Unit2VacationPlanMorereadingandwriting教學設計

1、Unit 2 Vacation Plans 一、 教學內(nèi)容: More reading and writing 該版塊為單元的閱讀教學拓展部分，以讀寫的方式處理教材，再增加以文本中所提及到的文化滲透內(nèi)容。 旅行出游話題與我們的生活息息相關，為孩子們喜聞樂見的話題。本節(jié)課以旅行出游計劃為主線，復習鞏固運用本單元的重點詞匯、句型。在閱讀文本中適當?shù)赝卣拐Z言的輸入量，培養(yǎng)學生的閱讀能力與技能，引導學生積極參與聽、說、讀、寫等教學活動，從而提高學生的語言綜合能力與面語言核心素養(yǎng)的滲透培養(yǎng)。二、 教學目標：1、能熟練掌據(jù)be going to do 句型，并能在實際對話中靈活運用講述自已或他人的旅游計劃

2、。2、能讀懂、理解短文大意，學會從文本中獲取關鍵的信息，增強對文本的理解，分析的能力，促進學生思維的發(fā)展。3、通過對文本的學習，能簡單地寫出并在小組內(nèi)描述自已假期的計劃。三、教學重點： 能正確理解、讀懂短文內(nèi)容，并能熟練地用運用be going to 句型表述自已或他人的活動計劃。四、教學難點：1、能用英語對課文進行概括的復述。2、掌握一定的閱讀技巧和基本的寫作策略。五、教學過程：Step 1 : Pre-reading 1. Sing a song : Were going -2. 師生對話：T： We like holidays. May day is coming. Im to Yang

3、jiang for a vacation. Where are you going for a vacation ?Ss: I am going to -T: I am going to Yangjiang by car. What about you ? Ss: I am going to _ by _ .T: I am going to stay in a hotel. Where are you going to stay ?Ss: I am going to stay _. T: I am going to swim, take photos and eat sea food . Wh

4、at are you going to do during the vacation ?Ss: I am going to _.（設計意圖： 通過師生問答對話，既達到復習所學where, how , what, who 疑問句型，又能為文章的整體學習作好鋪墊。）3、課件呈現(xiàn) Robert Wilson and Denise Wilson 圖片。1）T：I have two good friends. Theyre Robert Wilson and Denise Wilson. Theyre from Los Angeles the USA. 2)課件上呈現(xiàn)出美國洛杉機地圖。( 設計意圖：為短

5、文的學習創(chuàng)設情境，為表述旅行計劃作鋪墊，同時呈現(xiàn)地圖，讓學生更直觀地感知與理解情境及美國相關知識。)3）課件上呈現(xiàn)Robert 和Denise 的計劃表格，引導學生看表格，并引導學生根據(jù)表格上的關鍵詞提出where 與 why 的問題。 T： Do you want to know something about Robert and Denises plan ? Please ask the questions ? S1: Robert and Denise. Where are you going ? S2: Why are you going there ? S3: Why do you

6、 want to go there ? S4: -( 設計意圖： 引導學生自主提問，激活已有學習知識，學會用Where,Why等特殊疑問句進行提問，同時激發(fā)學生產(chǎn)生想要了解Robert 與Denise 的好奇心。)Step 2 : While reading 1. （1）課件呈現(xiàn)問題與文段，播放錄音，讓學生帶著問題進行聽讀文段第一部分，初步感知Robert Wilson and Denise Wilson 的旅游計劃，聽后對問題進行作答。Question 1: Where are Robert Wilson and Denise Wilson going next year ?Question

7、 2: Why do they want to go there ? (2) 檢查核對學生的回答，并以圖片和視頻的方式呈現(xiàn)cycling events，讓學生直觀的感知理解，同時在黑板上板書關鍵詞句。2. （1）課件表格上呈現(xiàn)三個問題關鍵詞：How to go ? Where to stay ?What to do ? (2)播放短文第二段的錄音，小組內(nèi)討論，完成表格的填寫并回答問題。Question 3: How are they going to Beijing ?Question 4: Where are they going to stay ?Question 5: What are

8、they going to do in Beijing ?（3）檢查核對學生的回答，回答問題3后同時提出Why的問題：Why are they going to Beijing by plane ? Can they go by bus ? Can they go by train ? Can they go by ship ? 通過問題幫助學生在空間上理解中國與美國的距離。核對問題4時出示北京奧林匹克公園圖片與hotel 直觀理解near詞意。 ( 設計意圖：分段聽，帶任務聽，既可以訓練學生的聽力，又可以降低難度，做到了照顧不同能力水平的學生，循序漸進；小組內(nèi)討論完成表格，培養(yǎng)學生的小組合作

9、能力。通過板書，幫助學生掌握重點，思路清晰地理解短文結構與大意。)3. Read and retell. 引導學生根據(jù)板書進行復述短文，個別與小組展示。（設計意圖：通過閱讀板書的關鍵詞句，幫助學生更進一步理解文本意思，同時又能培養(yǎng)學生的概括表達能力，培養(yǎng)學生良好的學習策略。）4. （1）課件展示書本P27，部分的練習，指導學生先看問題后帶著問題再讀文段，然后判斷對錯。引導學生讀短文時，劃出跟答案相關的句子，完成任。 (1) Robert and Denise dont like cycling . _ (2) The Wilsons are going to stay with friends

10、 in Beijing. _ (3) The Wilsons do not like Chinese food. _ (4) They are going to see the Great Wall. _ （設計意圖：指導學生帶著問題閱讀文段，培養(yǎng)學生有目的地獲取關鍵信息的閱讀技巧。通過判斷句子對錯，培養(yǎng)學生的分析判斷能力，檢測學生對短文主要內(nèi)容的理解情況。）（2）檢查核對答案，并同時在文段中呈現(xiàn)與相關句子的下劃線。（設計意圖： 及時檢查評價，發(fā)現(xiàn)問題，查找關鍵信息，解決問題。）Step 3 : Post reading1. 閱讀拓展延伸。（1） Introduce Beijing.引導學生課

11、前上網(wǎng)等方式收集了解關于北京如the Great Wall, some shows, food的相關信息,并以PPT 或圖片方式呈現(xiàn)。（2） 引導學生上臺介紹關于北京：the Great Wall , shows in Beijing , good food in Beijing. T： Robert and Denise are going to Beijing. They need to know more about the Great Wall, some shows and good food in Beijing. Please introduce Beijing to them.

12、S1: The Great Wall is the longest wall in the world. Robert and Denise , I think you would like to visit Badaling Great Wall. Many people visit there.S2: I think you would like to see Mutianyu Great Wall too. Many people visit there, too. S3: Robert and Denise. I think you would to watch Peking Oper

13、a in Lao She Teahouse. Peking Opera is very famous in China. S4: Robert and Denise , I think you would like to see some Chinese Acrobatics, Trick cycling, and Lion dance in Beijing. S5 :Robert and Denise , I think you would like to eat Beijing Roast duck, Tanghulu, Lvgagunand some Chinese good food.

14、（設計意圖：發(fā)揮學生自主學習的積極能動性，通過上網(wǎng)、查閱資料等方式了解更多有關北京的信息，如想去看長城的話推哪段給外國友人，如北京的特色食物等，達到拓展學生學習視野，加深對北京的認識和了解，滲透情感教育；在展示中以能培養(yǎng)學生自信展示表達能力。）2、閱讀后分層寫作 （1）課本P27 第四題。 T：If you are going to visit Beijing in the summer. What are you going to do there ? Circle there things below. visit a museum eat good food take photos se

15、e the Great Wall go sightseeing meet people(2) 根據(jù)學生的能力水平進行分層寫作。 Level one : 根據(jù)第四題所圈出的三件計劃做的事情，進行簡單的寫作。Im going to Beijing in the summer. In my free time, Im going to _, _, and _. Its going to be fun.Level two: 還可根據(jù)學生的實際情況，拓展更多關于北京的活動，并根據(jù)提示詞進行更豐富的描述寫作。Know more about Beijing：Im going to Beijing in th

16、e summer. Im going by _. Im going to stay_. In my free time, Im going to _Its going to be fun.Words bank:by bus by ship by plane by car by high-speed rail (高鐵) stay in a hotel stay with friends stay with relativesgo camping go sightseeing go shopping take photos meet some friends see the Great Wall

17、surf the Internet row boats (劃船)watch Peking Opera ( 看京劇) in Lao She Teahouse ( 老舍荼館) watch Chinese acrobatics ( 看中國雜技) watch Lion dance ( 看舞獅 )eat Beijing Roast duck ( 吃烤鴨 ) eat tanghulu ( 吃糖葫蘆 )eat Lvdagun ( 吃驢打滾 ) eat Chinese four cuisines ( 吃中國四大名菜)visit Tiananmen Square ( 參觀天安門廣場) visit the Imperial Palace (游故宮)visit Summer Palace ( 游頤和園) visit Temple of Heaven (參觀天壇)visit Beijing Hutong ( 逛北京胡同 ) -( 設計意圖： 在練筆之前，通過此活動讓學生積累寫作的素材，也通過這樣的方式讓學生直觀、多方位地認識首都北京；適當減低學生寫作的難度，同時鼓勵優(yōu)秀生挑戰(zhàn)課本的寫作，更大膽地寫寫自己想去哪，做些什么。通過分層次的寫作，鼓勵學生膽寫能寫，以提升不同層次水平學生的語言綜合運用能力。（3）寫作后，小組內(nèi)分享自己的summer plan. (4) 讓個別學生上臺向同學們分享他