1、UnitUnit 3 3 WeWe areare goinggoing toto travel.travel. Lesson 15 一、教材内容分析一、教材内容分析 本课时提供学生要学习的谈论旅行安排的句型与词汇，通过 Lily 一家人到 达北京，人在宾馆，他们计划在北京停留三天，导游在向 Lily 及家人安排了几 个充分体现中国历史的文化景点：长城，十三陵，颐和园，紫禁城，天坛，并详 述了每天的旅行计划。 通过本课学习，学生能够简要了解北京主要景点的历史背景，听说，认读这 些景点的英文名称；理解、听说、读写、运用主要目标语言交流旅行计划。 二、学生情况分析二、学生情况分析 学生有了三年的英语
2、基础，具备了英语感知能力。本节课是在前一节课的掌 握将来时的表达的基础上继续学习将来时态句型的运用， 在学生的听说读写能力 现有基础上， 本节课发展学生自主学习能力和小组合作能力。 培养学生预测文本， 主动探究能力。 三、教学目标三、教学目标 1.知识与能力目标 全体学生能够听说认读句型 We are going to visit the Great Wall this morning. When are we going to visit the Summer Palace? Tomorrow morning.并巩固认读北 京几个景点的专有名词 the Great Wall, the Min
3、g Tombs, the Temple of Heaven, the Summer Palace, the Forbidden City, Beihai Park。大部分学生通过操练，学生能够 运用句型We are going to visit .简要要表达旅行计划， 运用When are we going to visit .?询问旅行信息。 2.过程与方法目标 能通过看图，捕捉主要信息，并根据提示做出听前预测。培养学生运用听力 技巧完成任务的能力。 通过语音渗透培养学生正确认读单词的能力， 并提高语感。 通过朗读技巧的指导，模仿正确的语音、语调，帮助学生养成良好的朗读习惯。 通过 Pair
4、 work and Group work 培养学生语言交际能力与合作探究能力。 3.情感态度价值观目标 了解北京著名景点，以及相关景点的历史背景信息。 四、教学重难点四、教学重难点 教学重点：教学重点： 听说、 认读 the Great Wall, the Ming Tombs, the Temple of Heaven, the Summer Palace, the Forbidden City, Beihai Park 等著名景点的名称。句型 When are you going to visit the Summer Palace? Tomorrow morning. We are go
5、ing to visit the Great Wall this morning. 教学难点：教学难点： the Temple of Heaven, Forbidden City 的发音 五、教学步骤五、教学步骤 1热身环节 （1）复习上一节课的内容：“We are going to .”教师呈现中国地图，让孩 子们描述 Lily 的旅行计划，通过描述中国地图的不同城市，复习了上一节课的 句型及词汇，同时也为本节课内容情境呈现做铺垫，复习好将来时态构成形式。 （2）头脑风暴：展示部分城市以及著名景点的图片，以及方位和交通方式。 设计意图设计意图：通过描述莉莉的旅行计划复习已学句型，同时拓展与铺
6、垫本课内 容，通过头脑风暴看看中国城市景点及著名建筑物，激活生活体验，复习已 学单词句型。 T: Good morning, boys and girls. S: Good morning, Miss Song. T: Before the class, let me see whether you can remember this? Lily and her family are going to China. Look at this Chinese map. She says: We are going to . /We are going to by .（指示地图中上节课中丽丽所提到
7、的城市） S: （Beijing, Harbin, Xian, Shanghai, Hangzhou, Sonya .We are going toby. 屏幕呈现城市图片，老师引领学生运用句型描述出行方式及所做事情。） T: And what are they going to do? Lily says S: We are going to visit . T: And this city? S: T: Yes, Those cities are very beautiful. Where is it? S: Hangzhou. T: Try to say .Where is it in
8、China? And what is famous for? （课件呈现句型模 板） S: Hangzhou is in the east of China. The most famous place there is the West Lake. 2呈现 单词教学 根据上一节课的 Lily 的旅行计划过渡到本节课内容， 以北京为旅行首站， 进入文本之前教师提问孩子们，北京都有哪些景点，鼓励孩子自主预测文中人物 可能去的地方，形成信息差，再视听，为单词呈现做好渗透。 T: Lily has her familys travel plan. Now Lily and her parents a
9、re in Beijing Hotel. They are going to stay in Beijing for three days. The tour guide is telling them about travel plan. First, guess! Where are they going to visit?（课件呈现北京地图图 片） S: Great Wall, Tiananmen Square, Summer Palace. 通过文章视频选出莉莉一家将会去北京的哪些景点。 呈现本课有关景点的 新单词， 呈现时教给学生学习单词发音方法， 例如拆音法， 以旧引新， 直呼法等
10、， 并鼓励学生主动尝试，自己读出。并通过景点图片配合理解单词具体含义。 T: Maybe they are going to these places. Now lets watch and choose. Where are they going to visit ? T:Can you try to read it?/ How do you read it?/Read it for us. S:the Ming Tombs. the Temple of Heaver. 设计意图设计意图：图片显示地点并教给单词发音规律，学生通过自己尝试新单词读 音，探求学习方法，掌握发音规律，培养见词能读、
11、自主学习的能力。 根据情境过渡，了解了莉莉一家将要旅行的地点共有五处，让学生质疑他 们还会想知道有关旅行的什么问题.预设学生会问出有关时间，交通方式，路程 远近等问题。课件呈现一家三口的在文本中的所提的问题。 T：We know where they are going to visit in Beijing. What else do they want to know? S:When?/How can they get there?/Is it far?/Is it near? T:Good question. Look at their questions.（课件呈现） 设计意图设计意图
12、：引导学生自主提问，培养预测能力，产生信息差，以便培养学生 自主探究能力。 （2）句型教学 根据妈妈的问题引出去往颐和园的时间是明天， 并由此过渡到其他几个景点 的时间安排，引导学生细读文本划出几个景点的时间安排。当学生找到答案关键 词，读出句子时板书重点句。 T: Look! Mum wants to know: When are we going to the Summer Palace? （板 书重点句） S：Tomorrow morning. T: What about other places? Read it carefully and underline the answers.
13、 Students read and underline. T: When are they going to the Great Wall? S：Today. T: How do you know? Can you read the sentences? S: Where are we going today? We are going to the Great Wall this morning and then the Ming Tombs in the afternoon. T: What about the Forbidden City? When? S: Tomorrow morn
14、ing. T: How do you know? Can you read the sentences? S: Tomorrow morning. Then were going to visit the Forbidden City and the Temple of Heaven. （3）深入了解文本 学生了解 Lily 一家这两天的旅行安排，针对景点的具体方位，再进入深入 理解文本环节，针对景点方位以及距离指导学生细读自己解答，并拓展其他景点 的方位，利用北京地图及景点引导学生复习方位。 T： They know where and when about plan. Dad wants
15、to know :Is Great Wall far from here ? S: Not too far. T: Where is it? S: Its in the north of Beijing, The Ming Tombs are also in the north of Beijing. T: What about other places? S: Its in the .of Beijing. T: The Great Wall is in the north of Beijing. How about the Temple of Heaven? Where is it? S:
16、 Its in the south of Beijing. （4）引导学生将对话默读并找出存在的疑问，小组讨论解决后，将意见不 同以及无法解决问题由老师引导共同解决。 T：Read it silently and find your problem. Discuss in your group. S: How to read “history” T: We can read it in three parts. Like this: his to ry 学生质疑之后，跟读课文录音，朗读前教师给予朗读提示，提醒学生注意发 音与语调，以及朗读技巧,学生展示后其他学生给予评价。 T：Children
17、, listen and imitate. Pay attention to your pronunciation and intonation. T: Read it in group. T: Who can show? Others should make an assessment for them. （6）鼓励学生对文本进行复述，首先自己尝试，然后同桌讨论核实答案， 教师统一订正。 T: You know this dialogue very well. Lets have a challenge. Try to complete it. S: Lily and parents are
18、 in Beijing Hotel. Today they are going to visit _this morning and _ in the afternoon. Tomorrow morning they are going to _.Then they are going to visit _and _.They can learn a lot about the history of China. T: Discuss with your partner. T: Who can try? 3呈现与操练 Just practice 教师引导学生谈论丽丽一家的北京旅行安排，并示范模
19、板，引导学生自主讨 论巩固练习新单词。检查孩子们的对于对话中单词的理解与掌握，同时利用句型 进行操练，使孩子们在句型中进行操练。 T: Lily says: We are going to the Great Wall this morning .When are you going? Group work: S: We are going to .Tombs/Heaven/Forbidden S: When are you going？ S: Tomorrow/This . Lets interview. 老师鼓励学生向自己提问，给予学生问答示范，然后学生根据模板操练本课 句型，根据生活情境
20、鼓励学生询问生活体验，利用真实情境操练句型和图片。 T：I have a travel plan this weekend. Can you ask me? S: Where are you going this weekend? T: We are going to the Summer Palace. S: When are you going to visit? T: This Saturday. T: You and your classmates are going to visit some interesting places in Beijing this weekend. T
21、ry to ask in your group: When are you going this weekend? When are you going to visit? S： is going to .are going to visit . Just write 鼓励学生根据调查的结果进行书写练习，将听说读写能力全面发展。 T: Try to write the sentences on your notebook. Pay attention to the writing tips and stars. 小结评价 T: Great. Today we know many nice places in Beijing. Lets see which group makes more fences. So todays winner is Group B. Boy and girls, can you remember the places in Beijing? Where are they? They are.
