1、Unit 6Countries（lesson 3）教学设计 教学目标： 1. 学生能够读懂有关国家话题的小短文，能获取关键信息，掌握一定的阅读方 法和策略。 2. 学生能掌握短文中的句型结构并运用于表达，能够介绍某人来自哪个国家和 在该国能做的事。 He/She is from_. You can _in his/her country. 3. 学生能够仿写一篇关于介绍朋友的小作文，用所学句型尝试写作。 4. 学生学会与世界各国人民友好交往，和平共处。 教学重点： 1. 学生能读懂关于国家话题的小短文，掌握一定的阅读策略。 2. 学生能够运用文中主要句型进行表达，介绍人物和国家。 教学难点：
2、1. 学生能够正确运用功能句型进行表达。 2. 学生能尝试运用所学句型进行写作。 教学辅助： PPT, 投影仪，乐教乐学 APP 教学过程： Step1：leading-in 教师播放一段介绍国家的小视频，激发学生的学习兴趣，回顾所学过的知识。 T：Good morning, everyone. Im from China. Where are you from?(Ss: China.) We are from China. We love China. We learned some countries in Unit 6. Do you remember them? Lets play a
3、 guessing game, OK? 教师PPT呈现几个国家信息， 引导学生说: You can visit Big Ben in the country. What country is it? (S1: It is the UK/ Britain.) 教师示范两次提问后让学生来提问，描述国家，让其他学生猜测。 S2：You can see koalas in the country. What country is it? (Ss: It is Australia.) Step2: Presentation 教师出示主情境图片，让学生组内讨论，看图预测，激活学生知识背景，启发学 生思考。
4、 T： Look at this picture, answer the three questions. Lets read the questions together. 1. How many people are there ? 2. What are they doing?A. Going for a picnicB. Going camping 3. What are they talking about?A. countriesB. cities 教师核对答案，并引导出重点生词 campfire。通过已学单词 camp 和 fire，让学 生学会拼读出新的合成词 campfire
5、。 T：They are going camping. How do you know? Look at these words, can you read it? (campfire) Now can you read the new word? ( campfire) 教师呈现情境对话，引出话题国家和人物。 T：They are talking about countries. They are from different countries. They come to China and go camping with Bill. Now they are good friends.
6、Look here, whats this? 教师呈现书信，让学生对书信格式有所了解。教师引出并教学短语 by the light of fire, 呈现意义，情境中理解，突破难点词汇。 T: This is a letter. Who writes the letter?(BinBin.) Binbin writes the letter by the light of fire. Step 3 : Practice Self-reading：教师给出问题，让学生听录音，带着问题进行指读，了解故事大意， 抓住文本主干线索。 T：Read the passage and answer my q
7、uestion: How many friends does Binbin have? What are their names? Group-reading: 四人小组阅读分享，完成填空。教师给出 tips，让学生掌握阅读 策略，通过勾画关键信息等捕获具体细节。 T: Do you want to learn more about this letter? Turn to page 62. Read the passage in groups of four, and think about these questions. 1. Where are they from? 2. What a
8、re their hobbies? 3. What are interesting in their countries? T check the answers by asking and answering. Sentence patterns learning: 教师提炼文本信息，引导示范句型操练，进行语言建 构，深入理解文本。学生运用句型结构进行操练表达并书写。 T：Cindy is from _. She likes _. You can _ in her country. Can you talk about Edward / Tom? Ss: Edward is from_. H
9、e likes _. You can _ in his country. Talk and match: 连一连，说一说。通过连线练习让学生再次运用句型进行表达， 巩固语言结构。 Write and show :选择一个朋友，写一写。教师示范一遍，学生尝试运用句型进行 写作 My Friend。请 2 名学生展示分享他们的作文，教师对里面的格式或语法错 误进行提示。 T: We learned a passage about Binbins three friends. Do you want to make friends with them? Which one do you like?
10、I like Cindy. Let me introduce my friend to you. My Friend This is my friend. Her name is _. She is from_. She is _.She likes_. You can _ in his / her country. Step 4: Homework Moral education: 挖掘文本背后的意义，渗透情感教育，树立正确的世界观。 T：Boys and girls, different people come from different countries. But we we can be friends.You should remember: One world, one home. One world, one dream. Be friendly and live together. Do you understand? Here are todays homework for you. Read unit 6 at home. Read your composition twice.
