附件一: 教學(xué)設(shè)計(jì)與教學(xué)反思 《英語》（新標(biāo)準(zhǔn)）一年級(jí)起點(diǎn)第十冊(cè)復(fù)習(xí)與實(shí)踐活動(dòng)Library Reading教學(xué)設(shè)計(jì) 課題 Library Reading (Review Section for Grade 5 ) 課時(shí) 一課時(shí) 教 材 內(nèi) 容 簡(jiǎn) 析 題材 本課是五年級(jí)下學(xué)期的期末復(fù)習(xí)階段的實(shí)踐活動(dòng)課, 題材內(nèi)容是在（《英語》新標(biāo)準(zhǔn)（一年級(jí)起點(diǎn)）第十冊(cè)）Module3- 4與Module 6的基礎(chǔ)上重新整合而成。 主題 Library reading 語言 功能 談?wù)搱D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(jì)劃。 教學(xué) 內(nèi)容 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 will go by car. 語法 can與can’t及there be、一般將來時(shí)、特殊疑問詞的用法 教 學(xué) 目標(biāo) 知識(shí)目標(biāo) 見上“教學(xué)內(nèi)容”分析的各項(xiàng)內(nèi)容 語言 技能 目標(biāo) 詞匯 能聽懂、會(huì)說、會(huì)認(rèn)讀“教學(xué)內(nèi)容”所述詞匯 句型 能聽懂、會(huì)說、會(huì)認(rèn)讀“教學(xué)內(nèi)容”所述句型。 語言 功能 能運(yùn)用一般過去時(shí)，一般將來時(shí)及can、have got的句型談?wù)搱D書館閱讀的利弊、圖書館閱讀狀況的調(diào)查及安排讀書計(jì)劃的話題 學(xué)習(xí) 策略 通過主題活動(dòng)，讓學(xué)生在用中學(xué)，在學(xué)中用，并輔之以反饋機(jī)制讓學(xué)生建立內(nèi)在自省學(xué)習(xí)機(jī)制。 情感 通過一系列趣味活動(dòng)培訓(xùn)學(xué)生積極使用語言的情感。 學(xué)生分析 五年級(jí)下學(xué)期的學(xué)生已具備了良好的聽說讀寫的能力，學(xué)生思維活躍，樂于開口,對(duì)于實(shí)踐活動(dòng)形式的復(fù)習(xí)課,學(xué)生樂于接受,并能幫助他們綜合運(yùn)用語言. 教具 PPT, worksheet 教法 1． 任務(wù)型教學(xué)模式 2.　 游戲教學(xué) 3． 交際教學(xué)法 板書 Library Reading Group A Group B can can’t where who when why what 教 學(xué) 過 程 與 反 思 Step 1 Leading & Presentation 1 .Game: do and guess (設(shè)計(jì)意圖與反思：全班分成兩組，各派一名代表上臺(tái)，其他同學(xué)看屏幕上的單詞做動(dòng)作，兩個(gè)同學(xué)面對(duì)大家猜單詞。本環(huán)節(jié)復(fù)習(xí)動(dòng)詞，為下面的教學(xué)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. (zoo) (3) In this place, there are many books. You can read them there. But you can’t write on the books… (library) (設(shè)計(jì)意圖與反思：通過閱讀猜謎活動(dòng)，訓(xùn)練學(xué)生語篇的整體認(rèn)讀能力，同時(shí)在一種輕松而又有趣的活動(dòng)中自然地導(dǎo)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. (1) Make a survey about your library reading. (2). Debate meeting: Library reading is (not) good. (3). Make a good library reading plan. (設(shè)計(jì)意圖與反思：在課堂一開始就向?qū)W生呈現(xiàn)本課的三個(gè)主要任務(wù)，體現(xiàn)任務(wù)型教學(xué)的驅(qū)動(dòng)性。讓他們?cè)谡鎸?shí)的語境中達(dá)到“做中學(xué)，學(xué)中做”的目的。) 4.Videos watching (Ss answer the questions below after watching) (1) Who are they? (2) What are they talking about? (3) Do you like library reading? (設(shè)計(jì)意圖與反思：通過一段來自學(xué)生真實(shí)生活的錄像，引發(fā)學(xué)生對(duì)“l(fā)ibrary reading”的思考，同時(shí)導(dǎo)入第一個(gè)任務(wù)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 interrogative words to ask questions according to the pictures and the sentences. (設(shè)計(jì)意圖與反思：老師通過疑問詞的呈現(xiàn)引導(dǎo)學(xué)生思考如何了解、評(píng)價(jià)自己以往的圖書館閱讀情況。并通過一個(gè)為圖片及句子找到適合的疑問詞的形式，幫助學(xué)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(zhǔn)備。) 2．Ss choose the right question for each sentence. 3. Ss answer the questions. 4. Ss sum up the points they have got in the survey. 5. T gives the grade and advice to Ss’ survey result. 教 學(xué) 過 程 與 反 思 (設(shè)計(jì)意圖與反思：老師通過讓學(xué)生為5組答句找到適合的調(diào)查問句的活動(dòng)，訓(xùn)練學(xué)生對(duì)疑問詞與疑問句的使用；接著讓學(xué)生回答調(diào)查問卷，旨在培養(yǎng)與檢測(cè)學(xué)生對(duì)句子整體認(rèn)知能力，最后老師給出評(píng)價(jià)方式，幫助學(xué)生對(duì)自己目前的閱讀狀況進(jìn)行全面了解與自我評(píng)判。整個(gè)調(diào)查問卷活動(dòng)既幫助學(xué)生真實(shí)地運(yùn)用語言，同時(shí)又提升了他們對(duì)自我學(xué)習(xí)與生活進(jìn)行思考的能力。) Step 3 Task 2—Debate 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, 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… S2 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(xué)生提供的句型描述的照片 (設(shè)計(jì)意圖與反思：通過“辯論賽”讓學(xué)生獲得新的語用環(huán)境，既激發(fā)其思維，又能促其綜合運(yùn)用以前所學(xué)知識(shí)，真正達(dá)到了讓學(xué)生在學(xué)中用，在用中學(xué)的目的。) 教 學(xué) 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 you know how to make it? (設(shè)計(jì)意圖與反思：教師自編的閱讀材料既是為學(xué)生提供閱讀學(xué)習(xí)的機(jī)會(huì)，同時(shí)閱讀內(nèi)容本身也為第三個(gè)任務(wù)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(rèn)識(shí)事物的辯證觀。) Step 4 Task 3— Make a good library reading plan 1. Review the interrogative words again. (設(shè)計(jì)意圖：再次通過疑問詞的呈現(xiàn)幫助學(xué)生確立圖書館閱讀計(jì)劃的思路) 2．T presents how to make a library reading plan with the models (設(shè)計(jì)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(xué)生明白如何用疑問詞進(jìn)行圖書館閱讀計(jì)劃的制定。) 3．T 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 bike by bus by plane by train … books CDs videos … (設(shè)計(jì)意圖：幫助學(xué)生建立特殊疑問詞與相應(yīng)詞的對(duì)應(yīng)關(guān)系的意識(shí)，同時(shí)也為他們動(dòng)手思考與寫計(jì)劃做語言準(zhǔn)備。) 4. Ss finish and show their plans with T’s help. (設(shè)計(jì)意圖與反思：通過疑問詞幫助學(xué)生完成圖書館閱讀計(jì)劃。) Step 5 Consolidation 1. Ss read a passage below and guess: What is it? 教 學(xué) 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. You 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(cuò)誤）判斷以下描述。 ( ) 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 bookshop E. on the internet. (設(shè)計(jì)意圖與反思：從語言知識(shí)的角度，謎面的設(shè)計(jì)幫助學(xué)生復(fù)習(xí)了本堂課的知識(shí)要點(diǎn)；從語言技能的角度，本環(huán)節(jié)主要是對(duì)小學(xué)高年級(jí)學(xué)生的語篇整體閱讀能力的訓(xùn)練；從文化的角度，謎底啟示學(xué)生對(duì)“網(wǎng)上圖書館”進(jìn)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 (2) T: Children, whenever you read, and wherever you read, remember: Reading is fun. (設(shè)計(jì)意圖與反思：本環(huán)節(jié)以頭腦風(fēng)暴的形式讓他們總結(jié)出一個(gè)多元的閱讀方式，激發(fā)了學(xué)生的思維，同時(shí)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(shè)計(jì)意圖與反思：作業(yè)1復(fù)習(xí)本課的語言點(diǎn)。作業(yè)2培養(yǎng)學(xué)生綜合語用能力。) 6