五年级下册第四单元整体教学设计

中小学教育资源及组卷应用平台
Teachers’ Unit-based Teaching design
学校: 备课组老师:
Title: Book 10（B） Module 2 Unit 4 Reading is fun 日期：2
一、单元教学目标 （参照2011版课标中的分级标准描述）
语用任务：1.在学习过程中学生能够掌握以下新词汇：storybook, buy, story, dictionary, magazine, newspaper, week , student. 2.在学习过程中学生能够掌握以下短语，并且可以运用到句子中：make posters, write about, take photos of, do a survey about, read a play, act the play out. 3.学生通过对单元的感知和学习，能够运用句型be going to表达某人计划或打算做某事，如句型I’m going to read a story every day. 4.掌握i-e和字母组合ie的发音。
知识与技能 知识目标：学生能够通过对本单元的学习掌握新授词汇及短语，学生能够运用be going to表达计划，同时可以运用be going to 询问他人的计划。并且能够运用长篇文章表述自己的活动计划。技能目标：通过本单元不同课型的学习，学生能够增强英语的综合应用能力，即听，说，读，写。同时让学生能够拥有计划意识，会做计划，会打算。
文化与情感 通过本单元的学习，学生能够意识到读书的趣味性，培养学生阅读的好习惯。通过课堂中的学习活动，学生能够懂得合作的重要性，懂得分享。
方法与策略 通过创设情境，开心小学将会举行读书周，设置系列活动，从而将本单元的所有内容串联起来。通过小组合作完成学习任务。了解不同国家对楼层的不同表述。
二、单元基本架构
Period 1 Period 2 Period 3 Period 4
Objective单课时目标 学习字母组合i-e的发音，并且通过自然拼读法，拼读相关单词。掌握词汇及短语storybook, buy, story,magazine, dictionary, newspaper, picture book, read a story, over there.掌握be going to 的陈述句表达。 1.学习字母组合ie的发音，并且通过自然拼读法，拼读相关单词。2.掌握词汇及短语student, week, make a poster, do a survey, act out.3.进一步应用be going to 表达读书周的计划。 1.chant练习i-e及字母组合ie的发音.2.掌握短语on the ... floor, look for the words.3.学习楼层的表述方法。4.学习be going to 的一般疑问句和特殊疑问句。 1.通过判断发音是否相同的练习巩固i-e及字母组合ie的发音.2.掌握词汇及短语live, until, tomorrow, given name, neighbour, let a.3.通过学习拓展文本，让学生意识到活到老，学到老，今日事今日毕的表达方法，而不是成为Mr. Going to do.
Topic单课时话题 Preparations for Book Week Activities of Book Week Actions after Book Week Influence from Book Week
Content单课时教学文本 Kitty: Look, Alice. There are many storybooks. I’m going to buy one.Alice: I’m going to look at the picture books over there.Kitty: OK.Kitty: Do you like this picturebook Alice: Yes, it’s fun. There are many beautiful pictures in ti.Kitty: What are the pictures about Alice: They’re pictures of different places in China. I’m going to visit these places in the future. What are you reading Is it a storybook Kitty: Yes. It’s Stories for Children. I’m going to read a story every day. Book WeekBook Week is coming!The students in Class 5A are going to make posters about the best stories for children. They are going to write about the writers and the stories. They are going to take some photos of the books too.The boys are going to do a survey about children’s favourite books. The girls are going to read a play and then act it out. After Book Week, Kitty and Ben know about some books. So they are going to buy some books. Now the Lis are at the bookshop.Kitty: Where's Mum Ben: She's on the fourth floor. She's going to buy Music Time. It's about music.Kitty: How about Dad Ben: He's on the ground floor.Kitty: Is he going to buy some magazines Ben: No, he isn't. He's going to buy some newspapers. What are you going to buy, Kitty Kitty: I‘m going to buy an English dictionary. I'm going to look for some new words. How about you, Ben Ben: I’m going to buy a storybook. It's The Giant's Garden.Kitty: Why are you going to buy it Ben: Because my classmates says it's an interesting story. Mr. Going-to-doThe Browns are the Smiths' neighbours. Mr. Brown's given name is John. But when his neighbours talk about him , they call him “Mr. Going-to-do”. Do you know why Mr. Brown always says he is going to do something, but he never does it. Every Saturday when Mr. Brown talks to Mr. Smith, he always says he is going to do something. “I'm going to clean my house today,” he says, or “I'm going to wash my car tomorrow.” or “I'm going to clean the garden next week.” Mr. Smith usually says, “ Are you going to do that, John ” He knows his neighbour is not going to clean his house. He is not going to wash his car. Let alone clean his garden. Then he says,”Excuse me, John. I'm going to do some work in the house.” Mr. Smith often says to his son Dick,” If you are going to do something , then do it. Don't be another 'Mr. Going-to-do'.”
Blackboard design板书设计
三、单课教学设计
Period 1
Procedures Contents Methods Purpose
Pre-lesson Sing a song.” Be going to.”Phonics time. Learn the sound of i-e. 播放视频音乐，学生同唱。黑板呈现一个顺口溜，含有i-e的多个单词，学生总结i-e的发音。 学生能够进入英语学习状态，同时歌曲是be going to 有关的内容，让学生能够初步感知这个句型。学生能够通过自己读单词从而发现发音规律，增强对i-e发音的印象。
Pre-task preparation Create the situation. Book Week is coming in Happy Primary School. The Students need to have some reading materials. So Kitty and Alice are in a bookshop. 老师通过PPT图片展示及文本呈现，向同学们介绍开心小学的读书周要开始了，学生们需要有阅读材料。 创设情境，让整个单元的开展更加的完整。
While-task procedure 1.Introduce the reading materials.T：What kind of reading materials do you have in your home S: I have...2.Practise reading the new words.3.Watch the video and then answer the questions.Q:What is Kitty going to buy What is Alice going to buy What are the picture books about What is Alice going to do in the future 4.Follow the video and read. 通过问答的形式，呈现新授单词dictionary, magazine, newspaper, storybook.黑板呈现Kitty 和Alice 拥有的读物，然后学生快速反应，读出单词。Kitty 和Alice想要看些新书，于是两个人去了书店，通过观看视频里的对话，从而学习课文内容。通过视频跟读课文。 学习新授单词，本课时后面的练习做准备。通过不同的练习，巩固新授单词的读音和拼写。动画感知文本更加形象。回归文本。
Post-task activity 1.Circle the correct answers.2.Talk about your preparation for the Book Week.I have... in my home, I am going to buy... because...3.Moral education. 完成课本P25练习。通过介绍自己为读书周的准备，让学生练习句型be going to 及新学的词汇。简单介绍阅读材料里的几篇短文，总结Reading is important and reading is fun. 检查是否掌握文本内容。巩固及应用本课时所学内容。情感渗透，培养学生的阅读兴趣。
Assignment Read the dialogue on Page 8.Recite how to spell the new words.
Period 2
Procedures Contents Methods Purpose
Pre-lesson 1.Sing a song.” Be going to.”2.Phonics time. Learn the sound of ie. 播放视频音乐，学生同唱。黑板呈现一个顺口溜，含有ie的多个单词，学生总结ie的发音。 学生能够进入英语学习状态，同时歌曲是be going to 有关的内容，让学生能够复习这个句型。学生能够通过自己读单词从而发现发音规律，增强对ie发音的印象。
Pre-task preparation Continue creating the situation. Book Week is coming in Happy Primary School. Let's share the activities in Class 5A. 播放PPT，走进Class 5A. 延续情境，让整个单元的开展更加的完整。
While-task procedure 1.Watch and learn.Watch the video and find out the answers to the question.What are the students to do 2.Listen and learn.Listen the material and find out the answers to the questions.What are the boys going to do What are the girls going to do 3.Follow the video and read. 观看视频，找到问题的答案，并且讲授短语make posters about, write about the writers and the stories, take photos fo the books.听音频，找到问题的答案，同时学习do a survey , read a play, act out.通过视频跟读课文。 动画感知文本更加形象。增强学生听英语的能力，能够抓住关键词。回归文本，再次整体感知。
Post-task activity 1.Complete the notes on Page 27.2.Make a poster.My Book Week._________ is my favourite book. It’s about _________. I like it very much. Because _________. So I’m going to read ________. What are you going to read for the Book Week 3.Moral education. 填写书本练习。通过制作海报，增强语用能力，将语言落实笔头，完成海报后，进行展示分享。观看一段读书视频，从而让学生意识到读书的乐趣与重要性。 检查学生是否掌握文本。增强学生的英语综合应用能力，个人展示，增强学生英语学习的趣味性，锻炼学生的能力。情感渗透，培养学生的阅读兴趣。
Assignment Read the passage on Page 26.Try to introduce another story.
Period 3
Procedures Contents Methods Purpose
Pre-lesson Sing a song.” Be going to.”Phonics time. Chant. 播放视频音乐，学生同唱。跟随视频一起chant 练习。 学生能够进入英语学习状态，同时歌曲是be going to 有关的内容，让学生能够复习这个句型。巩固i-e和字母组合ie的发音。
Pre-task preparation Continue creating the situation. After Book Week, the students know reading is fun. So Kitty and Ben are going to buy some books. The Lis are at the bookshop. 老师播放书店图片及Kitty一家人的图片，延续情境，引导学生进入本课时新授内容。 延续情境，让整个单元的开展更加的完整。
While-task procedure 1.Listen and answer the question。Q： Where are the Lis What are they going to do 2.Listen and fill in the blank.Mrs Li is on _____________________.She is going to buy _______________.Mr Li is on _____________________.He is going to buy_______________.3.Look at the map and say.The ______ store is on the _____ floor.Present the broaden knowledge.In the UK, this is the _______.In the US, this is the _______.4.Discuss in groups and find out the answers to the question.Q:What is Kitty/ Ben going to buy Where are they going to buy the book 5.Follow the radio and read. 老师播放音频，学生听录音后回答问题。再次播放音频的前半段，然后学生填空，从而教授on the ...floor, 表述楼层。呈现商场地图，学生通过给出的例句练习楼层的表述。通过图片呈现，讲授在不同的国家，对于楼层有不同的表述方法。小组讨论合作，完成文本后半部分的学习。播放音频，学生跟读。 总体感知文本。通过听录音的形式完成文本学习，增强学生听英语及抓关键词的能力。学以致用。文化拓展，增强世界文化意识。小组合作，增强学生自主学习的能力，让学生成为课堂的主人。再次整体感知文本，加深印象。
Post-task activity 1.Create a new dialogue.What are Kitty and Ben’s Mum and Dad going to talk 2.Act out the new dialogue.3.Moral education.Different countries have different culture. We need to read more books. Reading is fun and important. 创编属于Kitty和Ben的父母之间的对话。学生展示新创编的对话。通过对楼层表述方法的不同对比，总结情感教育。 增强学生的语用能力。增强学生的语用能力，也促进学生学习的积极性，增加英语学习的趣味性。情感渗透，增强文化意识，同时培养学生阅读的兴趣。
Assignment Draw a map of the shopping mall and then introduce your family’s shopping plan.Eg. My mother is going to buy a new coat. She needs to go to the second floor.
Period 4
Procedures Contents Methods Purpose
Pre-lesson Sing a song. “Be going to ”Phonics time.Just true or false. 播放视频，学生唱歌，但是这一课时与前面不同，学生可以将歌中的歌词改成别的动词，并做相应的动作。呈现PPT中的题目，然后判断对错。 学生能够进入英语学习状态，同时歌曲是be going to 有关的内容，让学生能够复习这个句型。通过改变歌词，增强应用能力和趣味性。复习并检测语音部分的学习情况。
Pre-task preparation Continue creating the situation.Miss Wang says,”Book Week is meaningful for everyone. And some students buy the new books and read it every day. Why do we read ” 播放Miss Wang 关于读书周的总结，抛出问题，为何阅读，从而引入新课。 延续情境，让整个单元的开展更加的完整。
While-task procedure 1.Reasons for reading.Reading is fun and important.Live and learn. It is never too old to learn.Don’t wait until tomorrow. Just read books now.2.Read a new story in groups and find out the answers to questions.Q:Who call Mr. Brown “Mr. Going-to-do” Why is Mr. Brown called “Mr. Going-to-do” What is the meaning of “Mr. Going-to-do” 3.Present some new words and the phrases.4.Read the story in groups and then PK reading. 老师引导学生说出我们阅读胡原因，同时拓展相关谚语。小组合作，阅读故事后，讨论完成相应的问题。老师帮助学生，讲授文章中出现的生词及短语。学生朗读练习后进行朗读比赛。 拓展知识，丰富课本内容。增强学生自主学习的能力和小组合作的能力。让学生成为课堂主人，老师辅助。熟练文章，为表演奠定基础。
Post-task activity 1.Act out the story with more words.Moral education.2.Do not be another Mr. Going -to-do. Read from now on. 学生加入更多的自己的语言，丰富故事内容，进行表演。情感教育，老师总结，引导学生说出我们应该做的事情。 增强学生的语用能力，也促进学生学习的积极性，增加英语学习的趣味性。情感渗透，不做Mr. Going-to-do同时培养学生阅读的兴趣。
Assignment Tell this story to your friends or your parents.Brain storming and draw a mind map of this unit.
注：5-6年级可按4课时编写。谢谢！
四、教学设计说明 （不少于800字）
本单元是继第三单元后继续讲授将来时，但是并不是一脉相承，第三单元是讲授will构成的一般将来时，而第四单元室讲授be going to 构成的一般将来时。本单元主要是讲授阅读书籍相关的内容，从而让学生们能够感知和应用be going to 这个举行，所以在本单元的设计上，第一和第二课时并没有创编或改编文本，而是直接给整个单元加了一条主线，即开心小学要举办读书周活动，然后将第一课时和第二课时直接加进去，第一课时即使为读书周做准备，去书店买书， 第二课时是读书周进行中，读书周学生们可以做什么以5A班为例，这两课时都是涉及到be going to 这个句型的陈述句，所以通过课堂活动的设计，学生将会很好的感知be going to 的陈述句后，能够自己应用。第三课时延续情境，同学们在学校里开展的读书周，深受启发，要读书，于是去了书店，才有第三可是的创编新的文本，这一课时，主要是学习楼层的表述方法，同时涉及到be going to 句型的一般疑问句和特殊疑问句，所以将书中28页的内容创编成为一个新授对话，同时对学生拓展一些相应的短语如look for the words等。通过基础文本的学习，让学生能够熟练询问别人的计划。由于老师创编的文本内容是书店里Kitty 和Ben的对话，没有他们的父母对话，所以在这里让学生创编属于父母的对话，然后进行展示，让情境更加的完整。第四课时，总结读书周的收获，我们应该读书，同时我们也应该今日事今日毕，所以在第四课时拓展了和be going to 相关的一篇文本，即Mr. Going-to-do. 文章既有趣又有教育意义，通过任务型教学完成教学内容，同学们在小组合作下共同完成学习。本单元的语音部分，也采用了分开讲解，总体练习的方式来呈现，第一和第二课时分别学习i-e和字母组合ie的发音，第三课时chant练习，第四课时，通过不同的练习巩固i-e和ie的发音。语音教学也并非单纯的呈现语音或者单词，而是从拓展的文本开展，即林克妈妈的系列丛书中，将通过绕口令顺口溜等学习语音既学习语音，也有相应的拓展。关于阅读素养评价方面我们提供的题目也是用心的，由易到难，阅读A和B， 都是关于将来时的，相对而言比较简单，只要认真，都可以很好的完成，阅读C，是关于读书周的，但是是以应用文的形式出现，也是对本单元知识的一个检测，阅读D是一篇介绍书的文章，切合本单元的主题。四篇阅读分别有两篇判断题，两篇选择题，题型设置不单一。
五、阅读素养评价
A
I am going to have a busy weekend! On Saturday, I’m going to clean my room and do homework. Then, in the evening, I’m going to the supermarket with my mother. On Sunday, I’m going to the bookstore on foot. I’m going to buy some books. Then, I’m going to go home and read the new books. In the evening, I’m going to watch TV. That will be fun!
阅读短文，判断正误，正确的写A，错误的写B。
( )1. On Saturday, I’m going to clean my room and do homework.
( )2. I’m going to the supermarket with mother.
( )3. I’m going to the library and read the new books.
( )4. On Saturday evening, I’m watch TV.
( )5. I am going to have a bad weekend.
B
Jill is going to a new school. He is very excited. And his friend, Tony, is going to middle school, too. They are going to write emails to each other. Tony is going to study Chinese, Maths and Physics. But Jill is going to study English, Art and Science. Jill’s house is far from the school. So he is going to school by bus. Tony is going to walk to school.
阅读短文，选择正确答案。
( )1.Jill and Tony are ________.
A. friends B.relatives(亲戚) C. classmates
( )2.They are going to _______.
A. middle school B. meet after school C. write emails
( )3.Tony is going to study_______.
A. Chinese, Magic and Physics B. Chinese, Maths and Physics C. English, art and Science
( )4.How is Jill going to school
A. She is going to take a bus to school. B. She is going to school by car. C. She is going to walk to school.
( )5.From the passage, does Tony live near his school
A. Yes, he does. B. No, he doesn’t. C. We don’t know.
C
根据所给出的读书邀请卡，判断正误，正确的写A，错误的写B。
( )1.The Book Week activities lasts from 8;00 to 17:00.
( )2. Grade 2 can come to the activities too.
( )3. The library is on the third floor.
( )4. We can do a survey about children’s favourite food.
( )5.We can also take some photos on that day.
D
My favourite book is The Adventure of Tom Sawyer(<汤姆·索亚历险记>) It’s about a naughty(淘气的) and clever boy, Tom. He lives with his aunt Polly in a quiet street. He likes playing with his friends. One day, Tom and his friends run away and come to an island. They stay there for several days. They look for treasure(宝藏) there. They have all kinds of adventures (冒险). Finally, they find a box of gold.
阅读短文，选择正确答案。
( )1.Who does Tom live with
A. Polly. B.Molly. C. Shelly.
( )2.Where do Tom and his friends come one day
A. To a land. B. To a lake. C. To an island.
( )3.How long do they stay there look for treasure
A. Six years. B. Several days. C. Seven hours.
( )4.They find _________ at last.
A. a box of gold B. a box of food C. a box of old clothes
( )5.Does Tom like playing with his aunt
B. Yes, he is. B. No, he does. C. No, he doesn’t.
设计要求：
1. 所选取的阅读材料必须与单元主题相关，体裁务必多样，其中应用文体不少于1篇；
2. 所选取的文段要有意义、有趣味，语言材料尽可能原滋原味；
3. 在为学生提供阅读体验的同时注重阅读习惯的培养和阅读方法技巧的指导。
阅读答案
A (AABBB) B(ACBAA) C(ABBBA) D(ACBAC)
六、课外阅读拓展
1. 拓展推荐《攀登英语》和林可妈妈系列丛书。
2. 孩子可以根据自己的选择在课外阅读或观赏，不做硬性要求。
Book Week Activities Card
Date: From 8:00-17:00, 4th April
Who: All the students from Grade 3 to Grade 6
Place: The library, on the second floor
Activities:
1. Do a survey about children’s favourite books. 2.Read a play and act it out.
2. Take some photos. 4. Write some stories.
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