Unit4 Reading is fun 教学内容与目标
【内容来源】上海教育出版社(2014年版)五年级下册Module2 Unit4
【教学内容】
一、功 能
1. 意愿：陈述意愿。
2. 打算：询问打算。
二、语言知识
1. 核心句型和日常用语：I’m going to read a story every day.
2. 词汇：storybook, buy, story, dictionary, magazine, newspaper, week, student, over there, do a survey, act... out21世纪教育网版权所有
3. 语音：i (five), ie (pie)
三、语言技能
1. 听：听懂关于读书计划的对话。
2. 说：(1) 用I’m going to ...句型表达自己准备做什么。
(2) 用... be going to ...句型表达自己或别人的意愿和打算。
3. 读：(1) 读懂关于读书计划的对话。
(2) 读懂短文《读书周》。
4. 写：(1) 正确书写本单元的核心词汇。
(2) 正确书写本单元的核心句型：I’m going to read a story every day.
(3) 写一则简短的书评。
【教学目标】
1. 能在语境中正确运用本单元的核心词汇。
2. 能用特殊疑问句What are you going to ...? 和一般疑问句Are you going to...? 询问别人的打算，并能用I’m going to…句型陈述意愿。21教育网
3. 能正确读出字母i和字母组合ie在单词中的发音，并能迁移运用到其他含有相关字母组合的单词拼读中。21cnjy.com
4. 初步了解英美语言文化的差异。
5. 能主动表达自己的意愿和打算，培养爱读书的好习惯，并能积极参加读书周活动。
教学重点
1. 词汇：storybook, buy, story, dictionary, magazine, newspaper, week, student, over there, do a survey, act... out21·cn·jy·com
2. 句型：I’m going to read a story every day.
3. 了解字母i和字母组合ie在单词中的发音。
教学难点
1. be going to ... (place)与be going to do 的差别。
2. be going to do句型与will be/do句型在用法上的异同。
Unit4 Reading is fun 第1课时教学设计
【内容来源】上海教育出版社（2014年版）五年级下册Module2 Unit4
【主 题】Listen and say, Write and say
【课 时】第1课时
一、教学目标(Teaching aims)
1. 通过Listen and say中关于购书意愿的情景对话，帮助学生初步感知本单元的核心句型。
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。
二、教学重难点(Teaching points and difficulties)
1. 词汇：storybook, buy, story, over there
2. 句型：I’m going to read a story every day.
三、教学准备(Teaching preparation)
课件、音频
四、教学过程(Teaching process)
Pre-task preparations
1. 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’ll go to the park with my parents.
S2: I’ll go to visit my grandfather and grandmother.
S3: I’ll do my homework.
...
T: I’ll go to the bookshop to buy some books. I’m going to the bookshop on Saturday.
2. 拿出一些儿童故事书和绘本，向学生介绍，以此引入生词和新句型的学习。
T: (hold some picture books) Here are my son’s picture books. He likes reading them very much. I’m going to buy more picture books for him.
While-task procedures
1. 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’re in a bookshop.
T: Are there many 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。
1) What is Kitty going to buy? (She is going to buy a storybook.)
2) What is Alice going to do? (She is going to look at the picture books.)
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 Stones of China.
T: What book is in Kitty’s hand?
S2: Stones 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? (Yes, she does.)
(2) What are the pictures about? (They are pictures of different places in China.)
(3) What is Kitty going to do? (She is going to read a story every day.)
然后，让学生独立完成课本第25页的练习。待完成后，挑选六名学生分别读出正确的句子。
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，向对方作介绍。
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’m 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。
S1: My favourite book is Stories of London. It’s a book about different places in London. I like it because there are so many stories and beautiful pictures of London in it. Who am I?
S2: You’re (S1’s name).
S1: Yes!
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，表演完整的对话。
2. 学生四人一组，小组内做问卷调查，完成以下表格，并就表格内容与小组成员交流。
Favourite book
What is it about?
Why do you like it?
S1’s name
S2’s name
S3’s name
S4’s name
【板书设计】
Unit4 Reading is fun
storybook, buy, story, over there
I’m going to read a story every day.
Unit4 Reading is fun 第2课时教学设计
【内容来源】上海教育出版社（2014年版）五年级下册Module2 Unit4
【主 题】Ask and answer, Look and learn, Culture corner21世纪教育网版权所有
【课 时】第2课时
一、教学目标(Teaching aims)
1. 通过Ask and answer的问答练习，帮助学生操练本单元的核心句型。
2. 帮助学生学习Look and learn的词汇。
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。
二、教学重难点(Teaching points and difficulties)
1. 词汇：dictionary, magazine, newspaper
2. 句型：Is he/she going to buy ...?
三、教学准备(Teaching preparation)
课件、音频
四、教学过程(Teaching process)
Pre-task preparations
1. 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’re in a 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.21教育网
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: I’m going to buy some books for my son. Are you going to buy some books?
Ss: Yes.
T: What books are you going to buy?
S1: I’m going to buy a storybook.
S2: I’m going to buy a picture book.
S3: I’m going to buy an art book.
T: A big bookshop has more than two floors. Do you know which floor to go to and buy your books?21cnjy.com
...
While-task procedures
1. 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。【来源：21·世纪·教育·网】
T: (show the flashcard for dictionary) What’s this?21·世纪*教育网
Ss: It’s a dictionary.
T: Yes, it’s a dictionary.
Ss: Dictionary, dictionary.
T: (point to the floor plan of the bookshop) I’m going to buy a dictionary. Which floor am I going to?21·cn·jy·com
S1: You’re 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是从地面以上的第一层开始算起的，与英国的the ground floor相对应。在商店里，the ground floor常用简写形式G/F表示。
3. 教师可以用以下这段话介绍书店的楼层图，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’s not very big, but it’s nice. It has five floors. On the ground floor, there are newspapers and magazines. On the first floor, there are picture books. There are storybooks on the second floor. And there are some dictionaries on the third floor. I’m going to buy some picture books for my son. So which floor am I going to?www-2-1-cnjy-com
Ss: The first floor.
T: Yes, you’re right. I’m going to the first floor to buy some picture books for my son.
4. 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 Kitty’s mum?2-1-c-n-j-y
S1: She’s on the fourth floor.
T: Is she going to buy an art book?
S1: No, she isn’t. She’s going to buy a music book.21*cnjy*com
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
1. 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。
S1: I’m going to buy The Three Little Pigs.
S2: Is it a storybook?
S1: Yes, it is.
S2: It’s on the second floor.
S1: OK. I’m going to the second floor. What book are you going to buy?
S2: I’m going to buy an English dictionary.
S1: It’s on the third floor.
S2: OK. I’m going to the third floor.
...
然后，根据教学实际，请两至四组学生上台表演对话。
2. 出示事先准备好的写有印刷读物类别的小纸条，如music books, newspapers等，让学生从中抽取一张，然后根据纸条上的内容说说要去书店的哪一层买书。教师可先做示范。2·1·c·n·j·y
T: (draw a note) I’m going to buy a picture book. There are many picture books on the first floor. So I’m going to buy a picture book on the first floor.www.21-cn-jy.com
...
【板书设计】
Unit4 Reading is fun
dictionary, magazine, newspaper
Is he/she going to buy ...?
Unit4 Reading is fun 第3课时教学设计
【内容来源】上海教育出版社（2014年版）五年级下册Module2 Unit4
【主 题】Look and read, Learn the sounds
【课 时】第3课时
一、教学目标(Teaching aims)
1. 通过阅读短文《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。
2. 帮助学生学习字母i以及字母组合ie在单同中的发音。
3. 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。21cnjy.com
二、教学重难点(Teaching points and difficulties)
1. 词汇：week, student, do a survey, act... out
2. 句型：They are going to write about the writers and the stories.
3. 语音：i (five), ie (pie)
三、教学准备(Teaching preparation)
课件、音频
四、教学过程(Teaching process)
Pre-task preparations
1. 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 Kong Rong and the Pears/The Three Little Pigs ...21世纪教育网版权所有
...
2. 和学生一起看一本故事书或绘本。
T: These are picture books and storybooks. Which one do you like best? Let’s read together.2·1·c·n·j·y
教师可以把故事书或绘本做成PPT，或者播放三年级课本中的《孔融让梨》《三只小猪》等故事的动画，让学生边看边复习以前学过的内容，同时引入本课时的话题。【来源：21·世纪·教育·网】
While-task procedures
1. 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.
S2: I know The Fox and the Cock.
...
T: I like Gu Dong is Coming. I like The Three Little Pigs too. I like Kong Rong and the Pears very very much. So I like Kong Rong and the Pears best. Which/What story do you like best?21·cn·jy·com
S3: I like ... best.
T: Book Week is coming. The students in Class 5A are going to make posters about the best stories for children. How do they make posters? Let’s find it out.
...
2. 播放Look and read的录音，并出示以下句子，学生听录音，判断正误并改错。
1) The students are going to write about the posters. (F; The students are going to write about the writers and the stories.)
2) The students are going to draw pictures of the books. (F; 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)
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的语音单词卡片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。www.21-cn-jy.com
T: i, /a?/,five, five.
Ss: i, /a?/,five, five.
T: ie, /a?/, pie, pie.
Ss: ie, /a?/, pie, pie.
然后播放Learn the sounds的录音，请学生跟录音模仿朗读儿歌。鼓励学生模仿录音中的语音语调。教师可出示更多含有字母i或字母组合ie的单词，让学生从中挑出其发音为/a?/的单词，如：21·世纪*教育网
I: time, begin, behind, beside
ie: tie, die, friend, piece
Post-task activities
1.学生以“读书周”为主题做调查，各组可自行设计调查表，也可参考下表：
Name
What are you going to do in Book Week?
调查活动可在小组内展开，也可以在全班展开，教师可根据实际情况而定。
2. 让学生两人一组，根据《练习册》中Task第一部分的问题互相问答，了解同学喜欢的书籍，并将回答所得信息填写在信息卡上，然后，作为回家作业，请学生根据信息卡完成Think and write的阅读小档案。21教育网
【板书设计】
Unit4 Reading is fun
week, student, do a survey, act... out
They are going to write about the writers and the stories.
i (five), ie (pie)
