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1、 附件一: 教學設計與教學反思 《英語》（新標準）一年級起點第十冊復習與實踐活動Library Reading教學設計 課題 Library Reading (Review Section for Grade 5 ) 課時 一課時 教 材 內(nèi) 容 簡 析 題材 本課是五年級下學期的期末復習階段的實踐活動課, 題材內(nèi)容是在（《英語》新標準（一年級起點）第十冊）Module3- 4與Module 6的基礎上重新整合而成。 主題 Library reading 語言 功能 談論圖書館閱讀的利弊、調(diào)查圖書館閱讀狀況的調(diào)查及安排圖書館閱讀計劃。 教學 內(nèi)容

2、 詞匯 can, can’t，there is, there are, will, run, jump, 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 (can’t)… Where will you go? What will you do? I will borrow some books. I wil

3、l go by car. 語法 can與can’t及there be、一般將來時、特殊疑問詞的用法 教 學 目標 知識目標 見上“教學內(nèi)容”分析的各項內(nèi)容 語言 技能 目標 詞匯 能聽懂、會說、會認讀“教學內(nèi)容”所述詞匯 句型 能聽懂、會說、會認讀“教學內(nèi)容”所述句型。 語言 功能 能運用一般過去時，一般將來時及can、have got的句型談論圖書館閱讀的利弊、圖書館閱讀狀況的調(diào)查及安排讀書計劃的話題 學習 策略 通過主題活動，讓學生在用中學，在學中用，并輔之以反饋機制讓學生建立內(nèi)在自省學習機制。 情感 通過一系列趣味活動培訓學生積極使用語言的

4、情感。 學生分析 五年級下學期的學生已具備了良好的聽說讀寫的能力，學生思維活躍，樂于開口,對于實踐活動形式的復習課,學生樂于接受,并能幫助他們綜合運用語言. 教具 PPT, worksheet 教法 1． 任務型教學模式 2.　 游戲教學 3． 交際教學法 板書 Library Reading Group A Group B can can’t where who when why what 教 學 過 程 與 反 思 Ste

5、p 1 Leading & Presentation 1 .Game: do and guess (設計意圖與反思：全班分成兩組，各派一名代表上臺，其他同學看屏幕上的單詞做動作，兩個同學面對大家猜單詞。本環(huán)節(jié)復習動詞，為下面的教學環(huán)節(jié)作鋪墊). 2．Riddles: Where is it? (Ss guess the riddles below) (1) There are many teachers and students there. (school) (2) We can see tigers, lions and other animals there.

6、 (zoo) (3) In this place, there are many books. You can read them there. But you can’t write on the books… (library) (設計意圖與反思：通過閱讀猜謎活動，訓練學生語篇的整體認讀能力，同時在一種輕松而又有趣的活動中自然地導出了本課的話題背景—library ) 3. Task presentation T: Today our topic is library reading. We are going to finish three tasks. (

7、1) Make a survey about your library reading. (2). Debate meeting: Library reading is (not) good. (3). Make a good library reading plan. (設計意圖與反思：在課堂一開始就向?qū)W生呈現(xiàn)本課的三個主要任務，體現(xiàn)任務型教學的驅(qū)動性。讓他們在真實的語境中達到“做中學，學中做”的目的。) 4.Videos watching (Ss answer the questions below after watching) (1) Who are they?

8、 (2) What are they talking about? (3) Do you like library reading? (設計意圖與反思：通過一段來自學生真實生活的錄像，引發(fā)學生對“l(fā)ibrary reading”的思考，同時導入第一個任務的呈現(xiàn)。) Step 2 Task 1— A survey about library reading 1. Review the interrogative words (where, when, etc.) (1) T present the interrogative words (2) Ss use the

9、interrogative words to ask questions according to the pictures and the sentences. (設計意圖與反思：老師通過疑問詞的呈現(xiàn)引導學生思考如何了解、評價自己以往的圖書館閱讀情況。并通過一個為圖片及句子找到適合的疑問詞的形式，幫助學生鞏固疑問詞的使用，為下一環(huán)節(jié)選擇調(diào)查問題作準備。) 2．Ss choose the right question for each sentence. 3. Ss answer the questions. 4. Ss sum up the points they have

10、got in the survey. 5. T gives the grade and advice to Ss’ survey result. 教 學 過 程 與 反 思 (設計意圖與反思：老師通過讓學生為5組答句找到適合的調(diào)查問句的活動，訓練學生對疑問詞與疑問句的使用；接著讓學生回答調(diào)查問卷，旨在培養(yǎng)與檢測學生對句子整體認知能力，最后老師給出評價方式，幫助學生對自己目前的閱讀狀況進行全面了解與自我評判。整個調(diào)查問卷活動既幫助學生真實地運用語言，同時又提升了他們對自我學習與生活進行思考的能力。) Step 3 Task 2—Debat

11、e meeting about library reading 1. T gives Ss the key words and drills to help them debate. Group A Library reading is good. Group B Library reading is not good. Words list can, can’t, there is, there are, there isn’t, there aren’t, jump, do homework, listen to music, CDs, books, read, sing,

12、 dance, borrow, quiet, sleep, play football, play basketball. 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 can… S

13、2 of Group B: Library reading isn’t good. Because we can’t… S3 of Group A: … S4 of Group B: … 5. Ss try to describe the following pictures like this: We can read. We can’t sing. There are many CDs. 附：為學生提供的句型描述的照片 (設計意圖與反思：通過“辯論賽”讓學生獲得新的語用環(huán)境，既激發(fā)其思

14、維，又能促其綜合運用以前所學知識，真正達到了讓學生在學中用，在用中學的目的。) 教 學 過 程 與 反 思 6. Ss read the following materials. Everything has two sides(方面). One is good. The 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

15、 you know how to make it? (設計意圖與反思：教師自編的閱讀材料既是為學生提供閱讀學習的機會，同時閱讀內(nèi)容本身也為第三個任務的提出作了合理的鋪墊，更重要的是教師旨在通過這則閱讀材料，幫助他們樹立認識事物的辯證觀。) Step 4 Task 3— Make a good library reading plan 1. Review the interrogative words again. (設計意圖：再次通過疑問詞的呈現(xiàn)幫助學生確立圖書館閱讀計劃的思路) 2．T presents how to make a librar

16、y reading plan with the models (設計意圖： 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). 通過教師的示范讓學生明白如何用疑問詞進行圖書館閱讀計劃的制定。) 3．T

17、gives a word list to helps Ss to finish the plan. Who Where When How What I You He She We You They ★ Xiamen Library ★ Haicang Library ★ The School Library ★ Xiamen Children’s Library on Monday/Tuesday… tomorrow at the weekend in the summer holiday … on foot by car by

18、 bike by bus by plane by train … books CDs videos … (設計意圖：幫助學生建立特殊疑問詞與相應詞的對應關系的意識，同時也為他們動手思考與寫計劃做語言準備。) 4. Ss finish and show their plans with T’s help. (設計意圖與反思：通過疑問詞幫助學生完成圖書館閱讀計劃。) Step 5 Consolidation 1. Ss read a passage below and guess: What is it? 教 學

19、 過 程 與 反 思 This is a special library, and there are lots of books, CDs, videos there. But the library is not in a house. You can’t see any paper(紙張)，but you can read many books. There aren’t librarians, but you can borrow and return the books. You can “go” to the American libraries. Y

20、ou can read the books from English libraries. But you needn’t(不需要) really go to America or England. You can borrow, read, and 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（正確）、F（錯誤）判斷以下描述。 (

21、 ) 1. The libraries are in England and America. ( ) 2. There aren’t librarians because they are at home. ( ) 3. We can use computers to go to the internet libraries. （二）選擇 ( ) I like reading . A. at home B. at school C. at the library D. in the booksh

22、op E. on the internet. (設計意圖與反思：從語言知識的角度，謎面的設計幫助學生復習了本堂課的知識要點；從語言技能的角度，本環(huán)節(jié)主要是對小學高年級學生的語篇整體閱讀能力的訓練；從文化的角度，謎底啟示學生對“網(wǎng)上圖書館”進行了解與課外探究。) 3. Summarize (1). T and Ss try to know different kinds of reading with a word map. plane … school park library home reading

23、 (2) T: Children, whenever you read, and wherever you read, remember: Reading is fun. (設計意圖與反思：本環(huán)節(jié)以頭腦風暴的形式讓他們總結(jié)出一個多元的閱讀方式，激發(fā)了學生的思維，同時啟迪他們樂于讀書的思想。) Step 6 Homework 1. Read Module 3, 4 and 6. 2. Write an email about your library reading plan to Ms Xiao. (設計意圖與反思：作業(yè)1復習本課的語言點。作業(yè)2培養(yǎng)學生綜合語用能力。) 6