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。
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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。