三年级英语绘本教案

三年级英语绘本 How old are you？教学设计

绘本How old are you？教学设计一、教学内容三年级How old are you？二、教材解读这是一套英语分级阅读教材，用于培养孩子们的阅读兴趣，提升孩子的单词量，同时使孩子们在阅读绘本的过程中提高阅读能力、提升审美水平、拓展艺术想象力，让孩子在阅读中健康快乐地成长。

三、学情分析本课的授课对象为小学三年级学生，这个年龄段的学生正处于少年时期，大部分学生对英语具有浓厚的兴趣。

而处在这一年龄的学生，活泼好动，好奇心强，注意力不易集中，他们中有些学生已经初步的接触过英语了，有的是刚开始学，但对英语都有着浓厚的兴趣，对绘本阅读却从来没有接触过。

因此在课堂上要采取多样化的教学手段，将听、说、读、演、唱融于一体，充分调动学生的积极性，教给学生绘本阅读的方法，培养学生阅读英语绘本的兴趣和自信心。

四、教学目标1、能会说表示数字的单词，如ten,eleven,twelve... 等。

2、能较流利的朗读故事并能了解故事的大意。

3、能自然流利地表达故事。

五、教学重点：能较为流利的朗读故事并了解故意的大意。

六、教学难点：学生能表演故事内容。

七、情感目标：通过学习知道自己不但要学会照顾自己也要关心和照顾别人。

八、教学方法主题引导式表演延伸式九、教具准备：PPT、卡片，头饰等。

十、教学过程一、歌曲导入1.T：Let's sing a song．The song's name is“< How old are you？>！Let's sing！”2. greetingsGood morning, boys and girls.How are you today? Are you happy today？OK！Can you sing with me?然后引导孩子站起来一起唱< How old are you？>评析：教学热身是英语课堂TPR 教学方法的重要形式之一，教师采用歌曲来缓解学生的紧张情绪，建立轻松、和谐、民主的课堂氛围，为进一步的学习奠定了良好的基础。

【精品】三年级上册英语教案-《跟上兔子》绘本分级阅读三年级第1季《This Is My Family》译林版(三起)

三年级绘本阅读教学设计Read the cover 1.Today,we will read a picturebook. It is also about family.2.What’s the name of thebook?Whose family?3.What can you see on thecover?1.Look at the cover andanswerthe questions.2.Find the two maincharacters通过引导观看封面，了解绘本名称，故事主角等信息，并提出问题。

初步指导阅读技巧，读前试着提问，尽可能多的从封面获取信息都是很好的绘本阅读方法。

Background introduction 1.Teach : forest2.Imagine：What are theysaying?1.看图理解背景2.Say and act通过背景了解，掌握阅读过程需要仔细看图的方法，并且通过畅想Little birdand little tree 之间的对话培养他们的想象力。

The first reading 1.Watch and listen to the story.2.T: How many families arethere in the story?Watch and listen初步感知绘本故事大致内容Intensive Reading 1.T:What are their familymembers?2.How do they look?Read and make a mindmap3.Act part 14.Self-study part25Discuss : What is thethird family?1.Group work2.Read and find theanswers3.Make some sentences:___ loves _____.4.Act in group5.Read and act6.Read and discuss通过第一次读，了解文本大致内容，建构内容框架。

RedBen绘本阅读(教案)译林版英语三年级上册

呈现刺激材料，活用结构
1．Look and say:
T: With the elephant’s help,they change their colour.They are happy now.But Ben is not happy?
Q1: What does Ben think about?
Q2: Who likes red?
5.通过小组表演绘本Red Ben激发学生绘本阅读的兴趣以及英语语言表达的能力。
教学重难点
1.通过复习含有音素/e/的字母和歌谣，初步掌握字母e的发音。
2.通过创设与Ben交流的情境，导入文本，引发学生的阅读期待。
研究目标
通过对绘本Red Ben的学习，巩固phonics学习成果，训练学生的阅读能力，培养学生自主表达观点，进行深度思维，激发学生通过课堂中的深度学习提升英语核心素养。
Q: What can they say?
Teach:Oh, my god! Please don’t.
I beg you!
Stop, Ben!
2.Let’s act
选择2~3幅图，演一演。
3.Looknt doesn’t like red. They don’t like red.
教学过程（第一课时）
教学
环节
教师活动
学生活动
设计意图和策略
3
min
Step 1
Warmingup
吸引注意，积累语言
1.Warm up:
Say the chant of letters F L M N S X and E
2.Greet
a.I’m Jen. I have a friend Ben.（自然拼读Ben）

《Thejoke》绘本阅读(教案)译林版英语三年级上册

He is Jobe.
Jobe喜欢开什么玩笑？
他和谁开玩笑？
他怎么样开玩笑？
引导学生仔细观察封面并提取相关信息，例如主要人物，标题，作者等。
While
reading
3、Look, This is the title，The joke. Why does it say“The joke”？Let’s see. Oh, because Jobe likes to play jokes.
教学目标
1.学生能通过阅读绘本，理解文本大意，进行信息获取与处理；
2.能用学到的拼读能力进行绘本阅读，体会阅读绘本的乐趣。
教学重难点
1.能用学到的拼读能力准确读书文中的核心单词。
2.学生能掌握一定的阅读策略进行绘本阅读，体会阅读绘本的乐趣。
教学过程
（3）[How]文体结构和语言修辞
绘本中的主要是Jobe和哪些人开玩笑，主要涉及开音节单词的朗读。
学情分析
英语拼读能力是英语阅读的基础。学生能够掌握字母的发音，能够运用自然拼读的方法去读单词读句子，是英语阅读能力最重要的部分之一。而对于低年级学生来说，单纯的字母拼读略微枯燥，容易失去兴趣。因此本书将字母发音和拼读规律融入到有趣的绘本故事中，利用故事丰富的情境和趣味性，在感知故事内容过程中，引导学生关注语言，关注元音字母在开音节单词中的发音使学生能够较流利拼读单词，争取做到见词能拼，提升阅读能力。
Is he still happy?How is Jobe now.
Why?
What does he find? He finds a note. What’s on the note?
The numbers are on the note.We call it code.What does it say? Then he gets the book.He looks and looks.This book is a code book.

译林版小学英语三年级下册第6单元《Fox and Mother Hen》绘本教学设计方案

2.通过对绘本的表演，体会“母爱伟大”的深刻意义以及学会感知危险，勇于面对危险。
教学过程
时间
活动板块
活动内容与呈现方式
学生活动方式
交流方式
5min
Step1
吸引注意，积累语言
Task1.Greetandwarmup
Hello!/Goodafternoon./Howareyou?/Whattimeisit?
(classwork)
全班一起唱一唱。再次巩固并活用故事
中的数词和名词复数。教师评价。
达成目标4
8min
Step5
引发期
待行为，强化结
构
Task8.Watchandread
1.WatchanBiblioteka readthestory2.Act
Watchandreadthestory
(pairwork)
Guessandsay
(solo)
Readpicturesand
say
(classwork)
Addtextandact(groupwork)
Readandanswer(classwork)
快读并划关键句。教师评价，初步感知绘本。
同桌对话方式汇报，感知绘本内容，学习新词汇。
达成目标3
二、教学目标：
1.通过歌曲、游戏活动，能听懂、熟练说出核心词汇one,two,three,four,five,six,seveneight,nine,ten,eleven,twelve;并能结合名词进行口头表达。
2.通过阅读绘本封面，解读封面信息，猜测故事发展情节。
3.通过解读图片信息和快读文本，能够初步感知绘本内容，巩固学习新句型和词汇。
2.CountchicksandaddtexttopictureP6-9

三年级上册英语教案-绘本《跟上兔子》三年级第二季：Cat and Mouse 译林版(三起)

教学设计
板书设计：
Cat and Mouse
Scene1 Scene2 Scene3 In the beginning Then In the end
get news, meet Ox, too late,
go to the party show the way, no longer friends
get the chair
教后反思：
1.本节课的最主要教学目标是学生能够欣赏猫和老鼠的故事，能够读一读绘本中的对话部分。

但是，这个绘本对于四年级的孩子还是很有难度的，所以在学生朗读故事对话的时候出现了许多单词的发音问题，并且我在课堂教学中也缺乏了很多指导，导致了学生在小剧场表演环节出现了畏难情绪，不敢大声地朗读，也不敢表演对话。

2.在教学环节中，我利用了许多问题来引领学生的故事阅读，但是在过程中，学生出现了多次没有完全理解问题的情况，说明我在问题设计时没有完全考虑好学情。

3.板书设计时，我尽量做到了能让学生清晰地看到故事的发展过程，但是在故事赏析完之后，板书似乎没有什么价值。

因此，如果在学生自由朗读或听录音跟读时，能够鼓励学有余力的学生跟着教师一起看着板书复述故事的话，就更加有意义了，但是难度实在太大。

英语绘本故事教案

英语绘本故事教案【篇一：英语绘本校本课程教案一】英语绘本教学--课时1教学目标1知识目标：①通过本课学习使学生了解绘本的概念②了解并掌握制作英文绘本的流程2情感态度价值观：通过观看英文绘本视频，了解英文绘本的魅力之处，激发学生去发散思维，创作文学作品的兴趣。

教学重点：引导学生初步酝酿创作主题教学准备：英文绘本一册《晚安，月亮》；多媒体课件。

设计理念：针对青春期学生喜欢新颖教学模式的特点，我主张以绘本教学和游戏教学的相结合的方式进行教学。

通过简单生动形象有趣的方式来学会知识并能够在现实生活中得以应用。

教学过程一、自由对话导入：老师自我介绍。

师：hello, boys and girls! dou you what is picture books?（学生回答 no）师：here i have an english picture book. please take it and have a look at it. (学生们开始传阅绘本。

)通过这个环节，让学生直观认识什么是绘本，写在黑板上，引出主题,然后进行教学。

二、主体教学（教学过程通过多媒体进行，即绘本教学的重要组成部分。

）师：同学们，今天我们这节课有以下环节：绘本的种类—著名绘本介绍—建立自已的团队—一些小建议。

四、结束教学，布置本节课后的任务：与你的团队策划好主题，下周开始草稿。

【篇二：巧用绘本故事增效英语课堂】龙源期刊网 .cn巧用绘本故事增效英语课堂作者：陈鸯鸯一、教育背景目前，绘本故事在小学英语教学中的应用已越来越普遍，能有效激发学生学习兴趣。

发现《小兔子玩颜色》这本绘本时，我喜出望外，于是将绘本与教材内容进行有效创编，使其符合三年级学生的心理特点和知识结构，使绘本故事为教材服务，这对学生的情感有一定的提升效果。

二、案例描述1.第一次教学首先是教师在前面环节新授并操练颜色单词和“i like…”“i don?t like…”句型。

然后是以绘本呈现方式教学，教师生动演绎：（1）进入绘本，课件出现小白兔，学生立马高兴地叫起来：“小兔子！”我带上小白兔头饰对学生说：“ hello， i?m rabbit. nice to meet you！”学生很自然地对我招手说：“hello，nice to meet you，too.”（2）课件呈现小兔子看到黄色的桶，我说：“i like yellow. （以非常喜欢的语气，并做出跳跃动作。

(完整版)三年级英语绘本教案

6.Tell Ss:You’re so great.Our story is about three little pigs and a wolf.Let’s read the book together.
Ss sing songs
Ss answer:cows, chickens, dogs, pigs etc.
4.T: Well, let’s see how the pigs make their house.Let’s read the first part of the story.
5.Read the first part of the story for Ss and then ask Ssa question to make sure Ss understand the story:
2. Ask Ss: Look, the three pigs areholdingsomething in their hands.What are they?
Teach new words: straw, stick, brick.
3. Say toSs: What are the pigsgoing to do with the straw, sticks and bricks?
8. T: Can the big bad wolf really get the three pigs?Let’s readtherest of thestory.Then answer the question.
9.Game: True or False.Say some statements about the story, have Ss judge true or false to make sure they understand the story.

三年级上册英语教案-《跟上兔子》绘本分级阅读三年级第1季《This Is My Family》译林版(三起)

三年级绘本阅读教学设计Read the cover 1.Today,we will read a picturebook. It is also about family.2.What’s the name of thebook?Whose family?3.What can you see on thecover?1.Look at the cover andanswerthe questions.2.Find the two maincharacters通过引导观看封面，了解绘本名称，故事主角等信息，并提出问题。

初步指导阅读技巧，读前试着提问，尽可能多的从封面获取信息都是很好的绘本阅读方法。

Background introduction 1.Teach : forest2.Imagine：What are theysaying?1.看图理解背景2.Say and act通过背景了解，掌握阅读过程需要仔细看图的方法，并且通过畅想Little birdand little tree 之间的对话培养他们的想象力。

The first reading 1.Watch and listen to the story.2.T: How many families arethere in the story?Watch and listen初步感知绘本故事大致内容Intensive Reading 1.T:What are their familymembers?2.How do they look?Read and make a mindmap3.Act part 14.Self-study part25Discuss : What is thethird family?1.Group work2.Read and find theanswers3.Make some sentences:___ loves _____.4.Act in group5.Read and act6.Read and discuss通过第一次读，了解文本大致内容，建构内容框架。

小学三年级上册英语绘本 Fishy Numbers 教案

Plan for Fishy NumbersTeaching Aims:Knowledge aims:1.Students can listen, read and understand the key words with phonics,and pay attention to rhymes in the sentences.E.g:five alive2.Students can understand the story correctly and chant the whole story with correct rhythm.3.Students can read the phrases or sentences by using liaison. Ability aims:1:Through the practice of careful reading ,Students can improve the abilities of observation and understanding.2.Through the chanting practice ,Students can improve the abilities of chanting and showing.Emotional aim:1:Students can enjoy chanting the picture books and be willing to read more books.Teaching key points and difficulties:To chant and act the story fluently .Teaching Materials:Pictures/PPT / word-cardsTeaching Procedures:Step1:Warm up1.Greeting2.Enjoy a song （Fishy Numbers）T：Boys and girls.Before our class，Let’s enjoy a song. Do you like this song？It is a song,It is also a story.Today,Let’s read this story .Step2：Cover talk &lead in the story1.T：Fishy Numbers（teaching）The writer is Rosemary Davidson.2.Look at the boy and the girl,What are they doing？Are they swimming?They are catching fish.Look,The girl has already caught a fish.（caught)3.What do they have for catching fish?Look at their hand,the girl hasa fishnet（fishnet).the boy has a fishnet,too.Step3 Picture walk of the storyPicture1They are so happy.The girl may say:Hooray ,let’s go go go,let’s go catching fish.Picture21.One, two, three ,four ,five .2.Beside the fish,you can also see seaweed.snail. shell.crab.Picture3You are so smart.Children,Look,the boy is still waiting for the fish.But the girl has caught a fish,a big fish with the sharp teeth.(action)1.Once I caught a fish alive.(Teaching )(action)2.Pay attention to this word,caught (phonics)(action)3.Good.Look at this fish ,it has no water,it is dead.But look at this fish ,It can swim freely.It is alive.4.Alive,live,alive.Can you try to read this word with phonics?dive.five.5.Look at the words,alive.Can you spell it?a-l-i-v-e.dive,d-i-v-e.five.f-i-v-e.The last three letters are ive,they sounds...6.Boys and girls,you can read it very well,Now let’s try to sing it !First,let’s see the video twice.7.Now,let’s sing together.(action)8.Group 1 and 2,you read this sentence.Group 3 and 4,you read this sentence.Please remember your actions.9.Who can try with me?(set an example with the student)10.If you caught a fish,what will you do if you caught a fish?Will you take it home ?Picture41.In the sea ,there are more fish.Let’s have a look.Six seven eight nine ten.Picture51.Oh, then I let it go again.2.Then I let it go again.(Teaching and reading)3.Again,then ,ten.We can find en sound /en/.4.Six seven eight nine ten.Then I let it go again.5.Now ,look,boys and girls, Can you read the words,let ,it .Now,we can put the sounds /t/and/I/ together.Can you read it?6.Boys and girls,you can read it very well,Now let’s try to sing it !First,let’s see the video twice.7.Now,let’s sing together.(action)8.Boys,stand up,please.You read the first sentence.Girls,You read the second sentence.9.You are all so smart.Let’s exchange.10.Now,Can you try together.(Four sentences)First,let’s follow the video .11.Now,let’s try together.12.Who want to show us?Great!Picture61.Great!Do you have questions? The boy had a question,too.2.Why did you let it go?(Teaching and reading)(action)3.Can you read the words,did ,you .Now,we can put the sounds together.And we can put the sounds /t/and/I/ together.Can you read it? Picture71.Look at the girl’s hand?What happened?It is red.It is bloody.2.Because it bit my finger so.(Teaching and reading)(action)3.Why did you let it go?Because it bit my finger so.Can you find the same letter and the same sound here.4.let’s sing together.Picture81.The fish bit the girl’s hand ,Which finger did it bite?Is this mommy finger?Yes,this baby finger.We also called this little finger.2.Can you read it?Is this little finger on the left? Is this little finger on the right?3.This little finger on the right.Is the girl happy now?4.Bite,right.We can find the last sound is/t/.Who can read?5.In this sentence,we can put the sounds /d/and/I/ together.6.Which finger did it bite?This little finger on the right.let’s sing in groups.7.That’s the story we read today,Let’s read it again with the recording.8.Now,Can you try together.(Four sentences)First,let’s follow the video .9.Now,let’s try together.10.Who want to show us?Great!Step 4：Enjoy the song again1.Sing the song with music.2.Sing the song without music.Step 5：Sing the song1.Boys and girls,let’s sing together.Group 1 ,you read these two lines.Group 2,you read these two lines.Group 3,you read these two lines.Group 4,you read these two lines. Step 6：Play a showing game1.Now,boys and girls,Now,who can sing the song for me?I need three students.(Each student sing two sentences,Then,I will do the action in front of them.)2.Now,Please work in groups of four,and you have three minutes,please be active.3.(Invite two groups to play the game)4.Let’s play the game together.Who want to do the action?(Invite several students to the platform)Now, all of you are the singer.Step 7：Making a new song1.Boys and girls,What will the boy catch?Can you guess?A crab,a turtle.2.Can you make a new song?Step 8：Summary and introduce a new song3.Boys and girls,You are pretty good in this class.4.After class,there is also a interesting song you can enjoy,Rain Rain Go Away.I will sent it to you after class.5.Reading and singing make the life more meaningful.Let’s try to read more and enjoy more!Step 9：Homework1.Share the story to your family.2.Sing the song again.3.Sing the song Rain Rain Go Away。

英语绘本故事教案

英语绘本故事教案【篇一：英语绘本校本课程教案一】英语绘本教学--课时1教学目标1知识目标：①通过本课学习使学生了解绘本的概念②了解并掌握制作英文绘本的流程2情感态度价值观：通过观看英文绘本视频，了解英文绘本的魅力之处，激发学生去发散思维，创作文学作品的兴趣。

教学重点：引导学生初步酝酿创作主题教学准备：英文绘本一册《晚安，月亮》；多媒体课件。

设计理念：针对青春期学生喜欢新颖教学模式的特点，我主张以绘本教学和游戏教学的相结合的方式进行教学。

通过简单生动形象有趣的方式来学会知识并能够在现实生活中得以应用。

教学过程一、自由对话导入：老师自我介绍。

师：hello, boys and girls! dou you what is picture books?（学生回答 no）师：here i have an english picture book. please take it and have a look at it. (学生们开始传阅绘本。

)通过这个环节，让学生直观认识什么是绘本，写在黑板上，引出主题,然后进行教学。

二、主体教学（教学过程通过多媒体进行，即绘本教学的重要组成部分。

）师：同学们，今天我们这节课有以下环节：绘本的种类—著名绘本介绍—建立自已的团队—一些小建议。

四、结束教学，布置本节课后的任务：与你的团队策划好主题，下周开始草稿。

【篇二：巧用绘本故事增效英语课堂】龙源期刊网 .cn巧用绘本故事增效英语课堂作者：陈鸯鸯一、教育背景目前，绘本故事在小学英语教学中的应用已越来越普遍，能有效激发学生学习兴趣。

发现《小兔子玩颜色》这本绘本时，我喜出望外，于是将绘本与教材内容进行有效创编，使其符合三年级学生的心理特点和知识结构，使绘本故事为教材服务，这对学生的情感有一定的提升效果。

二、案例描述1.第一次教学首先是教师在前面环节新授并操练颜色单词和“i like…”“i don?t like…”句型。

然后是以绘本呈现方式教学，教师生动演绎：（1）进入绘本，课件出现小白兔，学生立马高兴地叫起来：“小兔子！”我带上小白兔头饰对学生说：“ hello， i?m rabbit. nice to meet you！”学生很自然地对我招手说：“hello，nice to meet you，too.”（2）课件呈现小兔子看到黄色的桶，我说：“i like yellow. （以非常喜欢的语气，并做出跳跃动作。

三年级上册英语教案-绘本《跟上兔子》三年级第二季：CatandMouse译林版(三起)

4. Read for details T: Miss Lu divides the story intothree scenes(. 板书1，Scene 2, Scene 3)let ' s read three scenes one by one more carefully.(1) Scene1 P4-11 T: The 11.T: One day, Mouse gets great news.板书T: Party? What is a party? Look at this picture, it is a party.T: Cat is very happy and excited. He asks:T: Who can read as Cat? T: Will they go to the party?animals are going to the party, and he will go there, too. He asks Cat...T: Does Cat want to go to the party?T: He says:go to the party. Do they go together?T: Oh, Mouse goes to the party alone.T: Why? Read Page 8 to 11 and find the reason.T: Look, is Cat happy? Why? How many animals can go to the party?Ss: 12.T: That means if you are late, there is no seat for you. You can not go to the party. So they must get up early.(给出两幅钟表图，帮助学生理解early, late) T: We know if they want to go the party, they should get up early. Can they get up early?T:Can Mouse get up early? T: Mouse comforts and promises:Does Mouse wake Cat up tomorrow morning? Look at his face. What does he think?T: Yes, you are right. However, he does not do so, he goes alone.T: Oh, Mouse is dishonest. T: This is scene 1, would you like to act this scene out?T:Then on the way to the party, what happened? Let come to scene2.(2) Scene2 P12-18 Scanand chooseT: Boys and girls, you need to learn this part by yourselves. Can you find the answer to this question quickly?Q: Who gets the first chair?T: How does Mouse make it? Does it Mouse runs very fast or he uses somebody else?You can read and discuss in Learn: early/lateSs: Cat can'gt et up early. He looks a little sad.Ss Read: I can ' t get up early in the morning.Ss:Yes.Ss Read: Don ' t worry.I ' ll wake you up.Ss: No. He thinks: IfCat gets up late, I can go to the party and have a seatgo aloneSs act out this part in pairs.'s(2) Scene2 P12-18Scan and chooseSs read P13-18 quickly and find the answer: Mouse.Ss read P13-18 again in groups and find the answer: Mouse uses somebody else.Ss: We can ask thegroups of four. But if you meet new words, what can you do?T: Right. You can ask the teacher and guess from the pictures or the context. Let ' s get to read.T: Yes. Mouse uses Ox and gets the first chair. Let read this part together. Teacher leads to read P13-15. Teach: lostT: Mouse suggests: I ' show you the way. Is this a good idea? What ' s on th mind? T: Who can guess what they think?T: That ' s the reason why mouse gets the first chair. 总结Scene 2，并板书。

三年级上册英语教案-绘本《跟上兔子》三年级第二季：Cat and Mouse 译林版(三起)

Step 4 Post - reading7min1.Let’s learnT: From this story, weknow, Cat didn’t go to theparty. Because Mouse liedto him.T: What do you think ofMouse and what do youthink of Cat?T: Should you be a childlike Mouse?T: If you are Cat, will youforgive Mouse? Why?2.SummarizeT: What do you learn fromthe story?T: Here are two sentencesabout honesty.a. An honest man’s word isas good as his bond.君子一言，驷马难追。

b. Honesty is the beginningof the friendship.诚实是友谊的开始。

1.Let’s learnSs: Moue is dishonestand selfish. Cat islazy.Ss: No.Ss: Yes/ No. ...2.SummarizeSs: We must behonest....通过对诚实言语的理解和十二生肖更多的学习，弘扬中国传统文化，鼓励学生的文化自信。

Homework 1. Scan to read the story again.2. Share the story with your parents.板书设计：Cat and MouseScene1 Scene2 Scene3 In the beginning Then In the endget news, meet Ox, too late,go to the party show the way, no longer friendsget the chair教后反思：1.本节课的最主要教学目标是学生能够欣赏猫和老鼠的故事，能够读一读绘本中的对话部分。

三年级英语绘本教案

三年级英语绘本教案一、教学目标：1. 让学生通过绘本阅读，提高对英语学习的兴趣。

2. 培养学生基本的英语听、说、读、写能力，提高学生的英语素养。

3. 通过对绘本的学习，拓展学生的视野，增长知识。

二、教学内容：1. 绘本故事：《小猪佩奇》2. 主要词汇：爸爸、妈妈、哥哥、姐姐、兔子、小鸟等。

3. 主要句型：Hello, my name is, This is my, Nice to meet you.三、教学重点与难点：1. 重点：能够听懂并朗读绘本故事，掌握故事中的主要词汇和句型。

2. 难点：正确运用所学的词汇和句型进行日常交流。

四、教学方法：1. 任务型教学法：通过设置各种任务，让学生在完成任务的过程中学习英语。

2. 情境教学法：创设生活情境，让学生在真实的环境中学习英语。

3. 游戏教学法：通过游戏，激发学生的学习兴趣，提高学生的学习积极性。

五、教学步骤：1. 热身活动（5分钟）：引导学生用英语进行自我介绍，营造轻松的课堂氛围。

2. 绘本导入（10分钟）：展示绘本封面，引导学生预测故事内容。

3. 绘本讲解（15分钟）：分段讲解绘本故事，让学生跟读并模仿语音语调。

4. 活动拓展（10分钟）：分组进行角色扮演，让学生运用所学词汇和句型进行交流。

1. 课堂参与度：观察学生在课堂活动中的参与情况，了解学生的学习积极性。

2. 口语表达：评估学生在角色扮演等口语活动中的语言流畅性和准确性。

3. 作业完成情况：检查学生抄写词汇和朗读绘本的作业，评估学生的学习效果。

七、教学反馈与调整：1. 根据学生的课堂表现，及时给予鼓励和指导，提高学生的自信心。

2. 对于学习有困难的学生，可以适当降低学习难度，提供更多辅导。

3. 根据学生的作业完成情况，针对性地进行讲解和纠正，确保学生掌握所学知识。

八、教学延伸：1. 推荐学生阅读其他英语绘本，培养学生的阅读兴趣。

2. 组织英语角活动，让学生有机会在日常生活中运用英语。

3. 开展家庭英语活动，鼓励家长参与，共同培养学生的英语素养。

三年级上册英语教案-《跟上兔子》绘本分级阅读三年级第1季《This Is My Family》译林版(三起)

三年级绘本阅读教学设计《This Is My Family》教学内容跟上兔子小学英语绘本分级阅读三年级第1季《This Is My Family》教学目标1.会读绘本故事，理解故事内容，能生动形象地表演故事。

2.充分利用三年级初始阶段绘本阅读第1课的契机，引导学生发现绘本阅读的奇妙，激发学生绘本阅读的兴趣。

3.通过阅读文本，学习理解Is this...? We all love each other.学习并能合理运用形容词 tall,nice,cute, strong &beautiful.4.多层面理解family的意义，明白家人要互相关爱，互相帮助的道理。

5.了解一些绘本阅读方法，如：图文联系，制作思维导图等等。

教学重难点1.通过阅读文本，学习理解Is this...? We all love each other.学习并能合理运用形容词 tall,nice,cute, strong &beautiful.2.多层面理解family的意义，明白家人要互相关爱，互相帮助的道理。

学生分析前在基础分析：在三年级教材前四个单元的英语学习中，学生学习了打招呼用语、询问他人姓名及简单介绍朋友和自己家庭成员的日常交际用语，尤其是第四单元与绘本内容联系紧密，前期的语言积累为本节课绘本的阅读做好一定的铺垫。

困难分析:学生第一次阅读绘本，语言知识积累不足，对于绘本学习过程会存在一定的陌生感，尤其是绘本阅读过程中的归纳，拓展，合作活动等，对于刚刚开始英语学习的三年级学生来说还是存在一定难度。

本节课通过设置多样化的任务、分层推进，采用小组合作、表演、游戏、过程体验等方式突出重点，突破难点。

教学准备PPT, 板书、头饰等教学环节教师活动学生活动设计意图Warm up 1. Sing some songs(1)Let’s sing some songs(2What are these songs about?(3)GreetingsT: Good afternoon2.Free talkHow many people are there inyour family?Who are they?Sing the song《My family》,《Finger family》等Good afternoon.Ss answer the questions通过唱歌，调动课堂气氛，激发学生学习热情。

小学英语绘本阅读教案

小学英语绘本阅读教案【篇一：小学英语教学中英文绘本阅读的开发与运用】龙源期刊网 .cn小学英语教学中英文绘本阅读的开发与运用作者：吴芸在小学英语教学中，合理的动作英语绘本对帮助学生的英语学习起到很好的效果，其中的生动画面给儿童带来更为丰富的视觉效果，多元化的价值渗透促进了学生积极情感的培育，纯正实用的语言彰显英语教学的工具性。

小学英语教学是以培养学生的兴趣为主，而绘本正适合这一点，可以提高他们的口语交际能力，在教学中，我们要合理开发英语绘本，让学生的英语学习充满快乐。

一、小学生阅读英语绘本的优势on》一文时，我让学生阅读《月亮的味道》通过边学边演，把旧知识与新知识联系在一起效果不错。

在英语绘本阅读中可以有效积累词汇，比如在学习《what colour》时，我选择了《brown bear，brown bear， what do you see？》，这一绘本的单词与本文的单词较为吻合。

通过绘本阅读可以进行文化渗透，形成良好的情感体验，新课程标准提倡培养学生的英语学习兴趣，通过绘本阅读则可以激发学生的学习兴趣，对于学生积极情感的培育和文化意识的培养，起到重要作用。

比如，我选择了绘本故事《the runaway bunny》，让学生在阅读预习的基本上，引导学生说说自己在阅读中有什么样的收获，感想是什么，通过教师的引导与启发，让他们深入体会文章中的意思，就是让他们体会孩子与母亲的爱是永远无法分割的，母爱是最伟大的，是不可替代的。

让学生体会故事中的一根红萝卜里面有着母亲无限宽广的爱，母爱就是引导自己的一盏明灯，对孩子进行思想品质教育。

二、小学英语绘本教材的运用1.绘本的有效选择。

根据教学对象选择绘本教材，在初学英语的年级，英语较为简单，为了照顾学生的学习，教材中都是图画多于文字，而且故事具有紧凑的故事情节，学生都对故事较为熟悉。

等学生具有了一定的知识，会选择句子结构较为简单或多次重复的英语绘本，这样的绘本较为适合他们阅读学习。

三年级上册英语教案-绘本《跟上兔子》三年级第二季：CatandMouse译林版(三起)

4. Read for details T: Miss Lu divides the story intothree scenes(. 板书1，Scene 2, Scene 3)let ' s read three scenes one by one more carefully.(1) Scene1 P4-11 T: The 11.T: One day, Mouse gets great news.板书T: Party? What is a party? Look at this picture, it is a party.T: Cat is very happy and excited. He asks:T: Who can read as Cat? T: Will they go to the party?animals are going to the party, and he will go there, too. He asks Cat...T: Does Cat want to go to the party?T: He says:go to the party. Do they go together?T: Oh, Mouse goes to the party alone.T: Why? Read Page 8 to 11 and find the reason.T: Look, is Cat happy? Why? How many animals can go to the party?Ss: 12.T: That means if you are late, there is no seat for you. You can not go to the party. So they must get up early.(给出两幅钟表图，帮助学生理解early, late) T: We know if they want to go the party, they should get up early. Can they get up early?T:Can Mouse get up early? T: Mouse comforts and promises:Does Mouse wake Cat up tomorrow morning? Look at his face. What does he think?T: Yes, you are right. However, he does not do so, he goes alone.T: Oh, Mouse is dishonest. T: This is scene 1, would you like to act this scene out?T:Then on the way to the party, what happened? Let come to scene2.(2) Scene2 P12-18 Scanand chooseT: Boys and girls, you need to learn this part by yourselves. Can you find the answer to this question quickly?Q: Who gets the first chair?T: How does Mouse make it? Does it Mouse runs very fast or he uses somebody else?You can read and discuss in Learn: early/lateSs: Cat can'gt et up early. He looks a little sad.Ss Read: I can ' t get up early in the morning.Ss:Yes.Ss Read: Don ' t worry.I ' ll wake you up.Ss: No. He thinks: IfCat gets up late, I can go to the party and have a seatgo aloneSs act out this part in pairs.'s(2) Scene2 P12-18Scan and chooseSs read P13-18 quickly and find the answer: Mouse.Ss read P13-18 again in groups and find the answer: Mouse uses somebody else.Ss: We can ask thegroups of four. But if you meet new words, what can you do?T: Right. You can ask the teacher and guess from the pictures or the context. Let ' s get to read.T: Yes. Mouse uses Ox and gets the first chair. Let read this part together. Teacher leads to read P13-15. Teach: lostT: Mouse suggests: I ' show you the way. Is this a good idea? What ' s on th mind? T: Who can guess what they think?T: That ' s the reason why mouse gets the first chair. 总结Scene 2，并板书。

FoxandMotherHen绘本阅读(教案)译林版英语三年级下册(1)

达成目标5，6
作业设计
Homework:
1.Share the story to your friends.
2.Show your“Love”to your mum.
Read more picture books about“mother”.
达成目标4
Step5
引发期待行为，强化结构
Task7.Guess and talk.
1.What will Mother Hen say?
2.Can the Fox catch the chicks at last?
Discuss and say.
Listen and answer.
(pair work)
Task4. Look and choose.
1.Where’s Mother Hen?
2.Where are the chicks?
Read and underline the key sentence.
In the kitchen.
In the garden.
(solo work)
快读并划出关键句。教师评价，初步感知绘本。
Read the cover and say.
（solo work)
全班一起回答，教师评价，引导学生猜测故事情节，激发阅读兴趣。
达成目标2
Step3
回忆相关知识，初步运用结构
Task3.Read and learn
What does the fox want to do?
Read P25, underline the key sentence.
教学目标
1.通过歌曲，游戏活动，能够听懂、熟练说出核心词汇one, two, three, four, five, six,

《跟上兔子Thank you》绘本阅读教学设计-译林版(三起)小学英语三年级下册

《跟上兔子Thank you》绘本阅读教学设计一、教学内容《Thank you》二、教学目标1.知识目标：1）能会说，会用单词lollipop、hamburger、coke等。

2）能会说，会用词组：give…to…, watch out,pick up,sweep the road,fight for 等。

2.能力目标:1)能会说，会引用词组give…to…, share…with…等。

2)让学生自己读故事并能了解故事的大意。

3)能尝试用自己的语言表达故事。

3.情感态度目标：1)培养学生乐于助人，积极正能量的人生观；2)培养学生乐于阅读、乐于思考、积极表达的学习情感。

三、教学重难点1)能会说，会引用句型give…to…, share…with…等。

2)让学生自己读故事并能了解故事的大意，能尝试用自己的语言表达故事。

3)学生自我感悟到乐于助人，积极正能量的人生观。

四、教学准备PPT, 食物卡片五、教学过程step 1 warming-up1.Free talkT:Good morningS1:Good morning.T:What do you like?S2:I like bananas.T:Guess! what do l like? After you paly the game,you will know the answer because it is in the game.2.Let’s play食物同类词消除。

T:Guess!what do I like? sweet colourfulSs:sweetT:lollipop设计意图：由Free talk和play 进入课堂，利用旧知进行热身活动，这个活动又和食物有关，切合主题，同时引出三个关键食物: lollipop，hamburger，coke，学生初步接触这三个生词。

利用猜谜语的方式，也是想挑起学生的学习兴趣，猜词的过程也是达到思维，搜索自己词汇的过程。

三年级英语绘本教案

三年级英语绘本 How old are you？教学设计

【精品】三年级上册英语教案-《跟上兔子》绘本分级阅读三年级第1季《This Is My Family》 译林版(三起)

RedBen绘本阅读(教案)译林版英语三年级上册

《Thejoke》绘本阅读(教案)译林版英语三年级上册

译林版小学英语三年级下册第6单元《Fox and Mother Hen》绘本教学设计方案

三年级上册英语教案-绘本《跟上兔子》三年级第二季：Cat and Mouse 译林版(三起)

英语绘本故事教案

(完整版)三年级英语绘本教案

三年级上册英语教案-《跟上兔子》绘本分级阅读三年级第1季《This Is My Family》 译林版(三起)

小学三年级上册英语绘本 Fishy Numbers 教案

英语绘本故事教案

三年级上册英语教案-绘本《跟上兔子》三年级第二季：CatandMouse译林版(三起)

三年级上册英语教案-绘本《跟上兔子》三年级第二季：Cat and Mouse 译林版(三起)

三年级英语绘本教案

三年级上册英语教案-《跟上兔子》绘本分级阅读三年级第1季《This Is My Family》 译林版(三起)

小学英语绘本阅读教案

三年级上册英语教案-绘本《跟上兔子》三年级第二季：CatandMouse译林版(三起)

FoxandMotherHen绘本阅读(教案)译林版英语三年级下册(1)

《跟上兔子Thank you》绘本阅读教学设计-译林版(三起)小学英语三年级下册

【精品】三年级上册英语教案-《跟上兔子》绘本分级阅读三年级第1季《This Is My Family》译林版(三起)

三年级上册英语教案-《跟上兔子》绘本分级阅读三年级第1季《This Is My Family》译林版(三起)

三年级上册英语教案-《跟上兔子》绘本分级阅读三年级第1季《This Is My Family》译林版(三起)