英语绘本与教材相结合，复习与新授相贯通（附例子）

发布时间:2025/10/17 12:16 来源:颍上家居装修网

>常识与并能最大限度

● 全面性听觉词组，恰当讲故事、了解词组意思：He sings to... He sings in/on/at... He sings when he’s…

●缓和进一步提高代词以前分词范例的变化渐进：jumping, walking, running, swimming, hopping, digging, chopping；

●认读，了解并恰当利用代词角色扮演游戏双数范例：sings, hums, reads；

●根据幻灯片了解新名词，并能根据读作规章，先决条件认读词语：digging，chopping，humming；

●缓和大所写字母及大所写字母读作：sh, wh, ng；

进修图谋最大限度

●师生能佛家察幻灯片并顺利完成必需的预测；

●师生能提出批评疑问，阅读了解绘本大意；

●师生能抓这两项数据，创编讲述，达成自然语言的非常丰富转换器。

法文教研读综合和在实践中都

法文教研读综合

能了解、会读文中都生词，掌控大体的词语进修和讲述阅读图谋，在同学希望和自己的希望下扫除阅读障碍，了解整个讲述的意思，能全面性利用恰当的口语口气讲故事讲述。

法文教研读在实践中都

能够仿效功中英文利用词组 He sings to...He sings in/on/at...He sings when he’s…隐含自己和谐有爱的中产阶级生活，并创编讲述_____ing Amy。

法文教研读过程

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.

【所设计图谋】法文首歌曲应运而生，充分调动师生工作效率，并复现代词及以前分词：walk(ing), jump(ing), hop(ping), swim(ming)等。又通过 sing and do 环节，促成兄弟姐妹对代词的了解，从而路中都本功课重在实践中都词组：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查验Dad幻灯片(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. 师生根据幻灯片及所给实词时说词组：

___ sings _________ digging.

___ sings _________ chopping.

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

Let’s talk: ___ sings ____________________.

【所设计图谋】为了让 what, when, who, where 等相同字词的变式发问，为了让师生通过读图，辨别必需数据，为基础核心自然语言同时，人才培养师生逻辑思维并能。同时为了让 look and say, guess and say 等环节的前身，让师生为了让幻灯片了解代词 chop 和 dig 的意思，并通过给出的幻灯片及实词让师生时说基本，便是助力师生深入了解自然语言形态，人才培养师生自然语言文法。

2. Introduction” Humming Mum”

a. PPT 查验 Mum 幻灯片(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______.(师生根据幻灯片高亮顺利完成ask and answer)

b. Talk more about humming mum

She hums when she’s _______________.(师生参考资料幻灯片时说)

c. Group work: talk about humming mum

【所设计图谋】通过 Think and talk，让师生来时说时说 Humming Mum。利用 Jigsaw Reading（拼图阅读）的方式则，以小组共同的范例揭开阅读活动，师生在有所突破地阅读和获取数据后，通过协作、讨论和互动进修，整合数据差，合力完成相关的进修勤务。从而顽发生的的主佛家能动性，听、时说等并能都给与一定总体的进一步提高。

Step 3 Practice and show time

1. Make a new story : ____ing Amy

2. After writing, Ss read their own story.

【所设计图谋】通过所写作训练，让师生在基本知识掌控的基础上揭开词曲，在原本知的基础上想象性的转换器自己的自然语言。在温习功课布置练所设计时现有单一的专项练，也有艺术类练和某种总体的扩张练，层层连贯，才能更佳地启发师生的自然语言思维并能和综合语用并能。

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本文专利权转载自市民号：凌哥法文

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