英语阅读教学

设计人：徐汇区长桥第二小学  杨红欢

一、科目开展背景：

第一， 英语作为一种语言它是人们传递信息的重要工具。一个人阅读能力的高低直接决定他的综合英语的水平。所以要学好英语重在提高学生的阅读能力，首先提高阅读能立教师必须能激发学生的学习动机，为学生提供自主发展的空间和丰富语言材料，其次提高阅读能力必须培养学生的阅读策略，提供给学生有力的指导、必要的帮助、正确的阅读技巧以及充分的发展空间。最后提高学生的阅读能力必须培养学生良好的阅读习惯，培养语感丰富语言知识，提高语言运用能力，为学生终身学习打下基础。

第二，义务教育阶段，按照语言学习规律，学生必需吸收相当数量的语言材料和经过一定量的语言实践，才能获得为交际运用英语的能力。一定的语言交际能力，不单纯是对语言知识的积累和运用，它还包括对所学语言知识的文化背景和社会知识的全面了解和掌握。

第三，阅读教学从强化学生的基础语言能力入手，快速扩大学生的词汇量，掌握阅读的应试技巧，知识教学与应试技巧并进，提高快速阅读的能力。也为学生协作能力的提高累积了知识。

第四，我校学生的阅读能力非常弱，每次的练习失分率很高，理解上偏差也很大，因此我提出了要提高学生的阅读能力。另小学英语教材中的阅读材料很少，在教学中老师们对这方面的研究也很少，所以这方面的研究对提高学生阅读能力很重要。

二、活动目标：

1、知识和技能目标：

1）. 采用灵活机动的教学方法激发学生的学习动机

2）. 教学中渗透阅读策略，有效地提高学生的阅读能力

3）. 合理的将阅读教学延伸到学生的生活中，为学生提供充分的发展空间

4）. 教学中注重学生阅读习惯的培养，为学生的终身发展打下良好的基础

2、过程和方法目标：

1). 培养学生自觉阅读的习惯

2）.训练学生的阅读速度培养限时阅读的习惯。

3). 培养学生阅读时整体思考的习惯；

4). 培养学生进行课外阅读的习惯。

5). 培养学生阅读中用英语思维的习惯，训练学生主动思考问题、解决问题的能力。

6). 培养学生在情境中理解和判断的能力。

7). 培养学生实用工具书自己解决问题的能力。

3、情感、态度和价值观目标：

1). 选取合适贴近学生生活实际的阅读材料，提供诱因，激发学生内在学习动机。

2). 将阅读教学融入到学生喜欢的故事中，满足学生的内在需求。

3). 鼓励学生学而思之，不断创新的意识，发展学生的创造性思维。

4). 合理有效的评价方式，稳定学生的阅读动机。

5). 通过阅读文字材料拓展了学生的语言知识，开阔了学生的视野发散学生思维。

6). 教学过程中注重学生阅读习惯的培养，为学生的终身发展打下坚实的基础。

三、活动内容：

 

 

四、教学实施：

阅读的习惯养成直接影响着阅读的效果。小学生刚刚接触英语，往往对一定篇幅的阅读材料会感到束手无策，所以教师适当、正确的指导是至关重要的。一个人的习惯养成不是一朝一夕的事，它需要教师在教学中有计划、有目的、有组织的长期阅读训练中不断养成的。

指点学生阅读时要树立整体考虑问题的思想，培养学生整体考虑问题的习惯。教给学生根据上下文猜测词、句意义的办法。阅读中难免碰上生词，让学生碰到生词不惊慌，因为它不是孤立存在的，而是可以通过一定线索或可根据构词法、同义词、反义词、等同关系、因果关系或上下文暗示猜出词义。在阅读中要有意识的引导学生不要一句一句的进行理解，要坚持读完整段或整篇文章然后抓住主要思想整体考虑问题理解文章。

激发兴趣，学会“觅食”。通过课外阅读，学生学到许多课本上没有的知识，这不仅扩大了他们的视野和知识面，更激发了他们阅读的积极性和求知欲，使其逐步形成习惯。为了保持学生的积极性我们把课堂延伸到课外，学生由“要我读”，变成“我要读”。教师引导他们读一些简易故事、画报、动画片等。另外，我们还定期举办“演讲、故事、课本剧”表演，让学生把他们课外读到的有兴趣、有意义的“精华”讲出来，与大家共欣赏，共分享。在不断尝试中发现：课外阅读使教师教学有的放矢，使同学尝到了阅读喜悦，体验到了成功，丰富了课外知识，同时 帮助学生很快形成了良好课外阅读习惯。

五、教学内容

The First Period

 

The  wolf and the cat

材料：

   One day a cat was sitting in front of a door. A wolf ran to him. The wolf said：“Good cat! Where can I go? The dogs will get me.”

   “Come in here,”Said the cat. “A good man is in this house. He will help.”    “No, no!” Said the wolf. “This man will not help me. I once ran away with one of the man’s sheep.”

    “Ran into that red house, the man in the red house is good. He will help you.” Said the cat. “No, no!” Said the wolf. “ He will not help me. I made this man’s cattle run into the river.”

     “Then,” Said the cat “Run into the big house on the left. A good man is in there.”“No, no!” Said the wolf. “ I can’t run in there. Once I take away with the man’s goat. He will not help me.”

      “What!” Said the cat. “You help no one. But you come here for help. Now who will help you?” The wolf had to run away, because the hunters and dogs were near him. He ran and ran and ran. At last the hunters and dogs got the wolf and killed it.

 

Teaching date:

Aims:

1.    Words:run away, had to, at last,hunter, kill,cattle, once, run into,will

2.    Structure: I will…

3.    Function:I will…

Language Focus: I will…

Aids: exercises paper, picture

 

Procedures:	Contents	Methods	Purpose
1.Pre-task	Listen to a story.	Students say together.	Review the old story.
2.While-task	A. 1、The first passage. 2、word:get 3、Practice:I will…         B.The second pasage.             C.The fourth passage. D.The last passage.	1、Show a picture . Then ask the students to listen to a passage. 2、Ask some questions. 3、Read this passage.   1.    students read by themselves. 2.    Learn the word:once,run away 3.    Answer the questions. 教法同前。   Read and fill the blanks.	理解get一词，同时让学生了解will这一句型结构，并能进行简单的造句。           注重朗读指导，为后面的表演作准备。
3.Post-task	Action this story.	1.Disscuss in the groups. Then ation this story.
IV. Assignment(s)	Copy some words.

 

 

 

 

 

 

 

 

 

The Second Period

 

材料：                   The third round

A lady bought her son a bicycle and were  watching proudly as he rode around and around the block. On his first round he shouted：“Look,Mom, no hands.”The second time around：“Look, Mom, no feet.”At the third time：“Look, Mom, no teeth.”

Teaching date:

Aims:

4.    Words:buy—baught,are---were,proudly,shout

5.    Structure: 一般过去时

6.    Function: the first,  the second,  the third

Language Focus: 一般过去时

Aids:阅读材料

 

Procedures:	Contents	Methods	Purpose
1.Pre-task	Read an old story.	Students read together.	这一环节的设置，主要是为了训练学生的朗读，培养学生的语感。
2.While-task	学习整个故事内容。先听再解决单词。	1．学生只听不看阅读材料。 2、教师提出问题，看谁能回答。 3、看阅读材料，再回答老师刚才的问题，检查自己先前的答案是否正确。	因为这篇阅读篇幅不畅，难度不高，故采用先听，后回答问题，再看阅读材料，再回答问题的形式。
3.Post-task	学习阅读材料中的单词。	1、认读单词。 2、介绍一般过去时。	对于一般过去时，只是做简单的介绍，不能作为一个学生必须掌握的语法知识来学习和教授。
IV. Assignment(s)
随笔：

 

 

 

The Third Period

 

课题                     Humor: Rain, no play

材料： One day a teacher was giving a lesson to a class of boys. She told them to write a composition about the last football match. One of the boys wrote a few words and put down his pen.The teacher asked him：“Why aren’t you writing?”The boy answered：“I’ve finished.”When the teacher took his exercises―book, she saw this：

“Rain, No play.”（下雨，取消比赛！）

 

Teaching date:

Aims:

7.    Words:give sth to sb,match, composition,finish

8.    Structure:give sth to sb

9.    Function:

Language Focus:

Aids:阅读材料

 

Procedures:	Contents	Methods	Purpose
1.Pre-task	Read an old story.	Students read together.	这一环节的设置，主要是为了训练学生的朗读，培养学生的语感。
2.While-task	学习整个故事内容。先听再解决单词。	1．学生只听不看阅读材料。 2、教师提出问题，看谁能回答。 3、看阅读材料，再回答老师刚才的问题，检查自己先前的答案是否正确。	因为这篇阅读篇幅不畅，难度不高，故采用先听，后回答问题，再看阅读材料，再回答问题的形式。
3.Post-task	学习阅读材料中的单词。 朗读指导。	1、跟读。 2、理解结构：give sth to sb,并进行简单造句。 3、Do some exercises.
IV. Assignment(s)	朗读这一段阅读材料。同时能讲故事背诵下来。
随笔：

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The fourth Period

Mr Fox and Mrs Duck

材料：Mr Fox says to Mrs Duck, “Mr Hare is in this hole. You sit here. Don’t let Mr Hare come out. I am going to my house. I’ll get an axe.” Mrs Duck sits near the hole. Mr Fox goes to his house.

    Then Mr Hare says, “ Mrs Duck! Mrs Duck!” Mrs Duck says,“What is it？”

    Mr Hare says, “There’s a little hole at the back of the tree, and there is a little bit of bread in it. I can see the bit of bread, but I can’t get it. Come to the back of the tree and see.” Then Mrs Duck goes to the back of the tree to get the bit of bread, and Mr Hare comes quickly out of the hole in the front of the tree and goes home.

    Mr Fox comes back from his house. He has an axe in his hand. He asks Mrs Duck, “Is Mr Hare in the hole?” Mrs Duck says, “Yes, he is in the hole. See, I am sitting here, near the hole.” Then Mr Fox makes the hole bigger with his axe. But he does not see Mr Hare in the hole. Mr Fox says to Mrs Duck, “ Mr Hare is not in the hole! Why isn’t he in the hole? Why?” Mrs Duck says, “He is in the hole.” Mr Fox says, “He is not!” “He is!” “He is not!”

    Then Mr Fox and Mrs Duck begin quarrelling.

    Mr Hare sits in his house on the hill. He sees them quarrlling.

Teaching date:

Aims:

Words:hare,axe,at the back of the…a little,quickly,quarrelling

Structure:at the back of,a little

Function:Read these words.

Language Focus: at the back of, a little

Aids:

 

Procedures:	Contents	Methods	Purpose
1.Pre-task	1、  Read an old story. 2、  Act the story《The fox and the dog》	1、Look and read.   2、Act the story《The fox and the dog》	这一环节的设计，主要是培养学生朗读的技能，同时加深对所学内容的记忆。
2.While-task	1、Show a duck, a fox.Then ask the to guess students what they are doing.         2、Show a hole  then ask the students to guess what in the hole is.         3、The third passage.	1、1).Show a duck, a fox.Then ask the to guess students what they are doing. 2)To learn the first passage and to learn the new word. 3)Read the first passage.   2、 1）Ask and answer: What’s in the hole? Why the duck goes to the back of the tree? 2） Read the word and the second passage. 3） ractice: At the back of….   3、Ask and answer: 1）Is the hare realy in the hole? Where is the hare? 2）Who’s clever? Why? 3）Read the word and the third passage.	通过一些开放性问题的设计，可以扩散学生的思维，激活学生已有的知识，促进学生的口语训练。                                     表演对话，更能激起学生对学习英语小故事的兴趣。
3.Post-task	4、Actthe story.	4、Act the story. First discuss in the groups. Then act this story.
IV. Assignment(s)	Read this story.
随笔：

 

The Fifth Period

The longest word in English

材料：

   It is the last lesson before holiday. The students are very happy. Their English teacher is very happy, too. Their teacher plays some nice games with them, she sings some nice songs with them, and then she goes to the blackboard and writes“SMILES”, on it. “This is one of the longest words in English.”She says to the class.

   All the students laugh, and then one girl stands up and says：“Why is it one of the longest words in English.”The teacher says nothing for a few seconds. Then she smiles and says：“Because there’s a mile between the first letter and the last.”

Teaching date:

Aims:

Words:smiles,longest,second, a few, first letter and last letter

Structure:longest

Function:

Language Focus:longest

Aids:

 

Procedures:	Contents	Methods	Purpose
1.Pre-task	3、  Read an old story. 4、  Act the story《Mr Fox and Mr Duck》	1、Look and read.   2、Act the story《The fox and the dog》	这一环节的设计，主要是培养学生朗读的技能，同时加深对所学内容的记忆。
2.While-task	1．Listen and learn this story.     2．Read this story.   3. Finish the exercises.	1．Ask the students to listen to this story. But only listen.   2.Tro to answer some questions. 3. Listen again and learn some new words. 4. Learn  and read this story.	逐步培养学生摆脱文字而进行听的一个能力训练。
3.Post-task	1. Read this story in their groups.	Read this story in their groups. Then each group invit one person to read this story.	训练学生的朗读，培养学生的语感。
IV. Assignment(s)	Read this story and retell this story.
随笔：