小学英语 阅读

一、考题回顾

二、考题解析

【教案】

Big cities and the countryside

Teaching aims:

Knowledge aims:

Students can understand the content of the reading material.

Students can master some new words such as: “big city”, “countryside” and the words with comparative degree.

Ability aim:

Students will express their opinions on the topic about lives in big cities and countryside .

Emotional aim:

Students can foster the awareness of cherishing life wherever they are .

Key and difficult points:

Key point:

How to understand the reading material and the comparative degree.

Difficult point:

How to foster the awareness of cherishing life.

Teaching procedures:

Step 1: Warming-up

1. Greetings.

2. Let students enjoy a song named Old MacDonald Had A Farm and ask them a two questions: where can you find his farm? can you find it in the big cities? The song goes like this:

Old MacDonald had a farm, E-I-E-I-O.

And on that farm he had some cows, E-I-E-I-O.

With a "moo-moo" here and a "moo-moo" there,

Here a "moo" there a "moo",

Everywhere a "moo-moo" .

Ask students to answer the question. Then tell them we can find it in the countryside not in big cities and lead in the topic.

Step 2: Pre-reading

Do a guessing game: by showing them the two pictures from the text book to guide them to understand the meaning of two words: “big city”, “countryside”. And ask students a question, “What is your feeling about the big city and the countryside?” Then ask students to predict the main idea of the reading material according to the pictures.

Step 3: While-reading

1. Fast reading

Circle the words ending up with letter group “er”, such as: “warmer”, “hotter” and so on. Then draw some stick figures and show pictures to help them understand the comparative degree.

Read the passage for students and ask them what’s the passage about and check answers.

2. Detailed reading

Encourage students to read it again and finish the table on the blackboard by answering the questions: what are the big cities like? What is the countryside like?

Step 4: Post-reading

Ask students to discuss which life they enjoy and they can use the sentence structure: I like big cities. Because big cities are bigger than the countryside.

Step 5: Summary and Homework

Summary: invite a student to be a little teacher and summarize today’s lesson. Tell them wherever we are, we should love and cherish our life.

Homework: draw a picture about their surroundings and try to think what they can do to make it more beautiful.

Blackboard design:

Teaching reflection

【答辩题目解析】

1. Please tell me the aims of the stick figures on the blackboard.

1.请说明黑板上呈现简笔画的目的?

【参考答案】

Students in the primary school have low abstract thinking ability. Therefore, any explanation about the comparative degree will be not helpful for them to understand it. However, the stick figures or the pictures are vivid to present and express the meaning of comparative degree. Besides, students in this period love drawing so much so that it also can attract their attention on the class.

小学生抽象思维还尚未发展，缺乏抽象思维的能力。任何关于比较级的解释或许对他们来说都很难吸收以及理解。然而，生动的简笔画或者图空片能呈现并且表达比较级的意思，除此之外，小学生也非常热爱画画，所以简笔画还能在课堂上吸引他们的注意力。

2. What activities can we do before reading?

2.读前我们可以做哪些活动?

【参考答案】

The pre-reading activities can erase some obstacles and lay a good foundation on the following reading. Besides, students can make a full preparation and have more interests in the following reading. It is necessary for us to design some pre-reading activities. In my opinion, there are a lot of activities we can do before our reading such as: predicting, explaining some new words or structures or share background information about the topic. Besides, we can also ask students to share their opinions about the topic first and arouse their curiosity about the author’s ideas.

读前活动可以帮助同学们消除一些障碍以及为接下来的阅读奠定基础。除此之外，同学们也可以做好充分的准备并且也会更有兴趣去阅读。所以读前的阅读活动是非常有必要的。在我认为，读前有以下活动：预测，解释新单词或者句型或者一些背景知识，还可以让学生先围绕话题进行讨论，发表自己的看法，激起他们对作者观点的好奇心。

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