有关英语故事教学素材

有关英语故事教学素材
有关英语故事教学素材

有关英语故事教学素材

Simon, a college grad, always pointed out the errors in his brother Brevyn's emails. "When are you going to stop confusing 'its' with 'it's'?" he often asked. Brevyn, a high school grad, said

that nobody ever noticed anyway.

Brevyn knew that Simon was “book smart,” but he didn't think Simon was very “street smart.” Years ago, Simon had bought stereo speakers from a street vendor. When he arrived home, he called

Brevyn over to help him set up the speakers. Simon was excited because he had gotten the speakers at half price. The brand new speaker boxes said Panasonic, Model No. A-682ST, Made in Japan,

etc.

But Simon was disappointed and angry when he discovered that the boxes contained only old magazines. Brevy n was amused. “Did you get a receipt?” Brevyn asked. “Did you ask the guy about his

return policy? Did he tell you where his 'store' is going to be tomorrow?”

Brevyn visited Simon to show him the new tires he had just put on his Honda Accord. While they were talking in Simon's living room, Simon showed Brevyn an air pump he had recently purchased.

“If your new tires ever go low, you can pump them up super-fast with this. It pumps air into the tire on the downstroke and the upstroke.”

Bre vyn said, “You must be kidding. I’ve never heard of a pump that pumps air on the upstroke.” Brevyn tried out the pump. “There’s no air coming out of here on the upstroke,” he told Simon.

“Of course there is. Read the label on the pump.”

Brevyn read the label. “Ha! Listen to this: ‘High volume air flow on both up and down strokes.’ The air ‘flows,’ all right, but it flows in on the upstroke, not out. The label writer tricked

you, Mr. English Major. What have you got to say for yourself?”

"L et’s go outside," Simon said. "Maybe I can find a small nail in one of your new tires."

A food called “nutraloaf” has been used for many years in US prisons.

But prisoners claim that it tastes so bad that the food is actually punishment. They say that prison officials must

charge the prisoner with some type of violation before they can punish him by making him eat nutraloaf. At least one prisoner has filed a lawsuit against the use of nutraloaf. Prison officials

say the prisoners are overreacting. They say that nutraloaf is a

nutritious food. “It’s just like fruitcake,” said one warden. Nutraloaf is

a mixture of bread, cheese, raw and cooked

vegetables, beans, and other ingredients which may vary from season to season and prison to prison.

Prison officials say that using nutraloaf, a “hand” food, increases

prison safety, because prisoners don’t have utensils or plates to throw at or use against guards or other prisoners.

Officials routinely distribute nutraloaf for days at a time when one or more prisoners act unruly.

“What are they complaining about? I wish I could have had nutraloaf when

I was growing up,” said Bob Hope, a prison warden in Arkansas. “It tastes a lot better than the grits and corn bread I

ate every da y. These guys have a lot of nerve to complain. I’ve eaten

it myself many times—I just pop it into the microwave for a minute, spread a little butter on it, and enjoy. What’s their

beef? Prisoners are a bunch of whiners. If they want five-star prison food, they should commit their crimes in France.”

The next morning, Adam turned on the radio. The fire had spread to 350 acres, and 550 homes had been evacuated. More than 400 fire fighters were busy in the foothills. The winds had really

picked up overnight. Fire officials declared that the fire was only five percent contained. They said it might take four to seven days to fully contain the fire.

Adam walked outside with his binoculars. Helicopters and four-engine

tankers were flying over the burn area, dropping water and fire retardant. He could see lots of thick smoke just a couple

of miles north of his apartment building. He could hear the sirens of

fire engines. All the cars on the street were dusted with soot.

Adam's brother cal led from a nearby city. “Are you going to have to evacuate?” he asked Adam. Adam said if they told everyone to evacuate, he would just put his laptop in his car and drive

over to stay with his brother. Adam was amazed at how huge and menacing the fire had gotten in less than 24 hours. He hoped that the winds would die down soon; this situation was a little

scary. Just a couple of embers flying southward could result in hundreds of homes, including his own, burning down. He did not want his home to be on the five o’clock news.

感谢您的阅读,祝您生活愉快。

小学英语绘本教学策略

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浅谈小学英语绘本教学(邹淑燕)

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一级语言技能“读写” 目标 能在图片的帮助下读懂简单的小故事。 二级总体目标能在图片的帮助下听懂、读懂并讲述简单的故事。二级语言技能“听”目 标 能听懂简单的配图小故事 二级语言技能“说”目 标 能在教师的帮助下讲述简单的小故事。 二级语言技能“读”目标 能借助图片读懂简单的故事或小短文,并养成按意群阅读的习惯。能正确朗读所学故事或短文。 在《新课标》中,在总体目标和对小学生听说认读能力的描述中多次提到了要学生能听懂和读懂小故事。 而绘本教学,以故事为载体,以精美的画面,精彩的故事来吸引学生阅读,表达的欲望,同时,绘本教学还可以表达特定的情感、和主题,让学生在学到知识的同时,能感受到情感的表达和人文知识的传输。 二,绘本教学符合小学生身心特点,能满足小学生学习英语的需求 英语绘本具有包装精美、经典完整、语境真实、复现强调、思维发散等特点。 无论在小学低段还是高段,精美的包装和完整的故事都能吸引孩子的注意力。每一个绘本故事都有深远的主旨,孩子们在阅读的时候,不仅受到了语言的熏陶,也加深了他们对周围世界的了解和认识。同时,绘本的语言具有形象性、简洁性和重复性的特点。这些特点特别适合小学生学习英语,形象性的特点帮助学生更易于理解和使用语句;简洁性,既保证了语句表达的准确性也保证了绘本中语句的简单;重复性,使学生更容易的掌握英语语句和发音特点,并且由于是在故事中的语句重复,不会造成学生的阅读疲劳,反而会让他们产生故事很简单易懂,更有兴趣读下去的冲动。与此同时,绘本可以透过文字和图片帮助学生发散思维,帮助学生对故事展开丰富的联想,绘本故事还能帮助学生锻炼逻辑思维能力,推理、预测能力。 但是在实际教学中,不是一本绘本,一个故事就能应用于所有课堂中的。根据不同的年龄段,不同的教材,教师需要选择或者自编不同的英语绘本。在小学低段,教师可以选择一些词句简单,趣味性强,语句重复性高的绘本。在小学中高段,教师可以选择一些语言活泼,内容有趣,意寓深远的绘本进行教学。

英语48国际音标教学教案(总10课时)

第一课 一、音标是什么 简要介绍音标,并展示音标图 二、本课目标:前元音/i:/ /?/ /e/ /?/; 三、音标精讲 (一)、/i:/ 代表单词:sheep [?i:p] 【嘴巴微微张开,呈扁平口型】 Ice cream /a?s kri:m/ Key/ki:/ Police /p??li:s/ 口语表达: I’ll be on holiday next week . 我下周开始度假。 An ice cream for me , please . 请给我一个冰激凌。 【音标儿歌】 蜜蜂,蜜蜂是 bee , bee , bee 豌豆,豌豆是 pee , pee , pee 茶叶,茶叶是 tea , tea , tea (二)、/?/ 代表单词:ship /??p/ 【嘴巴微微张开,呈扁平口型】

Fish /fi?/ Kid /k?d/ City/?s?ti//口语表达: Zip your lips ! 闭嘴! Shanghai is a big city . 上海是座大城市。 【音标儿歌】 它呀,它呀是 it , it , it 晚饭,晚饭是dinner , dinner , dinner 家庭,家庭是 family , family , family 【发音训练】 /?/ /i:/ pick /p?k/ peak / pi:k/ is ease /i:z / it /?t / eat /i:t / rich /r?t? / reach /ri:t?/ 【轻松一刻】 When I was just a little girl, 当我还是个小女孩, I asked my mother, 我问妈妈, "What will I be? “将来我会变成什么样子呢? Will I be pretty? Will I be rich?" 我是否会变得美丽、富有?” Here's what she said to me: 她对我说: "Que sera, sera, “世事不可强求 Whatever will be, will be; 顺其自然吧。 The future's not ours to see. 我们不能预见未来。

小学英语绘本教学设计

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T: I like cat .Because it’s cute. What animal do you like ? Ss:…T: Today we are going to read a picture book about a animal. 课件出示图片Look,what is this ?((教拼读snake)。Do you like this snake? Why 2.猜书名: This is the cover of the you please watch carefully and guess the name of the book ? So many ideas. Great! Now, I will show you the ’s …(读,板书) Step2:while-reading 一.分片段学习 片段 A: Let’s enjoy Passage and answer:What dose it like ? What day is it today? What dose it eat? Check out . B:教学句型It likes…,It’s…;It eats…(板书,操练) 片段 A; 猜T:What dose it eat? It eats…Look, a yellow banana It’s Tuesday. It eats a yellow banana.(带读) B: 听故事-带读文本-操练guess,what happened?(one by one) 片段 A; 猜T:What dose it eat? It eats…Look, triangle rice ball;操练triangle rice ball (one by one),贴板书齐读It eats a triangle rice ball B: 听文本 C: 齐读:On WednesdayIt eats a triangle rice ball

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《新课标》中,在总体目标和对小学生听说认读能力的描述 中多次提到了要学生能听懂和读懂小故事。而绘本教学以故事为载体,以精美的画面,精彩的故事来吸引学生阅读、表达的欲望,同时,绘本教学还可以表达特定的情感和主题,让学生在学到知识的同时,能感受到情感的表达和人文知识的传输。 二、绘本教学符合小学生的身心特点,能满足小学生学习英

语的需求。 英语绘本具有包装精美、经典完整、语境真实、复现强调、思维发散等特点。无论在小学低段还是高段,精美的包装和完整的故事都能吸引孩子的注意力。每一个绘本故事都有深远的主旨,孩子们在阅读的时候,不仅受到了语言的熏陶,也加深了他们对周围世界的了解和认识。同时,绘本的语言具有形象性、简洁性和重复性的特点。这些特点特别适合小学生学习英语,形象性的特点帮助学生更易于理解和使用语句;简洁性,既保证了语句表达的准确性也保证了绘本中语句的简单;重复性,使学生更容易的掌握英语语句和发音特点,并且由于是在故事中的语句 重复,不会造成学生的阅读疲劳,反而会让他们产生故事很简单易懂,更有兴趣读下去的冲动。与此同时,绘本可以透过文字和图片帮助学生发散思维,帮助学生对故事展开丰富的联想,绘本故事还能帮助学生锻炼逻辑思维能力,推理、预测能力。 但是在实际教学中,不是一本绘本,一个故事就能应用于所有课堂中的。根据不同的年龄段,不同的教材,教师需要选择或者自编不同的英语绘本。在小学低段,教师可以选择一些词句简单,趣味性强,语句重复性高的绘本。在小学中高段,教师可以选择一些语言活泼,内容有趣,意寓深远的绘本进行教学。 三、有关英语绘本教学的几点思考 绘本教学是一种很有效的教学方式,它能提高学生的学习 兴趣,为学生提供大量的语言知识,协助发展孩子的英语能力。

英语素材

Birthday Gift Yesterday Ken and Ann invited Mocky to their house. Mocky saw a birthday gift on the table. He said “Happy birthday” to Ken, but it wasn’t Ken’s birthday. So Ken, Ann and Mocky looked at a calendar. They checked their birthdays one by one. It wasn’t Ann’s birthday, either. Ann’s birthday was in autumn. Yesterday October 25th and it was Mocky’s birthday. Mocky forgot it but Ken and Ann didn’t. They had a gift for Mocky. They wanted to give Mocky a surprise.

My Diet I eat two apples and drink two glasses of milk a day. I eat plenty of vegetables. I go jogging in the morning, and I play soccer with my friends in the evening. I like to play computer games sometimes, but I don’t play every day. I watch TV for 4 hours every day. I never eat vegetables. I don’t like them. I don’t like sports. I like ice cream. I eat ice cream every day. My favorite drink is cola. I drink two glasses of cola every day.

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浅谈小学英语绘本教学的意义和策略-最新教育文档

浅谈小学英语绘本教学的意义和策略 所谓“绘本教学”,即通过图文并茂的绘本材料的运用,并以讲故事的形式完成课程的讲解。实际上,绘本就是小儿书、连环画等作品的另一种称呼,在教育界选择将其定义为绘本,就是因为在教育领域可以发挥出重要的价值。图画不仅是对文字表达的诠释,更是对文字表达的升华,它是一种非常适合培养儿童阅读习惯的图书形式,绘本教材中高质量的图文,不仅可以提高儿童的认知以及观察能力,对于少年儿童想象力以及创造力的培养也具有非常重要的作用。绘本也可以说是一种故事书,只是重点不在于故事,而是故事中隐藏的深层价值。绘本本质上是一本书,即便内容较少,仅仅是三五页的内容,内容上依旧是完整的,故事是连贯的,而且绘本是用来讲故事的书,儿童的阅读能力不足,文字积累不够,用图画的方式可以让儿童更直观地感受其中的意义。本因此,在小学英语教学过程中,如何结合英语绘本,培养小学生的英语学习兴趣,提高英语课堂教学的效果,已经成为小学英语教学改革的重点,同时也是英语语言学习的重要方式。 一、绘本教学在小学英语教学中的作用 (一)激发学生的学习兴趣 莎士比亚曾说过:“学问必须合乎自己的兴趣,方才可以得益。”在传统的课堂教学中,教师板书授课学生进行笔记的摘录是课堂教学的主要形式,教学形式单一枯燥,学生参与热情度低。

而通过绘本教学,形象生动的绘本教材,不仅能够吸引学生注意力,提高学习兴趣。英语绘本中有着非常精美的构图,多数是知名画家进行设计,画面非常和谐,色彩也比较鲜明,可以给人一种愉悦轻松的感觉,图画之间关联性极强。小学生本身对这类图画有着天然的兴趣。因此在图画故事的吸引下,学生对英语的兴趣也会被激发。另外就是图画对内容的表现形式比较直观,有利于学生对知识产生深刻的理解。例如在讲解有关动物单词的时候,就可以用绘本卡片来展示,这样可以让学生产生感性的认知。 (二)加深学生对知识的理解 教学中运用的英语绘本通常是经典的作品,故事情节比较完整,其中也蕴含着一些人生哲理,可以起到德育的作用。实际上这些完整的情节也是为了强化学生对知识的理解。学习英语并不仅仅是词汇以及语法的学习,要想掌握灵活使用英语的方法,还要加强对西方文化的认知。从这个角度上看,完整的情节可以让学生加强周边世界的感知,在潜移默化中锻炼学生的英语思维,这对其日后的英语能力提升是非常有利的。 (三)培养学生的语言能力 优质的英语绘本中有丰富有趣的对话,也有优美的句子,其中设置很多真实的对话场景,这对学生营造出精彩的语言环境。学生在阅读英语绘本时,可以感受到阅读时的趣味性。激发学生对英语话的阅读兴趣,并加深学生对这些对话以及故事情节的理解。这样可以强化学生的语言,提升学生的对话能力。

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