Unit 4 Reading is fun 表格式教案（共3课时）

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Module 2 Unit 4 Reading is fun
教案
(第一课时)
教学目标：
1、通过Listen and say中的关于购书意愿的情景对话，帮助学生掌握本单元的核心句型。
2、通过Write and say栏目，帮助学生从口头和写作两方面巩固运用所学词汇和句型。
教学重、难点
1、能掌握单词storybook, buy, story, over there
2、会运用句型 I am going to read a story every day..
教学方法：
任务教学法、情景教学法。
教学过程：
第一次备课 第二次备课
Pre-task preparations1、和学生随意对话，可以用前一单元学过的句型引入本单元话题。T：What will you do at the weekend S1：I will go to the park with my parents.S2：I will go to visit my grandfather and grandmother.S3：I will do my homework. …T：I will go to the bookshop to buy some books. I am going to the bookshop on Saturday. While-task procedures1、先完整播放Listen and say的动画，再分段教学。出示Listen and say的第一张图片，就图片与学生问答，引入第一段对话的内容。T：(point to the picture) Where are Kitty and Alice S1：They are in the bookshop.T: Are there any books in the bookshop S2: Yes.T: What are they talking about Let’s find out.播放第一段对话的录音，并出示以下问题，学生听录音后回答问题。.What is Kitty going to buy What is Alice going to do 出示Listen and say的第二张图片，就图片与学生问答，引入第二段对话的内容。T: (point to the picture) What book is in Alice’s hand S1: Picture stories of China.T: What book is in Kitty’s hand S2: Stories for children.T: What are they talking about now Let’s find out.播放第二段对话的录音，并出示以下问题，学生听录音后回答问题。1) Does Alice like the picture book 2) What are the pictures about 3) What is Kitty going to do 然后，让学生独立完成课本第25页的练习。2、完整播放对话录音，学生听录音并逐句跟读对话，提醒学生注意模仿录音中的语音语调。待跟读完毕，将全班学生分成两组，分角色朗读对话。3、出示课本第27页Write and say的问题，让学生两人一组，一人扮演Kitty，另一人扮演Alice，根据listen and say 的对话，猜测Kitty 和 Alice 最喜欢的书籍分别是什么，其大致内容以及喜欢的原因，然后根据Write and say 中的问题，向对方做介绍。S1: (act as Kitty) My favourite book is Stories for children.It’s a book of interesting stories with pictures for children. I like it because I can get a lot of fun from it.S2: (act as Alice) My favourite book is Picture stories of China. It’s a book of pictures of different places in China. I like it because the pictures are very beautiful. I am going to visit these places in the future.4、学生将自己最喜欢的书籍、其大致内容以及喜欢的原因写在一张小纸条上，但不要写上名字。写完后交给教师，教师请一名学生从中抽取一张纸条，仿照write and say 中的句式，向全班同学做汇报，并寻找纸条的主人。然后，纸条的主人站出来，从剩下的纸条中抽取一张，进行同样的活动。可允许学生用中文表达书的名字。 Post-task activities 1、学生两人一组，根据Write and say 栏目的问题续写listen and say 的对话，然后进行角色扮演，扮演完整的对话。
(第二课时)
教学目标：
1、通过Ask and answer的问答练习，帮助学生巩固新学的核心句型。
2、通过look and learn栏目，帮助学生学习词汇。
3、通过Culture corner栏目，帮助学生了解楼层在英国和美国的不同表达。
教学重、难点
词汇：dictionary, magazine, newspaper
句型：Is he/ she going to buy…
教学方法：
任务教学法、情景教学法。
教学过程：
第一次备课 第二次备课
Pre-task preparations1、就上一课时Listen and say 的内容与学生问答，以复习本单元的核心句型。T: Where are Kitty and Alice S1: They are in the bookshop.T: What’s Kitty going to buy S2: She’s going to buy a storybook.T: What’s Alice going to do in the future S3: She’s going to visit different places in China in the future.T: What’s Kitty going to do every day S4: She’s going to read a story every day.…2、继续与学生问答，引入本课时的学习内容。T: A big bookshop has more than two floors. Do you know which floor to go to and buy your books While-task procedures1、出示Ask and answer 栏目的书店楼层图以及Look and learn栏目的单词卡片，在真实语境中教授新单词。T: (show the flashcard for dictionary) What’s this Ss: It’s a dictionary.T: Yes, It’s a dictionary.Ss: Dictionary, dictionary.T: (point to the floor plan of the bookshop) I am going to buy a dictionary. Which floor am I going to S1: You are going to the third floor.继续用同样的方法教授magazine, newspaper和storybook.2、出示culture corner中的建筑图，告诉学生：在英国，一栋建筑地面以上的第一层叫做the ground floor, 而the ground floor上面的一层，也就是第二层才叫the first floor;在美国，the first floor是从地面以上第一层开始算起的，与英国的the ground floor相对应。3、教师可以介绍书店的楼层，以总结本单元的核心句型和单词，并为学生操练对话做准备。T：(point to the floor plan of the bookshop) Look. This is a bookshop. It is not very big, but it is nice. It has five floors. On the ground floor, there are...在介绍楼层图和对话提示的基础上，与个别学生对话，作为示范。T：(point to the picture of Kitty’s Mum) Where’s kittys mum S1: She is on the fourth floor.T: Is she going to buy an art book S1: No, she isn’t. She is going to buy a music book.然后，学生两人一组，仿照示范进行对话，进一步操练本单元的核心句型。Post-task activities学生写一张购书清单，然后两人一组，对照课本上的书店楼层图，自编对话。然后，根据教学实际，请两至四组学生上台表演对话。
(第三课时)
教学目标：
帮助学生通过阅读故事《读书周》，帮助学生进一步巩固新学语言知识，并培养阅读技能，培养爱读书的好习惯。21世纪教育网版权所有
了解字母i及字母组合ie在单词中的发音。
通过学习任务(task),帮助学生巩固和综合运用本单元所学的知识和技能，介绍自己和同学喜欢看的书并说明理由。21教育网
教学重、难点
语音：i(five), ie(pie)
词汇：week, student, do a survey, act…out
句型：They are going to write about the writers and the stories.
教学方法：
情景教学法。
教学过程：
第一次备课 第二次备课
Pre-task preparation1、出示一些儿童故事书和绘本，和学生问答，然后要求学生相互问答。T: (point to the books) look at these books. Are they picture books or storybooks S1: They are picture books/storybooks.T: Are these books for children S1: Yes, they are.T: Which one do you like S1: I like the three little pigs... While-task procedures1、与学生开展问答，引入Look and read栏目的教学。T: Just now we read a story together. Do you know any other stories for children S1: Yes, I know the Ugly Duckling.T: Do you like it S1: Yes, I like it very much....2、播放Look and read 的录音，学生听录音并跟读课文。然后，出示以下句子，学生听录音，判断正误并改错。1) The students are going to about the posters.(F; The students are going to write about the writers and stories.)2) The students are going to draw pictures of the books.(T; The students are going to take some photos of the books.) 3) The girls are going to do a survey.(F; The boys are going to do a survey.)4) The girls are going to act out a play.(T; The girls are going to act out a play.)然后，让学生独立完成课本第27页的练习。待完成后，教师请五位学生分别读出正确的句子。3、再次播放录音，学生听录音逐句跟读，提醒学生注意模仿录音的语音语调，跟读完后，全班同学集体朗读，给学生更多练习语音语调的机会。4、出示Learn the sounds的语言单词卡片i(five), ie(pie)，请学生跟读并感知字母i和字母组合ie在单词中的发音。教师播放录音，学生跟着录音朗读。播放录音，学生按照录音节拍诵读儿歌。教师朗读单词，学生在多个单词中找出教师读的词。Post-task activities学生两人一组，完成练习册中task第一部分的问题互相回答，了解同学喜欢的书籍。
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