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Atrainticket教学设计一、AnalysisoftheteachingmaterialThebookdesignsalotofmaterialstoimprovethestudents’abilityoflistening,speaking,readin

gandwriting.Kidsareinterestedinthelotsofpictures.AndLesson8ismainlyaboutthesentencepattern“Wouldyoulike…？”Andthispartisaboutastory，thereisonlyo

nesentence“I’dlikeaticket.”relatedtothemainpoints.Butitisagoodstoryabouttobeahelper.Itisinstructive.Sokidsshouldhaveadeeperunderstandi

ng.二、AnalysisofthestudentsItisknowntousthatthepupilsareveryactive.Soitiseasytoactivatethemtoparticipateandlearnsome

thing.PupilsinGradeFive,Ithinkteachersshouldleadthemtothinkmore,sothequestionsareveryimportantforthem.三、TeachingmethodsForreading,It

hinkkidsshouldlearnhowtoreadeffectively,themainmethodsarereading,askingandanswering.Someothermethodscanmaketheclassactive.四、Teac

hingaimsKnowledgeaims1.MaketheSslearnsomeusefulwordsandexpressions,takeatrain,attheShenyangStation,inthe

waitingroom,awomanwithababyinherarms,atickettoJilin.2.MaketheSsunderstandthewholestory,canlistenandsaythestory.Abilityaims1.Furtherdevelopstud

ents’readingabilityaswellaslisteningandspeakingabilities.2.TotrainSstoretellthestoryaccordingthekeywor

dsthattheyextract.3.TotrainSstoreorganizethestoryintoadialogueandactitout.EmotionalAimsTobuildSs’sensesofbeinghelpful五、TeachingaidsP

ictures,PPTandaworksheet.六、TeachingproceduresForitisareadingcourse,itconsistsof5steps:Warmingup,pre-reading,while-reading

,post-reading,andsummary.（一）Warmingup1.GreetingswithSs.Greetingsarenecessaryforstrangeteachers.2.Dailyquestions.Differentdailyque

stionsarenecessaryforarousingSs’memories.（二）Pre-reading激活阅读期待1.SswatchthesmallvideoonPPTtolearn“station”2.Sslearn“t

icket”withapicture,andknowsomeinformationontheticket3.DoyouwanttogotoShanghai?ThereareseveralstationsbetweenFuzhouandShanghai.这

节课，我们同学们只要积极发言并遵守课堂纪律就能获得一个小step，每获得一定数量的steps，就可以前进到下一个station，比一比谁先到达ShanghaiStation.4.Talkaboutthetitle:AtrainticketDo

youhaveanyquestionsaboutit?让学生对课题进行预测和联想，激发学生的好奇心，从而能比较主动地阅读故事（三）While-reading1.Skim.Ssreadthepassagequicklyandfindouttheanswertowh

ichplaceistheticketto?Whobuystheticket?Whohastheticket?学生略读故事，找出问题的答案，计时1分钟，训练学生快速寻找答案的能力2.Scan.Ssreadthestorywi

thTask1offillingtheblanks.学生快速阅读故事，并概括出故事的梗概包括故事发生的六要素，计时3分钟，训练学生在快速阅读过程中做简单的概括和分析。在阅读过程中要求学生必须动笔画出有问题

的部分或者各自的难点3.Carefulreading.Ssreaditoneparagraphbyoneparagraph.Tshouldleadthemandasksomequestions.AfterSs’reading,theycanshowtheirdifficulties

ortheirquestions.精读过程中教师带领学生一起领悟故事每一段的意思，每段内容阅读完之后，教师要对内容提些问题，问题的设置要有层次性(如何做到有效地问问题？)，ForP1,WhereisSunJian?Wheredoeshewanttogo?Whatdoes

helike?Howtoexpress坐火车去上海?ForP2,Wherearethey?Canyouactasthewoman?可以让学生表演一下妇女当时的情况，用学生再现的情境来解释awomanwithababyinherarmsForP3and

P4,二个学生分角色读这一段，让学生的读来解释ForP5,Ssreadittogether.（四）Post-reading1.Sslistentotherecorderandfollowit.听音和跟读是让学生对整个故事

有完整的感知2.Ssreorganizethestoryintoadialogue.学生边完成Task2，完成后就已经能将对话写出来了。3.Ssactthedialogue.学生分4人小组表演对话，SunJian,th

ewoman,ticketseller,andtheprop（五）SummaryandHomeworkT:SunJianisahelpful.Wouldyouliketohelppeople?Howcanyouhelppeople?Whatcany

oudotohelppeople?七、Blackboarddesign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，通过改编故事成对话的方式一方面检查学生对故事的

理解另一方面也训练学生的思维和表达能力。阅读课可以没有热闹的课堂但一定不能少了阅读策略的训练，一定要有师生之间或生生之间的思维火花。