丽声北极星分级绘本第一级上My Noisy Schoolbag教学设计

Activity 1引出绘本

出示封面图片，渗透新词noisy。

提问建议：

What do you see in the picture

What are they looking at

What’s this（学生回答schoolbag或bag）Yes.

It’s a schoolbag.

These bears are looking at it and they are so surprised. Why Oh, Shh, listen to the

schoolbag.

教师播放noise音频。

What’s that noise

Who made the noise（学生猜测回答）Maybe, i t’s

a noisy schoolbag.

Whose schoolbag is it

Is it brown bear’s or purple bear’s

Maybe it’s brown bear’s, maybe it’s purple bear’s. Now we are going to read this story.

Let’s find out later.

Activity 2提取封面信息

出示封面。

提问建议：

Who can read the title

Can you read the title

What do you see on the cover

What do you know from the cover

Activity 3 图片环游

1. 讲述第2页，教授新词new。

教师说：This is a brown bear. What’s his name Yes, his name is Tom. Look! This is Tom’s noisy schoolbag.（教师做出听的动作）Is it an old schoolbag I don’t know. Let’s ask Tom. He llo, Tom, is it an old schoolbag

教师播放P2音频，并提问：What’s the schoolbag like, old or new 教师通过图配文的形式，帮助学生理解old和new。

2. 展示第3—4页，播放noise的音频，猜测噪音来源，体会小熊心情。

提问建议：

Do you hear any noise What’s that noise Can

you guess

Maybe it’s a scary thing or animal. How does Tom feel

教师讲述第4页：Tom’s teacher comes, “Tom, open your school bag.”

3. 教师提出问题，引导学生自主阅读第5—6页，引导学生角色扮演Tom，回答问题。

Tom, what do you have

教师引导学生观察图片，评价笔袋的大小。

How is Tom’s pencil case

Is it big or small

通过问题引导和图片对比，处理生词big，拓展反义词small，为后续环节做铺垫。

如果学生对笔袋的大小有不同观点，可暂且搁置问题，通过后续的图片信息——笔袋能装下一只松鼠，让学生来感受笔袋的大小。

4. 展示第7—8页，再次播放noisy的音频，猜测噪音来源，体会小熊心情。

提问建议：

What’s that noise

How does Tom feel now

教师说： His friend comes and says ...

提问建议：

What will his friend say

5. 展示第9页，提取笔袋中的文具信息。

提问建议：

What’s in your pencil case

追问学生的答案squirrel，为后续环节铺垫。

提问建议：

What’s that

Is it an animal or a toy

6. 讲述第11页，设置悬念。

Look! It’s sharpening the pencil. Maybe it’s

a pencil sharpener

7. 教师引导学生自主阅读第10—11页，找出答案。

What’s this An animal, a toy or a pencil

sharpener

根据学生反馈，教师讲述第2页：On his way to school, there is a squirrel. When Tom is passing by, it jumps into his schoolbag and gets into his pencil case. So it’s a real squirrel, right

根据学生反馈，教师讲述第10页：It’s running away. It can run. So it’s an animal, a real squirrel, right

1. 引导学生说出自己面对被咬坏的铅笔的心情。

教师说：This squirre l jumps into Tom’s schoolbag, and Tom doesn’t know it. But everyone, let’s look at Tom’s pencil. The squirrel bites his pencil, now it’s broken. If you’re Tom, how do you feel

回答追问假设：

学生回答不开心等消极类想法，教师追问原因。

I am sad, because ...

学生回答没关系等较积极类想法，教师追问原因。

I am not sad, because ...

2. 引导学生提取Tom面对被咬坏的铅笔的心情，对比学生的心情和Tom的心情，分析Tom的性格特点。

提问建议：

How does Tom feel

What does Tom think of the squirrel

What do you think of Tom

Do you think Tom is optimistic