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教学重点：
绘本故事的理解、朗读。
教学难点：
绘本故事的个别词汇：bottom, chest, tummy, joined, fitted, turned up.
解决措施：
借助图片环游和教师提问逐步推测故事情节，理解故事大意。
借助IPad进行原声跟读，模仿朗读，并进行绘本重点词汇的自学。
借助IPad进行绘本故事的“拼巨人”的体验练习，强化故事学习。五、教学设计教学环节起止时间（’”- ’”）环节目标教学内容学生活动媒体作用及分析 Warm-up and Lead in
0’00”- 02’05”激活有关Body的语言，在和谐的氛围中进入课堂学习。绘本TPR动画《Follow the Leader》学生跟着动画边说边模仿，进行TPR活动借助生动视频动画，声、图、形、义有机结合，激活认知。Pre-reading
02’05”-05’38”借助主题图和关键问题，预测故事，引发兴趣。
通过IPad点读促进绘本朗读，强1.出示故事首页图和封面，利用问题引导猜测：Look, Here comes Bill.
Where is Bill?
Is Bill happy? Why? Is there anyone coming and talking to him? How do you know it from the cover?
2.播放Bill的困惑，揭晓猜测。
“I wish I had someone to talk to” said Bill.通过教师的问题引导和观察故事主题图，展开预测和想象：
He is sad, maybe he didn’t love the toys. Maybe He has no friends.
Bill felt lonely at home.
Because I see a big foot near the door. Bill is happy on the cover. 借助多媒体课件制作效果，逐步引发学生思考。并借助
IPad激发兴趣，结合猜测迫不及待进人到听读故事。While-reading
5’38”- 32’20”通过图片环游逐步理解故事，验证预测，学习语言，建构故事框架，同时梳理情感线。并借助IPad进行试听朗读、通过体验实操进行难点词汇的处理，满足个性化自主学习需求。1. 借助故事图和有梯度的问题，推进故事：（关键问题）
Listen, the door opened. Guess who came in? Wow, a giant bottom came in…
Then what came in, guess in pairs.
Look, at that moment, how did Bill feel? Why was Bill hiding behind the door?
If you were Bill, how would you feel?
图片环游过程中渗透重点词汇.
2. 猜测题目，预测结尾，引导完整读故事。
What happened to the end? Why it called Talk Talk Talk？
3. 借助绘本留白，发挥想象，创编对话。
教师出示对话泡模式：
They talked talked all day long. But what would they say? Let’s imagine and try to make a dialogue between Bill and the Giant.