? Classroom introduction: Teachers and students talk about their own gifts to lead to the topic of this class, solve the new word present to activate students' knowledge and talk about their own experiences. Starting from students' life experience, let learning become real. Then scan the cover, identify the cover information, and cultivate students' habit of reading the author and title first.
The first time is to read the whole book silently with guesses, initially perceive the story, stimulate students' interest in reading, and then see who guessed correctly, which will increase students' reading motivation. The second time is to read the story book again to find out when the baby got those gifts, and then ask the students to sort out the time and the time in groups and give feedback at the end of the activity. When giving feedback, students are problem-oriented and try to explain it in their own words.
? On the basis of fully perceiving the story of picture books and combining with the reality of life, it can arouse students' thinking and cultivate students' divergent thinking. If you were the elder brother in the story, what gift would you give your baby, and guide the students to give it to their baby with I take…. If you had a younger brother and sister, what would you do for him? This topic is closely related to students' lives. Now many students have younger brothers and sisters, and many students have something to say, which truly reflects doing things in English.
In this class, I help students sort out what they do from Monday to Sunday in the form of mind map, aiming at guiding students to learn to read, learn to sort out their own reading, cultivate students' logical thinking and learn to analyze and solve problems.
This is my first English picture book class in this grade. Children are very motivated. I think I should lead the children to read English and broaden their horizons.