Unit 10 Buying e-books优质教案设计

Unit 10 Buying e-books 教学设计1 一、教学目标

1、技能目标

1）能过初步理解多音节和部分双音节形容词的比较级和最高级的过程。

2）能掌握简单比较事物、物品的趣味性、难易度、价位高低等，并能在实际情景中恰当使用形容词表达自己的看法，进行简单交流。

3）通过学习，能过理解阅读故事。

2、知识目标

1）词汇：

a.能够初步听、说以下单词：e-mail

e-book

e-dictionary bookstore b.能够使用以下词汇：more most interesting exciting difficult

expensive

2）句型：

It is more boring. I think it is the most exciting. 3、能力目标：

通过细节阅读培养学生准确获取信息的能力。

4、情感态度目标

通过学习对食物、物品的比较，引导学生形成自己的观点、看法，并能与他人交流。

二、教学重难点

1、教学重点：通过阅读故事，使学生在相对真实、完整的语境中接触、体验、理解语言。

2、教学重难点：是“说”；学生能够理解、模仿、运用对话，表达自己的想法。

三、教学过程

Step 1 Warm up and preparation: 1. Greeting 2. Leading in: 1) (Riddles): This is a kind of food .They are sweet and very yummy. Their shape is circle. You usually eat it when your birthday. (通过语言描述，引出birthday cake.)

2)T: Today is Tom’s birthday. Tom and his friends are having a big party now. Look! They are very happy .There are some gifts for Tom. Tom is our friend. What gift do you want to give him? T: Where can you buy it? T: How much is it? T: Why do you buy it for him? 3. Practice

1): (出示书店图片)There are so many books. What book do you like? Where can you buy it? How much is it? Why do you buy it? 2)Pair work(看图讨论问题)

A: What book do you like?

B: I like…

A: Where can you buy it?

B: I can buy it…

A: How much is it? B: …

A: Why do you buy it?

B: Because…/I think…

(设计意图：引导学生讨论买书的经历，以便引入本课到书店购书的情景，从而也为下面的学习做好语言的铺垫。) Step 2 Presentations 1、出示课文主题图

T: Where are Ken Ann and Mocky? T: What do they want to buy? (设计意图：让学生观察图片，推测本课的故事内容。) 2、让学生带着问题看故事。

T: What books did they find in the bookstore? （

animal stories, comic book, science book, e-book）

3、当学生说出相关单词后，教师出示PPT单词图片，引导学生学习比较级最高级。

4、引导学生看图片，用所学句型进行语言描述。

1) I like….Because it is…But…

2) I think…is…so I…

（设计意图：通过动画，将课文整体呈现给学生，借助教师的提问，让学生初步整体感知课文的主要内容并学习相关知识，并进行简单的语言操练。）

3、（The second time look the flash about the text）

Listen and repeat，try to answer my question:

T: Why can’t Mocky read the book?

(Because the book is too difficult.) T: Why does Mocky look happy again? (Because there is an e-dictionary and Mocky can read the book with the e-dictionary.) 设计意图：

1．

教师有目的的让学生带着问题听读课文，使学生在相对真实、完整的语境中接触、体验、理解语言。

2．

教师引导学生观察故事中是人、物、环境；并渗透德育教育，引导学生养成阅读课外书的好习惯。

Step3: practice

1.

Dub the story. 2.

Group work in three: play the story in roles. 3.

Feed back. (设计意图：

以配音、分角色表演方式引导学生，进一步理解课文及课文的重难点。) Homework: 1. Tell the story for your parents. 2. Have the children write out the books they think are the most boring, the most interesting, the most exciting and the most difficult that they have ever read.