Primary school English reading teaching plan

English reading accounts for a large proportion in English learning. The following is my primary school English reading teaching plan. Let's have a look.

First, student analysis

The teaching object of this class is the fifth-grade students in primary school. They still have a strong interest in learning English, are full of curiosity about English, and also have certain language knowledge and skills. They are not only lively and active, but also good at oral imitation. The psychological and age characteristics of primary school students determine that students are more interested in interesting and vivid teaching activities such as listening, speaking, singing, doing, playing, acting, watching and listening. However, the training of students' independent reading is relatively lacking, and students have little time to calm down and read, let alone write, and of course it is impossible to master the skills, strategies and methods of reading or writing.

Second, teaching material analysis

This is a reading teaching class. The language function item is talking ability, and the topic is housework. Before this, students have mastered English expressions of housework such as watering flowers, sweeping the floor, taking out garbage, cooking and cleaning the bedroom. Students can simply state what housework they can do and ask each other what housework they can do. The teaching content of this lesson is closely related to students' daily life practice. Through reading, students' interest in learning can be stimulated, reading skills and strategies can be guided, information exchange and interaction can be highlighted, listening and speaking skills can be promoted, reading and writing skills can be developed, old ones can be introduced into teaching, learning difficulty can be reduced, and repetition can be kept to help students accumulate, consolidate and improve their comprehensive language application ability.

Third, the teaching objectives

Knowledge goal:

1, able to listen, speak, read and write sentence patterns: What can you do? I can sweep the floor. I can cook. I can water the flowers, etc.

2. Can listen, speak and read sentences: Mom is ill. We can help her. Do it.

Ability goal:

1. Be able to listen, speak, read and write the key words and sentence patterns in this lesson, and use them flexibly in real life.

2, can understand the main idea of the text, get information from the text, enhance the ability to understand and analyze the text, and promote the development of students' thinking.

3. Be able to master certain reading methods and strategies, and initially develop the habit of reading in groups of meanings.

Emotional attitude goal:

1, stimulate students' enthusiasm and pride in labor, and at the same time let students realize their parents' hard work in daily life and learn to be considerate and care for their elders.

Know how to communicate with peers, cooperate and help each other, and get more knowledge from them.

Cultural awareness goal:

Let students know some common sense about environmental protection and washing.

Fourth, teaching strategies.

Pay special attention to the cultivation of students' reading ability in teaching, adopt a student-centered teaching method, stimulate students' learning motivation, mobilize students' reading enthusiasm, and activate students' thinking with teaching activities such as understanding, analysis, judgment and discrimination. Based on the teaching philosophy of experiential learning, cooperative learning and thinking learning, language learning and the cultivation of various abilities are infiltrated into classroom activities and teaching tasks, and efforts are made to provide children with room for continuous perception, exploration and improvement.

Five, teaching preparation

Multimedia courseware, flash card

Sixth, the focus of teaching

Understand the dialogue correctly and be able to listen, speak, read and write sentence patterns: What can you do? I can sweep the floor.

Can listen, speak and read sentences: Mom is ill. We can help her. Do it.

Seven, teaching difficulties

1, can read quite difficult articles and write short articles.

If you are sick, just do it! Understanding of words and phrases.

Eight, the teaching process

(1) Warm up

1, greetings

2. Singing

What can you do in your daily life? I can do many things, and you? Do you remember the song what can you do? Now let's sing this song. What can you do? The teacher encourages students to sing English loudly with action hints to increase their interest. )

Design intention: Simple and cordial greetings and singing songs will not only help students to quickly enter the English learning state, but also bring the distance between teachers and students closer, create a relaxed and pleasant teaching atmosphere for students to stand up, use TPR to make students move, effectively organize English classroom learning, activate the classroom atmosphere, and let students review sentence patterns. What can you do? I can ... T: great! You are very helpful!

)

② Pre-reading

Step 1: stimulate interest and thinking, and set the stage by default.

Touch and say

The teacher motioned the students to choose any picture and express it in English. For example: water the flowers, sweep the floor, take out the garbage and clean the bedroom.

Step 2: Awaken knowledge and introduce new knowledge.

(1) ask and answer.

What can you do at home/at school?

Student: Students can answer at will, such as doing housework, learning English, cleaning the blackboard, etc. )

Design intention: enliven the classroom atmosphere by listening to instructions and doing actions; Through the question-and-answer between teachers and students, students' thinking is dispersed, students' existing knowledge and experience are aroused, and students' mastery of knowledge is understood in emotional communication, paving the way for the following reading presupposition problems.

When reading

Step 1: Problem-oriented and forecast information

① Group activities

What can you do if your mother is ill?

What can you do if your teacher is ill?

Sentence patterns on the blackboard: What can you do? Let students express their opinions)

② Practice and positive compensation (teachers praise and affirm students' practice)

T: You've been a great help. /Just do it. /Great!

Design intention: This session allows students to express their opinions according to the actual situation, and pave the way for the sentence patterns of this class in the prediction, so as to clear the reading obstacles, help students reduce the difficulty of reading, stimulate students' interest in reading and arouse students' desire for exploration.

Step 2: Scan and capture information as a whole.

① Watch video.

What happened to mother sheep? Who can help her? Please watch the video.

② skimming

③ Summary

Design intent: watch the text VCD and combine audio and video. Then, presuppose questions to guide students to skim, grasp the context of the text as a whole and understand the outline of this lesson.

Step 3: Deepen the problem and promote reading.

scan

Do monkeys, rabbits, Zoom and Zip help? What can monkeys do? What can rabbits do? What can Zoom do? What can Zip do? Read the dialogue again.

Design intention: Students scan the text with questions, give full play to students' consciousness of independent scanning and inquiry, guide students to think, further collect and obtain specific information, underline key words, answer related questions, and push reading deeper.

Step 4: Think about interaction, ask questions and distinguish.

① Retell the content of the text.

Mother sheep is ill. She is tired. She can't do any housework. Who helped her? What can they do? Please repeat what happened.

② Group discussion

Design intention: Through discussion, students pay more attention to emotional education while consolidating their language knowledge, so that students can learn to be grateful and care for people around them.

Step 5: Combine listening and reading and practice consolidation.

Listen and repeat

② Performing dialogue.

Design intention: This link enhances the sense of language by listening to tapes to imitate reading and role-playing.

post-reading

Step 1: Provide materials to expand thinking.

(1) Courseware shows poor children, which makes students think deeply about what you can do.

② Use your imagination and fill in relevant information.

Design intention: Through the reading and discussion in front, students' language is enriched, and teachers provide students with a basic writing framework, which gradually improves from filling words to writing sentences, reducing the difficulty of writing. Through the comparison with poor students, moral education is infiltrated to cultivate students' good qualities of loving labor and caring for their parents and families.

⑤ Summary

homework

Nine, after-school reflection

The curriculum standard emphasizes the teaching idea of "people-oriented", and the design of this course embodies the teaching principle of "taking students as the main body and teachers as the leading factor". While consolidating language knowledge, we pay more attention to emotional education, so that students can learn to be grateful and care for people around them.

In order to ensure the basic factor of reading: "read for pleasure." Read the information. Read for language. " I have always been committed to stimulating students' real interest in reading and their real learning motivation, and pushing reading teaching deeper by stimulating, acquiring, regenerating and applying knowledge.

In the process of teaching, I use different forms to train students' reading ability. First of all, I prepared well in advance and designed a "theme forum" to let students have a heated discussion around the issues, skillfully guide students into the article and stimulate students' interest in reading. Then, I lead the students to read quickly, understand the reading content with the possible answers I guess, and turn the text reading into a verification activity. Let students grasp the context of the article as a whole, understand the main idea of the article, find out the key words and central sentences of the article, and make students have a deep understanding of the content, structure and writing intention of the article. Then, I continue to guide students to read the short passage carefully, and achieve the goal of consolidating the language through listening, reading, acting and practicing various sensory participation. In order to improve the initiative of reading, students should combine reading with writing on the premise of understanding, which provides students with a basic framework support, from filling words to writing sentences, and according to certain syntactic and language rules, students can be trained to re-create short articles.

The reading content of this lesson is similar to that of sentence pattern teaching, which is not deep enough. It is easy to fall into the situation that students talk about "fried cold rice" around several phrases Kan Kan appearing in the book, which is extremely boring. I designed a scene "What should we do when the mother goat is sick? Who can help her to make rational use of it?

Throughout the whole class, I think I have achieved clear thinking, compact links, rich activities and solid practice. In the field of emotional education, it is a pity that students' works are presented too late, which can be said to be a lack of bright colors.

X. Blackboard Design