小学外研剑桥版Unit 5 I love reading教案设计

教学过程

设计意图

Ⅰ. Warming-up

1. 师生问候。
2. 做动作演唱上一课时学习的歌曲I love reading。

Ⅱ. Topic 1: Talk about our works

1. PPT展示学生上一课时的课后作业：介绍自己喜爱的书名的海报。
2. 选取三幅制作精美的海报Charlotte's Web，Detective Conan，The Wonderful Wizard Of Oz和学生进行交流。

T: What's your favourite book?

S1: My favourite book is Charlotte's Web.

T: Who is Charlotte? Are there any other animals in the book?

S2: My favourite book is Detective Conan.

T: It's a popular comic and cartoon, right?

S3: My favourite book is The Wonderful Wizard Of Oz.

T: What is it about? Is it interesting?

Ⅲ.  Topic 2: Talk about the posters—my favourite comic

1. PPT出示Spiderman海报的文字部分，并遮挡书名。学生自主阅读文字部分，了解书籍内容，从而猜测书名。
2. 学生说出推测的书名，并阐明自己是根据海报中哪些语句进行推断。教师将相应语句划线，并带读。

T: What is my favourite comic? How do you know that? Let’s underline and read.

3. PPT出示整张海报，揭示书名Spiderman，并拓展谈论。

T: This is Spiderman, and this is his web. What else do you know about Spiderman?

T: He is a super hero. His real name is Peter Parker. He lives in New York. There are many movies about him.

Ⅳ.  Topic 2: Talk about the posters—my favourite book

1. PPT出示整张Gold海报。学生自主阅读，完成判断练习。

（ ）Itis a story about the people in a small village in Canada.

（ ）The gold is the beginning of lots of problems.

（ ）The hero of the story is a girl, Sandra.

（ ）Her friend, other children and her run away.

（ ）The gold is not so important.

2. 核查判断题答案。判断为True的题目，在海报中勾划出相关语句作为根据。判断为False的题目，圈出错误之处，进行批注，同时学习词汇California并了解相关人文知识，学习词汇heroine并与hero比较辨析。

（F）Itis a story about the people in a small village in Canada.

                                            California

T: California is a state in the US. It's along the west coast. There you can see the blue sea and the beautiful beach. In mid-19th century, gold was found in California. So a lot of people went to California to get gold. And our book Gold is about the California Gold Rush.

        (man)

（F）The hero of the story is a girl, Sandra.

         heroine (woman)

T: Hero is the most important man in a book. And heroine is the most important woman in a book.

3. 师生问答，教师引导学生谈论自己喜爱的书籍。

T: What is your favourite book? What is it about? Who is the hero or heroine? How old is he or she? Do you like him or her? What do you think of the book?

4. 教师板书归纳谈论喜爱的书可以运用的句型：

My favourite book is …

It’s about …

The hero/heroine is …

It's a good read…

5. 学生拿出上一课时的课后作业——介绍自己喜爱的书名的海报，在上面补充介绍书籍的文字，并组内交流。
6. 部分学生展示自己的海报。

Ⅴ.  Topic 3: Reading in our life

1. 教师简介国外知名网站Amazon，并展示儿童图书频道的三本畅销书I Don't Want to Be a Frog, The Day the Crayons Quit, Giraffes Can't Dance。教师选购其中一本，并在网页的书籍简介上勾划自己感兴趣的语句，说明选择该书的原因。

T: If I'm going to buy a book of the three, I will buy Giraffes Can't Dance. Because it says " He has a great dream — dancing at the jungle party". I want to know why the giraffe wants to dance.

2. 学生自主阅读书籍简介页面，勾划、批注自己感兴趣的语句。在小组内讨论自己乐意选购的书籍。
3. 师生问答，学生谈论选购的书籍和原因。

T: If you are going to buy a book on Amazon, which one will you choose? Why?

4. 观看世界儿童图书日主题的视频片段，听各国儿童谈论my favourite book。教师介绍世界儿童图书日。

T: What day is it? It's International Children's Book Day. It’s on April 2nd of every year. This day is to make children enjoy books.

Ⅵ.  Closure

1. 作业：查阅书籍、网络，了解世界儿童图书日。
2. 评价：计算五个小组获得的书签数量，评出本节课的bookworm小组。
3. 结语：Reading makes a full man. 鼓励学生继续阅读、享受书籍。

    展示上一课时学生的海报作业，围绕话题my favourite book展开会话，并由学生制作的海报自然引入课本上海报的阅读。

    别出心裁，将海报中的图片和书名隐去，使常规的阅读成为一个猜测的任务，将课本中勾划重点句的要求转化为在文本中找寻推断依据的必然需求。

    通过设计判断练习，引导学生精读文本，理解辨析文本信息。通过要求学生阐述判断依据，促使学生自觉运用方才学到的勾划语句的阅读方法。通过核查答案、改误为正，指导学生学会使用批注的阅读方法。

    精心设计网页，创设在Amazon网站选购图书的情境，让阅读回归到日常文化生活的大背景中。学生运用勾划、批注等阅读方法，自主浏览畅销书简介，和同伴交流选购书籍的原因，使语言的技能服务于真实的生活。

了解世界儿童图书日，将话题由个人性的阅读喜好延伸至世界性的文化主题。