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视频标签：love reading
所属栏目：小学英语优质课视频
视频课题：《Unit 5 I love reading》万芬－武汉市汉阳区
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《Unit 5 I love reading》万芬－武汉市汉阳区
Unit 5
I Love Reading
(Part 2)
Teaching Plan
by Wanfen
(
Zhongjiacun Primary School
)
Teaching Aims:
Knowledge & Skills:
1.
Students learn to tick the correct answers and
say out
the answers by listen
ing
to the radio programme.
2.
Students learn to
use simple sentences to
introduce their favourite book.
3.
Students learn to use the listening techniques to help listening.
Emotion & Values:
1.
Students learn to know they can have their own dreams.
2.
Students develo
p the loving feeling for reading books.
Important Point:
Students learn to
use listening techniques to get information by listening and
do
the listening exercise
s
.
Difficult Point:
Students learn to introduce their favourite book
s
orally with simple sent
ences.
Teaching Procedure:
Step 1: Warm
-
up
(1 m)
1. Greeting
2.
Free talk
T: Do you love reading? What kind of books do you love reading?
[
设计意图：通过交谈创设学习的气氛，并让学生复习一些书籍种类的单词
]
Step2 : Presentation
& Practice
1.
Students learn to say the basic information of
a book.
1)
Look at the keywords about the teacher
’
s book and say sentences.
2)
Say the basic information about their own books.
3)
Look at the covers and predict before listening.(Listening technique: predict)
[
设计意图：先以教师的书
the magic school bus
为话题，通过让学生看关键词说句的活动，
激活学
生已有的句型，并让他们运用进说书的基础信息之中，在说话的过程中是先从说书的
类型的一句话开始，然后再说
3
句话，整个过程是先用教师的书让学生会说，再让学生用
3
句话说自己的书进行运用，最后用看封面猜基础信息进行巩固。
]
2.
Students learn to say the details of a book.
1)
Listen to the radio programme by using the listening technique(take notes)
2)
Discuss the keywords in sma
ll groups.
2
3)
Listen to the programme again and check.
4)
Discuss the keywords in small groups again.
5)
Check the answers.
A.
Fiona
’
s book
l
Students say sentences with keywords.
l
Students learn the word
“
model
”
, then talk about their dreams.
l
Students say the basic inf
ormation, then the details of the book.[
板书：
One
girl/She, Her mother/She,...]
B.
Mike
’
s book
l
Students choose the keywords.
l
Students learn the word
“
village
”
,
“
always carries big stones
”
l
Students say about Mike
’
s book without sentences.
l
Students say the basic i
nformation, then the details of the book.[
板书
:The
hero/He, One friend/He,...Details]
6)
Guess the 2 books. Then check the answers by listening to the radio programme.
7)
Students talk about the basic information and the details about their books by
acting as the
host and guests.
[
设计意图：在猜测了封面，让学生对故事内容有了基础预测后（渗透的第
1
个听力策略：
听前预测），让学生听录音，并让学生在这个过程中用相应的填关键词的表格来做听力笔记
（渗透的第
2
个听力策略：听时记录），这样就让学生能关注重点去听，同时在听的过程中
让学生去感知描述书籍的方法，既是听，同时又为输出作准备，听了第一遍后让学生进行讨
论（渗透的第
3
个听力策略：听后讨论），然后在此基础上学生再听音，自己核对答案，再
在小组内进行第
2
次交流，通过
2
遍听与交流以及听时表格的帮助，大部分学生都能成
功完
成写关键词的任务。之后通过趣味性的选关键词的活动进行答案的核对，完成表格填写后，
再在语言操练活动中让学生进一步理解有些难点的语言细节如
village,model,carry big
stones
。同时在这个过程中，让学生明白说书籍时，在先说了基础信息后，可以选一两个点
描述书的细节，最后以表演节目主持人和嘉宾的形式，让学生用先说基础信息，再说细节的
方式描述书籍内容，从而达到运用的目的，并实现学生描述书籍能力的提升。
]
Step3. Developing Activities
1.
Listen and gue
ss Penghaitao
’
s book.
1
）
Listen and guess.
2
）
Learn to say comments about their books.
2.
Students act in the radio programme
“
Guess the book
”
, the others listen and
guess the books.
[
设计意图：通过听猜
Peng Haitao
的书，让学生进一步运用相关句型，并感知可以用先说
基础信息，再说细节，最后还可以说评价的的方式来描述书籍，并学着用不同的句
子评价自
己的书。最后再通过先小组练习，再表演主持人和嘉宾的方式来描述书，并让其它学生听猜
学生们描述的书。这样就使学生描述书的能力得到进一步提升。
]
Homework: Students play the game: Guess my book.
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