Unit 3 We are going to travel
Lesson 17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Would?you?like?to.....? 句型的表达方法。?
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。?
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Would?you?like?to......？能够正确向他人发出邀请。?
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，课本
五、教学步骤?
（一）热身/复习（Warm?up/?revision）?
1.师生问好。?
2.游戏：地名学习?
出示与本科相关的地名图片
Big?Ben?,Tower?Bridge,?CN?Tower?,Sydney?Opera?House?,Disneyland?,Niagara?Falls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.出示图片，引导学生观察图片，预测LiYan一家的交流内容，教师以聊天的方式，给出问题：??????
What’s?the?name?of?the?place?????????Where?is?it???
?What?do?you?think?about?it??
??Do?you?want?to?visit?this?place??激活学生相关背景知识，轻松愉悦的进入本课学习。?
【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。??
6.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?name?of?the?place??/Where?are?they?going?to?visit??/They?are?going?to?the?World?Park.
【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。?7.课文阅读训练?（一读）：?
阅读课文，回答问题，根据学生的回答板书。???
??1.Where?are?they?going?to?visit????????They?are?going?to?the?World?Park。2.?What?famous?places?are?there?in?this?park???
?There?are?Big?Ben?,Tower?Bridge,?CN?Tower?,Sydney?Opera?House?,Disneyland?and?Niagara?Falls?in?this?park.??
【设计意图】初步了解文中提到的几处旅游地点，几个热点旅游城市，同时为即将进行的课文学习进一步做铺垫。?（二读），?
学生划出不理解的单词，教师对单词进行归纳讲解。?
在课文语境中进一步了解并且熟读
Big?Ben?,Tower?Bridge,?CN?Tower?,Sydney?Opera?House?,Disneyland?and?Niagara?Falls?这几个表示地点的词汇和Fantastic, amazing?这些形容词的意义。?【设计意图】教师引导学生把词汇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。?（三读）?
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):?
鼓励学生尝试深入理解文本信息，巩固主要目标语言。?
Big?Ben?and?the?Tower?Bridge,they?are?in?(??????),they?are?(??????).??
Disneyland?is?in(??????),it?is?the?(? ? ?)?and?the?most?(? ???)?one?in?the?world?.?
The?CN?Tower?is?in?(???? ?),?it’s?one?of?the?(??? ?)?towers?in?the?world?.And?it?is?(?????).?The?famous?Niagara?Falls?is?in?(??? ??)?,?and?the?Sydney?Opera?House?is?in?(?? ???).?
【设计意图】教师把主要目标语言的载体从对话的文本转化为句子的文本，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?17?
???????????????????the?World?Park?
the?famous?places??????????where????????What?do?you?think?of??it???
1.Big?Ben?and???the?Tower?Bridge???????London????????fantastic?
2.Disneyland?????America????the?first?and?the?most?famous???
3.CN?Tower?????Canada?????one?of?the?tallest?towers?
4.Niagara?Falls???????Canada????????famous?
5.Sydney? Opera ?House?????Australia??????famous ?Would?you?like?to?go?to?.....???Yes?,of?course?.?
Unit 3 We are going to travel
Lesson 17教学设计
一、教学目标? ??? 1.能听、说、读、写单词：love, travel, interesting, place ??? 2.能认读、理解并应用下列句型：there are many interesting places in Beijing. It’s great!??
3.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。?
4.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。?
5.通过学习培养学生对名胜古迹的认识。?
二、教学重难点 ??? 1.能听、说、读、写单词：love, travel, interesting, place ??? 2.能认读、理解并应用下列句型：there are many interesting places in Beijing. It’s great!
三、教学方法
情景教学法、小组合作 四、教学用具
一张中国地图，旅行包，纸飞机，手偶， 五、教学过程
Step1 Class Opening and review 1. Class Opening Greeting (激情问候，营造宽松、民主、和谐的课堂氛围) Good morning/afternoon, class! Where do we live? 2.Review （1）通过问答操练复习上学期最后一个单元的重要词汇（map, China, Canada, English, capital, city）. （2）复习学生已掌握的关于地点名称的词汇， ?? 提问：Where is the capital city of our country? ????? what? do you know about Beijing?????? ????? Do you love to travel????? ?Where do you want to go???? Step2 New Concepts 1. Demonstrate （1）用一张中国地图来示范Beijing. （2）用一个手偶角色来演示trip。例如：在黑板的一端画一圆圈来代表旅行的目的地（选择一个城市）。教师组织手偶如下对话： 手偶：I am going to on a trip。 教师Where are you going ? 手偶：I am going to????? （目的地的名称） 教师：Do you live in????? （目的地的名称）? 手偶：No, I live in??? （所在城市的名称）。 教师：Do you love to travel? 手偶：yes.??? （所在城市的名称）。 教师：Where do you to go??? 2.Use the students book and audiotape
（1）与学生一起讨论有关北京的图片。他们最喜欢北京什么？谁曾到过北京？ （2）播放课文录音，让学生一边听一边整体感知课文。
（3）再听，学生找出生词和不懂的句子，小组内决绝。
（4）教师帮助学生决绝难点。
（5）教师领读课文。 （6）请小老师领读课文。
（7）学生自由练习课文。
（8）以小组为单位，练习对话。 Step4. 检查学生掌握情况 Step5. 布置作业?
1)教师指导完成习题。 2)完成本课配套练习习题。??
Unit 3 We are going to travel
Lesson 17
教案
Teaching content and analysis
1. Key words:
Big Ben, Tower Bridge, Washington D.C., Disneyland, New York, Niagara Falls, Canada, CN Tower, Toronto, Sydney Opera House.
2. Sentences focus:
They are in London. Here’s America. We’ll … We can go to…I want to… Let’s go to…
3. Things about:
It’s the tallest Tower in the world. The capital city is called…
Preparations
Computer, projector, recorder, candy.
Teaching procedures
Step 1 Warming up
Revise what we have learnt last lesson. Present some pictures of Summer Palace, Forbidden City, Ming Tombs… Ask some students to speak what they saw.
Step 2 Presentation
1) Play the multimedia programmed. And says: Today I will take you to travel around the world to learn about the famous places in the world.
2) First I will click the first place to go such as London.
3) I will say: Who wants to take us to the other famous places? And ask some students to click where they would like to go.
Step 3 Grammar
①be going to的否定句：在be动词（am, is, are, was, were）或情态动词will后加not成won’t。
例如：
I’m going to have a picnic this afternoon.
→ I’m not going to have a picnic this afternoon.
②be going to的一般疑问句： be或will提到句首，some改为any, and改为or，第一二人称互换。
例如：
We are going to go on an outing this weekend.
→ Are you going to go on an outing this weekend?
③be going to的对划线部分提问。一般情况，一般将来时的对划线部分有三种情况。
问人——Who
例如：
I’m going to New York soon.
→Who’s going to New York soon.
(2)问干什么——What … do.
例如：
My father is going to watch a race with me this?afternoon.
→What is your father going to do with you this afternoon.
(3)问什么时候——When.
例如：
She’s going to go to bed at nine.
→When is she going?to bed?
⑤be going to用法口诀： be going to跟“动原”，计划、准备或打算； 表可能，有必然，通过现象来判断。 be的形式要注意，它要随着人称变， 否定句，很简单，not加在be后边； 疑问句，需牢记，be应提到主语前。
Step 4 Consolidate games
1) Play the multimedia and ask students to guess what it is. I will tell them: Speak out what’s
this as quickly as possible.
2) If they did well I will give presents to them.
Step 5 The study of the text
1) Present the questions and play the recorder. Ask them listen to the recorder and then choose the right answer.
2) See the text and check their answers. Ask some students to make up dialogue and sentences with “one of, I’m sure, would like”.
Step 6 Reading comprehension
There is a telephone on my desk. It's my good friend. It helps me a lot. My telephone number is 8445816. Sometimes, when I have something to talk about with my classmates. I don't need to go out. I call them. I write down many telephone numbers of my friends. My best friend John's number is 8459471. When I can't remember my homework, I ask him by telephone. There are some "Telephone Messages" beside my telephone. When I am out, my mother writes down the massages for me.
( ) 1. Whose telephone number is 8445816?
A. John's mother’s. B. His own. C. His classmate's. D. John's.
( ) 2. What time does he call his classmates?
A. When he doesn't know how to do his homework.
B. When he doesn’t remember the telephone numbers of others.
C. When he forgets what the homework is.
D. When he doesn't need to go out.
( ) 3. Why does mother write down the massage for him? Because ________.
A. he isn't out
B. he is working at his lessons
C. he forgets the phone number
D. he isn't in
( ) 4. What does he think of the telephone?
A. Useless B. Important C. Best friend D. Helpless
( ) 5. Where is the telephone?
In his office. B. In his house. C. In his classroom. D. In his room.
Key: BCDBD
Step 7 Homework
1. Read the dialogue fluently.
2. Write each word twice.
