例析小学英语高年级基于新课标的英语阅读教学设计 论文

例析小学英语高年级基于新课标的英语阅读教学设计[摘要]在英语教学中，要坚持《义务教育英语课程标准（2022度，逐步助力学生形成良好阅读能力与核心素养。[关键词]小学英语；阅读教学；思维能力；教学策略下来，笔者将以PEP小学英语六年级上册Recycle2Readingnhonestfisherman为例，浅谈基于《新课标》如何对其进行具体的教学设计与安排。一、课程目标5~6年级学段结束时在语言能力学段、文化意识学段、思维品质学段和学习能力学段所需达到的具体要求与目标。二、课时教学目标语言知识。2.借助板书构图帮学生建立文本框架，感悟故事情节。3.帮助增进学生阅读体验，提高阅读素养。三、课时教学设计本篇阅读是六年级上册复习课Recycle2Reading。纵观整个教学流程主要分读前、读中和读后三个部分。chant与其次，读中环节主要引导学生细思文本，并辅以必要的阅读策略如猜词、想象、意群等，并进行问题的思考与探究如：owdoesthefactoryworkerfeelattheend?Howdothecoachandfishermanfeelattheend?Doesthebusinessmanreallywantthemostbeautifulflower?Whatdoeshereallywant?Whatwillyousaytothetwomenifyouwerethebusinessman?以及开放性问题的思考与选择Whattitlewillyougivetothis导学生根据本课所学进行输出如Let’sfillinthelanks、Let’schant、Let’sact等，以达到知识闭环、有效输出。四、课时目标的具体教学过程与设计意图（一）在趣味中学习，在体会中升华（读前活动）Self-introduction由此引出教师的居住地与喜好，借此引出生词:town,othing,seeds,sprout.通过对话交流，激活学生故事的呈现。Step1Pre-reading1.GreetingsT:Hello,everyone.ThisisMia.WelcometomyEnglishclass.Before class,let’s play a game:I say,yousay.Forexample,whenIsay“like”,yousay“likes”.AmIclear?Ss:Yes.T:OK.Herewego.WhenIsay“meet”,yousay“meets”.WhenIsay“give”,yousay“gives”.WhenIsay“bring”,yousay“brings”.WhenIsay“say”,yousay“says”.Goodjob.Nowlet’schanttogetherwiththemusic.OK?Ss:OK.2.Chantthekeywords:meets,gives,brings,says.3.Self-introductionT:Wow,bighands!Nowboysandgirls,pleaselookatthe screen,what can you see here on thescreen?What’sit?Oops！It’sblack.Thereisnothing.Letmetryagain.Howaboutnow?Ss:Stillnothing.T:I’msosorry.Letmethink!Oh,Igotit.IneedtousemymagicwordsforIamamagician.Boysandgirls,don’tcloseyoureyesIt’sMia’smagictime.制造学生喜欢的趣味课堂。引导学生乐学善学。Will you please say the magic words withme:Magic,magic,magic.Wow,itworks.Thankyou.HereImayshowyouamagic.Nowdoyouguyswanttoknowmoreaboutme?Ss:Yeah.T:Asyousee,IliveinJingde.Jingdeisasmalltown.Look,isthisasmalltown,too?Ss:No.It’sabigcity.T:Andalso,Ilikeshopping.Look,thisiswhatIboughtyesterday.What’sinside?Canyouguess?Ss:Candies?Ss:Guazi?T:No,butyouranswerisveryclose.Asyousee,itisblackandsmall.ItlookslikeGuazi,right?Butitisnot.Actually,itisnotforeating,onlyforplanting.Yes,thisisaseed.Andherearethreeseeds.Usuallyweplanttheseedsinspring.Becauseitiswarm and nice,many things come out.Just like thesprouthere.Andthreeorfourmonthslater,thesproutwillbebigenoughtobringuswithbeautifulflowers.And also, I love reading stories. Do you likestories?Ss:Yes.T:Iamsohappyyoulovestories,too.HereI’dliketoshareyouastory.Soboysandgirls,pleaselistencarefully.的故事学习。（二）在学习中共情，在激励中灵动（读中活动）采用CLIL和任务型教学模式，引导学生进行多维度的通过“穿针引线”的方式把文本串起来。让学生带着问题走进文本，探寻答案。问题的逐一解答，文本内容也就得以呈现。期待通过这样的活动安排，达到课时目标1和2。Step2.While-readingReading.(P68)Listentothestorytellingbytheteacher.T:Actually,this is what we will learn today.Nowpleasetakeoutthereadingmaterialinyourdesk.Runyoureyesquicklyoverthestoryandcirclethekeyinformationabout:When?Where?Who?.Attention:Don’treaditwordbyword,justrunyoureyesdownthestory.Youhave20secondstoprepare,OK?Ss:OK.T:Herewego.（20秒后）Timeisup.Let’schecktheanswers.Whenisthestory?S1:...T:Where?S2:…T:Who?S3:…T:Goodtry.Butwhat’sthestoryabout?Let’sreadformoredetails,okay?GuideSstoreadthe1stparasilently.T:Rememberthis?Yes,theyareseeds.Andwhoseseedsarethey?S4:….T:Goodtry.Andwhat’sthebusinessmanlikehereinthestory?S5:…T:Wonderful.Thebusinessmanisoldandrichwithlotsofmoney,Hegivesthemtheseedsandasksthemtobringbackwiththebeautifulflower.Ofcourse,themanwiththemostbeautifulflowercanhavehismoney.Wow,it’ssoeasytogetthemoney.Thatistosay,iftheywantthemoney,theyjustneedtoplanttheseedandbringbackwiththebeautifulflower.Right?Ss:Yeah.T:Boysandgirls,willyoupleaseguess:Whowillbringwiththemostbeautifulflower?S6:…T:Goodguessing.Let’smoveontocheck.【设计意图】好的开始是成功的一半。在帮助学生捋清故事characters&settings后，引导学生对故事内容进行预测、3.GuideSstoreadPara2together.T:Now,boysandgirls.Youcaneasilyfindwhattheybringbackwith,right?Thefactoryworkerbrings…Thecoachbrings…andthefishermanbrings…Whobringsthemostbeautifulflower?S7:T:Yeah.The factory worker’s looks the mostbeautiful,andalsothecoach’sflowerisniceaswell.Butthefishermanhasnoflower.Sohefeels…Ss:Hefeelssad.T:He’ssadbecausehebringsnothing.Then,whocangetthemoney?S8:…T:Maybe.Let’smoveontocheck.ContinuewithPara3andPara4T:Doesthefactoryworkergetthemoneybecauseofhisbeautifulflower?Ss:No.T:Whocanhavethemoney?Why?S9:…T:Sincetheseedsarebad,howcantheybringtheredandpurpleflower?S10:…T:Goodanswer.Youaresocreative!Aretheyhonest?Ss:No,theyaren’t.T:Theyarenothonest,becausetheflowersarenotfromtheseeds.Howaboutthisboy?Ishehonest?Ss:No.T:IsthatOKforthefactoryworkertohavethemoney?Ss:No.T:WhoisOKtohavethemoney?Ss:Thefisherman.T:Hecanhavethemoneybecause…Ss:Becausethefishermanishonest.T: Yeah,he brings…he brings the most beautifulflower---theflowerofhonesty.Para5andPara6T:The fisherman gets the money because he ishonest.Heissohappy.Aretheothertwomenhappy?Ss:No,theyare…T: Does the businessman really want the mostbeautifulflower?Whatdoeshereallywant?Whatwillyousaytothetwomenifyouwerethebusinessman?S11:…T:Awesome.Boysandgirls,youarebecomingsmarterandsmarter.Becauseyouarewillingtothink,toshareyouridea.That’sreallyreallygood.Listentothewholestory.T:Heyguys,Ilovethisstory.Howaboutyou?Doyoulikethisstory?Ss:Yes.T:Good.Nowlet’slistentothestoryagain.【设计意图】随着故事的发展，教师在帮学生弄清文本内容what的同时，有意识地引导他们对开放性问题why的探究，鼓励孩子们学会分析、用心体会、尽情表现。同时阅读策略的指导how的问题，在逐步提高他们阅读能力的同时，也助力他们养成良好的语感、提高他们的思辨与逻辑推理能力。（三）在阅读中感悟，在活动中提升（读后活动）后活动非常重要。我设置了三个环节：第一个是Let’sread＆completetheblanks.并依此进行梳理与巩固，SummarizethestoryandguideSstoknowsthaboutthestorylikethesettings,charactersandplots.Andmakethemintoarap；第二个是引导学生Actthestory.导学生在问题中深化对故事主题意义的理解，使得语言知促进学科核心素养的养成。进而，达到本课时目标2和3。Step3.Post-readingHelpPetercompletetheblanks.T:Whataninterestingstory!Well,theboyPeterlikesitaswell,andheisgoingtotelephonehisfriendto share the story.But here comes a question:Hecan’tcompletetheblanks.Willyousmartguyshelphim?Ss:T:OK.Fillintheblanksaccordingtothestory.Youhave3minutes.I’m sorry time is up.So please stop yourpens,let’schecktheanswers.SummarizethestoryandguideSstoknowsthaboutthestorylikethesettings,charactersandplots.T:When?Ss:T:Where?Ss:T:Asyousee,thesearethesettingsofthestory.Followme: settings settings.AndWho?Ss:T: Good.They are the characters of the story.Characters charactersThenWhathappens?Ss:T:Wonderful.Thesearetheplotsofthestory. PlotsplotsI’msohappythatyouknowthisstorywell.Rapthekeypoints.T:Nowlet’smakethemintoarap,OK?Let’sfollowtherhythm.Groupwork.GuideSstoreadandactinroles.Readandanswer.（P68）Howdoesthefishermanfeelafterthreemonths?Howdoeshefeelattheend?Why?Whatdoesthestorytellus?Additionalquestion:Whattitlewillyougivetothisstory?Anhonestfisherman. B.ApoorbusinessmanYes.Anhonestfisherman.Thisiswhatwelearnttoday.Asweknow,whateverwedo,honestcomesfirst.Just