Module4 Unit2 We can find information from books and CDs（教学设计）-2023-2024学年外研版（三起）英语五年级下册

《Module4 ——Unit2 We can find information from books and CDs》教学设计——外研社版英语五年级下册 一、教学目标 知识目标 全体学生能听懂、会说、认读并拼写单词：information, e-book, project, guide, film, as well, way, on。 全体学生能理解并运用句型：We can find information from... It's a guide for us to get information. 能力目标 学生能够运用所学句型讨论获取信息的不同来源，如书籍、CD、电子书等，并能就某个研究项目或学习任务交流如何选择合适的信息来源，提高英语口语表达和交流能力。 通过阅读、听力等活动，培养学生获取关键信息和处理信息的能力。 情感目标 激发学生对知识探索的兴趣，鼓励学生积极利用各种资源学习知识，培养学生自主学习的意识。 在教学过程中，关注学生的学习困难和情绪状态，通过鼓励、引导等方式给予支持，体现教师的人文关怀，增强学生的学习自信心。 二、教学重难点 教学重点 掌握重点单词和句型的用法，并能在实际情境中正确运用。 引导学生理解不同信息来源的特点和用途，能够根据具体需求选择合适的信息获取途径。 教学难点 如何引导学生用英语清晰、有条理地阐述不同信息来源的优势和局限性，尤其是对于一些英语表达能力较弱的学生。 培养学生批判性思维能力，使其能够对从不同渠道获取的信息进行评估和筛选。 三、教学方法 情境教学法、任务驱动法、小组合作法、启发式教学法 四、教学准备 多媒体课件、单词卡片、不同类型书籍和 CD 实物、平板电脑（展示电子书）、与学生学习生活相关的研究项目任务卡片 五、教学过程 （一）Warming-up Greetings T: Hello, dear students. Nice to see you again. How are you feeling today? （教师用亲切的语气询问学生的感受，关注学生的情绪状态） Ss: Fine, thank you. T: I'm glad to hear that. Let's start our new lesson with a fun activity. Free talk T: Do you like learning new things? What do you usually do when you want to know something? （通过自由交谈，了解学生平时获取知识的方式，为新课导入做铺垫） S1: I ask my parents. T: That's a good way. What about you? S2: I search on the Internet. （二）Lead-in Show a picture of a student looking puzzled while doing homework. T: Look at this picture. This student is having a hard time with his homework. He needs some information. Where can he get it? （展示图片，引发学生思考，激发学生的学习兴趣） Ss: Maybe from books. / From the Internet. T: Yes, there are many ways to get information. Today, we are going to learn about some of them. （三）Presentation New words teaching Use the multimedia to show pictures and explanations of the new words one by one: Show a picture of a library with people reading and searching for books, and teach “information” (explain the meaning and pronunciation). Show a tablet with an e-book on it and teach “e-book”. Show a group of students working on a project and teach “project” (give an example of a school project). Show a person holding a guidebook and teach “guide” (explain that it helps us find the right way or get information). Show a movie ticket and a picture of a cinema screen to teach “film”. Teach “as well” by giving examples like “I like reading. I like watching films as well.” Show a road sign and teach “way” (meaning a method or route). Show a book on a table and teach “on” (preposition indicating position). （利用直观的图片和生活实例帮助学生理解新单词） After teaching each word, ask the students to read it several times, first chorally, then individually. Check the pronunciation and correct any mistakes gently. （注重学生发音的纠正，以鼓励为主） Text learning Play the recording of the dialogue in the text. Let the students listen and answer the question: What are they talking about? Ss: They are talking about getting information. Play the recording again. This time, ask the students to listen carefully and underline the key sentences and words. Then let them read the dialogue in pairs, and ask some pairs to act it out in front of the class. （通过听录音、划重点和角色扮演等活动，让学生熟悉课文内容） （四）Practice Word game: “Word Puzzle” Show a word puzzle on the multimedia with the new words hidden in it. The students need to find the words and spell them correctly. The first student to finish wins a small prize. （通过单词游戏，巩固所学新单词，增加学习的趣味性） Group work: Information sources discussion Divide the students into groups of four. Give each group a task card with a research project topic, such as “The history of our school” or “Famous animals in our country”. Let them discuss in English: What information sources can they use for the project? What are the advantages and disadvantages of each source? Encourage each student to express their own ideas and listen to others' opinions. The teacher walks around the groups, provides help and guidance when necessary, especially for those students who have difficulties in expressing themselves. For example, if a student is shy or has trouble finding the right words, the teacher can say: “It's okay. You can just start with a simple sentence. What do you think about using books for this project?” （小组合作讨论环节，让学生在实际情境中运用英语交流，培养学生的团队协作能力和批判性思维能力。教师关注每个小组的讨论情况，对有困难的学生给予及时的帮助和鼓励） After the discussion, ask each group to send a representative to share their group's ideas with the whole class. （五）Production Create an information guide Ask the students to choose a topic they are interested in, such as “My favorite hobby” or “A famous place I want to visit”. Then they need to create an information guide on a piece of paper, listing the different information sources they can use and why. While they are working, the teacher can play some soft music to create a relaxing atmosphere. （让学生动手创作信息指南，将所学知识运用到实际中，培养学生的创新思维和动手能力。播放轻松的音乐，缓解学生的学习压力） Share and evaluate When the students finish their information guides, ask some of them to come to the front of the class and share their work. The other students can ask questions or give suggestions. Then, the teacher and the students together evaluate the works based on the clarity, completeness and creativity of the content. （通过分享和评价环节，锻炼学生的英语口语表达能力，同时也让学生互相学习和借鉴） （六）Summary T: Today, we learned about different ways to get information. We learned some new words and sentences. And we also discussed and created our own information guides. I hope you can remember these useful ways and use them in your future learning. （对本节课的内容进行总结，回顾重点知识和学习活动） 六、教学反思 在整个教学过程中，始终将教师的人文关怀融入其中。从课堂开始时对学生情绪的关注，到小组讨论中对个别学生的耐心引导，再到作业布置考虑学生的兴趣和能力差异，都旨在为学生创造一个积极、支持性的学习环境。通过多样化的教学活动，学生在学习知识和技能的同时，也感受到了教师的尊重和鼓励，有助于提高学生的学习积极性和自信心。在今后的教学中，还需要进一步优化小组合作的组织和评价方式，以更好地促进学生之间的互动与合作学习。 学科网（北京）股份有限公司 $$