1、1 外研社版（三年级起点）五年级下册 Module4 Unit1 Lets make a home library.教学设计教学设计 一、Teaching aims 教学目标 1. 语言能力： （1）学生能理解，会认读单词“library, idea, shelf，put, heavy, dictionary，card, ask, wrong” 。 （2）会读并使用短语“books about.” and “put.on.” （3）学生们能理解并使用句子“Lets make a home library. Thats a good idea. These are all books about
2、 science. Lets put them on this shelf.”与小组成员积极交流，为建立班级图书馆提建议。能理解并运 用句子“Where are the books about Theyre on Shelf ”来查找图书。 2. 学习能力 培养学生略读和细读的阅读技巧，提高学生阅读能力。培养学生 分类摆放以及查找图书的能力。 3. 文化品格 了解书与人类的密切关系，培养学生喜爱阅读的情感。 4. 思维品质 培养学生发散性思维和分类思维。 在学习的过程中能提出自己的见 解，解决文本中的问题。 二、Teaching important and difficult points 教
3、学重难点 1.Important points 学生理解并使用单词 “library, idea, put, heavy, card, ask, wrong,” . 学 生巩固用 Lets 提出建议。能理解并运用句子“Where are the books about Theyre on Shelf ”来查找图书。 2 2.Difficult points 学生能理解并使用句子“These are all books about science. Lets put them on this shelf”.与小组成员积极交流，为建立班级图书馆提 建议。能理解并运用句子“Where are the
4、 books about Theyre on Shelf ”来查找图书。 三、Students analysis 学情分析 新标准英语五年级下册 Module 4 Unit1 Lets make a home library. 课文情境是 Ms Smart 建议 Amy 和 Lingling 利用她朋友寄来的书和 CD 设立一个家庭图书馆。她们将书分类摆放并邀请朋友来借书，却发现 书本位置和书架编号对不上。本课要学习的重点是利用“Lets”提 出建议以及初步了解图书摆放及查找。 本课的教学对象是五年级学生，这个年龄段的孩子爱思考，对外界 的事物充满好奇。他们对 Lets 的句型并不陌生。因此在
5、本课的教学 过程中，我从文本出发，利用层层递进的问题引发学生思考，将学习 方法渗透在教学过程中，进一步拓宽学生的学习方式，引导学生在学 习文本的基础上发展其思维品质。 五年级学生已经基本形成用英语谈 论日常生活中他们所熟悉的主题的能力。 并且学生能借助文中插图理 解文章大意。学生也能书写简单的句子。他们的学习兴趣浓厚，并愿 意参与课堂活动。学生已经学习过本课的 Lets 句型，所以他们能比 较容易掌握。教师应注重分层教学，并给基础薄弱的同学更多巩固和 运用的机会。 四、Teaching method 教学方法 Task-based teaching method, co-operating s
6、tudy, situational teaching method. 五、Teaching tools 教学准备 White board, blackboard, word cards，PPT 六、Teaching procedures 教学过程 Step 一、一、Warm-up and lead- in 1. Greetings. 3 2.Enjoy an English song and dance together. 3Play a guessing game. “Sharp eyes” 【设计意图】活跃课堂气氛，让学生在轻松愉快的环境中学习。 T: I have got so many
7、 books. Because I like reading books very much. Do you like reading books ? Where can we read more books? Ss: Library. (Show pictures of library, and learn the word.) 【设计意图】结合图片学习新单词，使学生易于理解记忆单词，提高 其积极性，真正成为学习的主人。 T: Today, we are going to learn Module 4 Unit 1, Lets make a home library. (Write this
8、 title on the blackboard. 板书课题). Step 二、二、Presentation 1. Lets read and get the main meaning. (Talk about the main picture of the text. 分析课文小背景，即插图，注 重学生人文素养的培养) T: Who are they? （Ss:）What have they got?(Ss:) Lets watch the cartoon and answer: why have they got these books and CDs?(watch the cartoon
9、).Ss: (show the picture) A friend sent these books and CDs to us.Learn “send-sent” with word card. 【设计意图】运用自然拼读法教授单词及进行拓展。利用迁移理论。 注重类化学习。 T: What does Ms Smart say? What does Lingling say? Ss: They want to make a home library. Thats a good idea.T: What is a good idea? (teach “idea”)Ss: Lets make a h
10、ome library. (教授新单词 idea，并注重培养学生理解能力。理解 Thats 所指。 注重细化教学内容。) 2.How to make a home library?Lets read the 2ndand 3rdpart and answer. 1). Lets read the second part: How to make a library?T: First, we should have the shelf and books. Show a picture of a shelf and learn the 4 word “shelf”. T:Then we need
11、 some books and we can put these books on the self. (Teacher puts the books on the shelf, and teach the word “put”). Make some new sentences with These are all books about Lets put them on Shelf 2)Read the third part and answer:What other kinds of books ?(根据学生 的回答用图片引导出“dictionary”并教学单词 dictionary-d
12、ictionaries) T:Third we need a library card.(实物出示一张借书卡，并通过拼读 car-card-hard-park-dark 学习单词 card,了解 ar 组合的发音/a/) T:Now the home library is ready. We can ask friends to come.(Teach the word ask) 3) Now please read the 4thpart and answer: Where are the books about art? Where are the books about computer
13、s? Can Sam and John find the books about sports or animals ? Why? (Teach the word “wrong”) Then let the students try to ask questions. For example: “ Where are the books about sports?” “Where are the books about animals?”. 【设计意图】出示摆放好图书的小型家庭图书馆，构建真实情景，让 学生在真实的环境中练习重点语句， 做到让学生在做中学， 在学中做。 通过听读结合，细读文本，
14、引导学生抓住关键信息，层层深入文本， 挖掘文本细节，培养学生的阅读能力以及语言综合运用能力。 Step 三、三、Practice 1.Lets PK:Read or act the dialogue! (Give chances to the students who can just read well.让学生分角色朗读课文， 给更多机会学生展 示，培养学生的阅读能力。 2.完成任务单。 Lets make our classroom library. 重点操练句型 “These are all books about. Lets put them on shelf .” “Where ar
15、e the books about ? They are on Shelf ” (操练功能句，突出重点，并为任务完成做准备) 【设计意图】分层教学，关注每一位学生。提供评价标准，利于学生 5 自评和他评,同时给基础薄弱的学生更多巩固和运用的机会，鼓励他 们大胆说英语。 Step 四、四、Summary 1. Children, what did you learn today? (帮助学生复习归纳今天所学的重点内容，帮助学生整理学习体系， 抓住学习重点，培养归纳能力以及学习能力。) 2. Lets relax. Show pictures of the advantages of readin
16、g and cultivate students. Call on students to read more and know more after class. 【设计意图】利用课本题材对学生进行德育教育，把课堂教学延伸到 生活实际当中， 让学生在学习文化知识的同时养成良好的阅读以及学 习的习惯。 Step 五、五、Homework. 1）Read the dialogue fluently after class. 2）Finish Activity three on page 22. 3) Try to make our classroom library. 【设计意图】通过布置读一读、写一写、做一做、说一说等各种形式 的练习让学生巩固课堂所学知识， 鼓励他们把语言运用到生活实际当 中，激发学生的英语学习兴趣，培养语言的综合运用能力。 The design of the blackbord： Module 4 Unit 1Lets make a home library. library shelf books about library cards
