小学英语阅读教学案例.doc

小学英语阅读教学案例Panda课堂实录及反思一、教学设计1.学生分析本课的教学对象是六年级的学生。经过五年多的英语学习，学生已有一定的基础，大部分都能运用简单的日常用语进行交际。他们对英语有着浓厚的兴趣，乐于在老师创设的氛围下积极参与；针对他们好动、好表演的特点，我利用歌谣配上简单的动作，使学生在唱中动起来、演起来、乐起来；他们富有想象力和创造力，合作意识强，自主学习探索能力强，于是我采取了同桌合作、分小组和独立阅读等形式来指导学生进行任务型阅读。通过短文的阅读及相关讨论，增强学生保护自然，爱护动物的意识。2.内容分析本课的教学重点是通过学习短文，对比主人翁Linda和Linly的性格，懂得快乐之道，如 make yourself happy, a big smile, give a hand to others。另外，通过学习一些新的词汇in a bad mood，smile, few, of course, for example, early, rise, etc.，使他们能运用更多的词汇去描述身边朋友的性格特征。3.教学目标：知识目标：（1）能听、说、读新词汇scientist, body, all over, world, protect, nature.2）能正确理解短文内容，完成相关的练习。能力目标：通过学习，使学生能运用更多的词汇去描述自己最爱的动物，并能简单陈述最爱动物的特征。情感目标：培养学生热爱大自然，爱护动物的意识。使学生愿意在小组活动中积极与他人合作，互相帮助，共同完成学习任务。4.学习策略引导学生通过合作学习、（听力）游戏、小组讨论等学习方式，与同学、老师交流看法；能够运用所学的知识，围绕最爱动物进行讨论并就此写一篇最爱动物物短文。5.教学策略：针对本节课以“Panda”为话题，本人通过借助自制的课件和图片等进行多媒体教学，使学生在仿真的情境中，乐于运用学过的词汇描述自己的最爱的动物；引导学生通过视听、个体学习（自己阅读文章找出新词）、小组讨论、游戏活动等，逐步深入了解短文。另外，以短文中心为切入点，任务型指导学生阅读，引导学生结合语境，采用推测、查阅等方法进行学习新知识，调动学生的学习积极性，让学生在小组活动中合作、自主、愉快地学习。通过视听、阅读、讨论、游戏、写作等活动，使学生在宽松愉快的环境中理解健康的体魄和愉悦的心情是成功的重要因素。二、教学实录（一）Warm up.1.Sing a chant What Can You Do?. Do actions.【评：TPR，让学生边唱边做，教师用歌曲来缓解学生紧张的情绪，建立轻松和谐的学习氛围，为进一步学习奠定良好基础。】2.Free talk.T: Class begin! Good morning, everyone. What day is it today? Ss: Its Tuesday.T: Whats the weather like today?Ss: Its fine./ rainy./ warm.T: Is it always rainy?Ss: Yes, it is.T: Why?Ss: Because its spring now.【评：日常的问候，让学生倍感亲切之余，enjoy English，自然地进入英语的学习状态中。】（二）Presentation:1.T: Right. Its spring now. Its always warm and rainy. The trees, bamboos and grass turn green. The flowers bloom. The animals are happy. Do you know any animals?Ss: Yes, we do.T: OK. Now lets play a guessing game about animals. Are you ready? Ss: Yes, we are.T: Look at Picture One. What animal is it?S1: Its a frog.T: Whats its favourite food?S2: Insects.T: What animal is it?S3: Its a lion.T: Whats its favourite food?S4: Meat.T: What about this one? Is it an elephant?S5: No, it isnt. Its a panda.T: Whats its favourite food?S6: Bamboos.T: Thats right.【评：通过猜一猜，师问生答，达到复习巩固词汇、集中注意力和提高参与课堂热情的目的，为下面的学习做铺垫。】2. Today well learn a passage. Pandas(板书课题)(1) Well, lets watch TV , listen and answer.T: Look, this is is a panda. Is the panda lovely? Ss: Yes, it is.T: What is it like? Ss: It looks like a cat.T: Does it look like a bear?Ss: Yes.T: Do you want to know more about it?Ss: Yes, I do.(2) T: Then lets listen to the CAI and find out the following questions answers.【评：带着课件的提示去听，让学生整体感知课文；通过听前设疑，使学生边思考问题边听，提高了听力的实效性，激发了他们的求知欲。】T: Whats the panda like?S1: It looks like a cat and a bear.T: How many legs does it have?S2: FourT: Where do the pandas live?S3: They live in China.T: How many pandas are there in the world?S4: Therere about 1000. （板书：panda bear-cat ） Cat-bear3. Show CAI and make the class listen again. Then let the students read silently, underline the new words, look up the words and try to say.Body, scientist, bamboo, most, all over, world, protect【评：通过再看课件，让学生进行二次视听，培养他们听力的同时，加深对短文大意的理解；学生默读找出新词，自主发现，小组学习，提高他们发现问题和解决问题的能力。】4. Ask some students write down the new words on the Bb, then make the class grasp the new expressions one by one.（学生将不懂的单词和词组板书在黑板，老师通过英语，借助身体语言、图片等进行解释，使学生掌握短文的单词。）5. Read the passage (class / groups / roles ), then make the class ask and answer the questions by themselves.(1) S1: Whats a panda like? S2: Its lovely./ It has four leg, a black and white body.(2) S3: Does it look like a cat? S4: Yes, it does.(3) S5: Does it look like a bear? S6: Yes, it does.(4) S7: What do people call it? S8: Bear-cat.(5) S9: What do scientist call it? S10: Cat-bear.(6) S11: Do you like pandas? S12: Yes, I do.(7) S13: What can a panda do? S14: It can climb trees.(8) S15: Whats its favourite food? S16: Bamboo.(9) S17: Do pandas live in Guangzhou? S18: No, they dont.(10) S19: What should we do? S20: We must protect these animals and love our nature.【评：通过学生的你问他答，除了提高学生参与的积极性之外，还锻炼了学生发现问题和解决问题的能力。并且通过他们的自问自答，进一步加深了学生对短文的理解。】6. Read the text again and make the class finish off the exercises.7. Read in groups and make the class find out their favourite sentences. Make a story dice. Then play a game. Read out the sentence which you throw.【评：通过小组朗读，找出他们最喜爱的句子，写在纸上，贴在盒子上，制作成骰子。然后通过掷骰子游戏，使学生都能读上他们组的最爱句子。学生兴致盎然，声音响亮。】8.Follow the tips on the Bb and try to resay the text. Then judge the sentences “True” or “False”.( )1. We can call panda cat-bear or bear-cat.( )2. The pandas eyes are big.( )3. Therere about 1000 pandas in China.( )4. Pandas live in the nature park.( )5. We love pandas, and we protect them.【评：让学生根据提示背诵短文和根据短文内容判断句子正误的形式，使学生再次深入理解短文，训练了他们的记忆能力。】9.Consolidation:（1）学生分组，模仿短文，用一些动物的照片，进行讨论。侧重讨论自己喜爱动物的特征喜好能力等。（2）老师巡视指导。【评：引导学生进行讨论，既突出了教师的主导地位，学生的主体作用又得到了发挥。学生积极发言，成为了活动的主人。同时，他们在轻松、民主的氛围中得到了知识的巩固，交际能力得到了锻炼，从而达到了良好的教学效果。】10.Summary.T: Today, we learned a passage about pandas. Do you know how to protect animals or nature? Ss: Yes.T: Good job. OK, time is up. Thats all for today. 评：结束语知识性与思想性融为一体，既强调了本节课的重点，又对学生进行了思想教育，使学生对所学内容有了一个更高层次的认识，懂得如何保护大片然和动物（三）Homework.仿照短文，写一篇自己喜爱动物的文章，不少于50个单词。【评：让学生结合今日所学于实际，发展了他们的语言综合运用的能力。】 （四）Design for Bb.Pandas Panda lovely bears bear-cat cats cat-bear climb trees eat bamboo live in Therere only all over the 教学反思: 纵观整节课，本人都能突出学生为主体，尊重个性差异，开展自主合作学习。课始，根据学生的特点，本人利用歌曲（TPR）来让学生在唱中动起来，乐起来，活跃了课堂的气氛；日常用语与教学图片的有机结合，使他们在老师的诱导下边做动作边复习了相关词汇，为下面的学习做了铺垫。课中，引导学生层层递进，理解短文。纵观整个教学过程中，可以归纳为五个阶段进行。第一阶段，本人以短文中心为切入点，设计了几个简单的问题，让学生通过多媒体课件，视听短文，了解短文的大意（通过师问生答来了解学生对短文初步的掌握情况）。第二阶段，进行二次视听和让学生通过默读的方式进一步细续课文，自主发现新单词，小组学习讨论。对仍未能解决的，让学生板书在黑板上，老师通过英语，借助身体语言、图片等进行解释，使学生掌握短文的单词。第三阶段，本人通过师问生答、生问师答、学生之间你问他答的形式来提高学生参与学习的积极性，锻炼他们发现问题和解决问题的能力，进一步加深了学生对短文的理解。