英语绘本故事教学设计In the Garden
秘密花园英语阅读教学设计
秘密花园英语阅读教学设计Introduction:The Secret Garden is a classic children's novel written by Frances Hodgson Burnett. Its enchanting story and beautiful language make it a great choice for English reading instruction. In this teaching design, we will explore different aspects of the novel, including pre-reading activities, vocabulary expansion, comprehension strategies, and post-reading discussions.1. Pre-reading Activities:Before diving into the novel, it is essential to engage students and activate their prior knowledge. Here are some pre-reading activities:1.1 Mind Mapping: Ask students to brainstorm and create a mind map about gardens. Encourage them to think about what they know, feel, or imagine when they hear the word "garden." This activity helps generate curiosity and sets the tone for the upcoming reading.1.2 Picture Analysis: Show students pictures related to the story's setting, characters, or themes. Ask them to make predictions about the story based on the images. This activity helps students make connections and build anticipation.2. Vocabulary Expansion:Introducing new words and phrases is crucial to enhancing students' language proficiency. Here are some strategies to expand vocabulary while reading The Secret Garden:2.1 Word Mapping: Select key vocabulary words from each chapter and create word maps. Include definitions, synonyms, antonyms, and example sentences. Encourage students to use these words in their discussions and writing.2.2 Word Context: Teach students how to infer word meanings from context clues. Choose passages from the novel and guide students in identifying the clues and deducing the word's definition. This practice helps students become independent word learners.3. Comprehension Strategies:To develop students' reading comprehension skills, it is essential to provide them with various strategies:3.1 Predict and Confirm: Before reading each chapter, have students make predictions about what might happen. After reading, ask them to confirm or revise their predictions. This strategy encourages active engagement and helps students anticipate plot developments.3.2 Visualizing: Guide students to create mental images based on the author's descriptions. Have them draw or write about their visualizations. This activity enhances their comprehension and fosters imagination.4. Post-reading Discussions:After finishing each chapter or the entire book, engage students in meaningful discussions to encourage critical thinking and reflection:4.1 Character Analysis: Ask students to choose a character from the story and analyze their personality, feelings, and motivations. Encourage them to provide evidence from the text to support their analysis.4.2 Theme Exploration: Discuss the themes of friendship, nature, growth, or resilience that emerge from the story. Encourage students to share their thoughts and relate those themes to their own lives or other books they have read.Conclusion:The Secret Garden is a literary treasure that offers valuable opportunities for English reading instruction. By incorporating pre-reading activities, vocabulary expansion, comprehension strategies, and post-reading discussions, teachers can create a dynamic and engaging learning experience. Through careful design and implementation, students can immerse themselves in the enchanting world of The Secret Garden while improving their English reading skills.。
小学教学二年级教案英语上册Unit1Inthechildren’sgarden教案沪教牛津版
2AModule3PlacesandactivitiesUnit1Inthechildren ’sgardenClass__________ Name__________Words:〔读一读我学会的单词〕1.slide 滑梯swing 秋千seesaw 跷跷板2.children 孩子们garden 花园up 向上down 向下Sentencesandphrases:〔读一读我学会的句子〕1 .Whatcanyousee?你能看到什么？Icanseeaslide.我能看到一个滑梯。
Icanseeaseesaw.我能看到一个跷跷板。
2 .Whatcolourisit?它是什么颜色的？It’syellow.它是黄色的。
3 .Youliketoplay.你喜欢玩。
4 .Theyliketoplay.他们喜欢玩。
Letters〔学字母，读儿歌，想一想还有哪些单词有这样的发音？〕1.Mm mouse 老鼠________ _________2.Nn net 网________ _________Icanseeamouse.Icanseeaman.Themanhasanet.Themouseisinthenet.Exercise: 〔补充练习〕I. Fillintheblanks: 〔根据课文内容填空〕Thinboy,_________boy. Bigdog,smalldogs.Oneand__________. One,two,________.Thinboy,fatboy. Bigdog,_________dogs.I______you. I_______see.Thinboy_______. Bigdogup,Fatboydown. Smalldogs_______.You________toplay. Theyliketo________.Upanddown. Upanddown.Readandchoose:〔选出不同类的单词〕)1.A. slideB.seesawC.swingD.garden)2.A. hearB.touchC.netD.see)3.A. yellowB.beeC.blueD.red)4.A. dogB.nineC.six D.ten)5.A. manB.boyC.girlD.Alice)6.A. mouseB.catC.canD.dogChoice:〔选择题〕( )1.________canyousee?Icanseeacat.1A.Whatco lourB.How C.WhatD.Where)2.Who_______she ?She ’smylittle sister.A. amB.isC.are D.can)3._______istheflowe r?It’sre d.A. WhatB.HowC.WhatcolourD.Where)4.______youliketoplay?Yes,Iliketo play.A. AreB.IsC.What D.Do)5.Whatcanyou_______?Icanhearaduck .A. seeB.hearC.listen D.look)6.Twogirlsareontheseesaw.Fatgirl_______,thing irl_______.A.up,downB.up,up C.down,downD.down,upIV.Readandchoose:〔选出正确的问句或答句〕)1 .It’sred .A.Whatisit? B.Whatcolourisit?)2 .It’sinthen et.A.What’sin it?B.Whereisit?)3.WhatcanHar rydo?A.Hecandanc e.B.Hecan’tdance.)4.Howisyourm other?A.She’sfine.Thank s.B.She’s35.)5.Areyourhan dsbig?A.Yes, they ’resmall.B.No,they’resmall.)6.Whoarethey?A.He’smyteacher. B.They’remyteachers.)7.Issheyournewclassmate?A.Yes,sheis. B.No,sheis.V.Readandjudge:〔判断以下句子与对话内容是否一致，用T表示对，F表示错〕Jack:Hello!IamJack .What’syournam e?Linda:MynameisL inda.I’mseven,and you?Jack:I’mseventoo.Linda:Whatcanyoudo?Canyouswim?Jack:Yes,Ican.Canyouswim?Linda:No,butIcandance.Jack:Let’sgoandplaytogether,OK?Linda:OK!)1.Jackisseven.)2.Lindaissix.)3.Jackcanswim.)4.Lindacanswim.)5.Lindacandance.勤奋能产生奇迹，皮尔·卡丹的奋斗史就说明了这个道理。
牛津树绘本学习计划
牛津树绘本学习计划导言牛津树绘本是一套经典的英语绘本，适合3-7岁的孩子阅读。
它不仅内容丰富多彩，而且配有美丽的插画和生动的故事情节，能够吸引孩子的注意力，培养他们阅读的兴趣和能力。
本文将详细介绍一套以牛津树绘本为学习资源的学习计划，帮助学前儿童系统地阅读和学习牛津树绘本，提高他们的阅读能力和语言表达能力。
一、学习目标1. 培养孩子的阅读习惯和兴趣，提高阅读理解能力；2. 培养孩子的语言表达能力，提高听说读写的综合能力；3. 丰富孩子的词汇量，拓展孩子的知识面，培养他们的想象力和创造力；4. 培养孩子的思维能力和情感认知，引导他们理解和积极面对生活。
二、学习内容本学习计划主要以牛津树绘本系列为主要学习资源，选取适合不同年龄层次孩子阅读的绘本，涵盖生活、自然、动物、科学、历史、文化等丰富多彩的主题。
每本绘本配有配套的教学资源，包括录音、活动卡、教师指导手册等，能够满足不同级别的学生的学习需求。
三、学习方法1. 阅读绘本：孩子可自主选择绘本阅读，通过图片和文字理解故事情节，培养阅读兴趣和习惯；2. 听读绘本：与孩子一起朗读绘本，训练他们的听力和语言表达能力；3. 观察插画：让孩子仔细观察绘本中的插画，描述其中的场景和角色，培养他们的观察力和描述能力；4. 讨论故事：与孩子一起讨论故事情节、角色感情和行为，引导他们思考和表达意见；5. 整理思维：引导孩子整理故事的主要情节和事件，培养他们的逻辑思维和记忆能力；6. 创作表演：通过角色扮演、情景再现等方式，让孩子主动参与故事，提高他们的表达能力和情感认知。
四、学习过程本学习计划分为12周，每周安排2-3次绘本学习时间，每次约30-45分钟。
学习过程分为预习、阅读、讨论和整理等环节，具体内容如下：第1-2周：《Hello, Buzz!》预习：介绍绘本故事的主要情节和角色，激发孩子的阅读兴趣；阅读：朗读绘本，让孩子理解故事情节和插画；讨论：讨论故事情节和主要角色，引导孩子表达自己的看法和感受；整理：帮助孩子整理故事主要情节和事件，提高他们的记忆和逻辑能力。
FoxandMotherHen绘本阅读(教案)译林版英语三年级下册(1)
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,
二年级上册 In the children's garden (Period 3) 教学设计
Teaching aids
Procedures
Step
Contents
Methods
Purpose
Pre-task preparation
1.Warming up:
Quick repentance
1 big letters
2 Small letters
字母的反应训练
S: It's_______.
What colour is the…
What colour is the chick?
What colour is the duck?
What colour is the cow?
What colour is the sheep?
What colour is the pig?
Post-task activity
Liten and enjoy
1:Read the rhyme
2. Play the flash
3.____ , ____ .
One and two .
____ , ____ ,
I see you .
____ up ,
____ down .
You like to play ,
Revision
1.Read the words
2.Spell the words.
新单词的认读训练和拼写训练。
While-task procedure
Play a game
1.T： What can you see?
S: I can see______.
2.T: What colour is it?
Slide, slide, play on the slide.
教育版英语五年级下册moduleunit《thegiant'sgarden》教案
1、能掌握单词wall, kind, through, no entry
2、会运用句型A giant lives in a big house with a beautiful garden.
Children like to play in the garden.
教学方法：
任务教学法、情景教学法。
教学过程：
第一次备课
第二次备课
Pre-task preparations
1、在黑板上或利用多媒体出示一些学生熟悉的儿童故事书的封面.如《丑小鸭》、《三只小猪》、《小红帽》等.与学生对话。
T: Do you know these storybooks? Can you say anything about them?
( ) 3. Why does he build a wall?
A. Because he does not want to share his garden with the children.
B. Because the children make a noise in his garden.
C. Because he thinks a waleautiful.
教学重、难点
把握故事细节。
教学方法：
任务教学法、情景教学法。
教学过程：
第一次备课
第二次备课
Pre-task preparations
1、通过游戏复习生词。
2、出示生词卡片.带领学生朗读生词。
While-task procedures
1、教师出示图片（故事图1-9）.同时播放故事录音.让学生听录音判断句子正误.以检测学生是否听懂故事大意.然后.教师与学生核对答案.并逐一讲解。
The giants garden 教学设计
The Giant’s garden教学设计【学习目标】1、我能够熟练掌握新单词once/trip/angry/high理解课文内容，感受分享的快乐。
2、我能掌握有效的阅读方法，体会到阅读的快乐。
【教学重难点】掌握阅读方法，学会把握阅读重点。
【教学过程】Step1. Warm-up and leading in1、Introduce myself(课件展示照片)打招呼。
2、Are you happy? Yeah, I’m happy too. Now let’s share our happiness to others. Please stand up and sing a song“If you are happy”Step2 新知呈现（1）课件出示笑脸图片，when we are happy we will smile. But my friend he is a little sad. Maybe he has some trouble. Now he’s coming. Let’s see what has happened.分别出示Giant(对比小矮人图片)、garden 图片，认识单词并领读。
板书课题。
请学生看课题提问题。
( before we read the text do you have any questions?)课件出示（Is it beautiful? What can we see in the garden？Why he was sad? ）A、Read the text by yourself , try to find out the answer and write down on the sheet.（反馈问题答案初步了解课文内容）B、Listen to the tape and fill in the blanks on the sheet.（见导学案）C、对比垒墙前后图片retell the story。
2A M3U1 in the garden 教案(new)
Teaching design for Oxford English(Shanghai Edition)2A Module 3 Unit 1 In the children’s garden单元教学设计方案教学设计说明学生情况分析二（1）班总共有45人，其中14人为民工子女，占全班人数的31%。
家长大专及以上学历的有13人，占全班人数的29%。
二（3）班共47人，其中7人为民工子女，占全班人数的15%，家长大专以上学历的有10人，占全班人数的21%。
有大部分的孩子家长对英语不能进行辅导，使孩子缺少学习英语的语言环境。
但是，这些学生比较纯朴，愿意听老师的话，愿意开口说，对英语学习有着较高的兴趣。
胡惠红老师是从两年级接手任教这个班级的英语教学的, 黄家英老师是一年级带上来的。
在学本课时之前，学生已经学过关于行为动作的单词有ride, skip, play, fly, dance, read, sing, draw, play, run, write, swim, fly jump;身体器官的行为动作有look, see, listen, hear, smell, touch, taste, eat, drink;玩具有ball, doll, bicycle, kite;各种人称代词有I, we, you, he, she, it 和一些表示颜色的词有red, blue, yellow, green, grey, purple, white, black, pink, brown等。
两年级的学生也掌握一定量句型结构，比如学生能较熟练地听说：I am… I can… I like…等句型。
两年级的学生能对看到的事物和颜色进行问答：What can you see/do? I can… What colour is it? It’s….玩是一件很快乐的事情，孩子们向往到儿童乐园里去玩耍。
于是，我们采用做一做，说一说，朗朗上口的儿歌形式进行英语教学，激发学生的学习兴趣。
启蒙英语经典绘本动画蓝色小考拉Penelope 1-10集字幕(精准版)讲课讲稿
启蒙英语经典绘本动画蓝色小考拉P e n e l o p e1-10集字幕(精准版)1Penelope is polite......................................................................................................................... 2Playing with colours.................................................................................................................... 3Penelope sings ............................................................................................................................. 4It's delicious................................................................................................................................. 5Penelope tidies her room ............................................................................................................. 6hide and seek ............................................................................................................................... 7Grandpa’s birthday ...................................................................................................................... 8penelope makes biscuits .............................................................................................................. 9Milo and Madeline ...................................................................................................................... 10Penelope takes a nap1 Penelope is polite第一个场景At schoolPenelope had lots of fun at school today. It's time to go home now.Oh, that's my mum. Mum.Penelope.Let's go home.Is she going to leave just like that? Shouldn't you say anything to your teacher andyour friends before you go home? Penelope, what do you say?Uh? Oh, I forgot. Bye~.That's right.You say goodbye when you leave.Bye, Penelope. See you tomorrow.Bye bye.You have to be polite, Penelope.第二个场景In the gardenHey, wait. Uh? Oh.Oh, no! Penelope stepped on the kitten's tail.Is she all right?Uh? You are OK?Penelope, when you are sorry, what do you say?I say...Do you know what to say?I'm sorry. It tickles.That's right.You say I'm sorry when you do something wrong. 第三个场景In the living roomPenelope, it's Lily Rose on the phone.Oh, I'll ask her to play with me.Hello, Lily Rose.Hello, Penelope.No greeting?Greeting? Ah, ah...oh...Good evening.Em? Good evening?That’s for the evening.Oops, I made a mistake. Good afternoon.Good afternoon, Penelope.That's right.You should say good afternoon.第四个场景In the bedroomI can't find it. Where is it?Penelope, it's time to go to bed.Mum, Dad, Max's missing. Max's missing.Is he?Yes.Again？I can't sleep without Max.Oh...We'll help you find him.Dad, have you found him?Not yet. Oh.En, now, let's see. Here is your bunny.Yes. Dad, you’ve found him.And here we are.Now what do you say to Dad for finding bunny for you?Uh, thank you!You are welcome.Yes, that's right. You should say thank you.第五个场景Still in the bedroomI've learnt lots of greetings today.If I see kitten in the morning, I say good morning.That's right.If dad gives me the last piece of chocolate cake, I say thank you.If I scare someone when I sneeze，I say I'm sorry.And when you leave school, what do you say then?I say goodbye.Very good. You've learnt a lot today, haven’t you, Penelope? But what do you say now? Uh..Not thank you, not I'm sorry. Uh... Good night!Good night!Penelope learnt a lot of greetings today.14 Playing with coloursSe01Penelope and her friends are going to play with colours today. What is playing with colours?Colour ,colour, colour, colour, what colour?What colour do you like ,tell us please?Yellow. Yellow.Yellow, where is it?Let’s look around.Yeah!Do you think you can find something yellow?This isn’t yellow. And this isn’t yellow either.I found something. This is yellow. Yellow!I found something too. Yellow!Wow, ouch! Yellow, wait!Oh, yellow. I found something.I see. This is how they play with colours. So ,everyone found something yellow. It looks fun.SE02Colour ,colour, colour, colour, what colour?What colour do you like ,tell us please?Blue!Blue! I found blue!En ,blue ,blue.…Oh, yeah, blue!This isn’t blue. This isn’t either.Lily rose, there’s something blue. Look!Wow! Yes, blue!SE03Colour,colour, colour, colour, what colour?What colour do you like ,tell us please?Green!Green! Green! Yeah!I found something too.Hey, wait, wait…But butterflies are not green. And dragonflies aren’t green either.En? Green!SE04Colour ,colour, colour, colour,what colour?What colour do you like ,tell us please?Red!Red! En …This isn’t red. And this isn’t red either.But this book is red.Wow! You found something, daddy. I want to find something too.Oh, you will. It’s right here, somewhere.Right here? But where could it be?Can you find something red? I wonder where it is.Look! Uh?Look at your face in the mirror.Oh,yes. I’ve forgot. Yes, I found it. My nose is red!Did you find it to? Playing with colours is fun.3 Penelope sings01Penelope is going for a walk.I learnt a song at school today.Really?How did it go?She looks proud.Sing for Mum and Dad.02Hop and hop and...uh...hop and hop and...uh...which animal hops? Erm... elephants!Hop and hop and A hopping elephant.An elephant? Really?But can elephants hop?Aren't they too heavy?What do you think? Hop and hop and...oh,wait, that's not right.Hoping? Uh... a rabbit!Hop and hop and a hopping rabbit.Hop and hop and a hopping rabbit.03Swim and swim and ...swim and swim and a swimming cats.A cat?A poor little cat.But cats don’t like water.I wonder who swims? Swimming...fish!Swim and swim and a swimming fish.04Fly and fly and a flying camel.Wow..A flying camel?Really?But can camels fly?Mmm...What flies? Flying...Butterfly!Fly and fly and a flying butterfly.05Wiggle wigle, a wiggling sheep.The sheep?Really?But do sheep wiggle?Wiggling...snake!Ah...Mmm...Wiggle wiggle a wiggling snake.06Hop and hop, a hopping rabbit.Swim and swim, a swimming fish.Fly and fly,a flying butterfly.Wiggle wiggle, a wiggling snake.Haha..what a lovely singer you are!Oh, my penelope.Heehee...Hop hop swim swim fly fly and wiggle wiggle Now who runs?Do you know? Penelope! Come here!Coming, Dad , Mum.Yes, it's Penelope. Heehee... Haha...Hop and hop, a hopping rabbit.Swim and swim, a swimming fish.Fly and fly,a flying butterfly.Wiggle wiggle, a wiggling snake.Run run run. She runs so fast.Look at how Penelope runs.Run run runI run so fast.Look at how I run so fast.4 It's deliciousNearly.What is Penelope doing?Oops. Which one should I try?Maybe this chocolate,or I'll have this sweet.Well, aren't you going to have dinner soon, Penelope?Are you allowed to eat sweet before dinner?What do you think? Oh.Penelope, dinner is ready.But dad, I'm going to have a sweet now.If you eat that sweet now, you won’t be able to eat your dinner.That's right.If you eat sweet before dinner, you'll be too full to enjoy your meal. Now, come sit at the table. Oh, well.Bon appetie. Let's eat.What are they having dinner for today?This is nice.You love cheese quiche, don't you, Penelope.Yes, I love cheese quiche.But this soup...But you haven’t even tr ied the soup yet? No...Penelope doesn't seem to like the soup.Is that anything you don't like eating?Ah, I'm full.I hope you'll not too full for dessert.Dessert?What are we having, Mum?I made yummy custard. Wow, custard, custard. I love custard.(Don’t get so excited, you’ll fall off the chair.)I love,love custard.You can have custard when you finish the soup.Oh, no.Oh, dear.There’s still a lot left.But I can’t eat it, I'm full. But if I don't eat it ,I can't have any custard.Uh, yes, hehe.What if I swop my bowl with dad's .Maybe he won't notice.Or maybe...What if I give the soup to the hungry cat, then I can eat the pudding.That's a great e e on.Penelope. Penelope.What's the matter?You see, I’ve had a great idea.A great idea?What is it?La la la ....(Why don't you tell us?)It's a secret.What a checky girl she is!You should have the soup your mother made for you, penelope.Come on, Penelope.Here, I'll help you.Ok.You're very lucky , kitty.She only has to eat what she likes.Well, I'm sorry your plan didn't work out,but don't be disappointed.Your dessert is waiting for you, as soon as you finish your meal,Penelope.5 Penelope tidies her roomOoh. Oh,Max! Here we go! Beep.beep. beep!Elephant and giraffe! Watch out !Beep! Beep!What a mess! Is your room like this too?I wonder what I should play with next.Oh, dear! Look at this mess.Mum, mum. L et’s play with rings.Penelope, why don’t you tidy your room first? And then we play with those .Tidy up? It’s not that mess!Well, I am going to go and clean and tidy the living room. Why don’t you tidy your room as well, Penelope?Tidy up, tidy up.Now she’s carrying books. Do you know where to put the books? That’s right. You put the books on the bookshelf.Oh, no! Oh, I found this sketch book. I am going to finish this cat. Kitty kitty, pretty kitty, enenen. Finished! Next, I am going to add a butterfly.Penelope, have you tidied your room yet?Oh, I forgot. I was tidying my room.You forgot, Penelope?Tidy up, tidy up. The sketch book and crayons go here .Oh,o h no. I don’t like tidying up. I have got an idea.Oh, I wonder what Pene lope’s idea is!I can hide all the toys under the blanket. Then tidying would be easy. It’s a great idea.I will do it.Penelope, what are you doing?I had a great idea.Oh, what is it? Tell us Penelope.It’s a secret.What are you up to Penelope?Oh, It’s nice and clean. Thanks to mum and dad. Next time you will do it all by yourself, won’t you Penelope?6 Hide and seekIt’s beautiful day. Penelope and her friends are having fun at the farm.Lily Rose, Cesarine, Aladin, and Stromboli are all here.Let’s play hide and seek. OK.Rock! Paper! Scissors! Rock! Paper! Scissors!So you are it!You are it.OK, I’m it. I’ll find you all.(OK!)Hurry up! Let’s hide!So do you think Penelope can find everyone?Where did they go?Where is everyone hiding?Do you know?Er, where are they? Erm... Anybody there? Let’s see...I can’t see anyone.Oh, I forgot max.Oh, I found Stombli.Is there anyone here?Ah...“Shh...” Go away!Ha-ha, do you know whose tail that is?“Shh...” Ah,Who is that? Oh, I found Aladin.Do you think anyone is hiding here? Have a look.Oh! I found Lily Rose!Only one more to find now.Who’s still hiding?I can’t see anyone here. I found Cesarine.Haha, you found me.Oh, no. Look the pigs!Oh-oh, now what’s Penelope done?Oh, stop, wait. Come back.My godness. There you are. Oh, I am glad.Oh, where is Penelope?Is she hiding now? Let’s go find her.YesStop! Wait!Wait!Stop!Ouch! Wait!I got you!Oh I think I hear Penelope.Really? where is she? Where is she?Oh, we all found Penelope！Penelope and her friends have fun playing hide and seek！7 Grandpa’s birthdayLala….Mum looks like she is in a good mood.Mum? I am hungry.Just a second, Penolope. I am preparing for a party.Party?It’s grandpa’s birthday today.Grandpa’s birthday ?Look, Penelope. This is the present for grandpa.Present? What’s inside?Do you have to wait until grandpa comes?I see. I’v got a great idea.What is it?I won’t tell you.What is her great idea? Can you guess?I am going to give grandpa a present too. I will give him my sweets. I hope he'll like them.Ahh? It’s empty. Oh, I ate them yesterday.You are careless, Penelope?Oh, that’s right! Grandpa loves hats. Erm,maybe this is too small. How about mine? I will have to wrap it.Oh, no. The woolly hat is being unravelled.Oh, what happened?That’s not good to give to grandpa.What can I give him? Oh, I can draw a picture of grandpa. That’s great! He will love it.Grandpa has a kind of round face.Round, round, nice face. His isn’t pointy. Ahh? Do they look like this? His nose is also round- shaped. Oh, so cute! Next his eyes. Smiling, smiling away, finished! Hello, Penelope!Oh, grandpa! Grandpa!Have you been a good girl?Yes.So let’s all celebrate grandpa’s birthday together.Oh, yes.Happy birthday grandpa!Oh, thank you!What is it?Nice pullover.I have a present too.This is for you.A present from you?Yes! Happy birthday grandpa!Thank you!Wow, what a lovely picture!Did I draw it well?Yes, very well done. It looks like exactly like you. It’s very cute.Oh, is it supposed to be her?Oh, I will put this in my room. Then I can see you everyday.It tickles.Grandpa is very happy. Penelope is also very happy.Cheers to grandpa. Yes!Birthday parties are fun. Aren’t they Penelope?8 Penelope makes biscuitsEggs, butter, flour, sugar. Lily Rose and Cesarine are in P enelope’s house. What arethey doing?Let’s make some biscuits. O K.So they are going to make some biscuits.What do you do first? Do you know?Egg.What do you do with the egg?Yes, you crack it. Oh!Nice looking egg.Oh, wow.It looks like a sun.After the egg. W hat’s next? Butter.Yes, cream the butter well. Then you add the sugar. Right, now you add the flour. Slowly!Carefully! Oh, no! You did it again, Penelope!Phew! Oh, you are white!What do we do next?We mix it again.OK, let me do it this time.More, more, you need to mix the butter well.It tastes like a biscuit.And next?Make it flat.Make it flat.Make it flat.This is fun.Don’t overdo it.Now it’s time to cut biscuits out.Quack, quack, it’s a duck.Twinkle, twinkle, a star.A, B, P.Oh, it’s P. P is for penelope.Oh, they’ve made lots of them.Wow, how long will it take?Well, I think they will be ready by the time we finish cleaning up.OK.After making biscuits, you have to clean up the kitchen.That way the biscuits taste better.Oh, she can smell the biscuits already.They smell good.They will be ready soon.Soon, soon.Be careful, Penelope!Are they ready?Yes, they look just right. Wow.Wow.Quack, quack, it’s delicious.Yes, they are so good.Twinkly, twinkle.Twinkly, twinkle. They are yummy.They did a good job.You have fun, Penelope.9 Milo and MadelineSomeone's at the door.Yes. Just a moment please.Oh!Goodness me! They look exactly the same.Mile and Madeline!Hello! Hello!Hello, Penelope!Hello. It is Penelope's auntie Mary Cesarine and her twin cousins Milo and Madeline. It’s nice to see you both.Erm..Which one is Milo and which one is Madeline?Yeah! Let's play. Let's play.Erm..Let's play hide and seek.Yeah! Let's play hide and seek.Where are they?They're playing hide and seek.Penelope is trying to find Milo and Madeline.Ah, got you, Milo.No, I'm not Milo. I'm Madeline.I'm Milo.Oh. I made a mistake.They're drawing pictures now.I've got some biscuits for you. Wash your hands first all right?OK.Can you see what Milo and Madeline are drawing?That's funny. It's Milo's face.No, this is Madeline.This is Milo.Even their pictures look the same.This is just like Madeline.This is just like Milo.Wait, biscuits. Biscuits.V ery good. Very good!I'll have some too.Wasn't she supposed to do something before eating the biscuits? Do you remember what it was?They are very good.Yeah!Oh, I forgot to wash my hands.You mustn't forget Penelope.Now they're playing with wooden blocks.This is very tall. Very tall. Let's make it taller.Wow! Make it taller.Wow! A-qiu!Oops that was unlucky.Don't cry, please don't cry.Look! Oh!What are they drawing this time? Can you guess?Oh, who could it be?Done! Look! It's you! Funny.Funny.They have lots of fun, but it's time to go home now.I don't want to go home. I want to go on playing with Penelope.We will see her again.Ok. Bye, Penelope.See you.See you.Bye-bye.It looks if Peneple has a twin brother.Penelope has a lot of fun playing with the twins today.10 Penelope takes a napOK,everyone, time for a little nap.OK.This is comfy.They all seem to be looking forward to a nap. How about you? Do you like taking a nap?Oh, Penelope can't get to sleep.Hey, I can't sleep.Count sheep, I know, go to sleep, my mummy told me that. Count sheep?Good night.Count sheep...Does it work? Have you ever tried it?One , two, three, four, five...en...what's after five? After five...I can't remember.Do you know what comes after five? Yes. It's six.Hey, I counted sheep, but I can't sleep.How about ducks?Ducks?One, two, three, four, five...What comes after five?Six.Yes, It's six.En...After six..Eight.No,not eight.En...let me think.I can't remember.Next comes seven.Hey, sheep and ducks don’t work for me.Then count rabbits. Pigs.Rabbits and pigs.One, two, three, four, five, six, seven.Wow, Penelop counted up to seven!Eight. What's after eight?En...Oh! It tickles.Nine and ten.She can count to ten.Yes.Oh, wow!Wow!It's time to wake up now.It looks like everyone slept well. Penelope?Penelope is still dreaming. I wonder what she is dreaming about.。
牛津英语五年级下册Unit 12 The giant’s garden教学设计
牛津英语五年级下册Unit 12 The giant’s garden教学设计牛津英语五年级下册Unit 12 The giant’s garden，本单元学习故事《巨人的花园》,通过学习，让学生懂得“快乐要与人分享”的道理，学会用核心句型“...like to...do介绍别人的爱好,...always/never...,描述事件发生的频率，doing描述正在发生的动作”，学习核心词汇wall，kind，through，no entry，（be）kind to，knock down，并通过故事的背诵及表演巩固本单元的核心句型和单词。
一、教材分析：本单元的语言功能是使用句型“...like to...do介绍别人的爱好,...always/never...,描述事件发生的频率，doing描述正在发生的动作”，学习任务是核心句型以及核心词汇wall，kind，through，no entry，（be）kind to，knock down。
二、学情分析：本课教学对象是小学五年级学生，通过两年多的英语学习，学生有了一定的基础，本单元的故事学习，一定程度上能够激发出学生的学习兴趣。
课堂上教师采用提问式和阅读式教学，让学生在体验、参与、探究中获得知识，形成能力。
三、教学目标：（一）知识目标：1.学生能听懂、认读、会说下列单词：wall，kind，through，no entry，（be）kind to，knock down2.学生能使用句型“...like to...do介绍别人的爱好,...always/never...,描述事件发生的频率，doing描述正在发生的动作”。
（二）能力目标：通过学习，能用所学句型复述故事，提高学生英语口表能力。
（三）情感目标：通过故事阅读，理解故事寓意，懂得快乐要与人分享的道理。
四、教学重难点：（一）教学重点：1.核心词汇：wall，kind，through，no entry，（be）kind to，knock down2.核心句型“...like to...do介绍别人的爱好,...always/never...,描述事件发生的频率，doing描述正在发生的动作”。
2AM3U1 In the children's garden 教学设计新部编版
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Lesson PlanOxford English 2A Module 3 Places and activitiesUnit 1 In the children’s gardenTeachers: Wenjia WuMaterials: Oxford English (Shanghai Edition) 2A M3U1 A visit to the children’s garden (Period1)Teaching Aids: Multi-media, word cards, picture cards, flash, etc教学设计说明学情分析：二（5）班的孩子们在经过一年多的英语学习后，大多数学生养成了良好的学习习惯，许多学生从最初的害怕开口、不敢开口，到现在，大部分学生都能做到踊跃开口，积极参与到课堂活动中来，他们对于英语学习的兴趣也愈加浓厚。
对于这些孩子来说，一、二年级是学习英语的重要启蒙阶段，让学生对学习英语产生浓厚的兴趣、培养他们的语音、语感是小学低龄段学习阶段的重点。
他们能模仿老师或材料中的语音语调，喜欢唱儿歌、做游戏、肢体表演等活动形式，表现欲强。
在学习本单元内容之前，一年级曾学习过In the park，学习了一些和公园、花园相关的词汇，如：kite，flower，bird，bee等；能用What can you see?和What colour is it?来提问所看到的东西和它的颜色。
模块教学任务分析：2AM3的模块教学主题是Places and Activities，分别围绕In the children’s garde, In my room和In the kitchen这三个相关的单元展开，从介绍场所、场所内的设施、到描述东西的特征、颜色，再到学习描述东西摆放的方位，逐层推进。
英语绘本故事教学设计In the Garden
英语绘本故事教学设计In the Garden【教学内容】Oxford Reading Tree【教材分析】这篇课文主要讲孩子们在魔法钥匙的法力下探险以及采用各种措施度过险境的故事。
情节有惊有趣，环环相扣，很适合孩子们阅读。
【教学目标】语言知识目标认识新单词：glow, sandpit, jungle, bumble-bee, desert, frightened, paw, yell, strawberry, lump, adventure, flowerpot, slug语言技能目标 1.Group or guided reading.2.Group and independent reading activities.3.Speaking, listening and drama acticities.4.Writing activies.情感态度目标通过阅读，让学生敢于开口，乐于模仿、表演。
告诉孩子们大自然中有无数奇妙的风景值得他们去探险，去爱护、保护大自然。
学习策略目标1、运用多媒体创设情境，使学生在读、说、玩、表演中学习英语，更好地理解、记忆和运用语言知识。
2、采用情境教学法激发学生对英语学习的兴趣，让语言交流活动贯穿整个【教学重点难点】1、理解文中的单词和句子。
2、综合运用语言知识让各小组在情境中表演这篇故事。
【教学准备】听力光盘，课件、教具、学具Teaching ProceduresI.Pre-reading1.Introducing the book. Read the title together and ask: Do you think the grassand flowers are big, or are the kids small?2.Start to look through the book. Ask: Which page can you find out theanswer?3.Ask the children to read the story aloud. Praise and encourage them whilethey read and prompt as necessary.II.While-reading1.Returning to the text.(1) Ask: Why did Kipper say“Oh no!”when bill suggested they go down the “desert”?(2) Ask them to explain the words: jungle, hill, desert, sandpit and flowerpot. Encourage them to find the smaller words.2.Group and independent reading activities.(1) Ask the students to find 5 other words that have the same long “a”sound. For example: playing, away, chased, ate, rain.(2) Ask them to find the words and then group according to the spelling. E.g. bee, seat.(3) Ask them to find other words in the text with the same vowel phoneme sound “i-e”,e.g. like, ride, giant.(4) Questions: Why did the children leave the jungle? Why did they climb inside the bottle? Why did Kipper and Chip feel sick?(5) Ask the children to choose three other sentences from the story and write them using “first, next, last”.3. Speaking, listening and acting activities(1) Respond to presentations by describing characters and commenting constructively.(2) Adopt appropriate roles in small groups and consider alternative courses of action.(3) Speak with clarity and use appropriate intonation when reading and reciting texts.III.Post-reading1. Repeat the story with the key words and sentences.2. Ask the children to complete the following sentence, listing all the items they can see in the picture: e.g. In the garden, I can see…Blackboard Design。
英语成长乐园：幼儿园中班英语启蒙绘本教学案例分享
英语成长乐园：幼儿园中班英语启蒙绘本教学案例分享英语成长乐园：幼儿园中班英语启蒙绘本教学案例分享一、背景介绍在当今全球化的时代，英语已经成为了一种重要的国际交流语言。
为了让孩子从小接触和学习英语，越来越多的幼儿园开始引入英语启蒙教育。
在幼儿园中班，绘本教学是一种非常有效的英语启蒙方法。
在本文中，我们将分享一些幼儿园中班英语启蒙绘本教学的案例，帮助家长和老师更好地了解如何运用绘本教学来促进幼儿的英语学习。
二、选择合适的绘本在进行英语启蒙绘本教学时，首先要选择适合幼儿园中班学生的绘本。
可以选择一些简单有趣的英语启蒙绘本，比如《Brown Bear, Brown Bear, What Do You See?》、《The Very Hungry Caterpillar》等。
这些绘本不仅内容生动有趣，而且语言简单易懂，非常适合幼儿园中班学生的接受和理解。
三、教学活动设计针对选择的绘本，老师可以设计一系列的教学活动来引导幼儿进行英语启蒙学习。
在教学活动中可以通过歌曲、游戏等多种形式来帮助幼儿掌握一些基本的英语词汇和句型。
还可以设计一些手工制作活动，让幼儿通过动手操作来加深对英语启蒙内容的理解和记忆。
四、示范教学在英语启蒙绘本教学中，示范教学是非常重要的环节。
老师可以通过示范的方式向幼儿展示如何正确地朗读绘本、如何运用英语进行简单的对话交流等。
这样可以有效地引导幼儿模仿并学习英语表达，提高他们的英语听力和口语能力。
五、课后延伸在教学结束后，老师可以设计一些延伸活动，让幼儿在课外也能够继续接触和学习英语。
可以要求幼儿和家长一起完成一些相关的绘本阅读和练习，或者通过播放一些英语启蒙动画片来帮助幼儿巩固所学的内容。
六、观点和理解通过以上的分享和案例，我们可以看到英语启蒙绘本教学在幼儿园中班的英语教育中具有非常重要的作用。
通过生动有趣的绘本故事，幼儿可以在轻松愉快的氛围中接触和学习英语，不仅激发了他们学习英语的兴趣，而且也在潜移默化中提高了他们的英语能力。
幼儿园英文绘本乐园：英语原版绘本阅读方案
幼儿园英文绘本乐园：英语原版绘本阅读方案幼儿园英文绘本乐园：英语原版绘本阅读方案在幼儿园阶段，孩子的语言发展是非常重要的。
在这个阶段，绘本阅读是培养孩子语言能力和阅读习惯的重要途径。
而幼儿园英文绘本更是为孩子提供了接触英语的机会，让他们在轻松愉快中，学会了解、理解和运用英语。
选择适合幼儿园的英文绘本阅读方案非常重要。
下面，我将从多个方面进行深入探讨，以便让您更加全面地了解幼儿园英文绘本乐园：英语原版绘本阅读方案。
一、为什么要选择英语原版绘本？1.1 提前接触英语幼儿园是孩子接触外语的黄金时期，通过英语原版绘本阅读，可以提前让孩子接触英语，培养他们的英语语感和语音语调。
1.2 开拓视野英语原版绘本故事情节新颖、内容丰富，可以开拓孩子的视野，帮助他们了解不同的文化和风俗习惯。
1.3 提高语言能力通过阅读英语原版绘本，孩子可以提高英语听说读写能力，为以后的英语学习打下良好的基础。
1.4 激发兴趣英语原版绘本的故事有趣、形式多样，可以激发孩子对英语的兴趣，让他们乐于学习英语。
二、如何选择适合幼儿园的英文绘本？2.1 选择简单易懂的故事幼儿园阶段的孩子语言能力有限，因此需要选择故事内容简单易懂的英语原版绘本，让他们能够轻松理解。
2.2 选择丰富多彩的插图对于幼儿园的孩子来说，图画是他们了解故事内容的重要途径，因此需要选择插画丰富多彩的英语原版绘本。
2.3 选择有趣的故事情节幼儿园的孩子喜欢趣味盎然、富有想象力的故事情节，因此需要选择故事情节有趣的英语原版绘本，吸引孩子的注意力。
2.4 选择优质的出版商在选择英语原版绘本时，需要注意选择知名、优质的出版商出版的绘本，确保内容和质量有保障。
三、如何进行英文绘本的阅读？3.1 营造良好的阅读环境在幼儿园或家庭中，应该为孩子营造一个安静、舒适、温馨的阅读环境，让他们能够专心致志地阅读英语原版绘本。
3.2 与孩子一起阅读在阅读英语原版绘本时，家长或幼儿园老师可以选择与孩子一起阅读，引导孩子理解故事内容，让他们能够更好地吸收和理解故事。
The Unicorn in the Garden课件
后来丈夫走了，坐在玫瑰丛中 睡着了。妻子飞快地起了床，很 激动，而且眼光有点幸灾乐祸， 赶紧分别给警察和精神病医生打 了电话，让他们把自己的丈夫带 走。但结局恰恰相反，警察和精 神病医生来了，她转述了丈夫的 “疯话”，丈夫又不承认自己曾 经说过那样的疯话，就这样，妻 子被他们带走了，关进了疯人院。 从此以后，这个丈夫过得很快活。
James Grover Thurber 詹姆斯•瑟伯 1894~1961
He is an American author, cartoonist and celebrated wit. He was best known for his cartoons and short stories.
James Grover Thurber 詹姆斯•瑟伯
Our Time & Famous Poems Illustrated (1940) and Further Fables for Our Time (1956).
• An exception to this format was his most famous fable, "The Unicorn in the Garden", which featured an allhuman cast except for the unicorn, which didn't speak. Thurber's fables were satirical, and the morals served as punchlines rather than advice to the reader.
•
Thurber wrote over seventy-five fables, most of which were collected in Fables for
幼儿园英语绘本阅读情境教学方案
幼儿园英语绘本阅读情境教学方案一、前言在幼儿园阶段，英语教育的重要性日益被重视。
而英语绘本阅读作为一种重要的教学手段，不仅可以激发幼儿学习英语的兴趣，还可以帮助他们丰富词汇、提高语感。
本文将从幼儿园英语绘本阅读情境教学方案的多个方面展开讨论，希望可以为幼儿园的英语教育工作者提供一些参考。
二、情境教学的重要性在幼儿园的英语教学过程中，情境教学是一种非常重要的教学方式。
通过情境教学，幼儿可以在真实的语言环境中学习，将语言应用到实际的生活情境中。
而英语绘本作为一种语言情境的呈现形式，可以帮助幼儿更好地融入到英语学习的场景之中，提高他们的语言运用能力。
三、绘本选材的重要性在进行英语绘本阅读情境教学时，绘本的选材非常重要。
我们需要选择那些内容生动有趣、贴近幼儿生活实际的绘本，以便激发幼儿的阅读兴趣。
可以选择描述日常生活、家庭、动物、自然等主题的绘本，这样可以使幼儿更容易理解和产生共鸣。
四、情境营造的重要性在进行英语绘本阅读情境教学时，情境的营造非常关键。
我们可以通过布置教室环境、角色扮演、游戏互动等方式，营造一个真实的语言情境，让幼儿在其中尽情地体验和运用英语。
可以通过布置模拟家庭、动物园等情境，让幼儿在其中进行角色扮演和真实交流。
五、提高师幼互动的重要性在英语绘本阅读情境教学中，师幼互动是非常重要的环节。
教师需要充分发挥引导作用，鼓励幼儿参与讨论、提出问题、表达想法，同时可以通过肯定、鼓励、帮助的方式，提高幼儿的话语表达能力和英语交流能力。
六、共享个人观点从我个人的观点来看，幼儿园英语绘本阅读情境教学是非常有益的。
在这样的教学环境下，幼儿可以在轻松愉快的氛围中学习英语，培养对英语的兴趣，提高语言表达能力。
而且，通过情境教学，幼儿可以更好地理解和掌握英语，将其应用到日常生活中。
七、总结和回顾幼儿园英语绘本阅读情境教学方案对幼儿的英语学习具有重要意义。
通过情境教学，幼儿可以在真实的语言环境中学习，激发兴趣，丰富词汇，提高语感。
Greedy Rabbit(贪吃的兔子)绘本故事及教学设计
Greedy Rabbit(贪吃的兔子）绘本故事及教学设计题目：Greedy Rabbit(贪吃的兔子）主要内容：兔子进入一个菜园，他吃了一些胡萝卜和生菜，看到一个大卷心菜后，他也想吃了它。
农夫看到了兔子，对着兔子大声吼叫，把兔子吓跑了。
兔子在路上跑，农夫在后边追，因为吃的太多，所以兔子跑不快。
他看到了一个山洞，想躲进去，可因为吃的太多被卡住了。
兔子一直扭动想要出来，没有成功，农夫试图拔出兔子，也没有成功。
两天后，兔子饿廋了从洞里出来了！教学设计：【教学目标】1、知识目标：（1）能听、说、理解单词及短语：ate, ran, ran after, stuck, went wriggle, pulled等。
（2）能听、说、理解句型：Rabbit ran. The man ran after Rabbit. Rabbit went wriggle, wriggle,wriggle. The man pulled and pulled.等。
2、能力目标：（1）能在录音和教师的引导下体会角色的情感，并能有感情地进行模仿。
（2）能在关键词和图片的提示下，尝试复述故事。
3、情感目标：（1）能够引导学生在日常生活中养成不能贪吃的行为习惯。
（2）能够培养学生热爱故事，热爱阅读的良好习惯。
Step1: Pre-reading:1、Greetings2、A guessing gameYes. It’s a rabbit. Today we’ll learn a story about this rabbit.3、Read the cover page, get some information, and guess the title.【设计意图】在故事阅读前，带领学生进行猜谜游戏，通过PPT 将原本遮盖住的兔子的身体部位一点点的出示出来，引导学生逐步猜出谜底，从而引出故事主人公兔子。
带领学生观察故事封面，向学生介绍故事作者的信息，根据所给题目Rabbit来猜测故事题目，呈现题目是Greedy Rabbit后, 激发学生的学习兴趣和继续阅读的欲望。
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英语绘本故事教学设计
In the Garden
【教学内容】Oxford Reading Tree
【教材分析】
这篇课文主要讲孩子们在魔法钥匙的法力下探险以及采用各种措施度过险境的故事。
情节有惊有趣，环环相扣，很适合孩子们阅读。
【教学目标】
语言知识目标认识新单词：glow, sandpit, jungle, bumble-bee, desert, frightened, paw, yell, strawberry, lump, adventure, flowerpot, slug
语言技能目标 1.Group or guided reading.
2.Group and independent reading activities.
3.Speaking, listening and drama acticities.
4.Writing activies.
情感态度目标通过阅读，让学生敢于开口，乐于模仿、表演。
告诉孩子们大自然中有无数奇妙的风景值得他们去探险，去爱护、保护大自然。
学习策略目标1、运用多媒体创设情境，使学生在读、说、玩、表演中学习英语，更好地理解、记忆和运用语言知识。
2、采用情境教学法激发学生对英语学习的兴趣，让语言交流活动贯穿整个
【教学重点难点】
1、理解文中的单词和句子。
2、综合运用语言知识让各小组在情境中表演这篇故事。
【教学准备】
听力光盘，课件、教具、学具
Teaching Procedures
I.Pre-reading
1.Introducing the book. Read the title together and ask: Do you think the grass
and flowers are big, or are the kids small?
2.Start to look through the book. Ask: Which page can you find out the
answer?
3.Ask the children to read the story aloud. Praise and encourage them while
they read and prompt as necessary.
II.While-reading
1.Returning to the text.
(1) Ask: Why did Kipper say“Oh no!”when bill suggested they go down the “desert”?
(2) Ask them to explain the words: jungle, hill, desert, sandpit and flowerpot. Encourage them to find the smaller words.
2.Group and independent reading activities.
(1) Ask the students to find 5 other words that have the same long “a”sound. For example: playing, away, chased, ate, rain.
(2) Ask them to find the words and then group according to the spelling. E.g. bee, seat.
(3) Ask them to find other words in the text with the same vowel phoneme sound “i-e”,e.g. like, ride, giant.
(4) Questions: Why did the children leave the jungle? Why did they climb inside the bottle? Why did Kipper and Chip feel sick?
(5) Ask the children to choose three other sentences from the story and write them using “first, next, last”.
3. Speaking, listening and acting activities
(1) Respond to presentations by describing characters and commenting constructively.
(2) Adopt appropriate roles in small groups and consider alternative courses of action.
(3) Speak with clarity and use appropriate intonation when reading and reciting texts.
III.Post-reading
1. Repeat the story with the key words and sentences.
2. Ask the children to complete the following sentence, listing all the items they can see in the picture: e.g. In the garden, I can see…
Blackboard Design。