中文摘要：小学英语教学在整个英语教育过程中发挥着至关重要的作用。小学阶段，英语教师主要充当一个引领者的角色，引导着小学生去接触一门外语并且学着去体会这门新的语言。然而，由于小学生的认知水平和学习能力有限，如何通过阅读和教学来启发小学生学习一门新的外语知识引起了很多人的思考。为了更好的达到教学目的，许多教师尝试着在课前尽可能多的预设本堂课可能产生的教学效果和小学生的课堂反应。但是，预期与实际效果之间往往存在一定的差距。-

-本研究从实践教学效果出发，对比分析教师在教学预测环节所预测的教学效果和实际教学效果的差异，结合元认知理论探讨产生差异的原因并提出相关的改进意见，从而为提高小学英语阅读教学的有效性提供参考和建议，帮助小学英语教师更好地将元认知理论与教学实践相结合，充分发挥学生学习英语的积极性和主动性。

关键词：小学英语；阅读版块教学；教学预测与实效；元认知理论

TABLE OF CONTENTS

中文摘要

ABSTRACT

Chapter One Introduction-1

1.1 Background information-1

1.2 Organization of the paper-2

Chapter Two Literature Review-3

2.1 Metacognition theory-3

2.1.1 Definition of metacognition-3

2.1.2 Features of metacognition-3

2.1.3 Differences between metacognition and cognition-4

2.2 Previous studies of metacognition theory abroad-5

2.3 Previous studies of metacognition theory in China-6

2.4 Unsolved problems-6

Chapter Three Teaching of English Reading in Primary Schools-7

3.1 Nature of reading-7

3.2 Current situations of English reading teaching-7

Chapter Four Predicted and Real Teaching Effects of English Reading Classes-9

4.1 Leading in-9

4.1.1 The design of leading in and predicted effects-9

4.1.2 The real teaching effects of leading in-10

4.2 Ways of asking questions-11

4.2.1 A reading class called Rainforest-11

4.2.2 A reading class called The Boy Who Cried Wolf-12

4.3 Tasks-13

4.3.1 The tasks of Helen Keller and related teaching effects-13

4.3.2 The real teaching effects achieved in the class-14

4.4 Homework-14

4.4.1 Miss Cui’s predicted effects of her designed homework-15

4.4.2 Real teaching effects of Miss Cui’s reading class-15

4.5 Reasons for the differences and related suggestions-15

4.5.1 Leading in-16

4.5.2 Ways of asking questions-16

4.5.3 Tasks-17

4.5.4 Homework-18

Chapter Five Conclusion-20

REFERENCES-21

ACKNOWLEDGMENTS-23