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1、附件一: 教学设计与教学反思英语（新标准）一年级起点第十册复习与实践活动Library Reading教学设计课题Library Reading (Review Section for Grade 5 )课时一课时教材内容简析题材本课是五年级下学期的期末复习阶段的实践活动课, 题材内容是在（英语新标准（一年级起点）第十册）Module3- 4与Module 6的基础上重新整合而成。主题 Library reading语言功能谈论图书馆阅读的利弊、调查图书馆阅读状况的调查及安排图书馆阅读计划。教学内容词汇can, cant，there is, there are, will, run, jump
2、, sing, dance, listen to music, play football, read, watch TV, play basketball, where, when, who, what, why, how, how often句型There are many books and CDs. We can (cant) Where will you go? What will you do? I will borrow some books. I will go by car.语法can与cant及there be、一般将来时、特殊疑问词的用法教学目标知识目标见上“教学内容”分
3、析的各项内容语言技能目标词汇能听懂、会说、会认读“教学内容”所述词汇句型能听懂、会说、会认读“教学内容”所述句型。语言功能能运用一般过去时，一般将来时及can、have got的句型谈论图书馆阅读的利弊、图书馆阅读状况的调查及安排读书计划的话题学习策略通过主题活动，让学生在用中学，在学中用，并辅之以反馈机制让学生建立内在自省学习机制。情感通过一系列趣味活动培训学生积极使用语言的情感。学生分析 五年级下学期的学生已具备了良好的听说读写的能力，学生思维活跃，乐于开口,对于实践活动形式的复习课,学生乐于接受,并能帮助他们综合运用语言.教具PPT, worksheet教法1 任务型教学模式 2. 游戏
4、教学 3 交际教学法板书 Library Reading Group A Group Bcan cant where who when why what 教学过程与反思Step 1 Leading & Presentation1 .Game: do and guess (设计意图与反思：全班分成两组，各派一名代表上台，其他同学看屏幕上的单词做动作，两个同学面对大家猜单词。本环节复习动词，为下面的教学环节作铺垫).2Riddles: Where is it? (Ss guess the riddles below) (1) There are many teachers and students
5、 there. (school) (2) We can see tigers, lions and other animals there. (zoo) (3) In this place, there are many books. You can read them there. But you cant write on the books (library) (设计意图与反思：通过阅读猜谜活动，训练学生语篇的整体认读能力，同时在一种轻松而又有趣的活动中自然地导出了本课的话题背景library )3. Task presentation T: Today our topic is lib
6、rary reading. We are going to finish three tasks. (1) Make a survey about your library reading. (2). Debate meeting: Library reading is (not) good. (3). Make a good library reading plan.(设计意图与反思：在课堂一开始就向学生呈现本课的三个主要任务，体现任务型教学的驱动性。让他们在真实的语境中达到“做中学，学中做”的目的。)4.Videos watching (Ss answer the questions be
7、low after watching) (1) Who are they? (2) What are they talking about? (3) Do you like library reading?(设计意图与反思：通过一段来自学生真实生活的录像，引发学生对“library reading”的思考，同时导入第一个任务的呈现。)Step 2 Task 1 A survey about library reading1. Review the interrogative words (where, when, etc.)(1) T present the interrogative wor
8、ds(2) Ss use the interrogative words to ask questions according to the pictures and the sentences.(设计意图与反思：老师通过疑问词的呈现引导学生思考如何了解、评价自己以往的图书馆阅读情况。并通过一个为图片及句子找到适合的疑问词的形式，帮助学生巩固疑问词的使用，为下一环节选择调查问题作准备。)2Ss choose the right question for each sentence. 3. Ss answer the questions. 4. Ss sum up the points they
9、 have got in the survey. 5. T gives the grade and advice to Ss survey result.教学过程与反思(设计意图与反思：老师通过让学生为5组答句找到适合的调查问句的活动，训练学生对疑问词与疑问句的使用；接着让学生回答调查问卷，旨在培养与检测学生对句子整体认知能力，最后老师给出评价方式，帮助学生对自己目前的阅读状况进行全面了解与自我评判。整个调查问卷活动既帮助学生真实地运用语言，同时又提升了他们对自我学习与生活进行思考的能力。)Step 3 Task 2Debate meeting about library reading1.
10、T gives Ss the key words and drills to help them debate.Group ALibrary reading is good.Group B Library reading is not good.Words listcan, cant, there is, there are, there isnt, there arent, jump, do homework, listen to music, CDs, books, read, sing, dance, borrow, quiet, sleep, play football, play b
11、asketball.2. Group debate (Ss debate in pairs).3. Debate Model (T debate with a student in order to give Ss a model how to debate).4. Class debate meeting (Two groups debate in class)S1 of Group A: Library reading is good. Because we canS2 of Group B: Library reading isnt good. Because we cantS3 of
12、Group A: S4 of Group B: 5. Ss try to describe the following pictures like this:We can read. We cant sing. There are many CDs.附：为学生提供的句型描述的照片 (设计意图与反思：通过“辩论赛”让学生获得新的语用环境，既激发其思维，又能促其综合运用以前所学知识，真正达到了让学生在学中用，在用中学的目的。)教学过程与反思6. Ss read the following materials.Everything has two sides(方面).One is good. The
13、 other is not good.Library reading is the same. But if(如果) you want to go to the library ,you will make a good library reading plan.Do you know how to make it? (设计意图与反思：教师自编的阅读材料既是为学生提供阅读学习的机会，同时阅读内容本身也为第三个任务的提出作了合理的铺垫，更重要的是教师旨在通过这则阅读材料，帮助他们树立认识事物的辩证观。)Step 4 Task 3 Make a good library reading plan1
14、. Review the interrogative words again. (设计意图：再次通过疑问词的呈现帮助学生确立图书馆阅读计划的思路)2T presents how to make a library reading plan with the models(设计意图： 1. (who )will go to (where ) (when ).2. (who ) will borrow (what).3. (who ) will get there (how ).4. It will take (how many ) hour(s).通过教师的示范让学生明白如何用疑问词进行图书馆阅
15、读计划的制定。)3T gives a word list to helps Ss to finish the plan. WhoWhereWhenHowWhatI YouHeSheWeYouThey Xiamen Library Haicang Library The School Library Xiamen Childrens Libraryon Monday/Tuesdaytomorrowat the weekendin the summer holidayon foot by car by bike by bus by plane by train booksCDsvideos (设计
16、意图：帮助学生建立特殊疑问词与相应词的对应关系的意识，同时也为他们动手思考与写计划做语言准备。)4. Ss finish and show their plans with Ts help. (设计意图与反思：通过疑问词帮助学生完成图书馆阅读计划。)Step 5 Consolidation 1. Ss read a passage below and guess: What is it?教学过程与反思 This is a special library, and there are lots of books, CDs, videos there. But the library is not
17、 in a house. You cant see any paper(纸张)，but you can read many books. There arent librarians, but you can borrow and return the books. You can “go” to the American libraries. You can read the books from English libraries. But you neednt(不需要) really go to America or England. You can borrow, read, and
18、return the books at home or at the office. What is it? 2. Ss do the following exercises after reading the passage above.（一）用T（正确）、F（错误）判断以下描述。 ( ) 1. The libraries are in England and America.( ) 2. There arent librarians because they are at home.( ) 3. We can use computers to go to the internet libr
19、aries.（二）选择 ( ) I like reading .A. at home B. at school C. at the library D. in the bookshop E. on the internet.(设计意图与反思：从语言知识的角度，谜面的设计帮助学生复习了本堂课的知识要点；从语言技能的角度，本环节主要是对小学高年级学生的语篇整体阅读能力的训练；从文化的角度，谜底启示学生对“网上图书馆”进行了解与课外探究。)3. Summarize (1). T and Ss try to know different kinds of reading with a word map
20、. planeschoolparklibraryhomereading(2) T: Children, whenever you read, and wherever you read, remember: Reading is fun. (设计意图与反思：本环节以头脑风暴的形式让他们总结出一个多元的阅读方式，激发了学生的思维，同时启迪他们乐于读书的思想。)Step 6 Homework1. Read Module 3, 4 and 6. 2. Write an email about your library reading plan to Ms Xiao.(设计意图与反思：作业1复习本课的语言点。作业2培养学生综合语用能力。)
