1、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 preparations 1、
2、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 procedures 1、先完整
3、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? Lets 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
4、 going to buy? 2) 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 Alices hand? S1: Picture stories of China. T: What book is in Kittys hand? S2: Stories for children. T: What are they talking about now? Lets find out. 播放第二段对话的录音，并出示
5、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
6、 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. Its 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
7、China. Its 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
8、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 goi
9、ng 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 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 are in the bookshop. T: Whats Kitty going to buy? S2: Shes going to buy a storybook. T: Whats Alice going to do in the future? S3: Shes going to
10、visit different places in China in the future. T: Whats Kitty going to do every day? S4: Shes 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 procedures 1、出示 Ask and answer 栏目的书店楼层图以及 L
11、ook 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) Whats this? Ss: Its a dictionary. T: Yes, Its 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 fl
12、oor. 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 pla
13、n 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) Wheres kittys mum? S1: She is on the fourth floor. T: Is she going to buy an art book? S1: No, sh
14、e isnt. 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： 1、 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 2、 了解字母 i 及字母组合 ie 在单词中的发音。 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
15、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 1、 语音：i(five), ie(pie) 2、 词汇：week, student, do a survey, actout 3、 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 preparation 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. Ar
16、e 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 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 oth
17、er 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 studen
18、ts 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 1、 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。
