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小学英语阅读教学设计

时间:2017-12-18 英语阅读 我要投稿

  小学英语阅读教学设计1

  一、学生分析

  本节课的教学对象是小学五年级学生,他们对英语仍然有着浓厚的学习兴趣,对英语充满了好奇心,也具备一定的语言知识和技能。他们不仅活泼好动,爱听爱说,而且善于口头模仿。小学生的心理和年龄特点决定了学生对有趣的听、说、唱、做、游戏、玩、演、视听等生动活泼的教学活动更感兴趣。然而,学生自主阅读的训练相对缺乏,学生静下来阅读的时间寥寥无几,更没有时间动笔写作,当然也就谈不上对阅读或写作技能、策略、方法的掌握。

  二、教材分析

  这是一节阅读教学课,语言功能项目是Talking about abilities,话题是Housework(家务劳动)。在此之前,学生已经掌握了water the flowers, sweep the floor, empty the trash,cook the meals,clean the bedroom等家务劳动的英语表达,学生能简单陈述自己能干什么家务活,并询问对方能干什么家务活。本节课的教学内容与学生日常生活实践紧密相连,通过阅读激发学生学习的兴趣,进行阅读技能和策略的指导,突出信息的交流和互动,促进听说技能,发展读写技能,在教学中以旧引新,降低学习难度,不断循环复现,帮助学生积累巩固,提高学生综合运用语言的能力。

  三、教学目标

  知识目标:

  1、能够听、说、读、写句型:What can you do? I can sweep the floor. I can cook the meals. I can water the flowers等。

  2、能够听、说、认读句子:Mother Goat is ill. We can help her. Just do it.

  能力目标:

  1、能够听说读写本课重点词汇和句型,并能在实际生活中灵活运用。

  2、能理解课文大意,从文本中获取信息,增强对文本的理解、分析的能力,促进学生思维的发展。

  3、能够掌握一定的阅读方法和阅读策略,初步养成按意群阅读的习惯。

  情感态度目标:

  1、激发学生劳动的热情和自豪感,同时也让学生体会家长的辛劳,学会在平时的生活中体贴和关心长辈。

  2、懂得和同伴交流,合作互助,从中获取更多的知识。

  文化意识目标:

  让学生了解一些有关环保、洗涤的生活常识。

  四、教学策略

  在教学中特别注重对学生阅读能力的培养,采取以学生为中心的教学方式,激发学生的学习动机,调动学生阅读的积极性,多以理解,分析,判断,辨析等教学活动来激活学生的思维。在活动设计时本着体验学习、合作学习、思维学习的教学理念,将语言学习和多种能力的培养渗透到课堂活动和教学任务中,努力为孩子们提供一个不断感知、不断探索、不断提高的成长空间。

  五、教学准备

  多媒体课件,flash cards

  六、教学重点

  正确理解本课对话内容,能够听,说,读,写句型:What can you do? I can sweep the floor.

  能够听,说,认读句子:Mother goat is ill. We can help her. Just do it.

  七、教学难点

  1、能读懂相当难度的文章,并写出小文章。

  2、ill ,just do it!单词与词组的理解。

  六、教学过程

  (一)Warming up

  1、Greetings

  2、Sing the song

  T:what can you do in your daily life? I can do many things, and you? Have you remember the song what can you do? Now Let’s sing the song what can you do.(教师用动作提示,鼓励学生大声唱出英语,增加趣味性。)

  【设计意图:简单亲切的问候和歌曲的吟唱,不仅帮助学生迅速地进入英语学习状态,而且拉近了师生间的距离,营造了轻松愉快的教学氛围让学生站起来,运用TPR,使学生动起来,有效地组织英语课堂学习,活跃课堂气氛,并让学生复习句型What can you do? I can... 。T: Great! You’re helpful!

  )

  (二)Pre-reading

  Step 1:激趣启思,预设铺垫

  ① touch and say

  教师示意同学任选图片并用英语表述出来。如:water the flowers, sweep the floor, empty the trash,clean the bedroom.

  Step 2:知识唤起,导入新知

  ① Ask and answer.

  T:What can you do at home / at school?

  S: ..... (学生可任意回答,如:do homework, study English, clean the blackboard等)

  【设计意图:通过听指令做动作活跃课堂气氛;通过师生问答,发散学生思维,唤起学生已有的知识经验,在情感交流中了解学生对知识的掌握,为后面的阅读预设问题做好铺垫。】

  (三)While-reading

  Step 1:问题引领,预测信息

  ① Group work

  T:If your mother is ill,what can you do?

  If your teacher is ill,what can you do?

  (板书句型:What can you do? 让学生各抒己见)

  ② Praise and positive reinforcement(教师表扬并肯定学生的做法)

  T:You are helpful. / Just do it. / Great!

  【设计意图:本环节让学生根据实际情况发表自己的见解,并在预测中铺垫本课的句型,扫清阅读的障碍,帮助学生减低阅读难度,激发学生的阅读兴趣,引起学生探究的欲望。】

  Step 2:整体扫读,捕捉信息

  ① Watching the video

  T:What’s the matter with Mother Goat? Who can help her? Watch the video,please.

  ② Skimming

  ③ Sum-up

  【设计意图:观看课文VCD,视听结合。然后,预设问题,指导学生快速阅读(skimming),在阅读的过程中整体把握课文脉络,了解本课内容梗概。】

  Step 3:问题深入,推进阅读

  Scanning

  T:Are the monkey, the rabbit, Zoom and Zip helpful? What can the monkey do? What can the rabbit do? What can Zoom do? What can Zip do? Read the dialogue again.

  【设计意图:学生带着问题阅读课文(Scanning),发挥学生的自主学习和探究意识,引导学生思考,进一步搜集并获取具体信息,并划出关键词,回答相关问题,将阅读推向深入。】

  Step 4: 思维互动,质疑辨析

  ① Retell the content of the text.

  T:Mother goat is ill. She is tired, she can’t do any housework. Who helped her? What can they do? Please retell what happened.

  ② Discuss in groups

  【设计意图:通过讨论让,学生在巩固语言知识的同时,进一步关注了情感教育,让学生学会感恩,学会关怀体贴身边的人。】

  Step 5:听读结合,演练巩固

  ① Listen and repeat

  ② Act out the dialogue

  【设计意图:本环节通过听录音模仿朗读,角色扮演,增强语感。】

  (四)Post-reading

  Step 1:提供素材,思维拓展

  ①课件出示poor children 引发学生深思what can you do?

  ②发挥想象,填写相关信息。

  【设计意图:通过前面的阅读和讨论,丰富了学生的语言,教师为学生提供了基本的写作框架,由填词到写句逐步提高,降低了写作的难度。通过自身和贫苦学生的对比,渗透德育,培养学生热爱劳动、关心父母和家人的优良品质。】

  (五)Summary

  (六)Homework

  七、课后反思

  《课标》强调“以人为本”的教学理念,本课的设计体现了“以学生为主体,教师为主导”的教学原则。在巩固语言知识的同时,进一步关注了情感教育,让学生学会感恩,学会关怀体贴身边的人。

  为了保证阅读的基本因素:“Reading for pleasure. Reading for information. Reading for language.” 我始终以激发学生真实的阅读兴趣和真实的学习动机为目标,通过知识的唤起,知识的获取,知识的再生,知识的运用将阅读教学推向深入。

  在教学的过程中,我采用不同的形式,训练学生的阅读能力。首先,我预设铺垫,设计“主题论坛”,让学生围绕问题展开热议,巧妙地带领学生愉快地走入文章之中,激发起学生的阅读兴趣。接着,我引领学生快速阅读,带着自己猜测的可能答案去理解阅读内容,把文字阅读变为印证活动。让学生从整体上把握课文脉络,理解课文大意,找出关键词和中心句,使学生对文章内容、结构和写作意图有深入的了解。然后,我继续引导学生细读短文,通过听、读、演、练多种感官参与的方式达到巩固语言的目的。为了提高阅读的主动性,让学生在理解的前提下,采用阅读与写作相结合,为学生提供了基本的框架支撑,由填词到写句逐步提高,根据一定的句法和语言规则,让学生进行短文再创造的训练。

  这节课的阅读内容与句型教学部分较为相似,深度不够,很容易会陷入“炒冷饭”的局面。学生说来说去都是围绕书上出现的几个词组打转,枯燥无比。我设计情景“Mother Goat生病时,我们该干什么,who can help her,使之能合理运用。

  综观整节课,我自认为做到了思路清晰,环节紧凑,活动丰富,操练扎实。在情感教育这一块,来不及呈现学生的作品,可以说是缺少了一点亮色,可谓遗憾。

  小学英语阅读教学设计2

  Topic: My family

  Teaching aims:

  1、Learn these new words and phrases: university, nature, Beijing Opera, be fond of , be strict with,How happy we are!

  2、Can understand and read this passage by themselves.

  3、Can talk about their own families with these words and phrases.

  Teaching Steps:

  1、Sing a song:

  ‘If you’re happy’(Ss sing the song and do some actions)

  (借助歌曲开始课堂教学,活跃气氛。同时选用与本课内容紧密结合的歌曲,也为新知的呈现埋下伏笔,自然导出How happy we are! )

  2、Free talk:

  Hello, what’s your name?

  How old are you?

  What can you do?

  What do you like? (I like…)

  I see , you are fond of…

  Teach: be fond of ( on—fond---be fond of  )

  What are you fond of ?(I’m fond of…)

  (采用Free talk的形式,其目的主要是以旧引新,在相互问候的同时,自然的引出新知,体现教学的无痕。)

  3、Presentation:

  (1)介绍father

  ①.Look , this is my father. Guess, what’s he fond of?

  He’s fond of cars.(媒体呈现图片及句子)

  ②.Every week he drives his car to Shanghai, because he works in a university in Shanghai. (媒体呈现图片及句子)

  Teach : university(unit---university),read the sentence.

  ③.He’s a teacher. He teaches English. (Ss read after the T) (媒体呈现图片及句子)

  ④.I was his student. He was very strict with me. Now he’s also very strict with me.

  Teach: strict(street---strict), read the sentence: He’s also very strict with me.(媒体呈现图片及句子)

  (由Free talk中的be fond of,来猜猜文中父亲的喜好,并同时解决有关父亲的背景材料,分解文章内容,降低学习难度,但又不打破阅读教学的整体性,同时也不使教学内容零碎呈现,主线直穿文章。)

  (2)分段教学

  Paragraph 1

  ①.Now you know sth. about me and my father. Do you want to know the other people in my family? (Yes)

  Look, this is a photo of my family (show Family)

  Qs: How many people are there in my family? (Seven)

  Who are they? (They are….)

  ②.I have a happy family. It’s…… (T make a model, Ss try to retell this paragraph)

  Paragraph 2

  ①. You all have the picture of my family. Look at the passage, read paragraph 2 quickly by yourselves.

  ②. Let’s play the game: Who’s who? Are you ready?

  (生根据每个人的特征提示猜出文中人物)

  ③. You know sth. about my family members, but what are they fond of, do you know? Enjoy some video show, then tell me: their jobs and what they are fond of.

  (生看录像,了解每个家庭成员的信息)

  ④. Ok, let’s finish this form: What are their jobs? What are they fond of?

  (生说出每个家庭成员的职业爱好,完成列表)

  ⑤Listening and comprehension:

  You all did a good job. Now let’s listen to the passage, then we’ll make some choices. (生听录音,完成选择)

  Paragraph 3

  (选择题最后一题What do they all like?引出):nature

  (欣赏大自然风光) nature(picture---nature)

  The nature is very_________.

  We all like nature, so we often go walking, swimming together.

  (媒体呈现句子,生跟读第三段内容)

  We should protect nature. (渗透思想教育)

  (对文章采用逐段分析,符合小学生的年龄特点。采用图片、录像等辅助手段,形象直观的展现文章内容,变枯燥乏味为生动有趣,吸引学生,变被动学习为主动学习。穿插各种题型,帮助学生巩固理解。)

  4、Reading

  Read the passage in four.(以小组为单位自读课文)

  Let’s read groups by groups.(小组分段读课文)

  5、Consolidation:

  (1)Here’s some information for you. This is GaoYue’s family. It’s a ….(T 示范)

  (2)If you’re GaoYue, can you talk about your family?

  (生上台表演,媒体用表格式提供高月一家的信息)

  (3)Ok, it’s time for you. This is David’s family, this is Mike’s family. Group 1,2 are David; Group 3,4 are Mike. Try to finish the passage about your family. (生看图或表格中的信息完成写作并展示)

  (高年级学生有写的能力,适当的对所学内容进行拓展训练,有利于学生的长远发展,同时写作也为提高学生对语言综合运用的能力搭建舞台。)

  6、Summary:

  Look at my family photo again. In my family, father and mother love me very much. I want to say:

  Father and mother I love you.-----Family

  (这句话中的首字母组成了本课的标题,既是对学生思想教育的熏陶,又能对本节课起画龙点睛的作用。)

  A family is full of love and joy.

  How happy we are! (生跟读,体会)

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