下面内容一个全英文的小学英语绘本教学设计框架，结合了绘本选择、教学目标设定、教学活动设计及跨学科整合策略，适用于小学英语课堂（Grades 1-5）。设计依据国际通用教学标准（如CEFR）和要求中的操作案例。
English Picture Book Lesson Plan Template
Book Title: The Very Hungry Caterpillar by Eric Carle (示例)
Grade Level: 3-4
Time: 40-60 minutes
I. Learning Objectives
1. Language Skills:
Identify food/fruit vocabulary (e.g., apple, pear, strawberry) and days of the week.
Use past tense sentences: “On Monday, he ate one apple.” .
2. Cognitive Skills:
Predict story endings and sequence events using visual cues.
Compare healthy/unhealthy diets (Science link).
3. Social-Emotional Goals:
Discuss growth/change (metaphor of caterpillar→butterfly).
Develop empathy through character analysis .
II. Teaching Procedure
A. Pre-Reading (10 mins)
1. Hook & Predictions:
Show the book cover: “Look at the caterpillar! Why is he hungry What might happen”
Activate prior knowledge: “What fruits do you eat on Monday” .
2. Vocabulary Preview:
Use flashcards to teach key words (e.g., cocoon, butterfly) with gestures/TPR.
B. While-Reading (20 mins)
1. Interactive Reading:
Read aloud with dramatic pauses. Ask: “How many plums did he eat Was that healthy”
Students chant repetitive phrases: “But he was still hungry!” .
2. Comprehension Tasks:
Sequencing: Use picture cards to reorder the caterpillar’s food journey.
Graphic Organizer: Complete a “Food Diary” chart counting fruits (Math integration) .
C. Post-Reading (20 mins)
1. Creative Application:
Art: Draw the lifecycle (egg→caterpillar→butterfly) and label stages.
Role-Play: In pairs, act out the story with props .
2. Critical Thinking:
Debate: “Should we eat like the caterpillar Why/why not” (Health education link) .
III. Cross-Curricular Links
| Subject | Activity Example |
| Science | Study butterfly metamorphosis with videos |
| Math | Graph class’s favorite fruits |
| Social Studies | Discuss food cultures worldwide |
| Art | Create collage art like Eric Carle |
IV. Assessment Tools
Observational Checklist:
Uses target vocabulary (e.g., cocoon, strawberry) in sentences.
Retells story in correct sequence.
Differentiated Output:
Beginners: Circle foods from the book.
Advanced: Write 3 sentences: “The caterpillar became a butterfly because…” .
V. Tips for Teachers
1. Book Selection Criteria:
Align with students’ proficiency (e.g., simple repetition for beginners).
Match themes to curriculum (e.g., animals, festivals).
2. Scaffolding Language:
Use gestures/visuals to explain new words.
Allow L1 responses initially; gradually shift to English .
3. Tech Integration:
Play audiobooks (e.g., [Storyline Online]) for native pronunciation modeling.
> Example Activity: After reading, students make mini-books titled “My Hungry [Animal]” using recycled materials (ESL/eco-consciousness link) .
此设计强调语言沉浸、跨学科思考及情感育人，符合2022新课标“学科育人”理念。教师可根据学生水平调整任务复杂度，通过绘本实现“language in context”的教学目标。
