英语阅读教学在英语教学中占有举足轻重的位置，撰写教学设计和试讲也是近年来教招考试中出现频率较高的考查形式，能够测出考生的语言功底和表达能力。故设计好一堂阅读课是考生在面试中取得成功的第一步。本文以外研版小学六年级下册Module 7 Unit 2 She couldn't see or hear.阅读课为例进行教学设计，该教学设计以学生的现实生活为出发点和归宿点，旨在发挥学生的实际语言运用能力。
Teaching aims:
Knowledge aims:
Students will be able to use "could/couldn't" to make sentences and apply them into real situation.
Ability aims:
Students will understand the story of Helen Keller and they will be able to retell the story based on key words in English.
Emotional aims:
Students will be inspired by Helen's story and they will be more hard-working in studying English.
Teaching key points and difficult points:
Key points:
Students can master the usage of could and couldn't.
Difficult points:
Students can apply the modal verbs into real situation in their daily life.
Teaching procedures:
Step 1 Lead-in
Greet students and show some pictures of famous female in the world (Deng Yaping, Madame Curie, Helen Keller…).
Several students will be invited to introduce one achievement of these women.
(Justification: By showing pictures of famous female, students' interest will be aroused and their spoken English will be improved.)
Step 2 Pre-reading
Introduce "could and couldn't" to students.
Let students try to make sentences by using the modal verbs to describe a kind of ability that they had owned before.
(Justification: Students will get the usage of could and couldn't and can apply the modal verbs into making sentences.)
Step 3 While-reading
1. Fast reading
Read the story for the first time and find out the main idea:
What's the main idea of the passage?
(Justification: Students' ability of grasping the main idea through fast reading will be trained.)
2. Detailed reading
Read the story for the second time and judge the sentences by T or F:
(1) Helen Keller could see and hear when she was a baby. ( )
(2) Helen lived to be seventy-eight. ( )
(3) Helen wrote a book about herself. ( )
(4) Helen never left the US for her whole life time. ( )
(Justification: This step means to develop students' ability of grasping specific information through detailed reading. And the step sets a good emotional foundation for the whole class.)
Step 4 Post-Reading
Write down some words on the blackboard and let students retell the story. Students will have 5 minutes to prepare and after that, some representatives will be invited to share in front of the class.
(Justification: This activity can help students improve their speaking ability, and can provide them a chance to memorize the content that they have learned in this class.)
Step 5 Summary and homework
Summary: Invite one student to summarize what we have learned today.
Homework: Ask students to retell the story to their parents.
Blackboard design:
