英语阅读课的主要教学目标是（）。

英语阅读教学常用教学模式有三种：自上而下的模式、自下而上的模式和交互补偿模式。
(1)自上而下的模式(the top-down aproach)是在对语言层次的词语进行解码时，同样也运用自己的知识对文章的下文进行预测，阅读检验自己的预测、修订自己的预测、进行新的预测。教师可以向学生介绍一些背景知识，预测文章内容，验证预测内容，从而到最后的理解文意。
(2)自下而上的模式(the bottom，up approach)是从字母到单词，到句子，逐个进行解码从而理解全文。该模式在阅读教学中比较看重词汇教学，包括读前讲授单词和阅读过程中词语用法的分析。
(3)交互补偿模式(the interactive-compensatory approach)是以上两种模式的结合，是比较科学的模式。它既强调背景知识、上下文预测的重要性．又不忽视单词、短语的解码能力，迅速捕捉关键信息以理解阅读材料的重要性，反映了阅读过程的本质。

英语教学设计
(1)情境教学是指以教学内容为中心，根据学生的发展水平，在英语教学过程中，引入或创设情境。其目的是为了激发学生学习兴趣，养成良好的学习 习惯，正确牢固地掌握所学的知识。创设“情景”教学进行教学，可以使学生仿佛有置身于英语学习的世界里，有比较真实的感觉，现在比较多的“英语角”，就是 其延伸、发展。
创设“情景”教学的方法
1.以歌曲组织教学引入
2.会话导入
会话导入就是通过同学之间，师生之间的自由会话，导入新课
3.教师用英语组织课堂教学
教师用英语组织课堂教学，创设良好的英语环境，使学生自始至终用英语进行思维，逐渐养成“借助情景理解英语”的习惯。
4.看图说话
(2)指导小学生学习该材料，拟定教学目标
1.能听说认读classroom, hall, garden, playground, library等单词，正确使用“in the +”短语，并能运用what’s this ?this is …进行对话。
2.培养和激发学生用英语进行日常交流的兴趣，同时激发学生热爱母校的美好情感。
(3)依据教学目标，设计导入和操练环节的教学并说明理由。
导入：做小小校园导游员，介绍我们的校园
操练：小组合作，成员轮流扮演导游，其他人扮演参观者进行对答。

(1)教学目标存在的问题：
①它违反了教学设计“以学生为中心，体现学生的主体地位”的原则，没有明确指出教学的主体是学生。
②它没有把握好预期的教学目标，对教学内容，即知识目标的设计不明确；对于能力目标的设计也太笼统。
③教学目标是三维教学目标，即知识目标、能力目标和情感态度目标，它缺少情感态度目标。
(2)三条相应的建议：
①设计教学目标的知识目标时，以(学生)“能”说出、列举、背诵、复述、识别、解释、分类、对比、归纳等为模式．具体明确让学生了解和掌握的主要知识点。(Students“can”speak，list，recite，retell，distinguish from，explain，classify，contrast，conclude…)
②设计能力目标时，以“在能力方面，通过经历、参与、讨论、交流、合作、分享等，(学生)能了解、掌握、学习……”为模式．具体说明通过这节课的学习，学生能在哪些能力上得到提升。(Through“experience，take part in,discussion，communication，cooperation，share”，students Call understand，master，learn…)
③增加情感目标环节的设置，设计情感目标时，以“学生学会认可、接受、称赞、喜欢、关心、热爱、坚持、保持、重视、追求、培养、尊重……”为模式，学生通过课堂学习，参与活动，以及教师在情感上进行什么样的引导，从而让学生在情感上产生什么样的倾向。(Students learn to approve，accept，praise，like，care about，love，persist in，retain，value，pursue，cultivate，respect…)
(3)教学目标修改为：
Teaching aims
Knowledge aims:
①Students can understand the main idea of the text and get to know the dangerous situation of animals.
② Students can master the following words and expressions: ...
③Students can grasp the following sentence patterns: ...
Ability aims:
① Students can improve their ability of listening by listening to the text.
②Students can improve their ability of speaking by pair work and discussion.
③Students can learn to get useful information and improve their ability of reading by Questions and Answers practice and comprehensive reading.
Emotional aims:
① After this lesson, students will be aware of the animals' dangerous situation and take measures to protect them.
② Students can realize the importance of relationship between humans and animals and try to love nature.

1. Teaching Objectives Knowledge objectives:
(1) Students can learn the new words: driver, doctor.
(2) Students can master the sentence pattern: --What's ... job --He/She is ... Ability objective:
By taking part in conversations, students can develop speaking and communicative skills.
Emotional objective:
Students can cultivate their interest and enthusiasm in communication with others and foster the spirit of teamwork.
2. Teaching Key and Difficult Points
Teaching key points:
(1) Students can recognize and master the meaning of driver and doctor.
(2) Students can understand the meaning of the dialogue.
Teaching difficult point:
Students can use the target sentence pattern and different names of jobs to make dialogues.
3. Teaching Procedures
Step 1 Warming up and Lead-in (5 min)
Playing "what' s missing" game: The teacher shows the word and picture cards that they have learned, such as teacher, farmer, worker, policeman, etc. and asks the students to read them. Then the teacher takes away one card and makes them read again to find out which one is missing.
设计意图：这个游戏可以激发学生的兴趣，使学生很快进入学习状态。复习以前学过的表示职业的单词，也为后面的对话练习做了准备。
Step 2 Presentation (10 rain)
T: I am a teacher. What about you
Ss: We are students.
T: Good! Now look at this photo.(教师展示自己家庭成员的照片)Can you guess who this man is
Ss: He is your father.
T: Yes, he is my father. What' s his job
Ss：(七嘴八舌地猜)
T: Well, he is a doctor.
Then the teacher presents the new word on the PPT: doctor.
Present the word "driver" in the same way.
设计意图：教师通过让学生猜其家庭成员的职业的方式，引出新单词和新句型，激发学生的好奇心，活跃课堂气氛。同时也加深学生对目标单词、句型的印象。
Step 3 Practice and Consolidation (15 min)
(1) Playing a game "I say and you guess"
The teacher divides the students into two groups. Then the teacher asks one group to describe a job, while the other group guesses the name of it. Then exchange their roles. The group which guesses more using less time will be the winner.
(2) Making a survey
The teacher divides students into groups of six and asks each student to make a survey about other students' parents' jobs, using the sentence pattern they have learned.
设计意图：猜单词的游戏能够加深学生对于所学单词意义的记忆，同时使课堂气氛轻松活泼。运用所学句型做调查，使学生进行对话练习，巩固了知识点，并锻炼了听说、交际能力和合作精神。

(1)该教学目标的合理性体现在，试图从教学的知识目标(理解阅读材料，掌握系动词的用法)和教学能力目标(提高学生的听、说、读、写能力)这两个方面来设计。既包含了教学过程中知识内容的传授，又包含了能力培养的目标。
(2)尽管该教学目标存在其合理性，但是，总的说来，该教学目标设计得不科学，太宽泛、空洞、不具体、教学对象不明确。具体来说：①它违反了教学设计“以学生为中心，体现学生的主体地位”的原则，没有明确指出教学的主体是学生。②它没有把握好预期的教学目标，对教学内容，即知识目标的设计不明确，“理解阅读材料，掌握系动词的用法”的说法太空洞宽泛。因为知识目标指的是学生对具体语言知识，如语音、词汇、语法等方面的掌握。③对于能力目标的设计也比较笼统，因为能力目标指通过这堂课学生能够锻炼什么样的能力。它要求学生能通过感知、理解与模仿，能够在适当的情境中运用本课涉及的词组等语法知识，正确描述“人们正在做什么”，如能够正确听、说、读、写教材中的单词或句子，能够谈论教材中相关的话题等。④教学目标是三维教学目标，即知识目标、能力目标和情感态度目标，题中缺少情感态度目标。⑤此外，该教师的教学目标在书写时出现了拼写错误．系动词的英文表达应为link verbs，而非linkwords。
(3) Teaching aims
Knowledge aims ..
①Students can understand the meanings of five senses according to their daily life.
② Students can fully understand the reading materials about five senses.
③Students can grasp the usage of the link verbs: smell, feel, sound, taste, etc.
Ability aims :
① Students can improve their listening ability by listening to the text.
② Students can improve their speaking ability by pair work and discussion.
③Students can improve their reading ability by comprehensive reading.
④ Students can improve their writing ability by abbreviating the text.
Emotional aims :
① After this lesson, students will realize the importance of five senses.
②Students can make full use of five senses in their daily life.

Teaching Objectives :
( 1 ) Students 1earn the new phrases"be ( not )fee1ing we11, have a 1ot of headaches, stress out, have a co1d"in the context and understand the content c1ear1y.
(2) Students get information from the reading materia1 through skimming, scanning and carefu1
reading.
(3) Students have consciousness of expressing their troub1es and know how to cope with them.Teaching Key Points : Master the new phrases and understand the reading materia1.
Teaching Difficu1t Points : Know how to cope with the troub1es.Teaching Procedures :
Step 1 Pre-reading( 10 minutes)
The teacher projects a short fi1m dea1ing with foreign exchanged students' study 1ife.
T: Imagine you are an exchanged student in a foreign country. When you get in troub1e, what
wou1d you 1ike to do
S1 :Ask my c1assmates for he1p.$2 : Ask my teachers for he1p.$3 : I wi11 ca11 my parents.
...
T: Yeah, when you are in troub1e, you can ask some body for he1p. A1so, you may write a 1etter to your friend to ta1k about it. 1iu Qiang and Char1es are exchanged students. 1et us see what Char1es'stroub1e is.
(Justification: The short fi1m can stimu1ate students' curiosity about the topic, arouse students'
interests, and he1p the teacher 1ead in the c1ass smooth1y. )
Step 2 Whi1e-reading( 15 minutes)
( 1 )Skimming
The teacher asks students to read the passage quick1y and find out the new phrases. The teacher exp1ains the new phrases in Eng1ish with the he1p of body 1anguages. Then the students summarize and discuss the main idea of the passage.
(2)Scanning
The teacher asks students to read the passage again to answer some specific questions
①Why does the student fee1 so stressed out. ②How does he cope with his stress
③Which thing is good to the student.
Then the teacher asks students to discuss in groups and answer these questions.
(3)Carefu1 Reading
The teacher invites students to read the passage sentence by sentence and then exp1ains some difficu1t sentences in the context such as"I am tired and have a 1ot of headaches". Students wi11 know that the meaning of"headaches"in the context is "something causes worry".
(Justification: The three ways of reading can he1p students tota11y understand the passage and know the expressions of troub1es. Students can a1so improve the reading ski11s of skimming, scanning and carefu1 reading step by step. )
Step 3 Post-reading( 15 minutes)Task 1 Fi11 in the chart
The teacher asks students to think about a question"What shou1d the student do/not do "After their thinking,the teacher invites them to fi11 in the chart:

Troub1es Advice
stressed out
Putonghua is not improving
need some conversation practice
have a co1d
Task 2 Interview
The teacher divides students into severa1 groups. One student in the group acts as a reporter and interviews the others about their advice on some troub1e. The interviewees shou1d give advice as possi-b1e as they can.
(Justification:These activities he1ps students conso1idate the content of this c1ass, and the inter-view activity wi11 cu1tivate their abi1ity of communication with each other. The discussion can stimu-1ate students' imagination. )
Step 4 Summary and Homework(5 minutes)
Summary : The teacher asks students to rete11 the passage according to the b1ackboard.Homework : Students write a 1etter to Char1es and give some advice to him.
(Justification:The summary wi11 he1p students reca11 the content of the c1ass. The homework is to cu1tivate students' abi1ity of expressing their ideas in a 1ogica1 way. )
B1ackboard Design :

2016年上半年中小学教师资格考试综合素质（小学）真题及答案解析