Module 6 Unit 2 She visited the Tianchi Lake 表格式教案

课题 Module 6 Unit 2 she visited the Tianchi Lake.
教材分析 本课重点学习用一般过去时描述假期旅行的五个方面（时间、地点、人物、所做之事、交通方式），在前面的Unit 1已经学习了描述假期的单词和句型，为Unit 2 文本学习减轻了学习障碍和难度。
教学目标 1: Knowledge objectives: 1:Students review the words of direction (south, west) and learn the new words (north, rode) to talk about somewhere. 2: Students review and consolidate the “simple past tense" to talk about something in the past. 2: Skills objectives: 1:Students can improve the listening ability through detail information. 2:Students can improve the reading ability through answering the questions and drawing a mind map. 3:Students can understand the text well through retelling the text according to the mind map. 4:Students can be able to use the key words(east, north, rode)and the “Simple past tense” to talk about personal and others’ holiday in daily life. 3：Emotional objectives: 1: Students can improve their cooperative ability through working in groups. 2: Students can enjoy the beautiful China and know the beautiful cities through this lesson.
教学重点 1: Students can use the words of direction (south, west, north, east) to introduce the places. 2: Students can be able to use the “simple past tense to talk about holiday in the past. 3: Students can know how to use a mind map to understand the text well.
教学难点 1:Students learn to use or draw a mind map to understand and summarize the main idea of the text. 2:Students summarize and retell the text according to the mind map. 教学准备：PPT，单词卡片，拓展训练的作业清单。
教学过程
Steps 教师活动 学生活动 设计意图
Step I． Warm up （热身） Teacher chants with students Students chant with teacher given by teacher on PPT. 通过老师自制的“chant”结合动感的音乐，不仅复习之前所学的方向词“west，south”及描述城市所在方位的句型“It is in the…”且同时调动学生的课堂氛围，让学生积极参与到入课堂当中。
Step II． Lead-in (导入） Teacher presents a map of China and guides to review the words of direction and the sentence pattern (It is in the…of China) and also presents the new word “north” through the question. (eg: Where is Beijing ) Students say out the words and sentence patterns through teacher’s guidance and also learn the new words. 通过中国地图的展示，学生利用句型复习“新疆”和”海南”的方位，与此同时自然地引出起北京所在的方位，并学习新单“north”.
Step III. Presentation （呈现） Teacher presents the frame structure of the mind map through talking about personal holiday on PPT. Students notice the frame structure of the mind map of the holiday. 教师通过自述的北京假期以“思维导图”的形式呈现在PPT上，学生可以通过关键词 “when,where,who,how,what”清楚地了解北京假期的信息点，与此同时学生可以感知如何绘制思维导图以及如何使用思维导图来梳理和感概括重点信息。
Step Ⅳ . Practice （操练） 1: Teacher presents the question and asks students to guess Lingling’s holiday direction. 2:Teachers presents the questions and plays the video. 3: Teacher presents the rest of questions and asks students to read the text to find out the answers. 4:Teacher draws a mind map with students together. Students guess Lingling’s holiday direction. (She went to Xinjiang…) 2:Students watch the video and answer two questions. 3:Volunteers answer the rest of questions one by one. S1:She went to Xinjiang. S2:Xinjiang is in the west of China. S3:Last June she went to Xinjiang. S4:She went to Xinjiang with her parents. S5:She went to Xinjiang by plane. S6:She had a lovely time there. 4:Volunteers draw a mind map with teacher together. 1:学生过猜测Lingling的假期目的地为后面的问题解决做了铺垫，同时也让学生带着这个问题的任务去看视频找出正确答案。 2:学生通过阅读文本找出这5个关键词”where,when,who,how, what”的答案就可以清楚地了解文本的内容，为后面利用思维导图梳理及概括文本做准备工作。 3:教师通过提问学生的形式检测学生的正确答案,与此同时教师通过一个个问题的落实一步步与学生一起绘制思维导图来梳理和理清文本的内容，让学生更加清晰明了的理解此文本的内容是关于(when,where,who,how,what五个方面的内容。
Step Ⅴ . Extension （拓展训练） Teacher gives out the task. Teacher listens to students’report and gives the feedback. 1:Students draw a mind map about holiday in groups according to teacher’s task. 2:Students share their mind maps with the whole class and leaders report their group’s holiday according to the mind map. 1:学生通过选择其中一处地方— “三亚、新疆、北京词 “where,when,how, ”来汇制出 “关于假期旅行”的思维导图。学生通过五个关键what ,who”来总结假期旅行的内容。通过思维导图的绘制，学生知道如何利用思维导图来呈现所表述的信息，同时也巩固学生绘制思维导图的能力。 2：通过学生思维导图的投影分享，让其余学生看到更多不一致的思维导图模式:小组代表的报告讲述让其余学生更加清楚假期内容，与此同时也检测学生是否会用关键词绘制出思维导图并利用思维导图来表达出自己想要呈现的内容。
Step Ⅵ. Summary (总结） 1: What we have learnt today How about the words 2: What about the sentences 3: We also learnt how to find out the key words and draw a mind-map about the passages. Students summarize the key words and the sentences through teacher’s guidance. Keywords: north,rode； Sentence patterns: Xinjiang is in the north of China.I rode a horse.I had a lovely time there.) 学生通过老师的引导总结出本课学习的重点内容并掌握如何绘制假期的思维导图。
StepⅦ. Homework （作业布置） Teacher assigns the homework. Students write down the homework. 课后完善思维导图是进一步巩固如理利用思维导图梳理文本信息，加深对文本的理解。
StepⅧ. Evaluation （评教总结） Teacher announces the winner Ss congratulate the winner. 有效和及时评教可以更好的激发学生的表现欲和积极性
Blackboard design Module 6 Unit 2 She visited the Tianchi Lake.