低年级绘本教学思考

or. He is playing football with Bob.”老师：“Look at his arm， is hestrong？”学生：“Yes， he is.”老师：“So he love sprots. Heis .”就是这样以看图观察聊天的方式，让学生带着问题，有目的、有顺序的思考观察，最后在学生看懂图意后再引出新词fit的学习。通过二、三页的图片巡游，初步让学生感受爸爸妈妈在家庭分工不同，为后面的情感升华做了铺垫。绘本读后活动：在故事的总结提炼阶段，我在黑板上利用思维导图出示了主人公的图片，让学生回忆故事里的小虫Bob 都有什么？说“Hehas .”总结出toy bus、cot、T shirt、mum、dad、cup、rug、hug。我让学生看着黑板上的思维导图进一步总结思考。老师：“Class， Bob Bug has so many things and hehas his mum and dad， too. Can you circle the the pictures which isimportant to Bob？”孩子们的答案不一致，有的圈出了物品，有的全出了父母。老师进一步提问：“Who gives these things to Bob？ And Why？”学生：“His mum anddad.”教师给出because 这个词汇让学生完成句子。“Because his and loveBob.”老师接着追问：“How doyou know that？ From whichpage？”这时候老师给学生举例出示故事中第四页出现的两个杯子：Mums cup and Bobscup，让学生回答：“Whichis Bobs cup？”引导学生回答：“The cup has a lid.”老师：“Why？”教师做手势引导孩子说出“Bob isso ”教师给出句子“so he needs the .”教师：“Oh， I see Bobs loveshim.”教师接着说：“You are all clever kids can you find one more page（教师做翻书的动作提示） to show the love from his mum？”孩子们找出第五页。教师引导说：“Itstime to say good night. Whats in mums hand？”学生：“Arug.”教师再给出句型（结合手势语）：“It is at night and he needs the .”教师接着引导学生说：“So His mum him.”绘本的拓展活动：我问孩子们：“What do you have at home？ And what do you have atschool？ Do you feel love at home andschool？”并布置成口语作业，让学生下节课分享。