【正文】 end and receive messages. Sailors（水手） on a ship can use flags to signal （發(fā)信號）other ships. We can also use letters and stamps. But now we can also use telephones, Internet, and s. Electricity（電流） helps us to send messages all over the world quickly and safely（安全地）.Discuss in groups:(1) Can you tell me how people sent messages before?___________________________________________(2) How do sailors send messages to other ship?___________________________________________(3) How do people send messages now?_________________________________________在拓展性閱讀的環(huán)節(jié)中，設計了三篇閱讀短文。前兩篇文章比較簡單，大多數(shù)學生能通過獨立閱讀弄懂文章的大意。最后一篇文章生詞較多，有一定的難度，給優(yōu)生一個攀登的機會，學習有困難的學生也能在老師的幫助下理解文章大意。教師應對學生的學習策略做一些指導，如幫助學生克服畏難情緒，增強學生對新知識理解的自信心，讓他們明確語言在真實的語境中的使用。教他們在閱讀的時候，根據(jù)上下文的聯(lián)系來猜測文中的生詞，獨立閱讀，自主學習，從文中獲取有用信息，遇到疑難學會交流討論。運用拓展完成任務Write a letter to your friend.家庭作業(yè)1. 跟磁帶讀P4849課文三遍，家長簽字：2. 寫一封信給你的朋友，介紹你的家庭情況。注意格式。教學反思教學內(nèi)容 unit4 I have a pen pal.第 4 課時主備人：清水塘學校沈潔老師教學目標1. 能夠聽、說、讀、寫五個動詞的第三人稱單數(shù)形式：lives、teaches、goes、watches 、reads。2. 能夠聽、說、認讀句子：Does your pen pal live in Shanghai? No, he doesn’t. He lives in Beijing. 3. 能夠聽懂、說唱歌謠“Tell me about your pen pal.”4. 能夠聽懂、理解Story Time中的故事。5. 培養(yǎng)學生積極主動地參與課堂活動，大膽開口，主動模仿，建立積極的情感態(tài)度；教學重點1. 能夠聽、說、讀、寫五個動詞的第三人稱單數(shù)形式：lives、teaches、goes、watches 、reads。2. 能夠聽、說、認讀句子：Does your pen pal live in Shanghai? No, he doesn’t. He lives in Beijing. 3. 能夠聽懂、說唱歌謠“Tell me about your pen pal.”教學難點1. 能夠聽、說、讀、寫五個動詞的第三人稱單數(shù)形式：lives、teaches、goes、watches 、reads。2. 能夠聽、說、認讀句子：Does your pen pal live in Shanghai? No, he doesn’t. He lives in Beijing. 教學方法 TPR,任務型教學法，小組合作教學準備CAI教學環(huán)節(jié)教學活動設計意圖個性修改活動熱身溫故知新Enjoy a song 《How do you go to school?》通過歌曲熱身，活躍氛圍，以舊引新。情景導入布置任務1. Free talk: T: How do you go to school?NameWayson footby carby bikeby bus the task: Work in groups to ask their days and make a report,then report it out.本活動的目的是通過歌曲中的問侯語，在師生、生生問答中，盡一步鞏固第一單元內(nèi)容，并將有關信息以表格的形式呈現(xiàn)，為以后的學習做鋪墊。整體感知教師介紹自己的筆友。T: I have a pen pal. She lives in Shanghai. How do I go there?S1: By ship.T: Maybe.（出示圖片ship.）S2：By train. Teach lives,比較leaves 兩個單詞意義上的不同。T：I live in a village. Spring is ing. The leaves are ！Do you live in a village?Ss: Yes, we do.T: Does your Pen Pal live in a village，too?S: No,he doesn’t. He lives in a city.Teach teaches.T: My pen pal lives in Shanghai .She is a teacher. She teaches English. I teach English ,too. (Then repeat teaches)Who is your Chinese teacher?S3: Mr. XiongT。 Yeah, is your Chinese teacher. He teaches Chinese. I teach you English. Now please introduce your new teachers.Teach goes.T:I go to work on foot. How does my pen pal go to work?(出示圖片)S4:By bus.T: Yeah ,she goes to work by bus.T: Does Bill go to school on foot?Ss: Yes….Teach watches and readsT：Usually I watch TV at night. Do you watch TV at night?Ss: Yes./No.T: But my pen pal watches TV and reads newspaper at night.(Repeat together) Part B Let’s Learn (Look, listen and repeat)Let’s chantStory time (Listen and answer: Do monkeys live in the mountains?) 通過猜的方式，借助圖片，進一步復習第一單元三會交通方式，趣味性的教學讓學生寓學于樂。同時體現(xiàn)任務的真實性。通過多媒體展示春天家鄉(xiāng)的優(yōu)美景色，培養(yǎng)學生的熱愛家鄉(xiāng)的情感。同時，合理區(qū)分并運用了lives/ leaves。起到了學以致用的目的。通過介紹新學期的新老師，運用單詞teaches，提高學生的口語表達能力。在任務型語言教學中，必要時也要進行語言形式的操練，但這些操練要具有真實意義。教師蒙著復習環(huán)節(jié)中的表格，讓學生猜他們?nèi)绾稳ド蠈W，鞏固單詞goes。寓句型Does …go to …by..?于游戲中?；貧w書本。在節(jié)奏歡快的氛圍中，調(diào)節(jié)學生的精神狀態(tài)，拓展學生談論的范圍，為下一步網(wǎng)上聊天做準備。在有趣的故事中，復習live和句型Do they live…?讓學生潛意識中區(qū)分Do/Does的用法。合作互助鞏固操練Work in groups to “Tell about Bill’s day”及時反饋，在小組合作學習中，培養(yǎng)并提高學生的表達能力，讓學生獲得成就感.運用拓展完成任務Fulfill the task:1. Work in groups to ask their days and make a report,2. Report it out.家庭作業(yè)1. 跟磁帶讀P4950課文三遍，家長簽字：2. 抄寫P49四會單詞二英一中，并聽寫，家長簽字：3. 當小記者采訪自己的父母或者老師，然后說說他們的一天。教學反思