美国小学英语3年级指导阅读My Grandpa我的爷爷

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美国小学英语3年级指导阅读My Grandpa我的爷爷。请先看下面的视频。

指导阅读将使用五天的学习时间(每天1-2个课时),来为孩子设计一套完整的英语阅读课程,让孩子的阅读水平和能力得到真正的提高。


第1天热身


Before Reading

Have students look at the cover of My Grandpa. Remind students that the

title is the name of the book, story, or poem. Ask a volunteer to read the title.

Then remind students that the author is the person who wrote the book, story,

or poem, and the illustrator is the person who drew the pictures that go with

the text. 

Genre

Remind students that we read to learn. There are stories, poems, and books

that explain or describe things. Say: Some things we read are about real people,

places, events, and information. Other things we read are not real, but they

could be. This is called realistic ction. Tell students that My Grandpa is also

an example of a narrative.

Frontload Vocabulary

Point to the word hardware and have students read it aloud. Ask: What kinds

of things can you buy at a hardware store? Encourage volunteers to share their answers with the class. 

Activate Prior Knowledge

Lead a discussion with the class about family. Ask: Who are some family

members you spend fun time with? What do you do together? Then have students

talk about their grandparents. Ask: What are your grandparents like? What kinds

of things do you do with them? Why can grandparents be special? Students may answer in short phrase or complete sentences.

Predicting

Show students the cover and title page of My Grandpa. You may want

to ip through a few pages. Ask: What do you think the book is about? Write

students’ predictions on the board to refer to once they have nished reading

the story. Tell students they will review their predictions once they nish reading

第2天听和读


ECHO READING 

Read aloud My Grandpa. Then read it again and have

students chorally repeat after you. Start with one word, gradually building

to the whole sentence. Have students follow along after as you read and they

repeat. This echo reading technique is ideal for modeling correct pronunciation

and intonation of the text.

GUIDED READING 

Then divide the class into groups of similar pro ciency

levels and have each group read the book together. Circulate among the groups

and provide assistance as needed.

* Developing 

Use questions such as these for students to recall special

information about the text. Students may answer in one or a few words.

* Expanding 

Use questions such as these for students to demonstrate

understanding of sequence. Explain: The order in which the events of the story occurred is called sequence. Words such as rst, next, then, nally, and at last may

show sequence. Students may answer in phrases or short sentences.

* More Complex 

Use questions such as these for students to compare and contrast information in the text. Remind students: When we compare, we tell how two or more things are alike. When we contrast, we tell how two things are different. Students should answer and elaborate on their answers

in complete sentences.

Practice and Apply

Discuss with the class how the boy feels about spending the day with Grandpa.Ask: What do you think was the boy’s favorite part of the day with Grandpa?

Explain your answer. Then have students discuss things they enjoy doing with their grandparents or other older family members. Ask: How often do you get to spend time with them? Why do you like to spend time with them?

Close

To bring closure to Day 2, refer students back to the predictions they made

on Day 1 and discuss what clues helped them make accurate predictions.

第3天自然拼读和音素意识


Long Vowel e Sound
Read the words aloud as you point to each word.

Ask: What sound do all of these words have in common? How many ways is this sound spelled? Elicit: e and ee and ea. Then say each word again and have the class repeat it after you. Tell students: Recognizing these vowel teams will help you read with purpose and understanding.

Diphthong ow 

Say the sentence and have students repeat it after you.

Ask: What is the sound you hear in most of the words? How can this sound be

spelled? Elicit: ow and ou and ow. Say the sentence several more times, saying it faster each time. Then have volunteers try to say the sentence as quickly and accurately as possible.

Practice and Apply

Tell students: You are going to hear some words which you will write down

on a separate sheet of paper. Say each word twice and allow students time to accurately spell the word. After all students have had time to write all the words on their own, say the words again in random order and allow volunteers to write them on the board.

Fluency Practice

Review the Words to Learn with students by showing each word, sounding

it out, and having students sound it out with you. Point to each letter of the

word as you sound it out. Tell students that they will work with a partner to

practice reading the key words. Distribute a set of cards to each pair and have students take turns reading them aloud. Remind students to point to each letter as they sound out each word. Collect the cards and then show a word to students and have volunteers read the word aloud.

ECHO READING 

Display the rhyme below on the board. Read the rhyme

slowly. Read it again with students repeating after you. Allow a volunteer to

come to the board and track print as students repeat. Repeat the process

several times, gradually increasing your speed and using different volunteers to track print each time. Then read the rhyme chorally with the class. Next, have students practice reading the rhyme aloud with a partner. Remind them to try to copy the speed and rhythm you used. Ask volunteers to read the rhyme aloud for students.

Close

To bring closure to Day 3, have students practice reading the rhyme aloud

with a partner. Remind them to try to copy the speed and rhythm you used.

Finally, ask volunteers to read the rhyme aloud for students.

第4天语法和用法


Plural Nouns 

Remind students: Plural means more than one. Review with

the class how to make singular nouns plural. Have volunteers come to the board and explain to the class how to make a noun plural. Then tell students: Work with a partner to write rules about making singular nouns plural. After students have had time to talk through and write down their new grammar rules, have volunteers share their rules with the class. Use students’ ideas to create rules the class can remember. Write the rules on the board and have students copy any rules they do not already have into their notebooks.

Irregular Plural Nouns 

Remind students that some plural nouns do not follow rules. Tell students: These nouns have irregular plural forms. Ask: What is the plural form for each of these nouns? Elicit answers from the class. If students are experiencing dif culty identifying the plurals, you may choose to provide them.

Then read the singular and plural forms and have the class repeat them after

you. Explain: Because these words do not follow rules, the only way to learn them is to practice them until they know them by heart.

Talk It Out COOPERATIVE TASK

Prior to class, create a set of 15–20 cards

with singular nouns written on them. Be sure to include all of the nouns with

irregular plurals discussed in class. Explain to students: You will work with a

partner to play the noun game. Choose a card, read it, and make a sentence using the singular form of the noun. Your partner will make another sentence using the plural form of the same noun. Remind students that when they change the number of the noun, the number of the verb has to change, too. Circulate among the pairs and provide assistance as needed. When students have had time to complete the game, show a card to the class and have volunteers create sentences using the singular and plural form of the noun.

Close - Write It Out 

To bring closure to Day 4, have students choose ve

irregular plural nouns and write sentences using them. Challenge them to try

to make their sentences work together to form a paragraph. Ask volunteers to

share their sentences with the class.

第5天说和写


Model

Tell students you are going to describe a grandparent or older relative.

Explain to students that they may ask you questions to nd out more information about this person. You may provide the rst question to generate more questions such as: How old is your grandmother? What other foods does she make for you? Continue to tell your story, either real or invented, stopping to answer students’ questions.

Practice and Apply

COOPERATIVE TASK Tell students: You are going to work with a partner to

talk about an older relative. Think about how you might describe this person

and questions you can ask their partner about their relative. Circulate among

the pairs and provide assistance as needed. Then ask volunteers to talk about their relative. Encourage students to politely ask questions about what their classmates said to learn more about their relatives.

Listen to Write

INFORMAL ASSESSMENT Explain: I have a list of Words to Learn. I will say each word and use it in a sentence. Write the word on a separate sheet of paper. Say each word twice before reading the sentence. Then say the word again. Allow time for students to write the word before going on to the next word. Finally, have students refer to the Words to Learn list at the end of My Grandpa to self-correct their spelling.

Culminating Activity

Writer’s Workshop

Explain: Writing is a process that is made up of steps. Each step helps us

to organize our writing and to present our ideas in a way that everyone can

understand. When we follow the steps of the writing process, we become great writers. Tell students they are going to write about time you spent with a

grandparent or an older relative. Write the writing prompt on the board.

Say: Think about what you did together and how you felt spending time with

this person. Then read the prompt aloud:

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周一 高频词汇Sight Words

周二 音素意识Phonemic Awareness

周三 自然拼读Phonics

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周五 语法Grammar

周六 指导阅读Guided Reading

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