Unit 3 We are going to travel
Lesson 13教学设计
一、教材内容分析
本课时提供学生要学习的话题是Lily’s family travel plan to China.本课时会话的情景是美国女孩Lily与大家分享她的家庭旅游计划。Lily全家计划暑假来中国旅行两周，第一周游览北京、哈尔滨、西安，第二周游览上海、杭州、三亚。Lily请大家给她介绍更多有关哈尔滨、西安、三亚和其他地方的信息。通过对话，使学生理解、认读、恰当运用目标语言进行关于旅行计划这一话题的交流。
二、学生情况分析
学生有了三年的英语基础，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
知识与能力:
全部学生能够在图片的帮助下听、说、认读和写单词travel, know, hear, lake by plane和句子We’re going to Hangzhou by plane..绝大部分学生能够听、说、认读单词America, Shanghai, Dalian, Xi’an, by train, by ship.重点句子We’re going to travel around China during the summer holiday. We’re going to visit Beijing ,Harbin and Xi’an.读懂和理解短文内容。大部分学生能够按意群和正确的语音、语调朗读短文。大部分学生能够在提示下进行个性化介绍，描述自己想要去的地方以及去的原因；大部分学生能够综合运用本单元的核心句型We’re going to…。
过程与方法：
学生通过读一读、划一划和找关键词等方法理解文本，完成任务，并培养读图能力及阅读理解的能力。学生通过朗读技巧的指导，模仿正确的语音、语调，养成良好的朗读习惯。学会运用听读、细读、自主读、合作读等阅读技巧。学生通过小组合作的方式，提高合作学习能力和自主学习能力。通过设置情景，培养学生在一定语境中书写单词句子。
情感态度价值观：
通过本部分的学习，学生体会到并表达出对祖国美好河山的热爱之情。
四、教学重难点
教学重点：听、说、认读和写单词travel, know, hear, lake by plane和句型We’re going to Hangzhou by plane.
教学难点：
学生对景点特点的描述
五、教学步骤
1．热身
唱一唱。
T：Good morning, children! First let’s enjoy a song. It’s about summer holiday.
做头脑风暴游戏，教师呈现表示方位的词组和学过的风景名胜的图，让孩子快速复习旧知识。
T: Here are some words .Please read them quickly. Let me see who has sharp eyes.
谈话引入。教师与学生进行交流，复习第一单元句型，同时为新授的呈现做好铺垫。
T: Children, What did you do during your holidays?
SS: I went to…
T: How did you get there?
Ss: We got there by plane/on foot/by bike.
设计意图：通过游戏复习已学句型，同时拓展与铺垫歌曲内容，通过头脑风暴──复习方位的词组和学过的风景名胜的图，让孩子快速复习旧知识。激活已有生活体验，听轻松愉快的歌曲，复习已学单词和句子，为教授新做好铺垫。
2．呈现
文本呈现
教师出示好朋友Lily的图片，然后出示中国地图以及相关的景点，让学生猜猜她可能向我们介绍些什么？
T: Who is she?
Ss: Lily.
T: Summer holiday is coming .Lily makes a plan. What is she going to do during the summer holiday? Here is a passage about the summer holiday .Look at the China map, Guess what is she going to talk about?
Ss: …
设计意图：通过读图，学生初步感知文本，把学生带入到文本情境中同时渗透阅读方法指导。
教师播放录音，学生通过听录音找出Lily介绍的旅行计划。并有意识地让学生通过图片帮助和上下文理解学会新词America，travel和句子We’re going to travel around China during the summer holiday.
T: Children, let’s listen the video and Find: What is the plan about?
Ss: Travel plan. （板书）
T: Yes, this is Lily’s family’s travel plan. .Do you know where is Lily from? Read quickly and find.
Ss: I’m from America.
T: Her family want to travel around ____(China) （板书）during the Summer holiday. Yes, Lily says: We’re going to travel around China during the summer holiday. （板书We’re going to travel around.） We’re going to stay in China for two weeks. （板书two weeks）
设计意图：通过观看听录音看图片，让学生在真实的语境中理解新词。
引导学生猜一猜Lily可能去中国的什么地方，然后通过细读文本画出相关句子，学习新词know .进一步学习运用重点句型We’re going to….
T: Guess where is Lily going in China?
Ss: (预设：学生通过看图猜出她可能要去参观的景点)
T: Open your books turn to page 26. Read carefully and underline the sentences.
2. 呈现与操练
（1）出示新词西安、武汉、上海和三种交通方式，学生小组内运用所学发音规律自学新词，并展示，然后运用重点句型We’re going to。。。进行操练。
T: (指着板书说)Lily knows something about Beijing ,Harbin and Xi’an… If you are a tour guide ,where are going with lily?(课件出示相关城市图片P27)
Ss: 分组自学新词，并展示
T: How many words have you learned? How to read?
T: If I’m a tour guide, We are gong to Hangzhou by plane.(板书)Where are you gong ?
SS: We’re going to…（学生小组交流并展示）
设计意图：通过小组合作，培养学生运用语音知识的能力，同时培养孩子的合作意识和自学能力。
运用：学生运用所学句型做一个调查，完成自己旅行计划。T: Lily is very happy, if you’re a good tour guide. Where do you want to go? Why?
I want to visit Wuhan. It’s a big city. (指着课件说)What about you? Please make a survey in your group. You can use the sentences:
设计意图：给学生提供相互交流，学语言用语言的机会，为下一步的做旅游计划即综合运用语言做好铺垫。
Make a travel plan and report.
My travel plan
Hello, I’m______. During summer holiday. I am going to travel with my family. We are going to visit_________. I know the________ is in________. I hear it is______________. We ___________________________ . ____________________________.
设计意图：给学生能够自己组织语言的机会，培养学生积极开口说英语运用语言的能力。
3. 小结
老师引导学生说说本节课都学到了什么，有什么收获。
T: Great. Today we know many nice places in China. Let's see which group makes more fences. So today's winner is Group B. Boy and girls, can you remember the places in Beijing? Where are they? They are...
Ss…
T: Do you like these places? If you have a holiday, what do you want? Where are you going to? When are you going?
Ss: We are going to….
T: We have many famous places in China. We can visit them on our holiday. Here are your homework.
设计意图：通过学生自己谈收获，进一步巩固本节课所学的知识。
4. 作业
Listen and try to imitate.
Show your travel plan with your friend.
Unit 3 We are going to travel
Lesson 13教学设计
一、教学目标及要求
知识与技能目标：??
1.?知识目标：?
（1）学生要听懂并能认读Just?read?and?speak?
（2）学生通过阅读对话，能初步认识掌握一般将来时的表达方法。?
2.?技能目标：??
（1）能够读懂Just?read?and?speak中文本主要信息并能在教师的指导和帮助下学会一些简单的阅读技巧和方法；通过教师引导，理解文本细节信息；??
（2）通过对话，使学生理解、认读、恰当运用目标语言进行关于旅行计划这一话题的交流。?
3.过程与方法:?
（1）能够通过问与答，合作交流等多种方式与他人谈论本课的重点内容。?
（2）能够积极主动地参与课堂教学活动，提高与他人合作交流的意识和能力。?
情感态度目标：?
通过学习培养学生对我国名胜古迹的认识。?
二、教学重、难点?
结合本课的教学目标，我把本课的重、难点设定为：?
1.?重点：能够读懂并尝试表达Just?read?and?speak所介绍的文本信息。?
2.?难点：学生理解和体验一将来时的用法。正确介绍自己的一些计划。?
三、教学方法
1.情景教学法
2.多媒体教学法
3.互动合作学习法。?
四、教学用具
课件，教材，视频
五、教学过程
（一）热身、复习（Warm?up/?revision）
?1.师生问好。?
2.游戏：快速说地名?
出示与本课相关的地名图片（Beijing?,?Harbin,?Xi’an...），认识的学生快速起立并说出来。??
【设计意图】利用游戏，让学生对本课中出现的地名有个初步的认识，为学习课文做铺垫。??
（二）新课呈现?（Presentation）?
1.旅游是贴近学生生活的话题，教师以聊天的方式，展开主题为Travel?plan?for?your?summer?holiday?的英语对话，激活学生相关背景知识，轻松愉悦的进入本课学习。?
T:?Summer?holiday?is?coming.?I?have?a?travel?plan.?What?do?you?think?of?my?plan?(教师图文结合，呈现假期计划。)
?S:...?
T:?Thanks.?I?want?to?know?more?about?your?travel?plan.
?S:...?
【设计意图】此环节为学生创造了一种真实的语境，从而复习与本课话题相关的知识，将学生自然带人新知的学习环节。?
2.整体感知：教师播放课文录音，让学生试听并举，整体感知语篇。听音前布置任务，请学生回答：What’s?the?passage?about???
【设计意图】了解学生对语篇大意的理解情况，训练学生概括语篇大意的阅读技能。?
3.小组阅读课文（一读）：阅读课文，回答问题。根据学生的回答板书。
?a. What’s?Lily?talking?about???
b.?What?places?are?they?going?to?visit???
板书：
Lily’s?travel?plan?for?summer?holiday.??????
Harbin,?Beijing,?Hangzhou,?Sanya,??Xi’an.?????
The?Great?Wall?is?in?Beijing.?????
?The?West?Lake?is?in?Hangzhou.?
【设计意图】激活学生已有的关于几个热点旅游城市的旅游经验，同时为本课学习做铺垫。?
4.独立阅读课文（二读），学生划出不理解的单词，教师对一下单词进行归纳讲解。?
在课文语境中理解travel??visit??know??world??place??province??terracotta?army?等词汇和短语。（PPT出示）?
They?are?Kate?and?Gao?Wei.?
【设计意图】教师引导学生把小句放在上下文情景语境中去理解，逐步形成根据上下文理解词句的阅读技能，而不是孤立地理解单词和小句。?
5.?齐读课文，男女生比赛读。男生读蓝色部分，女生读红色部分。?
（三）趣味操练(Practice): 励学生尝试以第三人称描述Lily的家庭旅行计划，使学生深入理解文本信息，巩固主要目标语言。
?Lily?is?an?American?girl.?Here’s?her?family?travel?plan.?They?are?going?to?travel________during?the?summer?holidays.?They?are?going?to?stay?in?_____for______.?They?are?going?to?visit?___________________.I?know_____?is?the?____of?China.?It’s?in?_______Province.?It’s?famous?for?_______.?
【设计意图】 教师把主要目标语言的载体从陈述的文本转化为对话的文本，让学生陈述文本，提升语用能力。?
六、作业布置（Homework）?
Recite?the?passage.?
七、板书设计?
Unit3??We?are?going?to?travel.?
Lesson?13?
?Lily’s?travel?plan?for?summer?holiday.???????????
Harbin,??Beijing,??Hangzhou,??Sanya,??Xi’an.?????????
The?Great?Wall?is?in?Beijing.??????????
The?West?Lake?is?in?Hangzhou.
Unit 3 We are going to travel
Lesson 13
教案
教学目标：
?1、知识目标
能听懂、会说并认读下列单词：from, China, lake, the Great Wall, travel, know。???
2、能力目标
能听懂并能在图片的帮助下运用“be going to”句型讲述自己的计划和即将发生的事情。
?3、情感目标
培养学生将学到的知识运用于真实的生活场景中的能力，引导学生关注生活，热爱生活。
教学难点：
?结合实际在真实的语境中运用 “be going to” 句型。
教学准备：
多媒体课件、单词卡片
教学设计
Step 1 Warming-up
1. Greetings.
2. To review to sing a song.
3. To review some words:
4. Free talk:
T: Hello! Children. Do you like taking pictures?
S: Yes.
T: I like taking pictures, too. I like traveling very much. Do you like traveling?
Step 2 Knowledge and drills
①To talk about the picture by using the sentences:
The first place to go is the Great Wall. plan to do in the south of China Look, so many famous places. What are they?
②To learn to say the dialogue.
Let the students listen to the tape recording with their books closed. Then listen to the dialogue two times with their books open. Read after the tape recording. Try to say this dialogue fluently.
Step 3 Presentation
① Leading-in.
课件显示北京、西安、杭州、哈尔滨、三亚的景观图片，让学生猜测它们分别是哪个城市。Look! These places are very beautiful. Can you guess which city it is?
对学生的回答进行肯定表扬，并告诉学生自己将在寒假中选择其中一个温暖的城市去旅游，请学生猜测是哪个城市。Please guess which city I want to travel?
在学生说出三亚后予以表扬，师说“I’m going to go to Sanya.” 自然引入本课语言点 “be going to”句型的学习。出示中国地图，让学生用I’m going to go to……来说自己打算去的地方。
②学习句型We’re going to
T: Sanya is very beautiful. Do you want to go with me? S: Yes.
T: We’re going to go to Sanya. We’re going to go by plane.
Step 4 Reading comprehension
Dear Jim,
I’m in Hangzhou now. I will spend(度过) the next three years here. I'm in No. 6 Middle School. It's a good school. The people here are very friendly. My best friend is Li Lei, and my favourite food is Dongpo pork(猪肉).
Now I'm writing to you in my bedroom. We have a new home here in China. It's different from our old home in America. Our new house is white, and the old one is red. The walls of my bedroom are blue. My mother is watering some flowers. My father is repairing a car. I’m going to do my homework. Please write back soon.
Yours,
Tom
( ) 1. What school is Tom in?
A. No.5 Middle School.
B. No.6 Middle School.
C. No.7 Middle School.
D. No.16 Middle School.
( ) 2. Who’s Tom’s best friend?
A. Li Lei. B. Lucy. C. Jim. D. John.
( ) 3. What color are the walls of Tom's bedroom?
A. Red. B. White. C. Blue. D. Yellow.
( ) 4. What's Tom's father doing?
A. Fixing a plane.
B. Watering some flowers.
C. Fixing a car.
D. Repairing a bike.
( ) 5. Where's Tom from?
England. B. Australia. C. America. D. Canada.
Key: BACCC
Step 5 Comprehension
The students practice the dialogue in pairs and recite the words in groups. Check pronunciation as the teacher walk around the classroom, listening, modeling and praising pairs. Ask several students to model the dialogue for the class.
Step 6 Practice
四人一小组，?制定寒假旅游计划。
Step 7 Application
Have a race to see who can recite the words quickly and correctly.
Step 8?Homework
为你的家庭制作一个旅行计划（旅游目的地、怎样去、到那做什么)
Place
(地点)
We’re going to go to…
Transport（交通工具）
We’re going to go by…
Activity
(活动)
We’re going to…
I’m going to…
