Unit 3 We are going to travel
Lesson 15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。We’re?going?to?...?
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。
Lily?and?her?parents?are?going?to?stay?in?Beijing?for?three?days.?
??（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。Where?are?we?going???We’re?going?to?...?
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：?
通过学习我的国名胜古迹，培养学生的爱国意识
?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。
We?are?going?to?visit?the?Great?Wall?this?morning.?When?are?we?going?to?visit?the?Summer?Palace??Tomorrow?morning.?
2.?难点：学生理解和体验将来时的用法。正确介绍自己的一些计划。I’m?going?to?...?
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．教具
课件，教学图片?
五、教学步骤?
（一）热身复习（Warm?up?revision）?
1.师生问好。?
2.Free?talk: 出示中国地图，引导学生介绍自己的旅行计划，想去哪里以及怎样去。
e.g. We’re?going?to?Hangzhou?by?plane.?
?【设计意图】此内容复习了前两课的知识，为本课新知的学习奠定基础。???
（二）新课呈现?（Presentation）?
1.教师举起有Beijing?的导游小旗，转换角色，担当一名导游，将学生带入到情景中，自然进入新课学习环节。?
T:?I’m?the?tour?guide.?Lily’s?family?are?going?to?visit?some?interesting?places?in?Beijing.?Would?you?like?to?go?with?us??
S:...?
随后播放北京主要景点的PPT，配以英文单词，将学生自然带入到Travel?plan?in?Beijing?的情境中。?【设计意图】此活动建立课本、学生经验、已有知识的基础上，激活学生背景知识，帮助学生理解本课内容。?
3.听音模仿：学生对本课话题有了整体了解后，教师播放Just?read?and?speak?部分的课文录音，学生翻开课本，一边听音跟读，一边整体感知对话。?
【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。?
4.词汇学习：
?the?Great?Wall?,?the?Ming?Tombs,?the?Summer?Palace,?the?Forbidden?City,?the?Temple?of?Heaven?
本课要求学生能理解、听说、认读这些专有名词，引领学生了解这些英文名称对应的景点照片、历史背景，并引导学生介绍自己比较熟悉或浏览过的景点。引导学生使用学过的句子We’re?going?to?The?Great?Wall?by?plane.?来表达。?
5.听音回答：?
教师播放录音，学生认真听并回答以下问题：
Q1:?Who?are?going?to?stay?in?Beijing??
Q2:?Where?are?they?going?this?morning??
Q3:?When?are?they?going?to?the?Summer?Palace??
【设计意图】让学生通过录音获取具体的信息，检测学生对本文的理解。?
（三）趣味操练(Practice)：?
1.操练对话?
（1）播放本课录音，学生看书跟读对话?
（2）学生四人一组分角色读对话?
（3）学生分角色表演对话，可以脱离或半脱离书本?
2.信息拓展?
让学生查阅关于这些旅游景点介绍的更多信息，然后介绍给Lily一家，以此问题，激活学生对景点历史文化的了解，鼓励学生用自己的语言介绍景点，丰富课本学习内容，实现信息共享，为语言的运用做准备。?
3.语言运用?
（1）创编对话??Let?the?students?to?make?a?new?dialogue.?
（2）表演所创编的对话??Act?out?the?dialogue.?
【设计意图】学以致用，将学到的语言点运用到生活中，表达自己即将有的旅游计划。?
六、作业布置（Homework）?
Recite?the?dialogue.??
七、板书设计?
Unit3??We?are?going?to?travel.?
?Lesson?15?
??????Time时间?????Tourist?attraction景点???????Location?方位?
This??morning?????The?Great?Wall???????In?the?north?of?Beijing.?This?afternoon?????The?Ming?Tombs??????In?the?north?of?Beijing.?Tomorrow?morning??Summer??Palace?????In?the?west?of?Beijing.?Then???????????the?Forbidden?City??????In?the?center?of?Beijing.????????????????the?Temple?of?Heaven????In?the?south?of?Beijing.?
Unit 3 We are going to travel
Lesson 15教学设计
?一、教学目标
情感目标：学生热爱祖国的大好山河。
知识目标：学习句型?We are going to visit….??????
能力目标：培养学生使用be going to?讲述自己的计划和即将发生的事情。
二、?教学重点
1?学习运用be going to?句型。
2?掌握单词及词组：Ming Tombs/ the Great Wall/ the Summer Palace/ the Forbidden City / the Temple of Heaven
3?学唱歌曲：We are going to the zoo
三、?教学难点???????????????????????????????????????????????????????????????????
能够正确理解运用be going to?句型。
四、辅助资源
?挂图、录音机、磁带、图片、一个骰子、游戏表格盘
五、教学过程
I. Warming up
?听歌曲?We are going to the zoo.?
II. Revision:
1. Read text of Module 7 Unit 1
2. Free talk:
What day is today? Where are you going to go and what are you going to do this weekend?
III. Presentation:
1．教师出示Amy/ Sam/ Ms Smart/ Lingling / Daming的图片，并出示问题
Q1: Where are they going to go?
Q2: What can they see?
???2.?在学生理解问题后，看课文CD-ROM，回答问题。
（带着问题听课文，使听的目的更加明确，有助于对课文的理解）
???3.?回答问题一
They are going to go to the Ming Tombs.
出示图片，学说Ming Tombs
（可以观看CD- ROM?使学生更多地了解有关明陵的一些情况，从而促进英语的学习）
???4.?回答问题二
They can see many stone animals, lions, camels and elephants.
???5．教师出示单词卡片，学说stone animals / camels
???6.?学生边看书中课文边听录音。
???7．再次回答问题
?????Q1: Who are going to visit the Ming Tombs?
?????Q2: When are they going to visit the Ming Tombs?
?????Q3: What stone animals are they going to see?
?????Q4: Who is afraid of the scary animals?
?????Q5: What are these scary animals?
??(?通过问题再次强化学生对课文的理解。同时学说新单词scary/ monster)
IV. Practice:
1．听录音，跟读课文。
2．学生分组进行表演对话。
??3.?游戏活动
?????分成4个小组
?????每组一张表格，上面画有16个格，并且标注起点和终点，并且拿出事先准备好的骰子，骰子的六面上分别贴有如下文字
（1）It’s time to go to BED.
（2）We’re going to WALK.
（3）We’re going to JUMP.
（4）We’re going to HOME.
（5）?We’re going to going to the HOSPITAL.
（6）We’re going to go BY PLANE.
?????学生分为A Ｂ两组，每组四人，轮流扔骰子，具体规则
（1）It’s time to go to BED.?停在原地不动
（2）We’re going to WALK.??向前走一格
（3）We’re going to JUMP.??前跳两格
（4）?We’re going to HOME.??后退一格
（5）?We’re going to going to the HOSPITAL.?停玩一次
（6）We’re going to go BY PLANE.?直接到终点
学生掷出骰子后大声说出骰子上面的数字，然后按照规则前进或者后退相应的格数。
4学唱歌曲We are going to the zoo
V. Summary:
Today we have learned something about the Ming Tombs and the sentence patterns with “be going to”.
VI?Homework
You can go on playing the games after class.
Unit 3 We are going to travel
Lesson 15
教案
教学目标：
知识能力目标
1. 能熟练听说读写单词tomorrow, the Great Wall, visit词组far from, in the north of.
2. 能运用We’re going to ..表达将要做的事情。
3. 理解课文含义和熟练朗读课文。
情感目标：热爱生活，热爱自然。
教学重点：
单词：tomorrow, the Great Wall, visit
词组：far from, in the north of.
句型：运用we’re going to...表达将要做的事情。
教学难点：
运用We’re going to ...表达将要做的事情。
教学准备：
背包，帽子，单词卡，录音机，照片
教学过程：
Step 1 Warming-up
Chant: Go, go, go to school. Go, go, go to the park. Go, go, go to Beijing! Go, go, go by bus!
Go, go, go by bike! Go, go, go by train!
Step 2 Presentation
①引入：老师身着旅行的装束（背包，帽子），和学生打招呼。
T: Hi, guys! We're going to have a travel! We're going to go to Beijing tomorrow!(出示第二天的日期)。We're going to get up at 5o’clock. We're going to visit the Great Wall. Both the Great Wall and the Ming Tombs are in the north of Beijing. Let’s go!
②课文学习：Today, we’re going to learn Lesson 15. Books open! Do you know travel? (引生理解travel的含义——旅行，领读几次)
播放课文录音，让学生勾画出新单词。
③学习新单词：tomorrow, the Great Wall, visit.
利用单词卡学习tomorrow, the Great Wall, visit。老师按音节读出单词，训练学生按照音节来书空，练习记忆单词。
Step 3 Grammar
一般将来时 be going to do
①概念：表示将要发生的动作或存在的状态及打算、计划或准备做某事。句中一般有以下时间状语：tomorrow, next day(week, month, year…),soon, the day after tomorrow（后天）等。
②基本结构：be going to + do
③be going to的特殊疑问句形式
构成方式：疑问词＋be going to的一般疑问句。一个口诀献给大家：
疑问词在句首，
系动词be跟着走，
主语、going紧相随，
其它成分不要丢。
如何把陈述句形式转换成特殊疑问句形式呢？一个方法，那就是：一定、二变、三去掉。
一定：即确定划线部分的疑问词；
二变：即把be
going to变为一般疑问句形式；
三去掉：去掉划线部分。例如：
We are going to have a meeting next Monday.
A：确定疑问词为when(什么时候)
B：把原句改为一般疑问句are you going to have a meeting next Monday?
C：去掉划线部分，即When are you going to have a meeting?你们打算什么时候开会？
注意：如果对to后面的动词短语进行提问则要用What...do...?对例句中的have a meeting进行提问应为：
What are you going to do next Monday?
下星期一你们打算做什么？
特别警示：当划线部分为主语或主语的定语时，特殊疑问句的语序为陈述句语序。
Miss Li is going to teach you
Step 4 Reading comprehension
“You’re just in time, Joe. We’re going to play cowboys（牛仔） and Indians, and you can be the Indians. ” One of my cousins（堂兄弟）said. “How many Indians?” I asked. “Oh, about a thousand.” He answered, and before I could say no，I was pushed out into the night and became a thousand Indians. Two minutes later I was running in the fields with a group of cowboys behind. The shouts of “After them. Let's catch the killers!” and other such TV play language came into my ears as I ran round a corner and hurried into my Grandpa's car. “We've got him, boys. Let's go and catch him!” But no one wanted to come to get me. All of my cousins except one were always very friendly with. It was quiet outside. And I went out of the car to have a look. Just then I heard a shout , “Bring the rope（绳子）, and we can burn him. ” “Only Indians burn people. Cowboys.” I stopped just in time. I had almost said, “Cowboys hang（绞死）people. ” I was tied to a tree, and the cowboys were looking for some wood when my dear mother called, “We're leaving now. ” “Untie me.” I shouted. ”We're going. “Why did Bobby want matches（火柴）?” Mum asked when we were in the car. “He was asking Dad whether he had any.” “Oh, he was just going t matches? MATCHES? Are you sure he wanted matches” Mother was quite sure, and I didn't say any more.
( ) 1. How many children played the Indians?
A. One thousand B. One hundred C. One group D. One
( ) 2. Why did Joe's cousin say that Joe was just in time? Because______.
A. there were not enough children four the game
B. the game was just going to start
C. none of his cousins wanted to be the Indians
D. they were waiting for Joe
( ) 3. Joe didn't say “Cowboys hang people.” Because______.
A. he was tied to a tree
B. that would make things worse
C. he was caught by the cowboys
D. that would make the cowboys angry
( ) 4.Which of the following is TRUE?
A. One of Joe's cousins was looking for matches.
B. Dad didn't want to give the children any matches.
C. Bobby wanted to get some matches from his father.
D. Mum didn't think children should play with matches.
( ) 5.The name of the story should he“______.”
A. Joe and his cousins
B. Who knows what danger is waiting there
C. Cowboys and Indians is a favourite children's game
D. How cowboys and Indians fought in the past
Key: DCBAB
Step 5 Homework
1. Learn by heart the new words have learned.
2. Try to recite the passage.
