1、Lesson 6 Beijing is a great city. 第第 1 课时教案设计课时教案设计 教学主题教学主题Lesson 6 Look, listen and say 一、教材分析一、教材分析 Look, listen and say 是新知呈现板块。本版块的核心句型是：What are you going to do today? We are going to the Summer Place. Its a beautiful park. What can we do there? We can see some old buildings, row a boat on the
2、 lake and walk around the park. 通过 Sally 和 dad 讨论今天的旅行计划的场景，让学生感 知上述句型的语义及语用情景。旅行计划是学生喜欢和熟悉的话题，学生在 五下 Lesson10 学习了 be going to 句型, 在本册 Lesson 2 中学习了 can 的用 法， Lesson 3 和 Lesson 4 谈论各自假期计划。 本板块是延续板块一的话题，教学时可以从板块一入手，以听力的形式引出 本单元的话题：travelling，先让学生从听觉上初步感知核心句型：Where are we going today, Dad? We are goin
3、g to the Great Wall.同时结合板块三、板块四 的内容，对板块二的内容进行巩固、操练和扩展。 此板块教学时可以把板块一、板块二、板块三和板块四作为一课时。 二、教学目标二、教学目标 1. 语言知识目标： （1）能够听、说、读、写句型 ：What are you going to do today? We are going to the Summer Place. Its a beautiful park. What can we do there? We can see some old buildings, row a boat on the lake and walk a
4、round the park. Are we going to eat Beijing Roast Duck? （2）能够听、说、读、写单词 map, travel。 2. 能力目标 （1）能够借助图片听懂谈论旅行计划的录音材料，理解板块二的对话情景。 （2）能够在图片和教师的帮助下理解对话大意，能够运用句型：What are you going to do today? We are going to the Summer Place. Its a beautiful park. What can we do there? We can see some old buildings, row
5、 a boat on the lake and walk around the park. Are we going to eat Beijing Roast Duck? 谈论、交流旅行计划及 目的地的景色特点和能做的事情。 （3）能够按照正确的意群及语音、语调朗读对话，并能进行角色扮演。 3. 情感态度，学习策略 （1）能够认真观察、积极思考，对英语学习有兴趣，乐于模仿，敢于开口。 （2）能够乐于与同伴合作，积极参加小组语言学习活动。 （3）能够激发热爱生活、 热爱大自然、热爱祖国大好河山的积极情感。 三、教学重难点三、教学重难点 1. 能够在情景中恰当运用 be going to句型及 c
6、an就旅行计划和目的地进行简单 交流。 2. 能够在情景中理解词汇 map、travel并能正确朗读。 四、教学准备四、教学准备 1. 教师准备：多媒体课件、录音机及配套磁带、教学挂图、词卡、名胜景点 的图片，景点视频。 2. 学生准备：景点照片、调查表 五、教学流程设计五、教学流程设计 Step1 Warm-up Watch the video 视频播放国内部分景点的视频，让学生观看并思考以下问题： What place do you see in the video? Which place do you want to go? Why? Try to read 教师 PPT出示一些地点名
7、词，引导学生快速读出这些单词： Linyi Renmin park, Linyi Renmin zoo, Linyi Bookstore, the Great Wall, the Summer Place, the Tiananmen Square, the Mountain Tai, the West Lake等。 Step2 Presentation 1. 板块一导入：教师提出问题，引导学生听录音。 Sally and her father are in Beijing now. What are they looking? What are they talking about? 让学生
8、仔细观察图片情景，激活学生思维，学习新词 map 和 travel。 Look and listen教师第一次播放录音，学生看课本图片，听录音。 教师提出问题：Where are they going today? 并板书引导学生再次聆听对话 并圈出他们的旅行目的地，让学生听录音并寻找答案，同时学习地点名词 the Great Wall, the Summer Place和 the Tiananmen Square。 2. 板块二 PPT出示板块一的情景图，教师介绍：Sally and her father are going to the Summer Place. How does dad
9、 think of it? What can they do there? 并板书问句 How about the Summer Place？What can they do there? What else are they going to do? 导入本课教学。 教师播放录音，学生听对话并思考问题。 核对答案，在核对答案的时候，通过老师和学生之间的对话，进一步理解 课文内容。如： 第一幅图画 老师运用以下语言与学生交流：Sally and her father are going to the Summer place. How about the Summer Place？What c
10、an they do there? 引导学生思考并回 答问题。 板书：How about the Summer Place？Its a beautiful park. 出示课本第一幅图画，让学生观察图片, 思考并描述图片，然后阅读找出答 案。板书：What can they do there? 让学生阅读课文选出正确的答案。A. see some old buildingsB. row a boat on the lake C. walk around the park. 第二幅图画 教师与学生交流：What else are they going to do? 板书：Are they goi
11、ng to? 引导学生先预测，在读文本找出答案：Yes. They are going to eat the Beijing Roast Duck. 学生打开课本跟读录音，跟读对话后小组内练习对话。 Look and say教师让学生根据对话内容，描述 Sally的旅行计划。 双簧游戏 四人一小组，两位同学表演对话，另两位同学配音。全体同学评选出最 佳表演小组。 Step 3. Practice 操练环节需要教师准备课件和图片。 Look and practice 教师出示男孩的图片，并呈现问题 Where is he going today? 让学生猜一猜 Is he going to? 然
12、后呈现新疆图片让学生描述 He is going to Xinjiang. 然后 引导学生观察并描述新疆 Its? 课件在出示女孩图片，呈现语言支架 S1: Where is she going today? S2: She is going to. S1: What can she do there? S2: She can. 小组间进行记忆大比拼活动，以小组为单位对以上两位同学的旅行计划看 图描述。描述正确的即为本组赢得一分。 Step 4 Production 1.Make a survey 教师呈现更多的景点图片，和语言支架,引导学生小组内调查 自己的旅行计划。 2. Make a r
13、eport 针对调查的结果进行汇报展示。 例如： is going to. Its a. He/ She can. 六、作业布置：六、作业布置： 1. 听录音，跟读对话若干遍。 2. 描写自己的旅行计划在练习本上。 七、板书设计：七、板书设计： Lesson6 Beijing is a great city. Where are you going today? Im going to the Summer Place. Its a beautiful park. What can we do there? We can see some old buildings, row a boat on the lake and walk around the park. Are we going to eat Beijing Roast Duck? Yes. We are going to eat the Beijing Roast Duck.
