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视频标签：home library
所属栏目：小学英语优质课视频
视频课题：外研版小学英语五年级下册Book 6 Module 4 Unit 1 Let’s make a home library辽宁省优课
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外研版小学英语五年级下册Book 6 Module 4 Unit 1 Let’s make a home library辽宁省优课
Book 6 Module 4 Unit 1 Let’s make a home library.
Nowadays, English has become more and more important as a tool to communicate. Students learn English to use in class and in their after-class life. Teachers should improve students’key competency by listening, speaking, reading and writing. Students should be cultivated to use target English to think and do things. For this class, we use “Let’s”to make suggestions and learn to classify books.
现如今，英语已经越来越成为一个交流工具。学生不仅学习在课堂使用英语，并且在日常生活中也要使用英语。教师应该通过听说读写培养学生的综合素养。学生应学会使用目标语进行思考和做事情。这节课，我们巩固运用Let’s 提建议并学会将图书分类。
本课运用白板软件，将信息技术、信息资源与英语教学有机结合。通过在各教学环节中有效地应用信息技术，打造以学为中心的课堂。以能力培养为主，实现良好的师生互动，使学生真正参与课堂。为学生创造生动的信息化学习环境，使信息技术成为学生认知、探究和解决问题的工具。培养学生的信息素养及利用信息技术自主探究、解决问题的能力，提高学生学习的效果。 Teaching aims 教学目标
1. Students can understand, read and use the words “library, idea, put, heavy, card, ask, wrong, dear”;
Students can read and use the phrases “books about...” and “put...on...”.
Students can understand, read and use the sentences “Let’s make a home library. That’s a good idea. These are all books about science. Let’s put them on this shelf”.
2. Students can give suggestions to make a library with sentence pattern of “Let’s...” and“These are...”.
Students try to communicate with group members actively and other classmates about classifying books and making the Classroom Library. Students use mindmaps to classify books, and real books and shelf to make the classroom library.
3. Students can be interested in reading and English learning, active to make suggestions and give responses in real life in English. Students can also realize the importance to be careful in study and work, classify things and cooperate with others. They can also know more about the different foreign libraries.
1. 理解，会读并使用单词“library, idea, put, heavy, card, ask, wrong, dear”
会读并使用词组“books about...” and “put...on...”
理解认读并使用句子“Let’s make a home library. That’s a good idea. These are all books about science. Let’s put them on this shelf”.
2. 运用语句“Let’s...” and“These are...”为建立图书馆提建议；与小组成员积极交流，为图书分类并建立班级图书馆。
3. 对读书和英语学习产生兴趣，运用英语提建议并做出适当的反应。意识到认真工作学习的重要性，学会分类和与他人合作。了解外国的图书馆。
Teaching important and difficult points 教学重难点 1. Important points
Students understand and use the words “library, idea, put, heavy, card, ask, wrong, dear”.
Students consolidate the use of “Let’s”and use this pattern to make and write some suggestions. 2. Difficult points
Classify books and make the classroom library with group members in real situations using the target languages. 1. 教学重点
学生理解并使用单词“library, idea, put, heavy, card, ask, wrong, dear”.
学生巩固用Let’s提出建议。 2. 教学难点
为图书分类并用Let’s...和These are...句型和小组成员讨论为班级建立图书角。
Students analysis 学情分析
Students of Grade five have developed the basic ability to talk about daily topics they are familiar with in English. And students can understand the general meaning of the text with the help of pictures in the book. They can also write simple sentences. Their learning desire is high and like to take part in class activities. They have already learnt about“Let’s ”before, so they can well understand the use of “Let’s”, so the teacher should give more chances to students that are not very good at English.
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Let’s， 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。 Teaching method 教学方法
Task-based teaching method, co-operating study, situational teaching method.
Teaching tools 教学准备
Write board, blackboard, word cards Teaching procedure 教学过程 I. Warming up and leading in 1. Greetings
2. Let’s have a free talk
What do I like?
(show the video about the teacher, introduced by a student. 出示学生对老师的英语评价，既增加趣味性，又体现了教学技术的运用) Ss: you like music and reading books.
T: Yes, I have got this book. (show the teacher’s pictures in the library) What books have you got?
Ss: I’ve got...(prepare for activity one of students’ book).
(此前活动皆为活动一做准备。每个环节包含本节课的核心知识点Let’s, 并且引导学生谈论书籍。为下文的library, home library做准备) 3. Activity 1
1).What books have they got?
(watch the cartoon and answer the question)
(分析图片时，运用白板的照相机和拖拽功能，将答案隐藏和出示，使教师操作课件简便。分析课文小背景即插图，注重学生人文素养的培养)
Ss: I’ve got books for...
(white board shows the pictures Sam, Lingling and Amy) (teach “books for teachers” “books for students” with pictures) (教师层层出示问题答案. 并结合图片讲授新单词。强调students). 2). Follow the cartoon and repeat. 3).Where can I read many books?
Ss: Library. (show pictures of library, students read and one student
writes “library” on the whiteboard)
(利用白板的画笔功能，让学生上前书写新单词，提高其积极性，真正成为学习的主人。生机互动创建思维互动的课堂) 4): Where are they?
(show pictures of home library出示家庭图书馆图片，为导出课题做准备) Ss: At home. T: So, this is a...
Ss: Home library. (导出课题)
T: Today, we are going to learn Module 4 Unit 1, Let’s make a home library. (write this title on the blackboard. 板书课题). II. Task-presentation
Today, we are going to learn to use “Let’s” to make suggestions, make a classroom library and choose the librarian candidate. (出示学习任务) III.Text-learning
1. Let’s 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? What have they got? Let’s watch the cartoon and answer: why have they got these books and CDs? (watch the cartoon).
Ss: (show the picture) A friend sent these books and CDs to us. Learn “sent-send-sense” “CDs”with pictures.
(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。运用白板的板擦工具将覆盖图形擦掉，出示答案，吸引学生注意)
T: What does Ms Smart say? What does Lingling say? Ss: They want to make a home library. That’s a good idea. T: What is a good idea? (teach “idea”) Ss: Let’s make a home library.
(教授新单词idea，并注重培养学生理解能力。理解That’s所指。注重细化教学内容。) 2. Let’s read and answer: How to make a home library? What do they have for their friends? 1). Let’s think: How to make a library? T: First, we should have the shelf and books.
(write board shows the pictures of a shelf and books). Who wants to put the books on the shelf?
Ss: me. (teacher puts the science books on the shelf, teach the words “shelf” and “put”).
(教师先在白板上将书的图片拖拽到书架上，生上前放书，帮助其理解shelf和put两个单词的意义。)
(学生根据课文内容在白板上放置图书，教师构建真实情景，做到让学生在做中学，在学中做。为学生创造生动的信息化学习环境，使信息技术成为学生认知、探究和解决问题的工具.把信息技术环境下的情景教学与有效的练习有机地结合起来，有效地提高英语语言应用的综合能力) 3. Let’s answer.
T: What do they have for their friends?
Ss: library cards. (Teach “library cards”. Connect card with car, park,dark, hard. make students find the rule of pronouncing “ar”).
4. Let’s retell. 5. Let’s imitate.
6. Let’s read or act. (give chances to the students who can just read well.).
(分层教学，关注每一位学生。提供评价标准，利于学生自评和他评). 7. Let’s PK: read or act!
(任务分层展示：给基础薄弱的学生更多巩固和运用的机会)。 IV. Practice
1.Let’s listen and say.
(操练功能句，突出重点，并为任务完成做准备) 2.Let’s remember quickly.
(学生快速记忆图书摆放顺序)
(幕布遮挡，学生根据记忆利用白板进行图书
摆放操作)
(use the curtain幕布in the white board software to cover the right order of the books on the shelf, arousing student’s curiosity and learning desire).
(利用幕布进行针对性的显示内容。首先通过幕布遮挡暂时需要隐藏的图书摆放顺序，学生进行记忆思考回答，再去除幕布出示原图核对答案。满足教师教学需要，符合学生心理特点) 3. Let’s practise.
(say sentences with “let’s” and conclude the use of “let’s”.) (学生练习说句子，教师在白板书写句子，学生巩固并总结Let’s用法) V. Task completion 1. Let’s discuss.
Students discuss about the books they have known and finish the minmaps. 学生利用思维导图来将图书分类，有助于促进学生心智发展。 Groups show in the front.
2. Let’s make a classroom library. 1). Talk with your group members, using : These are books about„ Let’s put them on this shelf. Where are the books about„? They are on this shelf.
2). Make the library in the classroom. VI. Summary
1. Children, what did you learn today?
(运用白板中的几何图形对知识点进行覆盖。再用板擦工具进行擦除。既帮助学生复习总结，又增加趣味性。吸引学生注意力。)。
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