清华版五年级下册UNIT 1WELCOME TO MY SCHOOL!-Lesson 3-教案、教学设计--(配套课件编号：d1775).docx

1、Lesson3 My Class Library 教学设计 【教材分析】 文本呈现了 Li Ming 的教室中的班级图书角，并介绍了图书的种类、内容和图 书来源。 【学情分析】 五年级普班的学生已经有了一定的语言基础， 能够用简单的语言来表达自己的想 法和观点， 但仍有个别学生基础薄弱， 跟不上课堂节奏， 课堂教学应从全班着手， 问题和任务设置从简单过渡到复杂，让学生真正都参与到课堂活动中来，培养英 语学习的自信心。 【教学目标】 1. 学生能听音指认、说出单词 bring 和过去式 brought； 2. 学生能理解文本并能简单介绍 My Class Library； 3. 学生能在理解和熟

2、读课文后，模仿课文介绍自己班级的图书角并制作海 报； 4. 学生能通过学习课文了解植物种植的三个步骤，增长学科知识； 5. 学生能够通过介绍班级图书角，体验热爱班级和保护图书角的情感。 【教学重点】 1. 学习与教室和图书有关的词汇、短语和句子； 2. 学习介绍自己班级的图书角。 【教学难点】 1. 学习动词 bring 以及过去式 brought； 2. 了解、描述植物种植步骤及其生长的基本过程； 3. 仿照 Li Ming 的班级图书角介绍自己班级的图书角。 【教学准备】 PPT，词卡，植物生长视频，带土的花盆，开花的植物，种子 【教学过程】 I I. . WarmingWarming u

3、pup 1.Sing a song “The Hokey Pokey” 2.Do you want to know something about my hobby? What does Ms.Feng like to do? (Maybe you like to.) 3. Where do I read books? (in the bookstore,librarylibrary,reading room.) 4. Can you spell “librarylibrary”? 5. Show some different kinds of libraries and ask questi

4、ons. Where is this library? / What is this kind library? (Shaanxi Library,family library, school library, class library) 6. Where do the books come from?(point to our class library) 7.（1）Review: What kind of library do we know? They are differentdifferent kindskinds ofof libraries (“library”is wrong

5、. ) (2)Show some pictures (different kinds of flowers/animals/leaves) Can you make other sentences with “different kinds of.” IIII. . LetLets s gogo toto LiLi MingMings s classroom.classroom. DoDo youyou havehave anyany questionsquestions aboutabout LiLi MingMings s classclass librarylibrary? ? 1.Lo

6、ok at the picture of Li Mings class library. What can you see in the picture?(a big bookshelf) What is the girl doing? 2.There are some questions about this class library. Read these questions and listen to CD,answer the questions. (1)(1) WhereWhere dodo thethe booksbooks comecome from?from? (2)(2)

7、WhatWhat kindskinds ofof booksbooks cancan youyou see?see? (3)(3) WhatWhat bookbook d didid MaMa LiLi bringbring toto thethe classclass library?library? (4)(4) WhatWhat isis thethe bookbook about?about? 3. (1)In Li Mings class library,there are different kinds of books. differentdifferent kindskinds

8、 ofof books. What kind of book is this? How about this kind of book? Whats your favorite kind of book? There are many other kinds of books in the world. When you read more books,you can find more. Do you know other kinds of books? (3)Important word :bring-brought How to say this word?(brought, ought

9、) What is its present form? Put “b-/th-/f-”in front of this letter group“ought” bought（buy），thought，fought III. . AboutAbout plantsplants We know Ma Li brought a science book about plants to the library. 1.Look, this is the book .There is a video about plants.Lets watch it! Whats the name of this fl

10、ower?(sunflower) How do you feel?(perfect,amazing, beautiful.) 2. Lets learn more about plants. There are five pictures in this book,and you can choose one picture and try to describe it.(五张图片提 前反贴在黑板上) 3. Lets find the action words . 4. Read the text and when you meet the action words,please standu

11、p. 7.Prepare some key steps about growing plants. Let Ss discuss with desk-mates first,then ask student to choose the right and put it on the blackboard. (1)(1) digdig a a holehole inin thethe ground.ground. (2)(2) PutPut seedsseeds inin thethe hole.hole. (3)(3) CoverCover thethe seedsseeds withwith

12、 earth.earth. (4)(4) WaterWater thethe plants.plants. (5)(5) C Comeome outout ofof thethe earth.earth. (6)(6) LeavesLeaves grow.grow. (7)(7) FlowersFlowers open.open. Ask 7 students to do this activity one by one. They can experience the process of growing plants. IV. . S Summaryummary Is it fun to

13、grow plants? Do you like this science book? You should read more books in the library. “A good book is a good friend.” V. . HomeworkHomework 1.Read the text fluently. 2.Draw the pictures about growing plants. BlackboardBlackboard designdesign 教学反思： 优点：1.教学环节流畅，学生参与感很强。 2.课件制作精美，视频贴合教学主题。 3.教学设计合理，板书清晰，有条不紊。 4.对学生进行及时有效的评价。 改进：1.教学重难点之间比较割裂，没有很好的融合在一起。 2.动词原形变过去式部分可以让学生去回忆理解。 3.当出现不同种类的书的时候可以试着让学生去完成思维导图， 可以加深 对文本的理解。 4.与学生互动还是有点少了，老师教授内容过多。