自动草稿

Step 1  Pre-reading

1.  Let’s watch

T: Do you like animals? Let’s look and say.

T: Do you know where do they live? Let’s take a look!

[设计意图:通过视频将学生带入本册书的主场景--非洲大草原,引导学生关注大型猫科动物的栖息地]

2. Brainstorming

T: What do you know about them? Any similarities? What are the differences between them?

[设计意图:调动学生已有知识,激发学生阅读兴趣。引导学生关注豹与猎豹的外观,明确区分两种动物]

Step 2  While-reading

1.观察封面

教师用课件向学生呈现封面

T: Look, this is the cover of our story. What information can you get from the cover? 

预设学生答案: Title, some little lions…

T: What else can you find on the cover?

预设学生答案: Jonathan Scott and Angela Scott.

T: Great! They are the photographer and author of this book. (PPT中圈出)

T: What do you want to know from this book?

预设学生答案: 1. How do big cat babies eat?

              2. Where do they live?

3. What do they like?

[设计意图:培养学生良好阅读习惯,了解作者背景信息,建立学生对阅读的期待]

2.  观察扉页,了解文章主要内容.

T: Look at the fly page, what’s this? (圈出contents部分)

What do you know from it? How many parts do we have?

[设计意图:引导学生观察科普类绘本的特点,明确目录页的意义,了解文章主要结构]

3.教师与学生一起读故事第一部分-Big Cats (2-3页)

T:Let’s read the first part together. Look at page 2-3, What are the big cats?

S: Leopards, lions and cheetahs

[设计意图:与学生共同进入绘本阅读,了解文本主旨。]

4. Jigsaw reading

T: How do they live? How do they raise their babies?

T: We are going to read different part now. Here are 3 kinds of big cats. It is your turn to read this book and try to answer the questions.

(1)  Read a part and try to answer question(阅读部分内容,尝试回答问题)

T: Which animal do you want to read? (学生讨论选择小组想要了解的动物)

Please take out your worksheet (全班学生共有三种不同的任务单,3人一个学习小组,共4小组读同种动物完成相同任务 Green Group: please read page 4-9, Yellow Group: please read page 10-15, Blue Group: please read page 16-21)

T: Now, please read your part and try to finish your worksheet. You will have about 3-4 minutes. If you got any difficulties, you can whisper to your partner.(师生明确分组及任务后让学生完成个人任务单。3-4分钟)

(2)Discuss and finish individual worksheet (讨论完成任务单)

T: Now, please discuss in your group and share your ideas together! (学生讨论完善任务单。3分钟)

[设计意图:学生通过小组合作学习方式,在交流与讨论中实现对文本部分内容的深入了解,在相对安全的环境中表达自己,学会自主学习、同伴交流。]

(3)Change group and share information(重新分组进行信息差交流)

T: We are going to make a new group. Now each of you got some information from different part.(让学生查看任务单后数字,各组都是1-12,然后所有相同数字的同学坐到一起。学生利用信息差进行讨论分享)Please share your information in your group and write the differences on the worksheet(5分钟)

[设计意图:学生的信息差可以产生真实的交流,在过程中实现对文本其余内容的感知,建构知识体系。]

(4)Read and finish group worksheet. (通读全书,补充完善汇报单)

T: You can read the whole book and discuss in your group. Then try to improve the worksheet.

Please use English when you talk. You will have 3 mins to finish it.(学生小组讨论完成任务。3分钟)

[设计意图:学生通过阅读完整文本实现对全文的整体理解,对信息进行再次归纳与总结。]

Step 3 Post-reading

  1. Let’s report

[设计意图:学生各组汇报一部分内容,小组间互相补充,让每个组的同学都有展示的机会]

  1. Let’s listen and read

[设计意图:听录音阅读故事,增强对于文章的理解。]

  1. Quiz time

[设计意图:回顾总结故事要点]

  1. Let’s  discuss

T:What interesting thing did you find from the book?

预设学生答案:The author have same last name. “Scott”

T: Why?

预设学生答案:1. They are brother and sisters.

2.They are husband and wife.

T: If you were these writers, what will you tell us?

 

 

Homework

阅读推荐科普类绘本,了解其他非洲动物的生活习性

252 comments to 绘本设计

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