小学英语人教版第七册阅读课教学设计
小学英语阅读课教学流程及教学设计
小学英语阅读课教学流程及教学设计一、教学流程：（一）读前活动读前活动是指学生在进入课文学习之前的活动，可借助歌曲、歌谣和图片，采用交流、预测的方式，帮助学生激活旧知识，引起学生对新知识的好奇与兴趣。
可以在学生欣赏完歌曲与歌谣之后，交流关联内容，从而提出问题。
而预测则可以先让学生读课本中的插图，然后说出他们从图中所获得的信息，最后提出问题导入课文的学习。
（二）读中活动读中活动是教师帮助学生在学习课文和理解课文的过程中所采取的活动。
活动的开展以问题的提出及回答为主要过程，以培养学生的阅读能力为主要任务，逐步让学生掌握略读、跳读、精读等阅读技巧，提出问题及解决问题的能力。
（三）读后活动读后活动是教师在学生学习文本材料之后所做的拓展活动。
拓展活动以巩固文本材料的重心内容为出发点，通过对更多文本材料的处理，让学生的阅读能力得到提升的同时，听说读写的能力也得到全面的发展。
二、教学设计（一）Analysis of teaching content: （内容分析）本课是五年级上第四单元A部分的阅读课，通过Zhang Peng 和John 打电话这一事件，进一步帮助学生学习、巩固现在进行时态的用法。
（二）Analysis of the students:本节课是一堂阅读课，学生在前面的词汇和对话课中已经学习了现在进行时态及一些动词词组，所以，顺利地阅读本篇课文对学生来讲不会有太大的困难。
（三）Analysis of teaching methods:Reading for fun, Reading for information 是阅读课的目的。
为此本课将以问题为引领，通过问题的解决帮助学生逐步形成一定的阅读能力。
教学活动力求促进学生的思维活动，让学生积极参与到学习活动中来，从而使课堂教学更加有效、有意义。
（四）Teaching objectives:1. Knowledge objectives:At the end of this class Ss should master the four-skilled sentences “This is Zhang Peng. What are you doing? I’m doing the dishes. I’m reading a book.”2. Ability objectives:(1)Enable Ss understand how to make a phone call.(2)Foster the Ss’ reading skills by guessing the meaning of the words in the context.3. Emotion objectives:Help Ss understand the same words might get different meanings in different contexts. So language should be learned in real situations, and reading might offer them the situations and help them learn more.（五）Teaching Keys and difficulties:1．通过问题的引领和上下文的联系正确理解句子“Come on , John”的含义，以利于学生形成有效的阅读技巧。
【精编】人教Pep版2019小学四年级英语上册Unit7__L3参考教案
Unit7 L3参考教案一、教学目标：（一）知识目标1. 能听懂、会说并认读下列单词以及短语：everyone winner jump long jump high jump come on2. 能听懂、会说并认读下列句子：Guo Y ang i s running. What’s Wang Hong d oing? She’s doing the long jump.3. 能够正确的在四线格内书写本课的单词。
call jump read write（二）能力目标能在情景中运用句型What’s ……doing? She’s\He’s …来询问和交流他人正在做什么。
（三）情感目标1. 培养学生敢于开口，乐于与他人合作与交流的积极情感。
2. 培养学生热爱体育积极锻炼的良好情感。
二、教学重点：1. 能听懂、会说并认读下列单词以及短语：everyone winner jump long jump high jump come on2. 能听懂、会说并认读下列句子：Guo Y ang i s running. What’s Wang Hong d oing? She’s doing the long jump.三、教学难点：理解并运用动词的现在分词。
四、课前准备：课文录音、课件、单词卡、图片五、教学过程：Step1: Warming up1. Greetings.2. I say and you do.说出下列动词的现在分词:do write run sing dance play课件呈现，分类3．Chant: doing, doing, doing, What are you doing?writing , writing , writing ,I’m wri ting.Singing, singing ,singing, I’m singing.Dancing, dancing, dancing, I’m dancing.Playing, playing, playing, I’m playing.Running, running, running, I’m running.【设计意图】课堂伊始，与孩子们一起用所学的语言进行自由交流，不仅可以拉近师生间的情感距离，活跃课堂气氛，同时又能复习与本课内容相关的知识，为接下来的新知识学习奠定良好的基础。
PEP小学英语BOOK7UNIT7第六课时教学设计
PEP小学英语Book 7 Unit 5 Part B Let’s Read教学设计教学内容：PEP小学英语六年级上册Unit 5 What does she do? Part B Let’s Read教学目标与要求：1、能够听、说、认读Let’s read部分的短文，完成相应的活动。
2、能够运用所学语言较好完成“招聘会”的活动。
教学重点、难点分析：1、本课重点是操练巩固本单元11个职业名称的单词和重点句型：What does he/she do? Where does he/she work? How does he/she work?2、本课难点是帮助学生理解短文中的新语言，如：help the bank use their money well. likes helping people. help tourists find their way.以及三个小建议。
课前准备：1、实物投影。
2、供学生阅读的人物信息。
3、城市交通图。
4、人才信息卡（事先贴在教室的四周）教学步骤：1、Preparation(1)GreetingsT: Good morning, boys and girls.Ss: Good morning, Miss Liang!T: Sit down, please.(2)Let’s chant(课本第56页)(3)Free talkT: Today I am very happy to see you again. First I want to know something about your family, OK?Ss: OK!T: How many people are there in your family? You please.S1: Three.T: Who are they?S1: They are my father, my mother and me.T: Thank you!S1: You’re welcome.T: What does your father do ?S2: My father is a policeman.T: Thank you. What does your mother do?S3: My mother is a teacher.T: Thank you very much. You’re great!Where does your father work?S3: My father works in a car company.T: Thank you very much. You’re great!How does your father go to work?S4: My father goes to work by bus.T: Thank you. How does your mother go to work?S5: My mother goes to work by car.T: Thank you for telling me about your family, you’re super!(设计意图：课前chant热身，让学生迅速进入学习状态并复习旧知。
小学英语第七册教案
小学英语第七册教案教案标题：小学英语第七册教案教案目标：1. 帮助学生掌握第七册所涵盖的英语知识和技能。
2. 培养学生的听、说、读、写的综合能力。
3. 激发学生对英语学习的兴趣和自信心。
教学重点：1. 掌握第七册所学的词汇和句型。
2. 培养学生的听力理解和口语表达能力。
3. 提高学生的阅读理解和写作能力。
教学难点：1. 学生对新词汇和句型的理解和运用。
2. 学生在听力和口语方面的提高。
3. 学生在阅读和写作方面的进步。
教学准备：1. 小学英语第七册教材和教具。
2. 录音设备和相关的听力材料。
3. 多媒体设备和相关的教学资源。
4. 练习册和作业本。
教学步骤：Step 1: 导入新课 (Introduction)1. 通过图片或实物引入新课，激发学生的学习兴趣。
2. 通过简单的问答和讨论，引导学生预测新课内容。
Step 2: 听力训练 (Listening Practice)1. 播放相关的录音材料，让学生通过听力理解来获取信息。
2. 通过听力练习，帮助学生掌握新词汇和句型。
Step 3: 口语表达 (Speaking Practice)1. 利用角色扮演、对话练习等形式，让学生进行口语表达训练。
2. 引导学生运用所学内容进行实际对话和情景模拟。
Step 4: 阅读理解 (Reading Comprehension)1. 给学生分发相关的阅读材料，让学生通过阅读来获取信息。
2. 引导学生进行问题回答、主旨归纳等阅读理解训练。
Step 5: 写作练习 (Writing Practice)1. 引导学生根据所学内容进行写作练习，如写一篇日记、写一封信等。
2. 鼓励学生运用所学的词汇和句型进行写作，提高写作能力。
Step 6: 巩固与评估 (Consolidation and Assessment)1. 设计相关的练习和活动，巩固学生对所学内容的掌握。
2. 通过小组讨论、个人演讲等形式，评估学生的学习效果。
小学英语阅读教学教案
小学英语阅读教学教案【篇一：小学英语阅读课教学案例】小学英语阅读课教案五汛镇第二中心小学王志艳一、教学内容：自编短文 animal signs教材分析：这篇短文是根据牛津小学英语6a第一单元pulic signs一课而设计的一堂英语阅读课，通过这堂课让学生了解十二生肖的英文说法的同时，增强学生对祖国文化的热爱，进一步提高六年级学生学习和使用英语的兴趣。
二、教学设计：随着我国改革开放，英语作为一种交际性语言，其地位众所周知。
而阅读是语言学习的重要方面之一，所以阅读既要合理同时又要科学，通过阅读，主体的感知、理解、评价、创造是十分重要和必不可少的。
本案例是reading（精读课），按照英语新课程标准的要求，这堂课应当是“以任务贯穿读、听、说的活动，让学生通过‘感知－概括－应用’的思维来增长知识，发展技能”。
基于此，其教学设计的落脚点有二：1.学生通过阅读学习，有助于提高学生的阅读技能和自主学习技能。
2.通过阅读进行语音处理、单词处理、短语处理和句子处理；通过阅读进行意义建构，在与文本相互作用的过程中，在理解、思辨的过程中培养学生的语言输出技能，即说话技能和写话技能。
三、教学目标：（一）知识目标1．能听、说、读、写单词ox, sheep, dragon, snake. 并对这四种动物所象征的意义做简单描述。
2.掌握下列单词和短语：clever，cute，magical ，brave ，dragon lantern，sheep，meek，ox ，hardworking3．能运用6a第一单元pulic signs所涉及到的what does thissign mean?这一重点句型进行提问。
4. 了解十二生肖有哪些动物组成，以及它们的排列顺序。
5．正确理解和朗读短文内容，会仿例介绍自己家庭成员的生肖情况。
（二）技能目标1. 能初步掌握在短文中划找信息和新知的阅读方法。
2. 能就短文内容进行复述。
（三）情感目标了解及认识我国的生肖，加强对祖国传统文化的理解和热爱。
小学英语绘本阅读教学设计及反思
小学英语绘本阅读教学设计及反思一、引言英语绘本阅读是小学英语教学中重要的一环。
通过阅读绘本，学生可以培养对英语的兴趣，提高阅读能力和语言表达能力。
本文将设计一节小学英语绘本阅读课，并对教学过程进行反思和评价。
二、教学设计1. 教学目标本次教学的主要目标是：- 增加学生对英语学习的兴趣，培养阅读英语绘本的习惯；- 提高学生的阅读理解能力，培养学生的语言表达能力；- 通过绘本的故事情节和生动形象的插图帮助学生理解和掌握英语词汇和语法知识。
2. 教学内容本节课选择了绘本《The Very Hungry Caterpillar》作为教学材料。
该绘本内容简单，适合小学生阅读，并且有明确的故事情节和丰富的插图，能够引起学生的兴趣。
3. 教学过程本节课的教学过程设计如下：- Step 1：导入通过展示绘本的封面和一些插图引起学生的兴趣，让学生猜测绘本的内容，并了解绘本的基本信息。
- Step 2：预读帮助学生预读绘本，并鼓励他们根据插图猜测故事情节和单词的含义。
老师可以辅助学生理解并解释一些生词和难点。
- Step 3：阅读学生独立阅读绘本，并在阅读过程中回答问题和完成相关练习。
老师可以在学生阅读后带领大家一起分享理解和收获。
- Step 4：讨论与分享学生分组讨论绘本中的主要故事情节、人物和事件，并展示他们的发现和理解。
老师可以鼓励学生用英语进行讨论和分享，提高他们的口语表达能力。
- Step 5：语言拓展通过练习和活动巩固学生在阅读中学到的语言知识。
可以设计词汇游戏、配对练习等活动，帮助学生巩固和运用所学词汇和句型。
- Step 6：总结反思与学生一起总结本节课的学习内容和收获，鼓励他们思考英语绘本阅读的重要性和现实意义。
三、教学反思本次教学过程中，学生表现出了浓厚的学习兴趣。
阅读绘本的方式激发了他们对英语学习的兴趣，让学习变得生动有趣。
通过与同学的讨论和分享，学生不仅提高了阅读理解能力，还锻炼了他们的口语表达能力。
小学英语阅读课中Pre-reading的教学设计
小学英语阅读课中Pre-reading的教学设计Title: Teaching Design for Pre-reading in Primary School English Reading ClassIntroduction:Pre-reading is an essential component of the English reading class in primary school. It aims to engage students in the topic, activate their prior knowledge, and prepare them for reading comprehension. This article presents a comprehensive teaching design for Pre-reading in the context of a primary school English reading class.1. Learning Objectives:The primary goal of Pre-reading is to enhance students' reading comprehension abilities. The specific learning objectives include:- Encouraging students to make predictions about the story content based on title, cover, or illustrations.- Activating students' existing knowledge to help them understand the reading material.- Building background knowledge by introducing key vocabulary and concepts.- Stimulating interest in the reading material to cultivate a love for reading.2. Warm-up Activity:To create a positive and engaging learning atmosphere, a warm-up activity is essential. Utilizing the theme or topic of the reading passage, the teacher can initiate a short discussion or introduce related multimedia content. For example, when introducing a story about animals, the teacher can show pictures or play a short video about different animals and ask questions to elicit students' interest and activate their prior knowledge.3. Anticipation Guide:An anticipation guide is an effective tool to activate students' prior knowledge and set goals for reading. The teacher can prepare a series of statements related to the reading passage, some of which are true, while others are false. Students are asked to read and decide whether each statement is true or false before reading the text.4. Pre-teaching Vocabulary:Introducing essential vocabulary before reading helps students understand and engage with the text more effectively. The teacher can select key words from the reading material and teach their meanings, pronunciation, and usage through various activities such as flashcards, word games, or word association. Providing students with opportunities to practice using the vocabulary in context will deepen their understanding and facilitate reading comprehension.5. Graphic Organizers:Graphic organizers, such as mind maps or concept maps, can be used to visually organize students' thoughts and connect prior knowledge to new information. For example, when reading a story about a farm, students cancreate a concept map with different farm-related elements, including animals, crops, and farm tools. This visual representation helps students establish connections and strengthen their comprehension.6. Predicting the Content:Before reading the passage, students can make predictions based on the available information, such as the title, cover page, or illustrations. Encouraging students to make educated guesses about the content fosters critical thinking and prepares them for the upcoming text. After making predictions, students can share their ideas with classmates in pairs or small groups.7. KWL Chart:The KWL chart (Know, Want to know, Learned) is a useful tool for students to organize their knowledge and monitor their understanding throughout the reading process. Before reading, students fill in the "K" section with what they already know about the topic. During and after reading, they can record new information in the "W" and "L" sections, respectively. This chart helps students reflect on their learning progress and identify areas for further exploration and discussion.Conclusion:Incorporating Pre-reading activities into the English reading class in primary school is essential for developing students' reading comprehension skills. By engaging students in discussions, activating prior knowledge, introducing vocabulary, and utilizing graphic organizers, teachers can create an interactive and meaningful learning experience. Pre-reading not onlyprepares students for upcoming reading tasks but also cultivates a lifelong love for reading and learning.。
PEP 人教版小学英语BOOK7全册教案
T: And we can see subways inJapan, too. It’s very common inJapan. Look. The students inJapanalways go to school by subway.
查。表格如下：
Ways
Name
on foot
by bike
by bus
by plane
by train
others
U
S
U
S
U
S
U
S
U
S
U
S
注：U＝usually S＝sometimes
3．“结伴而行”
学校大队部为迎接柯南中国行，特组织同学去旅游。旅游公司推出了一些线路，让大家选择自己喜欢的旅游点及其交通方式。然后进行全班活动，去寻找和自己去同一个地方并且乘坐同样交通工具的人为伴，并说明选择的理由。（如cheap/ expensive, fast, near/ far…）可借助下列表格完成活动。
S1: Hello, Ke Nan. I’m…. I’m 12. I like you very much.…
T: Hello, Ke Nan, I’m Miss…. Welcome to China！
Ke Nan: Oh, Miss…, how do you go to work?
T: Usually I go to work on foot. Because my home is near. Sometimes I go by taxi.Because it’s fast.
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小学英语人教版第七册阅读课教学设计
1、教学内容：小学英语人教版Book 7 Recycle 1 Let’s read （复习课）
2、教学目标：
3、教学重点：
（1）帮助学生读懂P41 Let’s read 部分。
（2）复习主要句型：What are you going to do? How do you go (get )there? Where is …?及其应答。
并教会学生在相应的生活情景中运用三个主要句型。
4、教学难点：
（1）帮助学生理解文章中介绍Zhang Peng’s grandparents’ home所在位
置和行走路线的一段话，帮助学生学会如何描述行走路线。
（2）通过合理的教学设计，使学生对前三单元的重点句型加固掌握并且有所
深化。
5、教具准备：多媒体课件、GOGO拼图
6、教学步骤：
（１）热身
看一段关于GOGO的影片, 思考:What is Gogo going to do?
（２）复习主要句型(设计浅显的情景对话，先对三组主要句型逐个突破。
）句型1：What are you going to do?
* Gogo is going to the beach. What are you going to do?
What are you going to do after school? (答问形式进行)
*What are you going to do this weekend?(全班话题讨论形式进行)
I have a nice picture for you. Do you want to see it? Let’s talk.
教师在学生讨论过程中,根据学生的发言质量把课件中的一幅图逐步打开,讨论结束后出现一个小男孩背着书包和小鸟在对话的情景。
*What is he going to do? (同桌讨论,看图猜测小男孩要去做什么?)
*Read and answer: （设计对话，提供信息，让学生通过阅读了解小男孩的真实计划。
）
Bird: Hi! What are you going to do?
Peter: I’m going to the bookstore. I want to buy some books.
句型2：Where is the bookstore?
*(出示地图)Look! Where is the bookstore?
*If Peter starts from here, how can he get to the bookstore?
How many ways can lead him to the book store?(四人小组讨论)
（学生讨论到指定的书店有几种行走路线。
）
*Which way does Peter choose? Let’s read. （阅读对话，了解小
男孩选择的是哪条路。
）
Bird: How do you get there?
Peter: I get there on foot.
Go straight, turn left at the traffic lights in front
of the cinema.
Then go east for about three minutes.
The bookstore is on the right.
Bird: Can you go by bus?
Peter: Yes, I can. But I like to walk there.
句型3：How do you get to…?
*Peter goes to the bookstore on foot . Can he go by bus? Do we
have any good
bookstores in Ningbo? How do you get there? （讨论宁波有哪些好的书店，如何去那里。
）
*Let’s say: I go to the bookstore ….(by bike ,by bus, by car…)
*Let’s say: … go to …by (on)….(演示课件,学生每说一个句子就
能帮助小女孩前进一步,最后来到她的奶奶家.)
（３）阅读再理解。
Let’s read the dialogue again and try to answer the questions. Bird: Hi! What are you going to do?
Peter: I’m going to the bookstore.
I want to buy some books.
Bird: How do you get there?
Peter: I get there on foot. Go straight, turn left at the traffic lights in front of the cinema, then go east for about three minutes.
The book- store is on the right.
Bird: Can you go by bus ?
Peter: Yes, I can. But I like to walk there.
Questions: 1. What is Peter going to do?
2. How does he get there?
3. Can he go by bus?
（4）指导阅读对话（引出课本中的对话。
对借助课文阅读材料对重点知识进行综合运用，获得信息。
）
Listen to another dialogue and try to answer the questions:
①What is Zhang Peng going to do ?
②How does he go there?
③What is Mike going to do ?
④Are they going together?
When are they going?
Read and do the exercises. (中间穿插拼图游戏，进行激励。
通过五个练习题拼得Gogo的形象。
)
（5）卡通歌曲欣赏：Where are we going?
（6）拓展任务及课后作业:
根据地图中的标示,向外宾介绍其中一处景点,并说明行走路线。
（教师在课内作示范表演，请学生们课后作练习，这一活动将作为课本知识与生活实际或未来生活相联结的桥梁）。