例析小學(xué)英語高年級基于新課標的英語閱讀教學(xué)設(shè)計 論文

例析小學(xué)英語高年級基于新課標的英語閱讀教學(xué)設(shè)計[摘要]在英語教學(xué)中，要堅持《義務(wù)教育英語課程標準（2022度，逐步助力學(xué)生形成良好閱讀能力與核心素養(yǎng)。[關(guān)鍵詞]小學(xué)英語；閱讀教學(xué)；思維能力；教學(xué)策略下來，筆者將以PEP小學(xué)英語六年級上冊Recycle2Readingnhonestfisherman為例，淺談基于《新課標》如何對其進行具體的教學(xué)設(shè)計與安排。一、課程目標5~6年級學(xué)段結(jié)束時在語言能力學(xué)段、文化意識學(xué)段、思維品質(zhì)學(xué)段和學(xué)習(xí)能力學(xué)段所需達到的具體要求與目標。二、課時教學(xué)目標語言知識。2.借助板書構(gòu)圖幫學(xué)生建立文本框架，感悟故事情節(jié)。3.幫助增進學(xué)生閱讀體驗，提高閱讀素養(yǎng)。三、課時教學(xué)設(shè)計本篇閱讀是六年級上冊復(fù)習(xí)課Recycle2Reading?？v觀整個教學(xué)流程主要分讀前、讀中和讀后三個部分。chant與其次，讀中環(huán)節(jié)主要引導(dǎo)學(xué)生細思文本，并輔以必要的閱讀策略如猜詞、想象、意群等，并進行問題的思考與探究如：owdoesthefactoryworkerfeelattheend?Howdothecoachandfishermanfeelattheend?Doesthebusinessmanreallywantthemostbeautifulflower?Whatdoeshereallywant?Whatwillyousaytothetwomenifyouwerethebusinessman?以及開放性問題的思考與選擇Whattitlewillyougivetothis導(dǎo)學(xué)生根據(jù)本課所學(xué)進行輸出如Let’sfillinthelanks、Let’schant、Let’sact等，以達到知識閉環(huán)、有效輸出。四、課時目標的具體教學(xué)過程與設(shè)計意圖（一）在趣味中學(xué)習(xí)，在體會中升華（讀前活動）Self-introduction由此引出教師的居住地與喜好，借此引出生詞:town,othing,seeds,sprout.通過對話交流，激活學(xué)生故事的呈現(xiàn)。Step1Pre-reading1.GreetingsT:Hello,everyone.ThisisMia.WelcometomyEnglishclass.Before class,let’s play a game:I say,yousay.Forexample,whenIsay“l(fā)ike”,yousay“l(fā)ikes”.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.制造學(xué)生喜歡的趣味課堂。引導(dǎo)學(xué)生樂學(xué)善學(xué)。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.的故事學(xué)習(xí)。（二）在學(xué)習(xí)中共情，在激勵中靈動（讀中活動）采用CLIL和任務(wù)型教學(xué)模式，引導(dǎo)學(xué)生進行多維度的通過“穿針引線”的方式把文本串起來。讓學(xué)生帶著問題走進文本，探尋答案。問題的逐一解答，文本內(nèi)容也就得以呈現(xiàn)。期待通過這樣的活動安排，達到課時目標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.【設(shè)計意圖】好的開始是成功的一半。在幫助學(xué)生捋清故事characters&settings后，引導(dǎo)學(xué)生對故事內(nèi)容進行預(yù)測、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…h(huán)e 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.【設(shè)計意圖】隨著故事的發(fā)展，教師在幫學(xué)生弄清文本內(nèi)容what的同時，有意識地引導(dǎo)他們對開放性問題why的探究，鼓勵孩子們學(xué)會分析、用心體會、盡情表現(xiàn)。同時閱讀策略的指導(dǎo)how的問題，在逐步提高他們閱讀能力的同時，也助力他們養(yǎng)成良好的語感、提高他們的思辨與邏輯推理能力。（三）在閱讀中感悟，在活動中提升（讀后活動）后活動非常重要。我設(shè)置了三個環(huán)節(jié)：第一個是Let’sread＆completetheblanks.并依此進行梳理與鞏固，SummarizethestoryandguideSstoknowsthaboutthestorylikethesettings,charactersandplots.Andmakethemintoarap；第二個是引導(dǎo)學(xué)生Actthestory.導(dǎo)學(xué)生在問題中深化對故事主題意義的理解，使得語言知促進學(xué)科核心素養(yǎng)的養(yǎng)成。進而，達到本課時目標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