1 Tidy up!PPT配套教学设计内容

模块：Module 2 Work and play 单元：Unit 4 话题： Reading is fun 单元教学概述

教学目标：

知识目标：

1．

掌握本单元的核心词storybook,buy,story,dictionary,magazine,newspaper,week, student,over there,do a survey,act…out 2.能正确运用句型和日常用语: I’m going to read a story every day. 3.理解并认读辅音字母组合i, ie在单词中的发音。

语言技能：听：

听懂询关于读书计划的对话。

说：1.能够用I’m going to …

句型表达自己准备做什么。

2.用…be going to…句型表达自己或者别人的意愿和打算

。

读： 1. 读懂关于读书计划的对话。2. 读懂短文《读书周》。

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. 情感态度：培养学生爱读书的好习惯，并能积极参加读书周活动。

教学重难点：

重点：1.词汇storybook,buy,story,dictionary,magazine,newspaper,week,student,over there,do a survey,act…out 2.句型: I’m going to read a story every day. 3. 了解字母组合i, ie在单词中的发音。

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。

教法策略：直观教学法，任务型教学法等。

课时划分：3课时

课时分配：第一课时：listen and say, Write and say

第二课时：Ask and answer, Look and learn , Culture corner 第三课时：Look and read, Learn the sounds

教学课时：第一课时 教学内容：Listen and say, Write and say

教学目标

知识目标：

1.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。

2.通过Listen and say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。

语言技能：学生理解be going to…句型，能够用be going to…表达自己或者别人的意愿和打算。

情感态度：鼓励学生多买书，买有益的书籍。

教学重难点：重点：1.学生能掌握词汇：storybook，buy,story,over there

2.正确书写核心句型: I’m going to read a story every day. 难点：be going to…句型。

教具准备：录音机，PPT 教学过程

Step 1. Warm-up 1.Brainstorming：What is fun? 2.Read and say:

Swimming is fun. Playing ball games is fun. Singing is fun. Riding a bike is fun.Flying kites is fun. Reading is fun. ... 3.Think and say:Why is reading fun? 4. Read and say：Reading can help us relax. Reading can make us knowledgeable. Reading can help us make friends.

Reading can make life interesting. Step 2. Presentation. 1.播放Listen and sayd的动画，看动画回答问题。1. What is Kitty going to do every day?

2. What is Alice going to do in the future? 2.和学生共同解决问题：1. What is Kitty going to do every day?

Kitty is

going to read a story every day. 2. What is Alice going to do in the future?

Alice is going to visit different places in China in the future. 3.Listen and choose：1.Kitty and Alice are at the bookshop/in the library. 2.They are buying books/reading stories.3.Alice is reading a storybook/a picture book. 4.Alice is going to visit different places in China/ read a story every day.

5. Kitty is going to buy a storybook/a picture book.6.Kitty is going to

visit different places in China/ read a story every day. 引导学生带着问题阅读短文，画出相关信息，选择正确答案。

4．Think and retell… at the bookshop. … buying books. Alice is reading ... She

… visit different places in China. Kitty … a storybook. She

… read a story every day. 用简短的句子复述课文，培养学生口语表达能力。

5．出示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,Alice最喜欢的书籍分别是什么，其大致内容忽然喜欢的原因，然后根据Write and say中的问题，向对方做介绍。

6．学生将自己喜欢的书籍，其大致内容以及喜欢的原因写在一张小字条上，但不要写上名字。写完后交给教师。教师请一名学生抽取一张纸条，仿照Write and say中的句式，向全班做汇报，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。

Step 3. Consolidation播放课文动画，生跟读。

Step 4. Practice.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。

Step 5. Homework. 听读本课短文录音3遍，跟读。抄写本课的词组和重点句型。

Step 6. Board design Reading is fun I’m going to ……..

be going to…

教学反思：