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《小学英语阅读教学方法研究》教学设计研究课例

2018-12-24 15:34阅读：

http://blog.sina.cn/dpool/blog/u/5586718382

《小学英语阅读教学方法研究》教学设计研究课例一
Unit 7 I Had a Good Time (The 3rd Period)
延职创新实验小学 王艳艳
Teaching Content
Part B Let’s learn more (P.56)
. Teaching Aims
1. Knowledge Aims
At the end of the class, the students will be able to:
(1) Listen, read and talk about the passage on Page56.
(2) Can understand and use the sentence structures correctly and freely. Last summer holiday, … On the first day, … The next day, … The last day …
2. Ability Aims
(1) Students can use “Last summer holiday, … On the first day, … The next day, … The last day …” to write about their last holiday.
(2) Students will be able to can use the past to describe their holiday act
ivities in real life.
3. Emotional Aim
Cultivate students to love the good quality of life.
.Teaching Key Points and Difficult Points
1. Key Points
The student can understand the text and use the sentence structures correctly.
2. Difficult Points
Students use the past to describe their holidays.
.Teaching Methods and Leaning Methods
1. Teaching Methods
Task-based Teaching Method
Communicating Teaching Method
Situational Teaching Method
Discussing Method
2. Leaning Methods
Communicating Learning Method
Situational learning method
.Teaching Aids
CD ,some pictures, PPT
V. Teaching Procedure
Step1 Warmming-up and Leading In
1. Warmming-up
Greetings.
2. Leading In
(1) Enjoy some pictures about the places of interest.
(2) The teacher tells the students about her last holiday.
Step2 Presentation
1. Talk about the picture.
Get the students to look at the pictures on page 56, lead the students try to talk about it.
2. Listen and answer the questions.
Use the audio to lead the students to listen and catch the main points with eyes closed.
3. Listen, look and underline.
Let the students open the books, and then lead them to listen, look and underline the answers.
4.Listen, look and repeat.
Let the students open the books, and then lead them to listen, imitate and share their readings.
[设计意图：通过观看课文插图，更轻松的理解课文文本内容，降低了学习难度，提高课堂学习效率。在听与答的同时，培养孩子们的英语听说能力。]
Step3 Practice
1. Read the text and number the pictures.
2. Read the text again and fill in the blanks.
[设计意图：模仿标准的语音语调，有感情的反复朗读课文，并通过角色参与，再次理解文本，内化语言知识。]
Step4 Production
1. The students write their last holidays on a paper, then share with us.
2. Enjoy some pictures of beautiful places around the world.
[设计意图：通过观看视频与讨论，孩子们不但可以将英语的听、说、读、写有机结合，更可以通过语篇的输出对今天所学的知识点进行升华与拓展，同时也训练了孩子们综合运用语言的能力，提高了学习英语的自信心。]
Summary
Summarize what we’ve learned in this class.
Homework
1. Try to talk about your family’s holiday with your friends.
2. Write it down.
Blackboard Designing
小课题研究开始，我积极进行试验，进行听评说课、课前分析教材、课后个例分析，总结课堂教学的得失，并获得一定的教学经验和教学策略。
我的微课题进入了研究课例，在各位领导的关心和帮助下，经过自己不懈努力，课题研究有了小小的成果，现将课例分析报告如下：
一、在平时课堂对教学方法更加深入的研究，力争每篇阅读课都能采用不同的教学方法，使孩子对英语课堂的兴趣越来越浓厚。
二、在陕旅版小学英语六年级上册Unit 7 I Had a Good Time 这一单元阅读教学中，我从阅读前、阅读中、阅读后三部分着手。阅读前，利用多媒体技术欣赏有关名胜的图片激发学生的兴趣，引导学生积极参与语篇的学习活动；阅读中，我以语篇为载体，设计有针对性的问题，引导学生充分感知所学语言；阅读后，引导和帮助学生内化知识并运用新知拓展写自己的假期生活。
通过前面阶段对本课题的研究，我收获颇多，我已经根据课题完成进度，研究并完成了有关资料的收集、学习，但是要真正在课堂教学中使用好，还需要自己的不懈努力。在英语课堂教学中一定要做有心人，善于捕捉课题实施过程中的各类有价值的信息，及时记录、存档，对研究过程中获得的资料、数据、进行分析、汇总，使这一课题可以真正落到实处，对英语教学起到作用。
《小学英语阅读教学方法研究》教学设计研究课例二
Unit 8 What Can You Do? (The 4th Period）
A Monkey and A Turtle
延职创新实验小学 王艳艳
Teaching Content
本单元是在学习四年级上册Unit 4 When do you have classes?和本册Unit 4 What do you do on Saturday?的基础上，继续学习有关动作及活动类的词汇。本单元主要学习各种动作及日常活动的表达，进一步就进行某项动作或活动的能力进行问答及学习功能结构What can...do? ...can... Can you...? Yes, I can. No, I can’t. 并在此基础上培养学生自主学习和独立运用所学语言去做事情的能力。本课内容是本单元知识的拓展,技能的提高。学习中稍有难度。通过创设真实的情境让学生进一步读懂并理解故事，以提高学生的综合语言运用能力,从而教育学生要乐于助人，培养其合作意识。
Learning Aims
1.Knowledge Aims
（1）Mater the following key phrases: many bananas, on the trees,
climb the trees, cross the river, pick some bananas.
（2）Can use the key sentence structure correctly and freely.
How can I get them? We can help each other.
2.Ability Aims
Be able to read and understand the story.
Be able to retell the story.
3.Emotion Aims
By learning the story, education students are ready to help others, and cultivate their cooperation consciousness.
Key Points
Master these new phrases and the main sentence structures.
Difficult Point
Be able to read and understand the real situations, and can listen to the recording and read fluently pay attention to the pronunciation and intonation.
Teaching Aids
CD, PPT, some pictures, word cards.
Teaching Methods
Situational teaching method
Communicating teaching method
Demonstration teaching method
Music rhythm teaching method
Learning Methods
Situational learning method
Communicating learning method
Conversation learning method
Cooperation learning method
Teaching Process
Step 1 Warming up ＆ Lead-in.
Sing a song.
I’m happy, happy, so happy.
I’m happy. Too happy!
Step 2 Presentation
1.Present the story content.(Use pictures to present story content)
[设计意图：利用猴子和乌龟的图片，body language、及其他与故事有关的图片等不同方式呈现故事。采用动作，表情，演示的方式，引导孩子们整体感知故事内容。从而激发他们学习故事的兴趣，为后面的学习奠定基础。]
2.The teacher and students say the story content together. (According to the pictures ,the teacher shows the phrases and sentences of the story)
[设计意图：阐述故事的同时， 注重对学生听力、思维能力和合作能力的培养，让学生在师生、生生、小组等不同的合作方式中，学会倾听，学会评价，为学生的终身学习奠定基础。]
1.Look, listen and repeat.
Let the students look at the books. Then lead them to listen, imitate and share their reading.
[设计意图：在听懂理解故事的基础上，跟读故事。这样既可以帮助他们理解故事内容，又可以让他们跟CD正确的模仿语音语调。培养学生的语感，提高其阅读能力。]
Step 3 Consolidation ＆ Expansion
1.Show the time. (Acting out stories and voices)
（1）All the student dub the story while Miss Wang acts it out.
（2）6 students in a group.
4 students dub the story while 2 students acts it out.
[设计意图：通过配音练习，加强学生对故事的理解。它不仅可以帮助孩子理解故事的意思，活跃课堂气氛，提高孩子的学习兴趣，还照顾到了一部分后进生，更有利于提高学生说的能力，使得全体学生能参与到课堂活动中来。]
2. Retell the story.
Let the students retell the story according to the pictures.
[设计意图；拓展性的语言活动，不仅提炼了故事的内容，从而突出重点，突破难点，更为孩子综合运用语言表达能力打下了基础。]
3.Let’s sing. (Write lyrics)
I’m a monkey. A clever monkey.
There are many bananas on the tree.
I can climb the trees.
I can’tcross the river. .
I’m a turtle. A lovely turtle.
I have an idea. An idea. .
We can help each other.
We are happy, too happy.
[设计意图：在活动中，学生关注到的不仅是语言点，更是语言所传递的故事内容，学生用英语获取信息和编写歌词的能力在活动中自然得到提升。在编写歌词结束后再进行歌唱，从而在歌曲中融入了听力的训练，不仅可以巩固新知，拓宽思维还可以将情感目标得以提升。也兼顾了听、说、读、写，运用等各方面的综合能力，从而体现了一节课的完整性。]
Step 4 Summary
According to the story content, education children ready to help others.
Step 5 Homework
Make a dialogue.
Monkey: Hi, my friend Turtle. I want to eat some bananas.
But, I can’t cross the river. Can you help me?
Turtle: I can help you cross the river. But I can’t climb
the trees.
Monkey: …
Turtle: …

(设计意图：作业的设计体现了孩子们对新知的一个吸收内化、提升和拓展的过程。)
本节课是故事阅读教学。我运用故事教学的活动策略：整体感知—部分理解，层层深入—整体产出;点面结合，将故事按情节分段处理；并对课文进行逐图处理。（一）阅读前活动设计：1.介绍故事背景或预测故事内容。例如利用本课猴子和乌龟的图片呈现故事情景。2.适时、适度地介绍教学新的语言点。（二）阅读中活动设计：1.速读故事，了解故事大意，验证阅读前的猜测。2.逐段阅读，获取细节信息，了解故事进程及线索。3.复读全文，再次从整体上理解故事内容，并编写歌曲巩固学习效果。（三）阅读后活动设计：1.表演、复述和改编故事。
不足之处及努力方向
1.当学生的英语表述不畅时，教师需要耐心的引导、鼓励。
2.缩短个别环节的训练时间，增强课堂教学的节奏感，避免学生产生疲劳感。
俗话说，教学有法，教无定法，贵在得法。在以后的教学中，我要更注重突出个人能力的发展，使自己在课上更有活力，更有激情，创设出更轻松、愉快的课堂氛围，让课堂教学始终积极向上。





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