小學英語閱讀教學案例

小學英語閱讀教學案例Topic:MyfamilyTeachingaims:1、Learnthesenewwordsandphrases:university,nature,BeijingOpera,befondof,bestrictwith，Howhappyweare!2、Canunderstandandreadthispassagebythemselves.3、Cantalkabouttheirownfamilieswiththesewordsandphrases.TeachingSteps:1、Singasong:‘Ifyou’rehappy’(Sssingthesonganddosomeactions)（借助歌曲開始課堂教學，活躍氣氛。同時選用與本課內(nèi)容緊密結合的歌曲，也為新知的呈現(xiàn)埋下伏筆，自然導出Howhappyweare!）2、Freetalk:Hello,what’syourname?Howoldareyou?Whatcanyoudo?Whatdoyoulike?(Ilike…)Isee,youarefondof…Teach:befondof(on—fond---befondof)Whatareyoufondof?(I’mfondof…)（采用Freetalk的形式，其目的主要是以舊引新，在相互問候的同時，自然的引出新知，體現(xiàn)教學的無痕。）3、Presentation:（1）介紹father①.Look,thisismyfather.Guess,what’shefondof?He’sfondofcars.（媒體呈現(xiàn)圖片及句子）②.EveryweekhedriveshiscartoShanghai,becauseheworksinauniversityinShanghai.（媒體呈現(xiàn)圖片及句子）Teach:university(unit---university),readthesentence.③.He’sateacher.HeteachesEnglish.(SsreadaftertheT)（媒體呈現(xiàn)圖片及句子）④.Iwashisstudent.Hewasverystrictwithme.Nowhe’salsoverystrictwithme.Teach:strict(street---strict),readthesentence:He’salsoverystrictwithme.（媒體呈現(xiàn)圖片及句子）（由Freetalk中的befondof，來猜猜文中父親的喜好，并同時解決有關父親的背景材料，分解文章內(nèi)容，降低學習難度，但又不打破閱讀教學的整體性，同時也不使教學內(nèi)容零碎呈現(xiàn)，主線直穿文章。）（2）分段教學Paragraph1①.Nowyouknowsth.aboutmeandmyfather.Doyouwanttoknowtheotherpeopleinmyfamily?(Yes)Look,thisisaphotoofmyfamily(showFamily)Qs:Howmanypeoplearethereinmyfamily?(Seven)Whoarethey?(Theyare….)②.Ihaveahappyfamily.It’s……(Tmakeamodel,Sstrytoretellthisparagraph)Paragraph2①.Youallhavethepictureofmyfamily.Lookatthepassage,readparagraph2quicklybyyourselves.②.Let’splaythegame:Who’swho?Areyouready?(生根據(jù)每個人的特征提示猜出文中人物)③.Youknowsth.aboutmyfamilymembers,butwhataretheyfondof,doyouknow?Enjoysomevideoshow,thentellme:theirjobsandwhattheyarefondof.（生看錄像，了解每個家庭成員的信息）④.Ok,let’sfinishthisform:Whataretheirjobs?Whataretheyfondof?(生說出每個家庭成員的職業(yè)愛好,完成列表)⑤Listeningandcomprehension:Youalldidagoodjob.Nowlet’slistentothepassage,thenwe’llmakesomechoices.(生聽錄音，完成選擇)Paragraph3(選擇題最后一題Whatdotheyalllike?引出)：nature(欣賞大自然風光)nature(picture---nature)凡是學生講得出的，要讓學生去講；凡是學生想得出的，要讓學生去想；凡是學生寫得出的，要讓學生去寫；凡是