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Tedinthepark教学设计一、AnalysisoftheteachingmaterialThebookdesignsalotofmaterialstoimprovethestudents’abilityoflisten

ing,speaking,reading,andwriting.Kidsareinterestedinthelotsofpictures.AndLesson2ismainlyabouttheimperativesentences,andthispartisabou

trulesanddoingtherightthings.Itconnectswithkids’lives,sokidswillbeinterestedinit.二、Analysisofthestudents

Itisknowntousthatthepupilsareveryactive.Soitiseasytoactivatethemtoparticipateandlearnsomething.PupilsinGradeFive,Ithi

nkteachersshouldleadthemtothinkmore,sothequestionsareveryimportantforthem.三、TeachingmethodsForreading,Ith

inkkidsshouldlearnhowtoreadeffectively,themainmethodsarereading,askingandanswering.Someothermethodscanmaketheclass

active,IwilluseactivitiessuchasSimonSays.四、TeachingaimsKnowledgeaims1.MaketheSslearnsomeusefulwordsandexpressions.2.MaketheSsknowsomer

ulesintheirlives.Abilityaims1.Furtherdevelopstudents’readingabilityaswellaslisteningandspeakingabilities

.2.TotraintheSstousetheimperativesentences.EmotionalAims1.TobuildSs’sensesofdoingtherightthing.2.ToleadSstoprotectourinv

iorment.五、TeachingaidsInthisclass,I’llusepictures,PPTandtaperecorder.Thesecanarousethestudents’interestsinEnglish.六、TeachingproceduresInthisl

essonkidsareEnglishlearnersandrealmaster.Iamaleader,anorganizerwhennecessaryinteachingprocedures.Foritisareading

course,itconsistsof5steps:Warmingup,pre-reading,while-reading,post-reading,andsummary.（一）、Warmingup1.G

reetingswithSs.2.Dailyquestions.DifferentdailyquestionsarenecessaryforarousingSs’memories.3.Play“Isayandyoudo”.Teac

hersaystheverbphrasesandSsdotheactions.It’sfortherevisionoftheimperativesentencesandthepreparationsofthereading.（二）、Pre-reading1.

Learningthewords“park”and“grass”.a.Usingapicturetoteach“park”b.ShowinganotherpictureofaparkandSsanswerit“Whatcanyouseeinthepark?”.c.Tteaches“gr

ass”withapicture2.Learningthephrase“Keepoffthegrass”3.Leadingin“Tedinthepark”Tsetsthequestion“DoesTedkeepoffthegrass?”toleadSstore

adthepassage.（三）、While-reading1.Skim.Ssreadthepassagequicklyandfindouttheanswerto“DoesTedkeepoffthegrass?”2.Scan.Ssreaditwiththeabove

questionandthetaskoffillingtheblanks.Afterreadingagain,Ssanswerthequestions“IsTedabadboy?Why?”“WhyisTed’smotherhappyatlast?”“Whatistherig

htthing?orWhataretherightthings?”2.Carefulreading.Ssreaditoneparagraphbyoneparagraph.Tshouldleadthemandasksomequestions.AfterSs’reading,theycan

showtheirdifficultiesortheirquestions.（四）、Post-reading1.Sslistentotherecorderandfollowit.2.Ssretellitwiththekeywords.3.Ssdosomeexercises,Match

itandWriteit.（五）、SummaryandHomeworkT:Tedisagoodboy.Heknowsheshouldnotrunonthegrass,heshouldnotlitter.Youaremygoo

dboys,doyouknowtherightthings,canyoulitter.Soafterclass,pleasewriteitonthepaperforhomework.七、Blackboarddesig八、Teachingreflection本课是五年级上册的一节阅读课，整

套教材的阅读都以绘本的形式展现，学生在四年级上册开始就已经进入了对话加绘本的阅读，到了五年级开始出现对话加文本再加插图的阅读，这样学生的阅读技巧的培养就显得更加重要。本课教师采用pre-reading,while-reading和post-reading的阅读教学模式，在教师不断的引导下

，旨在让学生掌握阅读的技巧，阅读过程中有略读，快速读和精读三步，教师通过不断提问引导学生进入文本阅读并在规定的时间内找到问题答案。通过填表格的形式掌握文本的主要内容，通过画哭脸或笑脸思考therightthing并在文中找出一些Ted已经做过的事情来判断。同时教师通过问学生

if问题和why问题，引导学生角色扮演来进行思维的训练。阅读课不可以没有热闹的课堂但一定不能少了阅读策略的训练，一定要有师生生生之间的思维火花。