Unit 5 China and the world.Topic 3 Now it is a symbol of England.Section A 教案

Unit
5 Topic 3 Section A
教案
Teaching aims
1. Knowledge aims：1) Words and phrases:
hang, Australian, below, leader, private, president, see…doing sth., either…or…, have sth. done, not only …but also…, ring out 2) Grammar:
①学习并列连词either... or…, not only…but also…和both...and…的用法。②学习主谓一致的用法。3) Functions: 表达见解和希望。
2. Skill aims:
1)能听懂关于世界上著名的建筑物的简单对话，识别主题，获取主要信息。2)能听懂简单的描述建筑物的语段，理解其中的细节信息。
3. Emotional aims:
1)有学习英语的愿望和兴趣，乐于参与英语实践活动。2)在小组活动中积极与他人合作，互相帮助，共同完成学习任务。
The key points and difficult points
Words and phrases:
hang, Australian, below, leader, private, president, see…doing sth., either…or…, have sth. done, not only …but also…, ring out 2. Sentences:
1) People were either early or late. 2) Now it is a symbol of England. 3) That is a good description.
4)That’s right, but do you know that Eiffel designed not only the Statue of Liberty but also the Eiffel Tower 5) I really hope I can visit some of these places some day.
3. Grammar:
1) Conjunctions；2) Agreement of subject and predicate.
Teaching procedures Stage （time period）Interaction patterns Teacher activity
Student activity
Remarks
1
Getting students ready for learning
Class activity
1.Greeting.
2.Play a song: I would like to Guilin. 1.Greeting. 2.Enjoy the song and get ready for 运用歌曲激发学
生的学习兴趣，使学生
3
(3 mins) learning. 的注意力集中到课堂活动中来。
2
Revision (3 mins)
Individual work
Ask students to review the names of places of interest of our country, and encourage them to say more.
Think about names of places of
interest of our country as many as possible. Describe them with the attributive clauses.
回顾学过的我国
的风景名胜，鼓励学生说出他们所知道的其它旅游胜地。激活旧知识，有效导入。
3
Pre-listening (3 mins)
Individual work
Ask students to list some famous buildings in the world.
List some famous buildings in the world they know.
假设情境，探索新知。Class activity
Show the pictures about the famous buildings all over the world. Let students know about other famous buildings all over the world.
Know more about knowledge about famous buildings all over the world. 开拓视野。
4
While-listening (10 mins)
Individual work
1.Guide students to read through 1b. 1.Read through 1b, they may match some of them according to the knowledge they know.
听前预测是完成
听力任务的保障。在听音的基础上
4
2.Play the record. 3.Play the flash to let students check the answers.
4.Play the record again. 2.Listen to the conversation and match the information. 3.Watch the flash to check the answers. Finish 1b. 4.Read the conversation after the record. Pay attention to the pronunciation andintonation. 进行仿读，培养学生正确的语音语调。
5
Post-listening (10 mins)
Class activity
Encourage students to ask something they can’t understand.Understand the difficulties with the
help of the teacher. 聚焦难点，处理加工。Pair work
1.Ask students to talk about the pictures in 1a with the information in 1b.
2.Let students act out their own conversations. 3.Encourage students to talk about the pictures in 2.
1.Work in pairs and talk about the pictures in 1a with the information
in 1b.
2.Act out their own conversations in pairs. 3.Work in pairs and talk about the pictures with their partner by following the example.
深入探究，交流发现。创设情境，让学生
在自然的言语交际的情境中进行口语练习。
6
Pre-listening (3mins)
Individual work Guide students to look at the pictures of 3a and choose the correct one. Look at the pictures and choose the correct one based on the following statements.
培养学生在学习
中善于利用图画等非语言信息理解主题的能力。
7
While-listening (7 mins)
Individual work
1.Play the record of the passage. 2.Let students read through the sentences in 3b. 3.Play the record again.
1.Listen to the passage and check the answer.
2.Read through the content of 3b carefully. 3.Listen again and complete the sentences. 边听边做好记录。
8
Post-listening (3 mins)
Individual work Check the answer with the students. Check the answer with the help of
the teacher. Then read the sentences loudly.
9 Summarizing and
assigning homework (3 mins)
Individual work
1.Ask students to sum up the key points.
2.Repeat the key points. 1.Sum up the main content of this
class. 2.Read through what they have learnt after the teacher.
让学生进一步运用所学知识，实现真正意义上的拓展。