Lesson 4 what kind of books will you buy？(Let’s talk) 教案

Lesson 4 What kind of books will you buy
(Let’s talk)教案设计
Part1. Teaching content 教学内容：
本节课是2011版科普版六年级上册第4课的“Let’s talk”部分,围绕着明天去书店买科学书这个话题而展开的讨论。
Part2. Teaching aims教学目标：
1.认知目标：
a.能够在情境中听、说、认读、理解句型：
1．What are you going to do tomorrow 及答语：I am going to...
2.What kind of books will you buy 及答语：I am going to buy...
b.能够在语境中听懂、理解、会说、会用单词和短语：bookshop，difficult，kind of, some books about science.
C.理解对话大意，并能用正确的语音、语调朗读对话。
2.能力目标：
a.在情景中学习语言，灵活地进行扩展性交流。
b.体会文本的内涵并以小组为单位分角色表演从而体会其情感。
c.进一步培养学生的合作探究能力。
3.情感目标
引导孩子们积极参与课堂活动，大胆分享和展示。
学习策略目标
a.根据图片猜测单词并能用学过的内容说出相关知识；
b.听音捕捉信息；
c.认真听录音并能模仿和朗读；
d.与同伴在合作中学习，分享。
Part3.Key points and difficult points教学重难点
a.理解对话大意，并用正确的语音语调朗读对话。
b.会用所学知识在不同的情境中灵活运用。
Part4 presentation
Step1 Greeting and sing a song with the ss.
【设计意图】活动热身，营造愉悦气氛，在拉近师生距离的同时，初步感知本节课所要解决的部分单词和语言点，为学生进入本课学习做好状态引领。
Step2 Lead in and present one task
1.Present the topic.
2.Say something about the teacher and draw a picture ,then lead ss to learn the word “bookshop”.
3.Lead ss to talk something about the “bookshop”.
4.Tell the ss something about tomorrow and draw out the first language point:What are you going to do tomorrow 及答语：I am going to...
【设计意图】创设情境，展开想象，自然呈现本节课的词汇：bookshop及语言点：What are you going to do tomorrow 及答语：I am going to...
（1）Present another task
1.Ask the ss what books the teacher wants to buy and draw out:What kind of books will you buy 及答语：I am going to buy...
2.Lead ss to ask the teacher and partners some questions with: vegetables, fruit, flowers...
【设计意图】激发学生把所学知识与生活中的经验或问题连系起来，有助于了解其对于：What kind of books will you buy 的认知,更进一步提升了学生主动提问意识和提出思维问题的能力。
Step3 Prepare for the task
Task: Get to know something about Henry.
1.Give some questions about Henry and lead ss to listen to the talk part.
Q1:What is Henry going to do tomorrow
Q2:What kind of books will he buy
2.Ask ss some questions about science and lead them to have a talk.
Q1:Do you have science class this term
Q2:Do you like science
Q3:What do you think of science
3.Let ss listen to the tape again and talk something about“difficult”.
【设计意图】问题的提出由浅入深，创设让学生产生观点冲突和用英语表达不同观点的情景，同时照顾学生的个体差异和个性发展，很好地提升了学生的思辨能力。
Step4 Practice
1.Let ss follow the tape and read the content by themselves.
2.Have a pair work.
3.Have a show.
【设计意图】有针对性地整合各个预设环节的零碎知识，使教学结构更加完整，有助于学生的潜能得到发展，促进学生品格的形成。
Step5 Consolidation and extension
1.Guide ss to a to shop.
2.Lead ss to try to make a small dialogue with the topic sentences.
3.Have a free talk.
【设计意图】本环节主要是为了检测学生对相关语言点及课文的整体理解掌握情况。通过小组讨论并上台交流这一环节，充分调动了学生的积极性和主动性，真正实现了语言的功能。
Step6. Homework
1.Go to the library,cinema,park ...
2.Try to do a survey with the topic sentences.
【设计意图】进一步深化学生对本课话题的认知。