Unit 3 We are going to travel.
Lesson 16教学设计
江桥镇中心学校
邢家欢
Unit 3 We are going to travel.
Lesson 16教学设计
江桥镇中心学校 邢家欢
Unit 3 We are going to travel. Lesson 16
教学内容与分析：从总体上看，本所学习的是：’re going to visit the Great Wall this morning. When are we going to visit the Summer Palace ? Tomorrow morning. 以及景点the Great Wall.，the Ming Tombs , the Summer Palace , the Forbidden City , the Temple of Heaven , Beihai Park . 其中的几个单词和句子在15课中已经有所涉猎。因此，学生通过对前面知识的学习以及预习对所学的知识已经有了初步的认知和理解。本节课将通过询问、介绍、等活动，激励学生主动感知、模仿、学习和体验，引导学生能够运用’re going to visit ... .等功能语句介绍并在真实语境中自然交流真实运用语言，激发英语学习兴趣，培养综合语言运用能力。
课程目标：1. 能够听、说、读、写单词：the Great Wall，tomorrow; 能够听、说、认读短语：the Ming Tombs , the Summer Palace , the Forbidden City , the Temple of Heaven , Beihai Park 并能够在真实的语境中运用。
2. 能够听、说、读、写目标语言：We’re going to visit the Great Wall this morning. 在真实的语境运用When are we going to visit the Summer Palace ? Tomorrow morning等功能语句。
3. 引导学生自主学习，大胆探究，编写对话的能力。在教学中引入评价机制，发展学生的自我调控策略。
4.通过本课的学习，引导学生正视旅行中的不文明行为，让学生做一名文明旅游小达人。
教学重点：1.正确听、说、读、写单词：the Great Wall，tomorrow；听、说、认读单词：the Ming Tombs , the Summer Palace , the Forbidden City , the Temple of Heaven , Beihai Park 并能够初步运用。
正确地听、说、认读目标语言：When are we going to visit…? We’re going to visit...并能够在实际生活中运用交流。
教学难点：1.理解并能在生活实际中运用这组句型When are we going to visit… ? Tomorrow morning. On Sunday…并能够在实际生活中运用这一句型对参观游览的景点进行提问。
2.准确的认读这些较为生僻的专有名词并熟悉其地理位置。
3.根据所学内容能简单准确的对名胜古迹进行介绍和描述，并能说出自己对这些名胜古迹的感想。
教学方法：Cooperative teaching method，Task-based teaching method
ulti-media; magnetic buckles
备课时间：2023.03.20
授课时间：2023.03.24
教学过程：
Step 1. 热身复习（Warming--up / Revision）
1.Ask students a question: “What happened in 2008?” 以提问的方式开始本节课，引出2008年北京奥运会，迅速带领学生们进入本节课的情境中。
2.Talk about the cities in China. 根据中国地图讨论中国的城市，学生如果说出城市的正确位置就能获得方向的首字母，例如：Sanya is in the south of Beijing. 学生就可获得首字母S。当学生全部完成任务，就可以得到所有首字母N-E-W-S，从而教师会告诉学生们一个好消息。
【设计意图】：在热身环节中，不知不觉创设的主题情景“Good news.”
既能帮助学生在学习新知识前复习巩固，融入情景， 激发兴趣，也为后面的情境埋下了伏笔，激起学生的学习兴趣。
Step 2. 新课呈现（Presentation）
1）创设主题情境。
T: Boys and girls, I have a good news for you. You have a chance to be a little tour guide for Lily and her family. But you should satisfy three conditions. Are you ready?
a.You should like traveling.
b.You should know the interesting places well in Beijing.
c.You should speak English well.
【设计意图】：设置本节课的主线，学生需要满足三个条件才能成为Lily一家人的导游，让学生把目标语言融入到真实情境中，不仅能增强学生的语言表达能力，也能拓宽学生的视野。
2）复习巩固。
T: I know most of you like traveling very much. Here are some photos of our students. Let’s see. (出示班内学生们曾经旅游的照片，并提问。)
T: Do you like traveling? Where did you go?
Ss: Yes, I like traveling. I went to Shandong last year.
T: Is there hot?
Ss: Yes.
T: Were you happy?
Ss: Yes, I was.
…
【设计意图】：展示学生曾经旅行的照片，并让学生回答去的哪里，什么时间去的以及一些常规问题。让学生在复习一般过去时表达的同时提升语言表达能力，建立新旧知识的链接。
3）自主学习
a．the Great Wall _______________
（2）the Temple of Heaven _______________
（3）the Summer Palace _______________
（4）the Forbidden City _______________
（5）the Ming Tombs _______________
（6）Beihai Park _______________
b．We are going to visit the Great Wall this morning.
____________________________________________________________
（2）When are we going to visit the Summer Palace？.
____________________________________________________________
4）词汇短语学习。
T: Children . There are so many interesting places in Beijing . Choose a number and guess what it is.
Ss: OK !
T: Look at the these pictures .Choose one.
(教师将图片调为深色，保留轮廓）
Ss: No.2 No.6…
T: It is a big park. There are many trees and flowers in it. You can go boating there.
Ss: Beihai Park.
T: Where are you going to visit ?
Ss: We’re going to visit ...
(学生每选择一个号码，用语言描述的方式让学生猜是哪个景点，猜出后并结合句型进行练习对话）
【设计意图】：在讲解新单词的同时，将单词融入到核心句型中去，做到词不离句，在语言的输入上给予学生整体的认知概念并加以具体的运用，会让学生在语言知识形成的初步阶段就和实际操作运用结合起来，真正的达到学以致用。
5）操练句型。
T：If you are a tour guide, maybe some visitors will ask you some questions.
And what questions will the visitors ask? (教师在PPT上给出提示词，where，when，how， how long…让学生答出完整句子。)
Ss： Where are we going?
When are we going to visit the Great Wall?
How are we going to visit the Summer Palace?
How long are we going to stay?... (在学生问的过程中更多的操练目标语言 When are we going to visit….? Tomorrow morning. On Sunday…)
【设计意图】：以让学生猜测游客可能会问的问题来操练目标句型并进行扩展练习，让学生在真实的语境中感受句型的问答，既扎实了句型的掌握也让目标语言渗透在真实的情境中，也为后面的对话练习进行了铺垫。
Step 3. 趣味操练（Practicing）
a: Let’s chant.
T：Boys and girls, congratulate to finish the whole tasks. Now, you are a real tour guide. Are you happy? You can show Lily and her family around Beijing. And Lily prepared this travel. Let’s chant together.
She washed her short shirt.
She washed her short skirt.
She washed her sports shoes.
She washed her toy ships.
【设计意图】：自然的引入歌谣“sh”, 把歌谣也引入情境中，巧妙的连接在一起 , 让学生感受字母组合“sh”的发音。
b: Make a dialogue.
T: Now, let’s travel together. I’ll give you two minutes to prepare. Ready?
Ss: Go!
【设计意图】：本环节整体输出目标语言，让学生们真实还原主题情境，带领Lily一家去旅行，给予学生充分的练习时间，利用旅行帽，导游旗等道具展示对话。并评选出金牌导游，升华主题。
Step 4. 语言输出（Production）
a.翻译我最棒。
明天上午 ______________
下周 ______________
周日 ______________
长城 ______________
紫禁城 ______________
天坛 ______________
明十三陵 ______________
北海公园 ______________
颐和园 ______________
b.利用第二题的单词和be going to句式写五句话。
1．____________________________________________________
2．____________________________________________________
3．____________________________________________________
4．____________________________________________________
5．____________________________________________________
c.假如你和同学们这个周末打算去参观北京的一些有趣的地方，编创一个对话。
A：____________________________________________________
B：____________________________________________________
A：____________________________________________________
B：____________________________________________________
A：____________________________________________________
B：____________________________________________________
A：____________________________________________________
B：____________________________________________________
2.T: Lily came back to America and sent an email to you. And please tell Lily your travel plan.
Dear friend:
Thanks for showing me around Beijing. I have a good time in China. I know the weather gets hotter and hotter. Summer holiday is coming. Tell me your travel plan.
Yours
Lily
【设计意图】：设计自己的旅行计划， 对本单元进行整合。
Step 5.总结和情感教育（Summary and Emotional Education）
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