Unit 3 We are going to travel
Lesson 16教学设计
一、教学目标及要求?
知识与技能目标：?
1.?学习和掌握以下短语、地名、句型且能够较熟练的运用：?
the?Great?Wall,??the?Ming?Tombs,??the?Temple?of?Heaven,??the?Summer?Palace,??the?Forbidden?City, Beihai?Park??When?are?we?going?to?visit?the?Summer?Palace??Tomorrow?morning.?通过学习，学生能综合运用目标语言进行旅行计划的分享交流。?
2.?能够听、说、读、写四会单词和短语：?
tomorrow???visit????the?Great?Wall???them???
We?are?going?to?visit?the?Great?Wall?this?morning.?
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：?
通过学习培养学生热爱生活、热爱祖国大好河山的积极向上的态度。
?二、教学重难点?
1.教学重点：学习和掌握以下短语、句型且能够较熟练的运用：?
the?Great?Wall??the?Ming?Tombs??the?Temple?of?Heaven??the?Summer?Palace??the?Forbidden?City??Beihai?Park??When?are?we?going?to?visit?the?Summer?Palace??Tomorrow?morning.?能够听、说、读、写单词和句子：?
tomorrow???visit????the?Great?Wall???them???
We?are?going?to?visit?the?Great?Wall?this?morning.?
2.教学难点：在语境中用句子，综合运用目标语言进行旅行计划的分享交流。?
三、教学方法
1.多媒体教学法
2.互动合作学习法
3.游戏教学法。
?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.游戏：快速说单词?
出示与本课相关的地名图片和星期单词（the?Great?Wall?,the?Ming?Tombs??Sunday?Tuesday?Friday?），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和星期有个初步的认识，为学习本课做铺垫。?(二)新课呈现?（Presentation）?
1.词汇再现（PPT）?
the?Great?Wall,? the?Ming?Tombs,??the?Temple?of?Heaven,?Sunday, Saturday?
Where?are?you?going?this?weekend??When?are?you?going?to?visit...??PPT?出示图片和星期??
让学生造句：We?are?going?to?visit?the?Great?Wall?this?morning.（斜体部分可以替换，引导学生将以往所学过的相关内容增加到对话中。）?
2.Chain?game?
the?Great?Wall??
visit?the?Great?Wall?
We?are?going?to?visit?the?Great?Wall.??
We?are?going?to?visit?the?Great?Wall?this?morning.其他的短语和句型以此类型训练。?
【设计意图】通过游戏练习本课四会句型，训练到每个学生。?
3.?Let’s?chant:（sh）?
She?washed?her?short?shirt.?She?washed?her?short?skirt.?She?washed?her?sports?shoes.?She?washed?her?toy?ships.?
4.Make?a?new?chant?.（学生可根据chant编新节奏或用歌曲唱出）?
（三）趣味操练（Practice）?
1.Let’s?interview?
（1）Group?work?
情境设计：本周末你即将和你的同学们想要参加北京的几个景点，同学们间讨论目的地的选择，出行时间等信息。4-6人一组展开访谈，通过访谈，完成第31页的表格，巩固所学。?
（2）小组汇报，引导学生开展生生互评，充分发挥学生在评价中的主体作用。?
【设计意图】此环节为学生营造一种轻松愉悦的语言氛围，将本课的目标语言技能有效输出运用。
?六、作业布置（Homework）
Make?a?new?dialogue.?
七、板书设计?
Unit3?We?are?going?to?travel.?
Lesson16?
?We’re?going?to?visit?the?Great?Wall?this?morning.??????
the?Ming?Tombs??the?Temple?of?Heaven??the?Summer?Palace???Monday???????Sunday??????Saturday???????Friday
Unit 3 We are going to travel
Lesson 16教学设计
一、教材内容分析
本课时提供学生要学习的谈论旅行安排的句型与词汇，通过Lily一家人到达北京，人在宾馆，他们计划在北京停留三天，导游在向Lily及家人安排了几个充分体现中国历史的文化景点：长城，十三陵，颐和园，紫禁城，天坛，并详述了每天的旅行计划。
通过本课学习，学生能够简要了解北京主要景点的历史背景，听说，认读这些景点的英文名称；理解、听说、读写、运用主要目标语言交流旅行计划。
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
1. 知识与能力目标
全体学生能够听说认读句型We are going to visit the Great Wall this morning. When are we going to visit the Summer Palace? Tomorrow morning.并巩固认读北京几个景点的专有名词the Great Wall, the Ming Tombs, the Temple of Heaven, the Summer Palace, the Forbidden City, Beihai Park。大部分学生通过操练，学生能够运用句型We are going to visit ….简要要表达旅行计划，运用When are we going to visit ….?询问旅行信息。
2. 过程与方法目标
能通过看图，捕捉主要信息，并根据提示做出听前预测。培养学生运用听力技巧完成任务的能力。通过语音渗透培养学生正确认读单词的能力，并提高语感。通过朗读技巧的指导，模仿正确的语音、语调，帮助学生养成良好的朗读习惯。通过Pair work and Group work培养学生语言交际能力与合作探究能力。
3. 情感态度价值观目标
了解北京著名景点，以及相关景点的历史背景信息。
四、教学重难点
教学重点：
听说、认读the Great Wall, the Ming Tombs, the Temple of Heaven, the Summer Palace, the Forbidden City, Beihai Park等著名景点的名称。句型When are you going to visit the Summer Palace? Tomorrow morning. We are going to visit the Great Wall this morning.
教学难点：
the Temple of Heaven, Forbidden City的发音
五、教学步骤
1．热身环节
（1）复习上一节课的内容：“We are going to ….”教师呈现中国地图，让孩子们描述Lily的旅行计划，通过描述中国地图的不同城市，复习了上一节课的句型及词汇，同时也为本节课内容情境呈现做铺垫，复习好将来时态构成形式。
（2）头脑风暴：展示部分城市以及著名景点的图片，以及方位和交通方式。
设计意图：通过描述莉莉的旅行计划复习已学句型，同时拓展与铺垫本课内容，通过头脑风暴──看看中国城市景点及著名建筑物，激活生活体验，复习已学单词句型。
T: Good morning, boys and girls.
Ss: Good morning, Miss Du.
T: Before the class, let me see whether you can remember this? Lily and her family are going to China. Look at this Chinese map. She says: We are going to …. /We are going to … by ….（指示地图中上节课中丽丽所提到的城市）
Ss:（Beijing, Harbin, Xi’an, Shanghai, Hangzhou, Sonya .We are going to…by….屏幕呈现城市图片，老师引领学生运用句型描述出行方式及所做事情。）
T: And what are they going to do? Lily says…
S: We are going to visit ….
T: And this city?
S: …
T: Yes, Those cities are very beautiful. Where is it?
S: Hangzhou.
T: Try to say .Where is it in China? And what is famous for? （课件呈现句型模板）
Ss: Hangzhou is in the east of China. The most famous place there is the West Lake.
2．呈现
单词教学
①根据上一节课的Lily 的旅行计划过渡到本节课内容，以北京为旅行首站，进入文本之前教师提问孩子们，北京都有哪些景点，鼓励孩子自主预测文中人物可能去的地方，形成信息差，再视听，为单词呈现做好渗透。
T: Lily has her family’s travel plan. Now Lily and her parents are in Beijing Hotel. They are going to stay in Beijing for three days. The tour guide is telling them about travel plan. First, guess! Where are they going to visit? （课件呈现北京地图图片）
S: Great Wall, Tiananmen Square, Summer Palace….
②通过文章视频选出莉莉一家将会去北京的哪些景点。呈现本课有关景点的新单词，呈现时教给学生学习单词发音方法，例如拆音法，以旧引新，直呼法等，并鼓励学生主动尝试，自己读出。并通过景点图片配合理解单词具体含义。
T: Maybe they are going to these places. Now let’s watch and choose. Where are they going to visit ?
T:Can you try to read it?/ How do you read it?/Read it for us.
S:the Ming Tombs. the Temple of Heaver….
设计意图：图片显示地点并教给单词发音规律，学生通过自己尝试新单词读音，探求学习方法，掌握发音规律，培养见词能读、自主学习的能力。
③根据情境过渡，了解了莉莉一家将要旅行的地点共有五处，让学生质疑他们还会想知道有关旅行的什么问题.预设学生会问出有关时间，交通方式，路程远近等问题。课件呈现一家三口的在文本中的所提的问题。
T：We know where they are going to visit in Beijing. What else do they want to know?
S:When?/How can they get there?/Is it far?/Is it near?
T:Good question. Look at their questions.（课件呈现）
设计意图：引导学生自主提问，培养预测能力，产生信息差，以便培养学生自主探究能力。
（2）句型教学
根据妈妈的问题引出去往颐和园的时间是明天，并由此过渡到其他几个景点的时间安排，引导学生细读文本划出几个景点的时间安排。当学生找到答案关键词，读出句子时板书重点句。
T: Look! Mum wants to know: When are we going to the Summer Palace? （板书重点句）
S：Tomorrow morning.
T: What about other places? Read it carefully and underline the answers.
Students read and underline.
T: When are they going to the Great Wall?
S：Today.
T: How do you know? Can you read the sentences?
S: Where are we going today? We are going to the Great Wall this morning and then the Ming Tombs in the afternoon.
T: What about the Forbidden City? When?
S: Tomorrow morning.
T: How do you know? Can you read the sentences?
S: Tomorrow morning. Then we’re going to visit the Forbidden City and the Temple of Heaven.
（3）深入了解文本
学生了解Lily一家这两天的旅行安排，针对景点的具体方位，再进入深入理解文本环节，针对景点方位以及距离指导学生细读自己解答，并拓展其他景点的方位，利用北京地图及景点引导学生复习方位。
T：They know where and when about plan. Dad wants to know :Is Great Wall far from here ?
Ss: Not too far.
T: Where is it?
S: It’s in the north of Beijing, The Ming Tombs are also in the north of Beijing.
T: What about other places?
S: It’s in the ….of Beijing.
T: The Great Wall is in the north of Beijing. How about the Temple of Heaven? Where is it?
S: It’s in the south of Beijing.
（4）引导学生将对话默读并找出存在的疑问，小组讨论解决后，将意见不同以及无法解决问题由老师引导共同解决。
T：Read it silently and find your problem. Discuss in your group.
S: How to read “history”
T: We can read it in three parts. Like this: his to ry
学生质疑之后，跟读课文录音，朗读前教师给予朗读提示，提醒学生注意发音与语调，以及朗读技巧,学生展示后其他学生给予评价。
T：Children, listen and imitate. Pay attention to your pronunciation and intonation.
T: Read it in group.
T: Who can show? Others should make an assessment for them.
（6）鼓励学生对文本进行复述，首先自己尝试，然后同桌讨论核实答案，教师统一订正。
T: You know this dialogue very well. Let’s have a challenge. Try to complete it.
S: Lily and parents are in Beijing Hotel. Today they are going to visit __________this morning and ________ in the afternoon. Tomorrow morning they are going to _________.Then they are going to visit _________and ________.They can learn a lot about the history of China.
T: Discuss with your partner.
T: Who can try?
3．呈现与操练
Just practice
教师引导学生谈论丽丽一家的北京旅行安排，并示范模板，引导学生自主讨论巩固练习新单词。检查孩子们的对于对话中单词的理解与掌握，同时利用句型进行操练，使孩子们在句型中进行操练。
T: Lily says: We are going to the Great Wall this morning .When are you going?
Group work:
S: We are going to ….Tombs/Heaven/Forbidden
S: When are you going?
S: Tomorrow…/This ….
Let’s interview.
老师鼓励学生向自己提问，给予学生问答示范，然后学生根据模板操练本课句型，根据生活情境鼓励学生询问生活体验，利用真实情境操练句型和图片。
T：I have a travel plan this weekend. Can you ask me?
S: Where are you going this weekend?
T: We are going to the Summer Palace.
S: When are you going to visit?
T: This Saturday.
T: You and your classmates are going to visit some interesting places in Beijing this weekend.
Try to ask in your group: When are you going this weekend? When are you going to visit…?
S：… is going to ……..are going to visit ….
Just write
鼓励学生根据调查的结果进行书写练习，将听说读写能力全面发展。
T: Try to write the sentences on your notebook. Pay attention to the writing tips and stars.
4. 小结评价
T: Great. Today we know many nice places in Beijing. 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...
Unit 3 We are going to travel
Lesson 16
教案
Teaching aims:
Knowledge aims:
1.能够听、说、读、写下列单词：visit, the Great Wall, palace, the Summer Palace
2.能够在适当的情景中听、说、认读下列句子：We’re going to visit the Great Wall this morning.
Ability aims:
1.要求学生掌握的具体功能话题包括：
1) 能够掌握所学的地点名词。
2) 能够掌握表达将要进行的活动的说法。
Moral aims:
培养学生热爱祖国大好河山，为祖国感到骄傲和自豪。
Important point:
1. Master the words and the sentences.
2. Use the sentences correctly.
Difficult point:
能够主动地将学到的英语语言知识运用到日常生活中。
Teaching aids:
PPT, pictures and cards.
Teaching steps:
Step 1 Warming-up
A chant: “We are going to listen. We are going to say. We are going to study. We are going to play. We are going to stand up. We are going to sit down. We are going to visit. We are going to watch.”
Step 2 Presentation
①T: I like traveling. Now let’s see some pictures of my traveling.
T: What’s this?
Ss: It’s Tiananmen Square.
T: Where is it?
Ss: It’s in Beijing.
T: Yes. We’re going to visit Beijing today.
②A game: 快速说出PPT中篮球上显示的单词。
the Ming Tombs, the Temple of Heaven, the Summer Palace, the Forbidden City, Peking Opera
Step 3 Knowledge and drills:
①To learn to say and write the sentences:
---Where are we going to the Summer Palace?
---On Sunday.
②To learn to say and write the words: the Ming Tombs, the Temple of Heaven, the Summer Palace, the Forbidden City, watch Peking Opera ...
Step 4 Practice
教师说句子请学生模仿。（出示课件）
T: We’re going to visit the Great Wall this morning.其余五幅图请学生说：We’re going to visit the Ming tombs this morning. We’re going to visit the Temple of Heaven. We’re going to visit the Summer Palace. We’re going to visit the Forbidden City. We’re going to watch Peking Opera.
2. Role play
S1: We’re going to visit the Great Wall this morning.
S2: We’re going to visit the Ming tombs this morning.
3. Let’s read and chant.
She has been to the Happy Palace. She has been to the Camping Palace. She has been to the Saturday Palace. But the best palace is the Summer Palace.
Step 5 Grammar
句型学习，老师重复引入环节中的句子，边板书：
We're going to have a travel! We're going to go to Beijing tomorrow! We're going to get up at 5o’clock. We're going to visit the Great Wall.
让学生观察句子：有什么共同点？What do you find? (每个句子都有We’re going to) 这些句子表达的是什么时候的事情？（明天，将来）也就是说：表达我们打算做某事，就要运用We’re going to.老师领学生反复朗读这些句子。学生齐读，分小组读，请个人试读。
Step 6 Reading comprehension
A very new, young officer was at a station. He was on his way to visit his mother in another town, and he wanted to telephone her to tell her the time of this train , so that she could meet him at the station in her car．He look in all his pockets, but found that he did not have the right money for the telephone, so he went outside and looked around for someone to help him.
At last an old soldier came by, and the young officer stopped him and said, “Have you got change（零钱） for ten pence（便士）?”
“Wait a moment, ” the old soldier answered. He began to put his hand in his pock- et, “I'll see whether I can help you. ”
“Don't you know how to speak to an officer?” the young man said angrily. “Now let's start again. Have you got change for ten pence? ”
“No, sir,” the old soldier answered quickly.
( ) 1. The young officer and his mother lived______.
in the same town
in different places
C. in another town
D. in the other town
( ) 2.The young officer Wanted to telephone his mother to tell her______.
that he was going to visit her
where his train would leave for
C. what time his train would arrive at the station
D. that he was then at the station
( ) 3.He looked around for help because he______.
A. had no money to make the phone call
B. did not know where to make the phone call
C. needed some change for the phone call
D. wanted to get change from the old soldier
( ) 4.The young officer was angry because he thought the old soldier______.
was polite to him
was not polite to him
C. didn't know how to speak to him
D. didn't like to help him at all
( ) 5. Which of the following is not true?
A. Both the young officer and the old soldier were angry.
B. The young officer wanted his mother to meet him at the station.
C. He wanted the old soldier to speak to him in a polite way.
D. He didn't know the soldier before.
Key: BCCBA
Step 7 Homework
1. Copy the words.
2. Try to recite the passage.
