图片故事阅读教学

《英语课程标准》 语言技能 一、二级目标 一级 能在图片和动作的提示下听懂简单的小故事并作出反应； 能表演简单的童话剧； 能在图片的帮助下读懂简单的小故事。

《英语课程标准》 语言技能 一、二级目标 二级 能听懂简单的配图小故事； 能在教师的帮助下讲述简单的小故事； 能借助图片读懂简单的故事或小短文，按意群阅读能正确朗读所学故事或短文； 能在教师的帮助下表演小故事或童话剧。

听懂 读懂 （在图片的帮助下，借助图片） 讲述 表演

1. 知识与技能目标： （1）学生能读懂故事 （2）学生能朗读故事，做到语音准确，语气达意，能 注意模仿语音语调 （3）学生能借助实物教具、板书等帮助，表演故事。 2. 学习策略目标： （1）寻读、朗读、默读等阅读策略相结合，发展阅读 策略； （2）增强小组合作意识，共同完成任务； （3）通过评价反思，发展自我调控策略。 3. 情感态度目标： （1）提高学习英语的兴趣，乐于阅读，善于表演 （2）增强孩子们对大自然的喜爱。

Story Lesson Structure

Story Lesson Structure Motivate the students reading Prepare the related information for good understanding Lead in the story Solve some reading problem

The Goals of Pre-reading 激发学生的阅读动机； 激活和提供必要的背景知识； 引出话题； 为进一步阅读解决理解上的语言障碍。

导入方法 激发动机法 引出出话题法 消除障碍法 激活预测法 导入方法 激发动机法 引出出话题法 消除障碍法 激活预测法

激发动机法 B 5 L 24 Year Animals Why does the cat always eat rat?

引出话题法 B 2 L 18 Magic stone Can you make soup? What do you need? L 12 What do you like to do in winter?

消除障碍法 B2L6 Can I help you？ （Why the Rabbit Has Long Ears?）

Who do you see in the picture? What is he doing? Can the rabbit come out? What will happen next? /Who’ll come and help? Shake out “Pull”

Give the Questions for Each Picture 激发学生的阅读动机； 激活和提供必要的背景知识； 为进一步阅读解决理解上的语言障碍. 变被动接受为主动参与

激活预测 借助图片对故事进行完整的预测。在预测中，筛选出有碍进一步阅读的内容得以不断地运用， 如：What happened 激活预测 借助图片对故事进行完整的预测。在预测中，筛选出有碍进一步阅读的内容得以不断地运用， 如：What happened? stuck pulled 帮助学生进一步加深理解并达到认读的能力。

针对预测性问题的答案 by “Maybe!” rather than “Yes or No.” B2L6 Can I help you？ Who do you see in the picture? What is he doing? What happened to him? 针对预测性问题的答案 by “Maybe!” rather than “Yes or No.”

Story Lesson Structure Show the clear task for reading and check the understanding Use different reading strategies for reading skill and habit

The Goals of While Reading 运用正确的阅读策略并养成良好的阅读习惯。 检查学生借助图片读懂故事的程度。 读前给出明确的任务！

The Reading Tasks 了解文章的大意； 捕捉具体信息； 将信息图表化; 记录文章的要点或具体信息； 回答事实性问题； 将事件排序； 根据上下文推测词义； ……

Ways to Check for understanding

回答问题，了解故事大意 Questions during the reading >What happened? >Who came to help? >How to help? >Did the rabbit came out finally? >What happened to the rabbit?

捕捉具体信息 ---以图片的形式记录

捕捉具体信息 ---用关键词 记录主要内容 ”Jeff and David” ”flew kite---no wind， 捕捉具体信息 ---用关键词 记录主要内容 ”Jeff and David” ”flew kite---no wind， play ping-pong---some eggs, play basketball---some melon…” They never flew the kites in the wind. They play the egg ping-pong. They play melon basketball…

将信息图表化--- 建立表格 B4 L24 The Diffos

Mr. Diffo wears hat Debbie Diffo on her nose. The Diffos eat breakfast in the afternoon. for breakfast. for dessert. inside the house. David and Debbie Diffo sing songs in the library.

The key words and the chart can be used as the clue for retelling the story.

阅读策略 Reading strategies 形成有效的阅读策略 1. 略读（skimming） 是一种快速浏览阅读方式，其目的是了解文章的大意。 2. 寻读（scanning） 是另一种快速阅读方式，其目的是从较长的文字资料中查寻特定的细节内容。 主题词，关键词

阅读策略 Reading strategies 形成有效的阅读策略 3. 预测（prediction） 预测是阅读过程的重要一环。阅读不是被动地接受和理解信息的过程，而是不断地预测---验证与修正---进一步预测的循环过程。 4. 猜测生词意思（Guessing meanings of new words）

阅读形式 集体朗读 小组朗读 配乐朗读 个别朗读 个别与集体朗读结合 默读 朗读

Read the story quietly and judge. B 6 L 24 Little Zeke sends an E-mail Read the story quietly and judge.

1. Is Li Ming in Beijing? 2.Is Jenny sending an E-mail? 3. Is Emma live in Beijing? 4.Is Jenny hungry? 5.Does Little Zeke have a bed? 6.Is Emma writing the E-mail?

Story Lesson Structure Encourage students share their own ideas or create new for the story Retell the story

The goals of post reading 根据阅读内容所进行的各种思维活动； 鼓励学生将所阅读的内容于自己的经历、知识、兴趣、和观点相联系。

The activities of post reading 角色表演故事Act out the story； 复述故事Retell the story； 评论活动是学生结合故事主题表达自己的观点（质疑作者）； 创编新的故事； 续写故事或改变故事的某个情节或结局的活动。

用书面活动检验 阅读的有效性 我们常用的书面检查形式有： 判断对错True or False； 选择正确答案 Choose one correct answer； 写出问题答案 Answer the questions； 根据故事内容填空Fill in the blanks； 根据故事画画 Read and draw； 按要求挑出相关信息或故事梗概 Pick out the information； 按故事发展顺序排列语句Line up等。

用表述活动检验 阅读的有效性 表述活动是对故事理解的表达和复述。如：回答问题Answer the questions； 角色表演故事Act out the story； 复述故事Retell the story等。

用评论活动检验 阅读的有效性 评论活动是学生结合故事主题表达自己的观点（质疑作者）。 如：故事Magic Stone，可提出以下问题：Was the stone really magic? What’s the magic? 等，以引导和鼓励学生阅读后的评论，提出个人的见解。

用创新活动检验 阅读的有效性 创新活动是学生在阅读内容基础上的发展。 如：故事，Can I help you？（”Why the rabbit has long ears”） 与我国幼儿故事“拔萝卜”极为相似，学生可尝试把“拔萝卜”用英语讲（演）出来。 还可开展续写故事或改变故事的某个情节或结局的活动。 如：故事”Jeff and David”，安排了让学生发挥想象续写故事（包括画画）的活动。学生续写了”They play badminton with shuttlecock. They play football with coconut...等故事情节。

very nice beautiful soft B 3 L 6 Betty’s Clothes Look and match: 2 3 1 very nice beautiful soft

B 2 l 18 Magic Stone 1. True or False B 2 l 18 Magic Stone 1.True or False. ( )The old man and the old woman are very poor. ( ) The magic stone can make the delicious soup.

Choose one correct answer. Who has a magic stone. A. A boy. B. A girl Choose one correct answer. Who has a magic stone? A. A boy. B. A girl. What does the woman give them？ A. Fish and noodles B. Fish and vegetables

Read and match. Maddy’s sister ride bicycles play jump-on-uncle B 5 Lesson 6:Maddy’s Family Read and match. Maddy’s sister ride bicycles play jump-on-uncle Maddy’s brother Maddy’s cousins sit and cry Maddy’s aunt and uncle watch a movie Maddy’s family eat supper in a restaurant go for walks

Watch , follow and fill in the blanks. Lesson 7:Maddy’s Family Watch , follow and fill in the blanks. Maddy has a ____and a_____. She is ____than her brother and ____than her sister. Her father works in a _____. Maddy’s family likes to watch __ ___. Maddy’s uncle has a ___and a____. They’re Maddy’s _____. Mike is _____ than Mary. Maddy’s aunt and uncle like to____. Maddy’s cousins like to play _____.

Fill in the blanks. Let’s make food. First we need a big _____ Fill in the blanks. Let’s make food. First we need a big _____. Let’s borrow some ____from old Mrs. Yang.

Draw a picture.

Answer the questions. What is a magic stone Answer the questions. What is a magic stone? What does the old woman borrow from neighbours?

Problem solving Sam likes the toy cars. He goes to a toy shop. The big cars cost one pound, the smaller cars cost seventy-five pence each. Sam has got five pounds. He buys two big cars and four small cars. Now he has got____ pence.

What rooms does Baby Becky go? B7 L6 Baby Becky at home What rooms does Baby Becky go? living room kitchen bathroom

4 2 3 5 8 1 6 7 living room kitchen bathroom

1 B A C D E ( ) My mother is in the living room. She F is tired. ( ) I sit in the bathtub. I put my doll in the toilet. ( ) I put the eggs on the stove. ( ) I make a house with the dishes. ( ) I like to cook. I open the refrigerator. ( ) It’s six o’clock. We go to the kitchen. F 1 A F B E D C

Line up The rat is the first. The ox is the second. The tiger is the third. ……

敖 Thank you！