Unit2Ifyoutellhimthetruthnow,youwillshowthatyouarehonest一、教学内容：Unit2Ifyoutellhimthetruthnow,youwillshowthatyouarehonest.二、课型：Readingandwriting三、教学目标：四、教学重难点：1、能够理解描述生活问题和给建议的书信2、能够正确运用if引导的状语从句写出困扰自己的问题并寻求建议。五、教学准备：课堂整体运用任务型教学模式以及阅读课“四个阶段”教学模式。本课指导学生通过阅读获取信息，培养学生阅读技能。在教学过程中，采用多媒体手段辅助教学，利用各种图片和习题任务贯穿整个教学过程。因此，本节课需准备：PPT课件。六、教学过程：教学步骤教师活动学生活动设计意图StepOneWarming-up(3’)Leadin(Checkthehomework)1.Askstudentstogiveareportabouttheirsurvey，letthemtellthewholeclasstheirclassmates’problems.2.Guessinggames.Givethestudentssomepicturesandguesswhattheproblemis.1.Studentsgiveareportabouttheirsurvey，tellthewholeclasstheirclassmates’problems.2.Guessinggames.Guesstheanswersaccordingtothepictures.通过汇报的形式检查上节课布置的调查作业，回顾了上节课的内容，考验学生对Unit1知识的掌握程度。提供学生几张情景画让他们猜出画中的所表达的问题，使学生的脑袋可以迅速地转动起来，锻炼他们的思维能力，以趣味性的方式导入了本课课题。StepTwoPre-reading(5’)1.Checkthenewwords.（1）Showmorepicturesandthingstogetthestudentsfillintheblankswithrightwords.（2）Organizethemtoreadthenewwordstogether.2.Freetalk.Showtheletterandreplyonthescreenandaskthestudentstodiscussinpairs,encouragethemtodecidewheretheycomefrom.（1）Watchpictureslearnsomenewwordsandtrytofillintheblankswithrightwords.（2）Readthenewwordstogether.Studentsdiscussinpairsaccordingtotheletterandthereplythattheteachershowonthescreen.Trytodecidewheretheycomefrom.通过图片与单词对应直观形象，使学生更容易记住单词，为阅读语篇扫除生词障碍对接下来要读的文章有个总的认识。StepThreeWhile-reading(24’)1.ScanningAskstudentstoscanthepassageandfindoutSteve’sproblem.2.Carefulreading.(1)Askthestudentstoreadtheletter,thenanswerthefollowingquestions.1.WhatdoesSteve’sfatherusethecomputerStudentsscanthepassageandfindoutSteve’sproblem.（1）Readtheletterandanswerthequestions.1.Heusesthecomputerforhiswork.2.No,hecan’t.Thereasonisthathisfatherthinkssomethingwillgowrongifhe要求学生快速阅读课文，找出本课的中心思想。让学生带着任务（问题）去阅读课文，去找答案，有助于学生更加准确地获取信息，提高阅读效果和技能。学生通过分层次阅StepThreeWhile-reading(24’)for?2.CanSteveplaygamesonhisfather’scomputer?Why?3.WhatdidtheydowhenDavidcameroundwithanewcomputergame?4.WhatdidSteve’sfatherfindwhenheusedthecomputerlastnight?5.WhydoesStevefeelterrible?(2)AskstudentstoreadthereplyandfinishActivity3.CompletetheadvicetoSteve.(3)Askastudenttobe“alittleteacher”tochecktheanswers.(4)Organizethewholeclasstoreadtogether.(5)Asksomelittleteacherstosolvethedifficulties.4Practisereading.playsgamesonit.3.Theycopiedthegametothecomputerandaftertheyfinishedplaying,theytookitoffthecomputer.4.Hefoundthathecouldnolongerfindtheimportantdocumentsanywhere.5.Becauseheknowshehasdonesomethingwrong.(2)StudentsreadthereplyandfinishActivity3.(3)Checktheanswers.(4)Readtogether.(5)Solvethedifficultiestogether.Studentswatchavideoandreadwithit,thenreadloudlyingroups.读文章，获取具体信息，把知识点和课文理解在分段学习得以突破。而小组活动能通过学生间的自主、合作学习，让学生充分地实践运用语言，并激发学生创造性思维的发展。通过学生细致阅读，把句子补充完整，进一步掌握提建议的句子的表达方式。读书在英语学习中起着相当重要的...
