小学英语六年级阅读教学教案

Reading

教

案

设

计

乌市第三十小学王武华

Reading material

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One beautiful spring morning, a hungry wolf goes out to look for his dinner. He sees a little goat. The goat stands up on a steep cliff.

“I must have that goat, but how can I reach her?”the wolf thinks to himself.

The wolf says “Hello, little goat! It’s dangerous there. I’m a good wolf. I want to play with you. And the grass here is sweet and fresh.”

The goat says “Thank you！I know who you are and what you want. You don’t want me to eat the grass, but you want to eat me up.”

Then…______________________________________________ ________________________________________________________ _____________________________________________________.

Task I. Read and underline the answers.

Task II. Read and circle the new words.

Task III. Read and write (T) or (F).

（）1. It is a spring evening .

（）2. The wolf wants to eat the goat up.

（）3. The wolf is the goat’s friend.

（）4. The goat doesn’t know what the wolf wants.

Task IV. Read and make up an ending (续编结尾) for the story.

小提示：1. Think.

2.Discuss.

3.Write.

教学设计

A story about the animals

乌市第三十小学王武华

一、教学准备与分析

1.教学内容

小学阅读100篇 A story about the animals

2.教学目标

2．1技能与知识目标

A.基本要求

基本能读懂文章内容，掌握篇章的核心内容。

B.初步要求

让学生初步掌握阅读技巧及写作方法。

2.2运用能力目标

能够通过读前、读中、读后锻炼阅读能力的同时，使学生的语言综合运用能力得到发展。

2.3素质教育（文化、情感态度、策略）目标

通过学生对文章的阅读及个性思维的锻炼使得学生懂得爱护动物，明白人类与动物之间，动物与动物之间都能和谐相处。

3.教学重点

掌握文章中的新词汇，能够读懂文章，掌握一定的阅读技巧，并提高学生的综合语言运用能力。

4.教学难点

通过阅读给文章续编结尾。

5.教学用具

PPT cards stickers

Teaching steps:

1.Warming up

(1)Greetings with students.

【设计意图：拉近与学生的距离的同时很自然的引出新课】

2.Presentation

（1）T: Let’s enjoy a cartoon together. Please watch and remenber. What can you see? What can you hear?

(播放一段欢快的人与动物和谐相处的视频。)

（2）T: What did you see? What did you hear?

Ss:…

T: They love animals, I love animals. Do you love animals?

Ss:..

(3) T: Now look! Here comes two animals. Please look what they are? CAI快速出示图像,引出今天的动物主角goat and wolf.

（4）请学生通过自己的想象描述养和狼。

(5 ) 请猜测What do they think and say?

【设计意图：使得学生充分发挥自己的想象力，并且锻炼学生的语言综合运用能力，从而对后面的阅读打下基础，使学习更充满趣味性。】

3. Firs reading

Task I. Read and underline(划出)the answers.

T：Here’s a story about them. Let’s read it quickly. Underline the answers. Is it the same as what we said?(看屏幕上的表格快速找出养和狼所说所想。).

【设计意图：通过泛读使学生掌握文章的中心含义。对后面的精读和语言的进一步运用打下基础。】

4. Second reading

Task II. Read and circle the new words.

【设计意图：让学生自己发现问题。这样能够非常准确的了解学生所需。而不是教师限定他们的所需。】

5. Third reading

Task III. Read and write (T) or (F).

T: You’ve got the new words. Now let’s read the passage again, and do the task III.

1).（）It is a spring evening .

2).（）The wolf wants to eat the goat up.

3).（）The wolf is the goat’s friend.

4).（）The goat doesn’t know what the wolf wants. 【设计意图：通过再次阅读文章使学生进一步理解文章的同时，也为下一个活动埋下伏笔。】

6. Post reading

Task IV. Read and make up an ending(续编结尾) for the story.

a.T: Now we don’t know what happens next? Would you like to read the passage in groups of 4. And make up an ending for it. Then try to write them down.

b. After that, give a title for the story.

【设计意图：通过让学生给故事遍结尾及给标题进一步锻炼了学生的