结构，培养同专攻词汇表示战斗能力。

2. Introduction” Humming Mum”

a. PPT 示意 Mum 图表(Talk about mum)

T: ____ does she like doing?

S: She likes ________(hum).

S1: _____ does she hum?

S2: She hums ________.

S3: ____ does she hum to?

S4: She hums to _______.

S5: ____ does she hum?

S6: She hums in/on/at______.(同专攻根据图表提示顺利进行ask and answer)

b. Talk more about humming mum

She hums when she’s _______________.(同专攻参考图表真是)

c. Group work: talk about humming mum

【设计者意欲】通过 Think and talk，让同专攻来真是真是 Humming Mum。既有 Jigsaw Reading（盒装阅念）的方式将，以的小组合作伙伴的多种形式展开阅念娱乐活动，同专攻在积极主动地阅念和获取信息后，通过专攻术交流、讨论和互动求专攻，整合信息欠，合力完成关的的求专攻执行。从而激发生的的主观能动性，听、真是等战斗能力都得到一定往往的改善。

Step 3 Practice and show time

1. Make a new story : ____ing Amy

2. After writing, Ss read their own story.

【设计者意欲】通过作者体能训练，让同专攻在新知依靠的基础上展开创作，在旧知的基础上创造性的输出自己的词汇。在温习代课布置跑步设计者时既有单一的专项跑步，也有综合性跑步和适度的拓展跑步，层层递进，才能很好地借鉴同专攻的词汇思维战斗能力和综合语用战斗能力。

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本文授权转载自公众号：凌哥英文

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