阅读汇报课教案

阅读汇报课教案
临沂十小王秀丽
I．Teaching aims: 1. 让学生们自己读喜欢的书籍，激发学生阅读的兴
趣，到书中去体验快乐。

2.培养学生的阅读习惯，
掌握一定的阅读方法。

II．Teaching points:
1.教学重点：对学生进行阅读方法的指导，帮助学
生养成良好的课外阅读习惯。

2.教学难点：指导学生阅读的方法。

III.Teaching steps:
i、交流热身Free talk
T：Hello，kids！Nice to meet you !
I’m your new friend，today. Do you want to know me ? You can ask me any questions. (师生交流)
T: Do you know what’s my favourite animal? I like pigs best. Because they are lovely. You see, they have big ears ,small eyes big nose and short tails.
(设计意图：通过简短而轻松愉快的交流，及生动有趣的肢体语言既活跃课堂气氛，又可以使学生感到亲切、自然、轻松。

）
ii.汇报分享课前阅读故事Share the story together.
1、Lead-in
There is a story about pigs. What’s its name ?You have read it,yes? I think you know well about the story. Would you like to share the story with the teachers there?
2、Show time:
T: What have you prepared? Group 1 \2\3\4.
Act it out. Show the cards. Chant in group then together.
（设计意图：以话剧表演、做书卡、唱歌谣等形式，将学生课前熟读的故事汇报出来内容充实，形式多样。

）
iii、课堂新故事阅读指导Reading time：Ant and grass hopper
1、Pre-reading
T: You have done a good job! Which pig do you like best?Well, we know the third pig was hard- working. Today, let’s share another about hard working：Ant and grasshopper （教读ant 和grasshopper并板书）T：Do you want to know what happened between them?
（设计意图：由共同的主题hard working 做突破口，既能自然过渡，又使第一个故事的内容得到了升华。

阅读的第一步通过文章的标题来预测故事，既吸引了学生的注意力，调动了学生的好奇心，又增加了学生的阅读兴趣。

）
2、In-reading
A.First-reading带着问题进入故事,初步了解文章大意。

①T: Ok, let’s see the story. First try to read the story quickly and find out :Who is hard-working?
②Check the answer
（设计意图：带着问题阅读故事,初步了解文章大意。

问题虽然简单，但是却是抓住文章大意的主脉。

尤其是核对答案的同时，让学生同时对grasshopper 做了一个初评，让大意更全面，更准确。

也为下面的阅读做好铺垫。

）
B、Second-reading再读故事，找帮助理解文章的细节。

①T: The ant is hard working. What do you think about the grasshopper?Ss:
T: Are you sure? Let’s read the story again and find out the details.
②Check the answers
T: So you see,from the answers we are sure that the ant is hard working. The grasshopper is lazy.
（设计意图：再读故事，寻找细节，使学生更深入、更详细地理解文章。

通过这一环节对文章细节的阅读和处理，既肯定了学生在第一步对ant 和grasshopper的评价，细化了学生对文章的理解，积累了理解故事掌握故事的语言，又为接下来的品读故事做好了自然地衔接
与铺垫。

）
C、Taste part of the story.品读故事,揣摩并扮演角色，尝试朗读文章。

①T: Now can you try to read the sentences like the hard-working ant and the lazy grasshopper?
②Check.
（设计意图：品读故事，使学生进一步深入故事，揣摩与体会故事中的角色，进一步深入的理解文章。

同时，通过模仿角色的语气阅读，增加了学生的阅读兴趣。

）
5．Post-reading
(1):EXX. Number the sentences.回想故事，初步尝试复述故事。

①Lead-in
T: You read them so well .I think you know the story well ,too. Now this time ,can you try to retell the story? First, I have an Exx.here . Help you to retell the story. Number them and then try to read them in order.
（设计意图：设计排序练习，降低学生自己复述课文的难度。

）
②Check the answer and read them in order together.
(2)：Retell the story.回想故事，大胆尝试复述故事。

T: Now this time try to retell the story bravely. Use the pics or the clues on the Bb. Try like this: In summer, the ant….. The grasshopper…..
In winter, the ant….. The grasshopper…..
I’m sure you can do a good job! Begain.
（设计意图：由以上环节的层层深入的铺垫与积累，很自然的过渡到尝试自己讲故事复述故事的环节，让学生阅读之后很自然的输出语言。

）
(3)Communicate their feelings after reading. 交流阅读体会、读后感想。

T: Well, we see the grasshopper is too lazy. a. What do you want to say to the grasshopper?
b.What do you learn from the story?
T: We can conclude with two setences:
No pain，no gain.没有付出,就没有收获。

Work before play.先工作再玩耍。

（设计意图：读完讲完故事，应该冷静思考读后的自己的感想与收获了。

）
(4)Think about ourselves:联系自己：
T: So what should we do then ?
（设计意图：思考之后，很自然会联想到自己的生活实际，使学生的阅读升华到对自己以后学习生活的启迪，阅读联系实际，使阅读更加丰富，学以致用，这也应该是阅读的最终目的吧。

）
(5)Make reading cards:留住有趣的故事，制作书卡。

T: I think it’s another good story about hard working. We can also make some pretty reading cards after class. You can write the name , the mainstory,the reasons you like it and whatever you want to write.
（设计意图：好记性不如烂笔头，将故事制成漂亮的书卡，将故事浓缩在卡纸上，留住有趣的故事。

同时既锻炼了学生动手、动脑的能力，也刺激与鼓励了学生将阅读继续进行下去。

）
iv: Homework
T: Boys and girls, today, we share two good stories together. I’m sure you get a lot from them . Reading is very good for us. So after class I advise you too read more stories or books.
（设计意图：将阅读延伸到课外。

）
T: Thank you so much today. Let’s stop here today. See you!。