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1、多模态视角下的小学英语绘本教学,2023/3/30,01,02,03,04,引 言,思 考,尝 试,砥砺前行,01,PART ONE,引 言,引 言,引 言,引 言,02,PART TWO,思 考,思 考,语言是社会符号，而图画、音乐、图表等非语言符号也是意义表达的源泉，与语言符号共同生成意义。,肢体语言,语 言,声 音,图 像,多模态理论将多种模态符号并用，丰富信息输入的手段。,思 考,思 考,图文合一,图片,音频,视频,网络链接,多种符号模态,调动学生运用多种感官参与学习。,激发学习兴趣，提高对语言的输入、理解、探究和运用、输出。,绘本图文并茂，融合了视觉和文字两种模态，词汇复现度高，故事
2、性，趣味性强，又常常蕴藏着许多内涵，因此受到老师和孩子们的喜爱。,思 考,思 考,思 考,Reading picture books is very nice for English learning.,03,PART THREE,尝 试,思 考,01,02,03,探寻多模态理论下绘本阅读教学的模式。,如何通过多模态教学激发学生学习兴趣，更有效促进输入、理解和输出？,如何运用多模态教学培养阅读能力？,感知预测绘本,ADD TITLE,如何借助绘本，开展多模态教学，帮助理解绘本所在的语境，培养学生“预测文本，获取细节信息，掌握阅读策略，训练逻辑思维”等阅读能力？,解析体验绘本,分享重构绘本,尝
3、试,丰富的导读活动,新知识,学生的已有经验,借助歌曲、动画、实物、对话、肢体语言等多模态，通过丰富的导读活动，激活原有的知识储备，将学生已有经验与新知之间建立链接，导入新课，为下一步阅读解决语言障碍。,感知预测绘本,I am a big Starbucks fan.,I love drinking Starbucks coffee.,I usually collect Starbucks cards or cups.,I want to drink it every day.,Lets talk,This boy is a big _ fan.,感知预测绘本,感知预测绘本,The runawa
4、y Bunny,I will become.,感知预测绘本,儿童文学家盖达尔,01.,托尔斯泰,03.,爱迪生,04.,02.,马克吐温,感知预测绘本,He is not good at dribbling.,Or shooting.,Let alone dunking.,He is not good at dribbling.,Or shooting.,Let alone dunking.,He is not good at dribbling.,Or shooting.,Let alone dunking.,He is not good at dribbling.,Or shooting.
5、,解读体验绘本,I dont like broccoli.,I dont like broccoli.,I DONT LIKE BROCCOLI.,Tips:英语中有时会用加粗或大写表示强调，用来提醒读的人加强语气。,解读体验绘本,Read and act,What do you learn from Jacks story?,Hi,I am Jack.I am a big basketball fan.I am not good at.I cannot.But,I can do something else.I have a talent for drawing.I can for the school basketball team.I believe I can one day.,Everyone has his gift.,分享重构绘本,We can make our own picture books.,Thank you！,
