小学英语阅读与写作说课材料
Unit 3 My weekend plan B Read and write(说课稿)人教PEP版
Unit 3 My Weekend Plan B Read and Write教材分析本单元是人教PEP版英语六年级上册的第三个单元，整个单元围绕“周末计划”展开，学生将通过听说读写四个方面综合提高英语能力。
本次课程为“阅读和写作”部分，主要围绕课文的阅读和写作展开，可以提高学生的阅读和写作能力。
在过程中，也可以锻炼学生对英文课文的理解和分析能力，培养学生的想象力和语言表达能力。
学情分析本单元是英语六年级上册的第三个单元，学生已经接触过一定的英语词汇和语法知识，能够进行简单的英文阅读和写作。
但受制于时间和学习方法的限制，学生的阅读和写作能力还存在一定的欠缺。
因此，本节课需要采取启发式教学方法，让学生在自主思考和交流中独立学习。
同时，注重培养学生的兴趣和积极性，鼓励他们使用所学知识进行自由创作，以最大化地发挥他们的英语表达能力。
教学目标本次课程的主要教学目标是：•学生能够读懂英文课文，对课文内容进行简洁的概括和评价；•学生掌握英文书写规范，能够写出简单清晰的英文计划书；•学生能够进行口头表达，用英语介绍自己的周末计划。
教学内容及步骤一、引入教师可以以一些学生熟悉的周末活动为例，引起学生的兴趣。
并简要介绍本节课目标和内容。
二、阅读1.教师可以在黑板上展示课文，让学生自主阅读，并根据课文内容回答问题。
2.学生自主读课文，老师可以进行补充说明和解释，提高学生的理解能力。
3.分组讨论，互相交流所得的理解和意见。
三、写作1.介绍写作技巧，如清晰表达、逻辑推理、正确的用词、语法和拼写规范等方面的要求。
2.分组创作周末计划，老师可以提供一些语言模板和思路，引导学生在写作过程中进行技巧实践。
3.学生在小组内交流，修改彼此的计划，以提高每个人的写作水平。
四、口语表达1.学生利用自己写的计划书，在小组内进行表达和分享。
2.以小组为单位，让学生借助自己所写的周末计划，进行简短的英文口语介绍。
五、总结教师可以对学生的写作和口语表达进行点评和总结，提出拓展性思考和示范。
小学英语阅读课说课稿范文
IntroductionGood morning, everyone! I am very happy to be here today to share with you my ideas about teaching English reading to primary school students. English reading is an essential part of language learning, which is not only helpful for students to learn English but also helps develop their thinking skills and cross-cultural understanding. Therefore, as teachers, it is important for us to design suitable reading classes that can cater to students’ needs and improve their reading abilities. Today, I would like to share with you my experience in teaching English reading classes in primary schools.Teaching ObjectivesThe main objectives of my reading class are to help students cultivate the habit of reading, improve their reading proficiency, and enhance their comprehension skills. My teaching approach is all about combining the traditional and modern teaching methods that break down the barrier between the teacher and students.Teaching Methods and StrategiesMy teaching strategies mainly include four aspects: engaging, activating, modeling, and guiding. Specifically, when it comes to a reading class, the first thing is to build a pleasant classroom atmosphere where students can feel comfortable, happy and engaged. For this purpose, I always start by arousing students’ interests through various media such as cartoons, music, games, and pictures that students are familiar with. For instance, I use different soundeffects to create an immersive reading experience to engage their interests.Secondly, activating refers to the process of connecting new knowledge to students’ prior knowledge. As a teacher, if we can relate new content to what students already know, students can learn more easily and comprehend better. To achieve this goal, I start by asking students questions about topics they are familiar with while gradually guiding them to acquire more knowledge.The third step is modeling. This allows students to observe and learn from the teacher’s behavior and mimic the language and pronunciation. As a teacher, I always model the correct usage of new words and phrases, and demonstrate howto read aloud in a clear and concise way. Through repeated practice, students can deepen their understanding of how to read correctly.Lastly, the guiding method helps students acquire more knowledge and enhances their comprehension skills. This strategy involves asking open-ended questions to encourage students to think critically and independently. For example, after reading a story, I ask questions like “Why do y outhink the character behaved that way?” “What do you think would happen if the story had a different ending?”Teaching ContentThe teaching content of my reading class mainly includes stories, articles, poems, etc. However, the choice of reading materi al can be customized according to the students’ interests, backgrounds, and proficiency levels. For students with lower proficiency levels, I tend to choose simpler reading material that they can easily understand. For advanced students, I may choose literature that challenges them but is still interesting.ConclusionIn conclusion, teaching English reading to primary school students is not just about imparting language knowledge, but also about helping students cultivate good reading habits, improving reading proficiency, and enhancing comprehension skills. Through engaging and interactive teaching strategies and suitable materials, I believe students can learn and excel in English reading step by step. Thank you forlistening!。
说课稿模板英语阅读范文
说课稿模板英语阅读范文尊敬的各位评委，大家好。
今天，我将与大家分享一节英语阅读课的教学设计，主题为“环境保护”。
课程导入在课程的开始，我会通过展示一些关于地球环境变化的图片，激发学生对环境保护的兴趣。
我会提问：“你们认为这些图片展示了什么？我们能为环境保护做些什么？”通过这样的问题，引导学生思考并参与讨论。
教学目标本节课的教学目标是：1. 学生能够理解并掌握文章中的主要词汇和句型结构。
2. 学生能够通过阅读文章，了解环境保护的重要性。
3. 培养学生的批判性思维能力，鼓励他们对环境保护问题提出自己的观点。
教学内容本节课的阅读材料是一篇关于环境保护的英语文章，文章介绍了全球变暖、污染问题以及人们可以采取的措施。
教学方法1. 预习：在课前，我会要求学生预习文章，标记出生词和不理解的句子。
2. 词汇教学：通过图片、例句和游戏的方式，帮助学生掌握文章中的生词。
3. 阅读理解：引导学生通过快速阅读和细读，理解文章的主旨大意和细节信息。
4. 讨论与交流：组织小组讨论，让学生分享自己对环境保护的看法和建议。
教学过程1. 导入：通过图片和问题激发学生兴趣。
2. 词汇学习：教授并练习文章中的生词。
3. 阅读：学生独立阅读文章，完成阅读理解任务。
4. 讨论：小组讨论，分享阅读后的感想和观点。
5. 总结：总结学生的观点，强调环境保护的重要性。
作业布置课后，我将布置学生写一篇短文，主题是“我如何为环境保护做出贡献”，以此来巩固他们在课堂上学到的知识。
教学反思在课后，我会反思本节课的教学效果，思考如何改进教学方法，以更好地满足学生的学习需求。
结束语通过本节课的学习，我希望学生们能够认识到环境保护的重要性，并在日常生活中采取实际行动，为保护我们共同的家园贡献自己的力量。
谢谢大家的聆听。
说课稿小学英语阅读模板
说课稿小学英语阅读模板尊敬的各位老师，大家好。
今天我将为大家展示一节小学英语阅读课的教学设计。
本节课的主题是“Friendship”，旨在通过阅读活动，让学生理解友谊的重要性，并学会用英语表达对朋友的感情。
课程导入：首先，我会通过播放一首关于友谊的英文歌曲来吸引学生的注意力，如《You've Got a Friend》。
歌曲播放完毕后，我会引导学生讨论他们对友谊的理解，并询问他们是否有特别的朋友。
词汇学习：接下来，我会展示一些与友谊相关的词汇卡片，如“friend”, “helpful”,“supportive”等，并让学生跟读，确保发音准确。
之后，我会设计一些简单的词汇游戏，如“快速拼写”或“单词接龙”，以帮助学生记忆这些词汇。
阅读材料：本节课的阅读材料是一篇简短的故事，讲述了两个朋友如何互相帮助，共同解决问题的故事。
在学生阅读之前，我会先介绍故事的背景和主要人物，以帮助学生更好地理解文本内容。
阅读理解：在学生阅读故事后，我会提出一些问题，如“故事中的主要人物是谁？”，“他们遇到了什么问题？”，“他们是如何解决问题的？”等，以检查学生对故事的理解程度。
角色扮演：为了加深学生对故事的理解，我会组织学生进行角色扮演活动。
学生将被分成小组，每组选择一个角色，然后根据故事内容进行表演。
这不仅能锻炼学生的口语表达能力，还能让他们更深入地理解友谊的意义。
情感教育：在角色扮演活动结束后，我会引导学生讨论友谊的重要性，并鼓励他们分享自己的友情故事。
通过这种方式，学生能够更好地理解并珍惜自己的朋友。
作业布置：最后，我会布置一项作业，让学生写一篇短文，描述他们最好的朋友以及他们之间的友情故事。
这不仅能巩固学生在课堂上学到的知识，还能激发他们用英语表达自己情感的兴趣。
课程总结：在课程的最后，我会总结今天的学习内容，并强调友谊在人生中的重要性。
同时，我会鼓励学生在日常生活中多与朋友交流，培养深厚的友谊。
通过这节课，我相信学生们不仅能够学习到与友谊相关的词汇和表达方式，还能够更深刻地理解友谊的价值，并学会在生活中珍惜和维护友谊。
六年级上册英语说课稿《Unit4Ihaveapenpal-5Readandwrite》人教(PEP)
六年级上册英语说课稿《Unit4 I have a pen pal-5 Read and write》人教(PEP)一. 教材分析《Unit 4 I Have a Pen Pal-5 Read and Write》是人教版PEP小学英语六年级上册的一篇阅读写作课。
本节课主要讲述了关于介绍自己的兴趣和爱好以及与笔友互相了解和交流的内容。
通过本节课的学习，学生能够进一步巩固和运用本单元所学的词汇和句型，提高阅读和写作能力。
二. 学情分析六年级的学生已经具备了一定的英语基础，对于本单元的词汇和句型，大部分学生已经能够熟练掌握。
但是，部分学生在阅读和写作方面还存在一定的困难，因此，在教学过程中需要针对这部分学生进行针对性的辅导。
三. 说教学目标1.知识目标：学生能够阅读并理解关于介绍自己的兴趣和爱好的短文；学生能够运用本节课所学的词汇和句型，书写一篇介绍自己兴趣和爱好的短文。
2.能力目标：学生能够通过阅读，获取和处理信息，提高阅读理解能力；学生能够通过写作，提高自我表达和创作能力。
3.情感目标：学生能够激发对英语学习的兴趣，增强学习自信心。
四. 说教学重难点1.重点：学生能够阅读并理解关于介绍自己的兴趣和爱好的短文；学生能够运用本节课所学的词汇和句型，书写一篇介绍自己兴趣和爱好的短文。
2.难点：学生能够正确运用本节课所学的词汇和句型，流畅地表达自己的兴趣和爱好。
五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在完成任务的过程中，提高阅读和写作能力。
2.教学手段：利用多媒体课件，为学生提供生动直观的学习资源；利用小组合作学习，激发学生的学习兴趣，提高学生的学习积极性。
六. 说教学过程1.Pre-reading：教师通过提问方式，引导学生谈论自己的兴趣和爱好，激发学生的学习兴趣。
2.While-reading：学生自主阅读课文，回答相关问题；教师针对学生回答进行点评和引导。
3.Post-reading：学生根据课文内容，完成相关练习；教师针对学生回答进行点评和指导。
英语阅读法说课稿（通用5篇）
英语阅读法说课稿英语阅读法说课稿（通用5篇）作为一名人民教师，就不得不需要编写说课稿，说课稿有助于提高教师理论素养和驾驭教材的能力。
我们该怎么去写说课稿呢？下面是小编为大家整理的英语阅读法说课稿（通用5篇），欢迎阅读与收藏。
英语阅读法说课稿1设计理念：成功的英语教学要依赖大量的语言材料和语言实践。
阅读就是其中一种重要的学习途径。
基于小学生的认知特点和本着轻松愉快阅读英语的理念，我开展了结合教学实际，利用网络资源，开展网络环境下小学英语阅读课的尝试。
希望利用网络上丰富资源，补充阅读材料，利用电子书的直观，营造情景教学气氛，利用与学生与电脑互动的条件，把所学的旧知识放在新的语言情景中运用。
设计内容：运动为主题，设计专题阅读网站，突破本学期学习重难点：动词分词的用法。
所以结合本学期的重点和难点：动词的分词形式的意思和用法。
设计有关运动的专题阅读网站，里面有经过老师筛选过的适合学生程度和与所学知识主题相符合的的flash电子书和相关练习、游戏。
学习目标：学生通过阅读两篇必读文章，了解动词go –ing的搭配和能够给双写动词ing分类。
阅读选读文章，写出阅读海报。
学生通过阅读电子书，理解动词分词的各种形式变化及在文章中的意思，从而对阅读产生兴趣。
教学应用：下面是我的教学过程。
一、猜一猜、唱一唱、以趣激情，进入状态。
在热身的环节，学生猜运动名称，唱忙碌的小蜜蜂这首歌，听歌填单词，通过唱歌对Buzz这只小蜜蜂产生了浓厚的兴趣。
由此引出Buzz很忙，为下面的阅读驱动作了铺垫。
请看实例。
二、练一练、做一做、人机交互，语言实践。
（消声影片）阅读小蜜蜂的冒险故事电子书，这个故事有声音，动画的演绎，读的过程还有互动，所以基本上学生们都能够投入把老师布置的阅读练习做完，做对。
不但如此，在故事中出现的一些短语，短句也很有意思，比如说His face goes green。
他吓得脸都变绿了。
有助于学生自己习得语言，拓展学生的词汇量。
说课稿模板英语阅读
说课稿模板英语阅读尊敬的各位评委、老师，大家好。
今天，我将为大家展示一节英语阅读课的说课稿。
本节课的主题是“环境保护”，旨在通过阅读材料，提高学生的英语阅读能力，同时增强他们的环保意识。
课程目标：1. 使学生能够理解并分析关于环境保护的英语阅读材料。
2. 培养学生的批判性思维能力，通过讨论和分析，形成自己的观点。
3. 提高学生的词汇量，尤其是与环境保护相关的专业词汇。
4. 激发学生对环境保护的兴趣，并鼓励他们在日常生活中实践环保行为。
教学内容：本节课的阅读材料选自《国家地理》杂志的一篇关于全球变暖的文章。
文章详细介绍了全球变暖的原因、影响以及可能的解决方案。
教学方法：1. 引导式教学：通过提问，引导学生思考文章中的关键信息。
2. 小组讨论：学生分组讨论文章中的观点，鼓励他们分享自己的看法。
3. 角色扮演：学生模拟不同角色，如环境科学家、政策制定者等，讨论如何有效应对全球变暖。
教学过程：1. 导入（5分钟）：通过展示一些全球变暖的图片，引起学生的兴趣，并简要介绍全球变暖的概念。
2. 阅读（15分钟）：学生独立阅读文章，标记不懂的词汇和句子。
3. 词汇讲解（10分钟）：解释学生标记的词汇，确保他们理解文章中的专业术语。
4. 讨论（15分钟）：分组讨论文章中的观点，每组选出一名代表汇报讨论结果。
5. 角色扮演（10分钟）：学生根据分配的角色，讨论全球变暖的解决方案。
6. 总结（5分钟）：总结学生的观点，强调环境保护的重要性，并鼓励学生在日常生活中采取行动。
作业布置：要求学生写一篇短文，表达他们对全球变暖问题的看法以及他们认为可行的解决方案。
教学反思：在课后，我会反思本节课的教学效果，考虑学生的反应和参与度，以及教学方法是否有效。
同时，我会收集学生的反馈，以便不断改进我的教学方法。
通过本节课的学习，学生不仅能够提高英语阅读能力，还能够对环境保护有更深入的了解，形成积极的环保态度。
谢谢大家的聆听，期待与各位老师进一步交流。
英语阅读课说课稿
英语阅读课说课稿标题：英语阅读课说课稿正文:尊敬的评委、尊敬的各位老师，大家好！我是来自 XX 学校的 XXX，今天我要为大家呈现一堂英语阅读课的说课稿。
本节课的主题是“如何提高英语阅读水平”。
首先，我想和大家分享一下本节课的目标。
本节课的目标主要是培养学生的英语阅读技能，提高学生的阅读能力，帮助学生掌握阅读策略，同时也旨在提高学生的词汇量和语言表达能力。
其次，我想介绍一下本节课的内容。
本节课的内容是一篇较长的英语文章，文章涉及的主题比较广泛，可以是社会、文化、科技、历史等等。
在上课之前，我会给学生提供一些预习材料，让学生先了解一下文章的大意和重要细节，这样学生在上课的过程中会更加有目的性。
接下来，我想和大家分享一下本节课的教学方法。
本节课的教学方法主要是阅读教学和策略教学相结合。
在阅读教学的过程中，我会引导学生采用多种阅读技巧和方法，比如快速阅读、细节阅读、主题阅读等等。
同时，我也会给学生提供一些阅读策略，比如预测、提问、标记关键词等等，这些策略会帮助学生更好地理解文章。
在策略教学的过程中，我会给学生提供一些实践机会，让学生在实践中体验策略的有效性。
最后，我想和大家分享一下本节课的评价方式。
本节课的评价方式主要是以学生的个体表现和课堂参与度为主要评价指标。
在学生完成作业之后，我会对学生进行面批，及时发现学生的优点和不足，对学生进行针对性的指导。
同时，我也会根据学生的表现，给予及时的反馈和鼓励，帮助学生不断提高自己的阅读水平。
总结起来，本节课旨在培养学生的英语阅读技能，提高学生的阅读能力，帮助学生掌握阅读策略，同时也旨在提高学生的词汇量和语言表达能力。
我相信，通过本节课的学习，学生一定能够取得优异的成绩。
谢谢大家!拓展:1. 英语阅读教学的重要性。
英语阅读教学是英语学习的重要组成部分，可以提高学生的英语听、说、读、写四项基本技能。
同时，英语阅读教学还可以帮助学生扩大词汇量，提高语言表达能力，促进思维发展。
五六年级英语阅读和作文的讲解教案
五六年级英语阅读和作文的讲解教案English:Teaching English reading and writing to fifth and sixth graders can be both challenging and rewarding. It is important to create engaging and age-appropriate lessons that cater to the interests and abilities of students at this stage of their development. In order to effectively teach reading and writing, educators must use a variety of strategies and techniques to help students improve their language skills.Chinese:教五六年级学生英语阅读和写作既具有挑战性，也是有益的。
重要的是要设计引人入胜并符合学生兴趣和能力水平的课程，以满足学生当前发展阶段的需求。
为了有效教授阅读和写作，教育者必须采用各种策略和技巧，帮助学生提高语言能力。
English:One strategy to improve reading skills is to introduce students to a variety of genres and text types. By exposing students to different types of texts, such as fiction, non-fiction, poetry, and plays, teacherscan help them develop a broader understanding of language and improve their comprehension skills. Encouraging students to read regularly and explore different genres can also help them become more confident readers.Chinese:提高阅读能力的一个策略是向学生介绍各种类型的文体和文本。
人教PEP版六年级英语上册《Unit3_B_Read_and_write名师说课稿》
人教PEP版六年级英语上册《Unit3_B_Read_and_write名师说课稿》一. 教材分析人教PEP版六年级英语上册《Unit3_B_Read_and_write》是一篇关于动物和它们特点的阅读材料。
本节课的主要内容是通过阅读一篇关于动物园的短文，让学生掌握动物的名称和它们的特征。
教材中包含了丰富的插图和一些关键词汇，为学生提供了良好的学习资源。
此外，本节课还要求学生能够运用所学知识进行简单的写作，从而提高他们的语言表达能力。
二. 学情分析在开展本节课之前，学生已经学习过一些基本的英语语法和词汇，具备一定的阅读理解能力。
然而，由于每个学生的学习基础和兴趣程度不同，他们在掌握动物名称和特点方面可能存在一定的困难。
因此，在教学过程中，教师需要关注学生的个体差异，尽量采用生动有趣的教学手段，激发学生的学习兴趣，使他们能够更好地参与到课堂活动中。
三. 说教学目标1.知识目标：学生能够掌握本节课所学的动物名称和它们的特征，如猴子爱吃香蕉，熊猫喜欢睡觉等。
2.能力目标：学生能够阅读并理解关于动物的短文，提高阅读理解能力。
3.情感目标：培养学生关爱动物，保护环境的意识。
四. 说教学重难点1.重点：学生能够正确拼读和书写本节课所学的动物名称，如monkey,panda等。
2.难点：学生能够理解动物的特点，并运用所学知识进行简单的写作。
五. 说教学方法与手段1.采用情境教学法，通过展示动物园的图片和视频，让学生置身于真实的语境中，提高他们的学习兴趣。
2.利用任务型教学法，引导学生通过完成各种任务，如小组讨论、角色扮演等，巩固所学知识。
3.运用多媒体教学手段，如PPT、动画等，丰富教学形式，提高学生的学习积极性。
六. 说教学过程1.导入：教师通过展示动物园的图片和视频，引导学生谈论自己喜欢的动物，从而引出本节课的主题。
2.呈现：教师展示本节课所学的动物图片，引导学生说出它们的名称，并板书本节课的重点词汇。
3.朗读：学生跟读课文，注意语音语调的准确性。
小学英语阅读课说课稿
小学英语阅读课说课稿小学英语阅读课说课稿篇一：小学英语优秀说课稿《Unit 1 This Is My Day 》(借鉴参考) Unit 1 This Is My Day尊敬的各位评委老师，大家上午好。
今天很荣幸站在这里说课，我是小学英语组??考生。
今天我说课的内容是Unit1 This Is My Day （说完了就立刻板书）。
接下来我将从教材的分析、学情的分析、教法学法的选用、教具的准备、教学过程的设定和板书设计这六个方面来呈现我的说课。
一、说教材第一个版块说教材，包含三个要点首先说教材地位与作用：本课内容选自人教版英语五年级下册，单元核心内容是学习一天中不同时间段内的学习和生活起居情况的表达，尤其是学会使用频度副词谈论日常生活。
本课时是A部分的Let’s Learn 和Let ’s play,是本部分的第一课时，它是整个模块的重点，占有很重要的地位，为后面课时的学习做铺垫。
然后说教学目标：根据课程标准对本节课的具体要求，针对小学生的心理特点和认知水平，结合教材，本着面向全体学生，使学生全面主动发展的原则，确定本节课的教学目标如下：1、知识目标：掌握本课时主要动词短语：eat breakfast,do morning exercises,have English class,play sports,eat dinner。
2、能力目标：能够听懂问句：When do you do morning exercises/...?并能运用所学动词短语替换句型“I usually ... at ...中的关键词回答问句。
3：情感目标：引导学生养成良好的作息习惯。
最后说教学重难点，其中重点是掌握Let’s learn 中的五个动词短语，并能用这五个短语回答询问作息时间的问题。
难点是掌握五个短语和单词exercises，usually 的正确发音。
二．说学请学生在上册已经对相关内容有部分了解，对时间的表达也比较熟悉，已掌握了一定数量的动词短语如do homework,play football,watch TV,play computer games 等。
小学英语pep阅读部分说课稿
小学英语pep阅读部分说课稿小学英语PEP阅读部分的教学设计需要充分考虑学生的语言基础、认知水平和兴趣点。
以下是一份小学英语PEP阅读部分的说课稿，供参考：# 教学目标1. 知识目标：学生能够理解阅读材料的主旨大意，识别关键词汇和句型。
2. 技能目标：培养学生的阅读理解能力，包括快速浏览、寻找信息、推断词义等。
3. 情感目标：激发学生对英语阅读的兴趣，增强学习英语的自信心。
# 教学内容本次课程的阅读材料选自PEP小学英语教材，内容涉及日常生活、校园活动或简单的科普知识。
# 教学重点1. 阅读材料中的关键词汇和句型。
2. 通过上下文推断生词词义的能力。
# 教学难点1. 学生对长句和复杂句型的理解。
2. 学生在阅读中快速捕捉信息的能力。
# 教学方法1. 情景教学法：通过创设情境，帮助学生更好地理解阅读材料。
2. 任务型教学法：设计任务驱动学生主动阅读，提高阅读效率。
3. 合作学习法：鼓励学生小组讨论，共同解决问题。
# 教学过程1. 导入（Lead-in）：- 通过提问或展示图片，激发学生对话题的兴趣。
- 复习与阅读材料相关的词汇和句型。
2. 呈现（Presentation）：- 向学生展示阅读材料，解释生词和难句。
3. 练习（Practice）：- 学生独立阅读，完成教师设计的阅读任务，如填空、选择、回答问题等。
- 小组合作，讨论阅读材料中的问题。
4. 产出（Production）：- 学生根据阅读材料进行角色扮演或复述故事。
- 学生进行小组讨论，分享阅读心得。
5. 总结（Summary）：- 教师总结学生在阅读中遇到的问题和解决方法。
- 强调阅读技巧的重要性。
6. 作业（Homework）：- 布置相关的阅读练习，鼓励学生在课外进行自主阅读。
# 教学媒体与教具- 多媒体课件：包含阅读材料、图片、音频等。
- 黑板：用于板书关键词汇和句型。
- 阅读卡片：用于快速检测学生对词汇的掌握。
# 教学反思课后，教师应根据学生的反馈和表现，反思教学方法和内容的适宜性，不断调整教学策略，以满足不同学生的学习需求。
小学英语阅读教学说课稿模板范文
小学英语阅读教学说课稿模板范文全文共10篇示例，供读者参考篇1Good morning everyone! Today, I'm going to talk about how to teach English reading to primary school students.First, we need to make reading fun and engaging for the students. We can use colorful picture books, interesting stories, and even games to make reading more enjoyable. By making reading a fun activity, students will be more motivated to learn and improve their reading skills.Secondly, it's important to provide students with enough practice and repetition. Reading is a skill that takes time to develop, so we need to give students plenty of opportunities to practice reading. This could be through reading aloud in class, partner reading, or even reading at home.Next, we can use different reading strategies to help students understand the text better. We can teach them how to predict what will happen next, make connections to their own experiences, and ask questions about the text. By teachingstudents these strategies, we can help them become more fluent and confident readers.Lastly, we should encourage students to read independently. We can provide them with a variety of books at different levels and genres, so they can choose what interests them. By giving students the freedom to choose what they want to read, we can help them develop a love for reading.In conclusion, teaching English reading to primary school students can be a fun and rewarding experience. By making reading enjoyable, providing practice, using reading strategies, and encouraging independent reading, we can help students become better readers. Thank you for listening!篇2Title: My English Reading LessonHello everyone! Today, I'm going to talk about our English reading lesson. Are you ready? Let's get started!First, we will start by reading a short story together. The story is about a little boy named Tom who goes on an adventure with his dog. As we read the story, I will ask you some questions to check your understanding. Make sure to listen carefully!After reading the story, we will learn some new words. I will write the words on the board and explain their meanings. It's important to learn new words so we can improve our vocabulary.Next, we will practice reading aloud. Each of you will take turns reading a paragraph from the story. Remember to read slowly and clearly, and pay attention to the pronunciation of the words.Then, we will do a fun activity related to the story. We will create our own mini-book using the story we just read. You can draw pictures and write sentences to retell the story. It will be a creative way to practice reading and writing skills.Finally, we will end the lesson by reviewing what we have learned. I will ask you some questions about the story and the new words we learned. You can also ask me any questions you have about the lesson.I hope you enjoy our English reading lesson today. Remember to practice reading every day to become better readers. Thank you for listening! See you next time!篇3Title: My English Reading ClassHi everyone, today I'm going to talk about my English reading class. In our reading class, we learn all about English stories, poems, and even non-fiction texts. We have a lot of fun reading together and discussing the stories with our teacher.First, we start by reading a story together as a class. Our teacher reads out loud, and we follow along in our books. Sometimes we take turns reading paragraphs, and it's really exciting to hear everyone's different voices.Next, our teacher asks us questions about the story. We talk about the characters, the setting, and the main events. It's like we're detectives trying to solve a mystery in the story!After that, we get to do fun activities related to the story. Sometimes we act out scenes from the story, make posters about the characters, or even write our own continuation of the story.At the end of the class, we always have a reading comprehension quiz to see how well we understood the story. It's like a little challenge for us, and we try our best to answer all the questions correctly.I love my English reading class because it's so much fun to read and learn new things. I can't wait for our next story and all the adventures it will bring! Thank you for listening to my say!篇4Today I'm going to talk about how to teach reading to elementary students in English class. Reading is super important because it helps us learn new words, improve our listening skills, and understand different stories.First, we need to make sure the students have a good book to read. We can choose a book that is interesting and appropriate for their level. It's important that the book has pictures to help them understand the story better.Next, we can start by reading the book together as a class. We can ask students to read out loud, and we can also take turns reading different parts of the story. This way, everyone gets a chance to practice their reading skills.After we finish reading the book, we can ask students some questions about the story to see if they understood what they read. We can also do activities like drawing a picture of their favorite part of the story or acting out a scene from the book.Lastly, we can encourage students to read more books on their own. We can recommend other books they might like and create a reading log to track their progress. Reading is a skill thatimproves with practice, so the more they read, the better they will get.In conclusion, teaching reading to elementary students is all about making it fun and engaging. By choosing interesting books, reading together as a class, asking questions, and encouraging independent reading, we can help our students become better readers. Let's keep reading and learning together!篇5Hello everyone, today I'm going to talk about how to teach reading in English to primary school students. Reading is super important because it helps us learn new words, understand different stories, and improve our English skills. So let's get started!When teaching reading to primary school students, it's important to make the lessons fun and engaging. You can start by choosing books that are interesting and age-appropriate for the students. It's also helpful to use pictures and visual aids to help them understand the story better.During the reading lesson, you can use different techniques to help the students understand the text. For example, you canread the story aloud and ask the students to follow along. You can also ask them questions about the story to check their comprehension. It's important to encourage the students to ask questions and make predictions about what will happen next in the story.After reading the story, you can do activities like role-playing, drawing, or writing a summary to help reinforce the students' understanding of the text. You can also encourage them to read the story again at home and discuss it with their families.In conclusion, teaching reading to primary school students is all about making the lessons fun and engaging. By choosing interesting books, using visual aids, and incorporating different activities, you can help the students improve their English skills and develop a love for reading. Thank you for listening, and I hope you found these tips helpful!篇6Title: My English Reading TeachingHello everyone, today I am going to talk about my English reading teaching. In our English class, we have a lot of fun learning new words and stories. Reading is really importantbecause it helps us improve our vocabulary, grammar, and comprehension skills.First, we always start our reading lesson by reviewing the new words we learned in the previous lesson. We go over the pronunciation and meaning of each word, and then we practice using them in sentences. This way, we can remember the words better and use them correctly in our reading.Next, we read a story together as a class. I like to choose stories that are interesting and exciting, so we can all have fun reading them. We take turns reading aloud, and I help the students with any difficult words or phrases. After we finish reading, we discuss the story and answer questions about it. This helps us understand the story better and improve our comprehension skills.Finally, we do some reading exercises to practice what we have learned. We might read a short passage and answer questions about it, or we might do a reading comprehension activity. This helps us reinforce our reading skills and become better readers.In conclusion, reading is a very important part of our English learning. By practicing reading regularly, we can improve our vocabulary, grammar, and comprehension skills. I hope youenjoyed learning about my English reading teaching, and that you will continue to practice reading and improve your English skills. Thank you!篇7Good morning everyone! Today I am going to talk about English reading teaching in elementary school.First, let's talk about why reading is important. Reading can help us learn new words, improve our language skills, and expand our knowledge. It's like going on an adventure in a book!When we are reading, we need to pay attention to the words and the pictures in the book. This can help us understand the story better. We can also ask questions about the story to make sure we understand it.There are many ways to make reading fun. We can read books with our friends, act out the story, or even make our own book to share with others. The most important thing is to have fun while we are reading!As a teacher, I will make sure to choose books that are interesting and at the right level for my students. I will also askquestions and discuss the story with them to help them understand and enjoy reading even more.In conclusion, reading is a wonderful way to learn and have fun at the same time. Let's all remember to read every day and enjoy the magic of books! Thank you for listening.篇8Title: Let's Learn English Reading TogetherHello everyone, today I am going to talk about how to teach English reading to primary school students. Reading is an important skill that helps us learn new things, improve our vocabulary, and have fun! So, let's get started!First, we need to choose a book that is suitable for the students' level. The book should have simple language, interesting stories, and colorful pictures. This will make learning fun and engaging for the students.Next, we should introduce the book to the students and talk about the cover, the title, and the author. We can ask the students to predict what the story might be about based on the cover and title. This will help the students get excited about reading.Then, we can start reading the story together. We should read slowly and clearly, and encourage the students to follow along. We can stop and ask questions to check their understanding, and help them with any new vocabulary.After reading the story, we can have a discussion with the students. We can ask them about their favorite part of the story, what they learned, and how they felt while reading. This will help them think critically about the story and express their opinions.Finally, we can do some fun activities related to the story. We can have the students act out the story, create their own ending, or draw a picture of their favorite scene. This will help reinforce their understanding of the story and make learning enjoyable.In conclusion, teaching English reading to primary school students can be a fun and rewarding experience. By choosing the right book, engaging the students in the story, and doing fun activities, we can help them improve their reading skills and develop a love for reading. Let's continue to learn English reading together! Thank you for listening.篇9Title: My English Reading ClassHi everyone! Today I'm going to talk to you about how I teach English reading in our class. Reading is super important because it helps us learn new words, improve our spelling, and even makes us better at writing.First, I always start by choosing a fun and interesting story to read. It could be about animals, superheroes, or even princesses.I make sure the story is not too easy or too hard, just right for our level.Next, I ask the students to read the story quietly to themselves. This helps them practice their reading skills and understand the story better. After they finish reading, we discuss the main ideas of the story together.Then, I like to do some fun activities to reinforce what we read. We might do a word search, a matching game, or even act out different parts of the story. This way, the students can have fun while learning new words and concepts.Finally, I always encourage my students to keep practicing their reading outside of class. It could be reading books, magazines, or even signs on the street. The more they read, the better they will become at English.In conclusion, reading is a super fun and important part of learning English. I hope you all enjoy reading as much as I do! Thank you for listening and have a great day!篇10Title: My English Reading LessonHello everyone! Today, I'm going to talk about my English reading lesson. We are going to read a story called "The Cat and the Mouse". This story is about a cat who tries to catch a mouse, but he always fails because the mouse is very clever.First, I will show the students the cover of the book and ask them to make predictions about what they think the story is about. Then, we will read the story together as a class. I will ask the students to read out loud and help them with any difficult words.After we finish reading the story, I will ask the students some questions to check their understanding. For example, I will ask them why the cat couldn't catch the mouse and how the mouse outsmarted the cat. I will also ask them to tell me their favorite part of the story and why they liked it.To reinforce their understanding of the story, I will ask the students to draw a picture of their favorite scene from the story and write a sentence describing what is happening in the picture. This will help them remember the story and practice their writing skills.In conclusion, reading is a fun and important part of learning English. By reading stories like "The Cat and the Mouse", students can improve their reading comprehension, vocabulary, and writing skills. I hope my English reading lesson will be enjoyable and educational for my students. Thank you for listening!。
PEP小学英语五年级上册Unit4WhatcanyoudoAReadandwrite阅读教学说课稿
PEP小学英语五年级上册Unit 4 What can you do? A Read and write阅读教学说课稿一、学情分析五年级学生对英语仍然有着浓厚的学习兴趣，对英语充满了好奇心，也具备一定的语言知识和技能。
他们不仅活泼好动，爱听爱说，而且善于口头模仿。
小学生的心理和年龄特点决定了学生对有趣的听、说、唱、做、游戏、玩、演、视听等生动活泼的教学活动更感兴趣。
然而，学生自主阅读的训练相对缺乏，当然也就谈不上对阅读或写作技能、策略、方法的掌握。
二、教材分析本课是一节阅读教学课，以Friends（Play together, help each other）为主线，本课时的子话题是Find a friend to play together。
Read and write分为读、写两部分：第一部分要求学生阅读机器人Robin的一段交友启示，完成判断句子正误的活动；第二部分为个性化的书写活动，要求学生参考电子邮件，写出三个关于自己能做什么或者不能做什么的句子。
新课标主张学生在语境中接触、体验和理解真实的语言，并在此基础上进行学习和运用，以学生为主体，通过有层次地阅读，学会提取本文关键信息的能力和掌握在语境中猜词义的阅读策略，在阅读中增强思考和语言表达的能力。
三、教学目标1、知识目标：(1)能够读懂简单的电子邮件，能用I am... / I can... / I can’t...介绍自己或他人的特点和能力。
(2) 完成判断对错、完成图表、填写词句等活动，理解和正确朗读：Try me! Send me an email, robin@等生词和短语。
(3) 能够掌握并运用本单元的重点内容，在阅读理解的基础上交流讨论，表达和交流自己个性化的看法和想法，完成句子或短文的书写活动。
(4) 乐观积极地看待自己的特点和能力，尝试用英语交朋友。
2、能力目标：（1）能够听说读写本课重点词汇和句型，并能在实际生活中灵活运用。
人教PEP六年级上册英语《Unit2PartBReadandwrite》说课稿
人教PEP六年级上册英语《 Unit 2 Part B Read and write 》说课稿一. 教材分析《人教PEP六年级上册英语<Unit 2 Part B Read and write>》是一篇关于日常生活中的活动安排和地点的阅读材料。
本节课的主要内容是让学生学会阅读并理解有关日常活动安排和地点的短文，提高学生的阅读理解能力。
二. 学情分析六年级的学生已经具备了一定的英语基础，能够听、说、读、写一些简单的英语句子。
但是对于一些复杂的句子结构和词汇，学生可能还不太熟悉。
因此，在教学过程中，需要注重培养学生的阅读理解能力，并帮助学生掌握一些新的词汇和表达方式。
三. 说教学目标1.知识目标：学生能够听懂、说出一周内的日常活动，并能够正确运用所学的词汇描述地点。
2.能力目标：学生能够通过阅读理解文章，掌握文章的主旨和细节信息，提高阅读理解能力。
3.情感目标：培养学生对英语学习的兴趣，激发学生积极参与日常英语交流的欲望。
四. 说教学重难点1.重点：学生能够听懂、说出一周内的日常活动，并能够正确运用所学的词汇描述地点。
2.难点：学生能够通过阅读理解文章，掌握文章的主旨和细节信息，提高阅读理解能力。
五. 说教学方法与手段1.采用任务型教学法，通过小组合作、角色扮演等活动，激发学生的学习兴趣和积极性。
2.运用多媒体教学手段，如PPT、视频等，为学生提供丰富的视觉和听觉资源，帮助学生更好地理解和记忆。
3.采用提问引导法，引导学生主动思考和回答问题，培养学生的阅读理解能力。
六. 说教学过程1.导入：通过提问引导学生回顾上一节课所学的日常活动词汇，为新课的学习做好铺垫。
2.阅读理解：学生自主阅读文章，回答相关问题，引导学生关注文章的主旨和细节信息。
3.词汇学习：通过图片、例句等方式，教授新词汇，帮助学生理解和记忆。
4.口语表达：学生分组进行角色扮演，运用所学的词汇和表达方式，进行日常活动的交流。
5.听力练习：学生听录音，回答相关问题，提高学生的听力理解能力。
人教版六年级上册英语《Unit3PartBReadandwrite(2)》说课稿
人教版六年级上册英语《Unit 3 Part B Read and write (2)》说课稿一. 教材分析本次说课的内容为人教版六年级上册英语《Unit 3 Part B Read and write (2)》。
本节课的主要内容是让学生通过阅读一篇关于野生动物的文章，掌握有关野生动物的词汇和表达方式，并能够运用所学知识进行简单的写作。
文章主要介绍了几种野生动物的特点和生活习性，如熊、狮子、老虎等。
文章内容丰富，贴近学生的生活，能够激发学生的学习兴趣。
二. 学情分析六年级的学生已经具备了一定的英语基础，对于基本的单词和句型有一定的掌握。
但是，对于一些较为复杂的野生动物的词汇和表达方式可能还不够熟悉。
因此，在教学过程中，需要注重引导学生掌握新的词汇和表达方式，并能够灵活运用。
三. 说教学目标1.知识目标：让学生掌握关于野生动物的词汇和表达方式，如熊、狮子、老虎等，并能够运用所学知识进行简单的写作。
2.能力目标：通过阅读和写作，提高学生的阅读理解能力和写作能力。
3.情感目标：培养学生对野生动物的兴趣和保护意识。
四. 说教学重难点1.重点：掌握关于野生动物的词汇和表达方式，如熊、狮子、老虎等。
2.难点：能够运用所学知识进行简单的写作，并能够正确使用一般现在时。
五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在完成任务的过程中，自然地学习和掌握知识。
2.教学手段：利用多媒体课件和图片，激发学生的学习兴趣，提高学生的学习积极性。
六. 说教学过程1.导入：通过展示一些野生动物的图片，引导学生谈论自己喜欢的动物，引出本节课的主题。
2.阅读理解：让学生阅读文章，回答相关问题，帮助学生理解文章内容。
3.新课呈现：通过讲解和练习，让学生掌握关于野生动物的词汇和表达方式。
4.写作练习：让学生根据所学知识，写一篇关于自己喜欢的动物的短文。
5.总结：对学生的写作进行评价和反馈，总结本节课所学内容。
七. 说板书设计板书设计要简洁明了，能够突出本节课的主要内容和知识点。
五六年级英语阅读和作文的讲解教案
五六年级英语阅读和作文的讲解教案The ability to read and write in English is fundamental for students in grades 5 and 6 as they navigate more complex texts and begin expressing their ideas in written form. This teaching plan aims to provide a structured approach to enhancing students’ reading comprehension and writing skills. By incorporating engaging materials, diverse activities, and effective strategies, teachers can create a stimulating learning environment that fosters a love for the English language.By the end of this unit, students will:Develop strong reading comprehension skills.Learn to analyze texts critically.Improve their ability to express thoughts clearly in writing.Acquire new vocabulary through context.Cultivate a writing style that reflects their individual voice.A selection of age-appropriate children’s literatureWriting journals or notebooksAccess to digital tools (if available) for presentations or online writing platformsVisual aids for vocabulary and grammar lessonsAssessment rubrics for reading and writing assignmentsReading comprehension is an essential skill at this stage of education. To effectively enhance students’ comprehension, teachers should utilize various reading strategies.Using graphic organizers such as story maps, Venn diagrams, or character charts can help students visually structure the information they read. For example, when reading a short story, students can fill out a story map that includes thesetting, characters, conflict, climax, and resolution. This exercise encourages engagement and deeper understanding of the narrative structure.Teachers may choose to conduct reading sessions where they read aloud to the class or have students take turns reading passages. This practice improves fluency and allows teachers to model pronunciation and intonation. Moreover, it creates an opportunity for discussion about the text’s content, themes, or vocabulary before and after reading.After completing a shared reading activity, organizing small group discussions can boos t students’ critical thinking skills. Prompt questions about characters’ motivations, authors’ purposes, or personal connections to the text encourage students to articulate their thoughts and engage with one another’s ideas.Building vocabulary is crucial for reading comprehension and writing proficiency. Introducing new words through context while encouraging active engagement with them will benefit students greatly.Encouraging students to maintain vocabulary journals provides a personal space for them to record new words they encounter during their readings. They should include definitions, synonyms, antonyms, and example sentences. Periodic reviews of these journals will reinforce retention.Integrating fun activities such as word searches, crossword s, or “word of the day” challenges can enliven vocabulary building. Teachers can assign points or small rewards for participation or correct usage of new words in discussions.Teaching students how to deduce meanings of unfamiliar words through context clues enhances their independent reading skills. Simple exercises where they highlight unknown words in a sentence and brainstorm possible meanings based on surrounding information encourage proactive learning.Writing is an essential means of communication that allows students to express themselves creatively and analytically. The focus on strengthening writing skills should be multifaceted.Using creative prompts can ignite students’ imaginations while encouraging them to improve their writing skills. Prompts can be whimsical (“If you could be any animal for a day…”) or thought-provoking (“What would you do if you found a hidden door in your house?”). Setting aside time each week for prompt responses helps them practice generating ideas quickly.Educating students on the stages of the writing process—prewriting, drafting, revising, editing, and publishing—provides a clear roadmap for their writing tasks. Engaging students in peer reviews during the revision stage fosters collaboration, critical feedback practices, and opportunities for constructive criticism.Conducting writing workshops encourages creativity while providing tailored feedback on students’ work. Teachers can model good writing techniques by sharing exemplary pieces of literature as references before students draft their pieces. These workshops can focus on specific aspects such as character development in narrative writing or creating strong topic sentences in expository pieces.Assessing student progress can be accomplished through multiple methods that accommodate different learning styles.Utilizing a combination of quizzes based on readings, comprehension checklists during classroom discussions, and reflective journals where students express what they learned from various texts helps gauge their understanding effectively.Rubrics that outline expectations for writing assignments can offer clarity for both teachers and students. Components could include organization, content richness, vocabulary use, grammar mechanics, creativity, and overall coherence in arguments. Providing exemplars alongside the rubric can also clarify expectations.Introducing self-assessment opportunities empowers students to reflect critically on their work by identifying areas where they excelled and areas needing improvement. This reflective practice encourages ownership of their learning journey.Teaching English reading and writing skills to fifth and sixth graders is both challenging and rewarding. Through varied activities that promote engagement with texts and empower student writing techniques balanced with careful assessment strategies invite success in literacy development. By fostering a rich learning environment with supportive techniques tailored toward building both comprehension mastery and confident writers, we equip learners with vital skills that extend beyond the classroom into all aspects of life. As educators committed to nurturing young minds, embracing innovative approaches ensures our instruction remains impactful while resonating with each s tudent’s unique learning style.。
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小学英语阅读与写作
对小学英语阅读和写作的几点看法
传统的阅读课上课模式一般为：单词讲解→课文翻译→语言点讲解→课文朗读→背诵段落，由词及句，由句及段，再到语篇。
这种“自下而上”的传统阅读教学，只注意语言点及语言本身的结构，导致学生只看到树木看不到森林，根本无法培养学生理解和吸收书面信息的能力，不利于学生对于较长篇幅文章的整体理解，并且导致学生一看到长的、生词多的文章就望而却步，而提高运用语言的能力更无从谈起。
三段式阅读提起来简单只有阅读前阶段、阅读中阶段、阅读后阶段三个阶段，但每个步骤所包含的内容却很多。
阅读前阶段就是准备工作，教师在授课前应该查找该文章的相关资料，让学生课前热身。
同时不定时地利用多媒体技术让学生了解人物或事情的一些基本情节，在此基础上再让学生阅读所给内容时，则更容易与文章的某些观念产生共鸣，也更能够激发其阅读的兴趣。
有了较好的课前导入学生就让学生对即将面对了文章有了一种期待。
阅读中阶段要侧重学生阅读技巧和阅读策略的培养。
让学生从整体上理解课文大意，找出主题句、关键词，使学生对文章的结构、内容有个大致的了解。
一般小学教材的每篇Let’s read后面都有几个小问题，如果没有也可以由教师提前出在黑板上，让学生带着问题去读，围绕着问题在文中快速找出答案。
问题可由易到难，也可以提出一些延伸性问题来开拓学生的视野，培养创造性思维。
在此阶段教师一定要注意在教室里进行耐心地指导，尤其要帮助那些基础较差的学生。
阅读后阶段是对所学文章的一个巩固，本节课
效果如何取决于一个“练”字。
效果尤其需通过笔头来检测，因为这更突出了实践的原则。
需根据课文内容设计一些典型练习，从而达到巩固所学知识，温故而知新，活学活用之目的。
小学英语教师对写作认识有一定的误区，其实小学生的写作要求不同于中学，小学的写作训练不能和小学生的能力脱钩，不能和学生的学习生活实际脱钩。
英语写作训练和教学应服务于小学英语课堂，延伸于课堂并让课堂更有效。
写作形式应具儿童型和多样性，字数也没有必要和中学相比。
对于小学高年级段的学生来说，课文教学已经接近初中的语篇教学，那么，这部分学生就应该尝试英语写作。
英语写作更是他们展示英语才能的一种途径。
所以作为一名小学英语教师应该更新教学观念，设计一些符合小学生认知规律、实效性较高的写作活动，促进学生的英语技能全面发展。
那么，作为小学英语教师，怎么设置比较可行的写作训练方案呢？设定的原则是什么呢？
.原则1.不让学生有过多的学习负担。
笔者认为，写作训练应紧扣学生所学教材，把写作训练当作适时的家庭作业，或课堂书写训练。
原则2.要求学生所学语言知识能综合运用于写作中，不建议用多少华丽的词语，甚至花大量的时间查字典，基本用所学的单词。
原则3.学生写作内容贴近学生的英语学习和生活，所写的主题和所教课文同步。
挖掘教材中的写作素材。
模仿课文写作，或跟课文话题相当。
原则4.借鉴语文的写作方法，教会学生写作的总分总结构，告诉学生每一篇文章的五要素who， what， where， why， when让学生有内容可写。
原则5，由浅入深,培养写作兴趣，不能片面追求完美，应以鼓励为主。
有了以上的原则作指导，笔者在多年的小学高段英语教学中总结了如下写作训练模式：
1.模仿课文型写作训练
小学高年级段的英语课文基本都是以对话为体系安排，所以教师在教完课文后，熟练朗读课文时，一般都要分角色朗读表演课文，教师可让学生换上与课文相近的内容进行替换表演，然后让学生写下来。
如笔者教5BUnit2 a telephone call 我在教完本篇课文后，让学生模仿课文打电话，找医生看病Hello,may I speak to Doctor Li? Hello,This isDoctor Li speaking.What’s wrong with you?I’ve got a bad to othache .I’m sorry to hear that…学生非常愿意参与这样的活动，这样表演后的写作对他们来说也不太难。
2.看图写话式写作训练
这种方式，中文课上经常用，可以拿来主义用在英语课上。
教师出示与所教课文有关的单词图片和任务对话挂图，让学生发挥想
象写成短文并在班级交流。
如笔者教5Aunit 9 Shapes 这篇课文后，老师出示了一些图，全由图形组成（汽车，木头人等）让学生运用课文上所学的内容写一段话，学生能把抽象的图形综合运用，并自如的运用了课文句型What shape is it?It’s a ….The nose is a…The head i s a…
3.半框架式写作训练
这种方式称为大纲式写作，常常用于概括课文中的重点情节。
如笔者教5AUnit 3时课文中出现了许多学生以及他们的爱好，学生读完课文后，笔者安排如下框架让学生完成小作：Ben’s hobby is___ _____.His brother’s hobby is _____________.He likes________ stamps. Yangling likes__________.But Helen likes__________.Mike likes_____ ___They have good hobbies.这种写作在课上就能完成。
更有利于巩固课文。
4.图表式写作训练
这种方式能降低写作难度，老师提供语言素材，让学生根据素材，编一段对话。
如6b第一单元，根据课文所学，老师给出如下表格让学生写一篇介绍人的文章
name age weight height hobby
Helen 13 40kg 150cm swimming
kate 13 45kg 155cm making clothes
综上所述，小学高年级段开展写作训练还是切实可行的。
这种基于课本又服务于课本的写作训练并没有占用英语老师多少课时和时间，反而帮助英语教师教学和学生的自我巩固。
英语写作作为英语基本技能之一，需要我们的教师和学生对它有个全新的认识。
英语是说出来的，是用我们的嘴表达出来的，当然也是用我们的笔去表达出来的。
俗话说，“打多深的基础，就可建多高的大楼”，“愿望有多大，力量就有多大”。
学生的能力也是无穷的，只要教师善于引导，注重启发，多为孩子创设条件，加强语言写作实践，在运用中帮助学生去感知、去理解、去记忆，一定能培养出学生对作文的浓厚兴趣，并大大提高他们的英语写作能力和水平。