Unit2VacationPlanMorereadingandwriting教学设计

1、Unit 2 Vacation Plans 一、 教学内容: More reading and writing 该版块为单元的阅读教学拓展部分，以读写的方式处理教材，再增加以文本中所提及到的文化渗透内容。 旅行出游话题与我们的生活息息相关，为孩子们喜闻乐见的话题。本节课以旅行出游计划为主线，复习巩固运用本单元的重点词汇、句型。在阅读文本中适当地拓展语言的输入量，培养学生的阅读能力与技能，引导学生积极参与听、说、读、写等教学活动，从而提高学生的语言综合能力与面语言核心素养的渗透培养。二、 教学目标：1、能熟练掌据be going to do 句型，并能在实际对话中灵活运用讲述自已或他人的旅游计划

2、。2、能读懂、理解短文大意，学会从文本中获取关键的信息，增强对文本的理解，分析的能力，促进学生思维的发展。3、通过对文本的学习，能简单地写出并在小组内描述自已假期的计划。三、教学重点： 能正确理解、读懂短文内容，并能熟练地用运用be going to 句型表述自已或他人的活动计划。四、教学难点：1、能用英语对课文进行概括的复述。2、掌握一定的阅读技巧和基本的写作策略。五、教学过程：Step 1 : Pre-reading 1. Sing a song : Were going -2. 师生对话：T： We like holidays. May day is coming. Im to Yang

3、jiang for a vacation. Where are you going for a vacation ?Ss: I am going to -T: I am going to Yangjiang by car. What about you ? Ss: I am going to _ by _ .T: I am going to stay in a hotel. Where are you going to stay ?Ss: I am going to stay _. T: I am going to swim, take photos and eat sea food . Wh

4、at are you going to do during the vacation ?Ss: I am going to _.（设计意图： 通过师生问答对话，既达到复习所学where, how , what, who 疑问句型，又能为文章的整体学习作好铺垫。）3、课件呈现 Robert Wilson and Denise Wilson 图片。1）T：I have two good friends. Theyre Robert Wilson and Denise Wilson. Theyre from Los Angeles the USA. 2)课件上呈现出美国洛杉机地图。( 设计意图：为短

5、文的学习创设情境，为表述旅行计划作铺垫，同时呈现地图，让学生更直观地感知与理解情境及美国相关知识。)3）课件上呈现Robert 和Denise 的计划表格，引导学生看表格，并引导学生根据表格上的关键词提出where 与 why 的问题。 T： Do you want to know something about Robert and Denises plan ? Please ask the questions ? S1: Robert and Denise. Where are you going ? S2: Why are you going there ? S3: Why do you

6、 want to go there ? S4: -( 设计意图： 引导学生自主提问，激活已有学习知识，学会用Where,Why等特殊疑问句进行提问，同时激发学生产生想要了解Robert 与Denise 的好奇心。)Step 2 : While reading 1. （1）课件呈现问题与文段，播放录音，让学生带着问题进行听读文段第一部分，初步感知Robert Wilson and Denise Wilson 的旅游计划，听后对问题进行作答。Question 1: Where are Robert Wilson and Denise Wilson going next year ?Question

7、 2: Why do they want to go there ? (2) 检查核对学生的回答，并以图片和视频的方式呈现cycling events，让学生直观的感知理解，同时在黑板上板书关键词句。2. （1）课件表格上呈现三个问题关键词：How to go ? Where to stay ?What to do ? (2)播放短文第二段的录音，小组内讨论，完成表格的填写并回答问题。Question 3: How are they going to Beijing ?Question 4: Where are they going to stay ?Question 5: What are

8、they going to do in Beijing ?（3）检查核对学生的回答，回答问题3后同时提出Why的问题：Why are they going to Beijing by plane ? Can they go by bus ? Can they go by train ? Can they go by ship ? 通过问题帮助学生在空间上理解中国与美国的距离。核对问题4时出示北京奥林匹克公园图片与hotel 直观理解near词意。 ( 设计意图：分段听，带任务听，既可以训练学生的听力，又可以降低难度，做到了照顾不同能力水平的学生，循序渐进；小组内讨论完成表格，培养学生的小组合作

9、能力。通过板书，帮助学生掌握重点，思路清晰地理解短文结构与大意。)3. Read and retell. 引导学生根据板书进行复述短文，个别与小组展示。（设计意图：通过阅读板书的关键词句，帮助学生更进一步理解文本意思，同时又能培养学生的概括表达能力，培养学生良好的学习策略。）4. （1）课件展示书本P27，部分的练习，指导学生先看问题后带着问题再读文段，然后判断对错。引导学生读短文时，划出跟答案相关的句子，完成任。 (1) Robert and Denise dont like cycling . _ (2) The Wilsons are going to stay with friends

10、 in Beijing. _ (3) The Wilsons do not like Chinese food. _ (4) They are going to see the Great Wall. _ （设计意图：指导学生带着问题阅读文段，培养学生有目的地获取关键信息的阅读技巧。通过判断句子对错，培养学生的分析判断能力，检测学生对短文主要内容的理解情况。）（2）检查核对答案，并同时在文段中呈现与相关句子的下划线。（设计意图： 及时检查评价，发现问题，查找关键信息，解决问题。）Step 3 : Post reading1. 阅读拓展延伸。（1） Introduce Beijing.引导学生课

11、前上网等方式收集了解关于北京如the Great Wall, some shows, food的相关信息,并以PPT 或图片方式呈现。（2） 引导学生上台介绍关于北京：the Great Wall , shows in Beijing , good food in Beijing. T： Robert and Denise are going to Beijing. They need to know more about the Great Wall, some shows and good food in Beijing. Please introduce Beijing to them.

12、S1: The Great Wall is the longest wall in the world. Robert and Denise , I think you would like to visit Badaling Great Wall. Many people visit there.S2: I think you would like to see Mutianyu Great Wall too. Many people visit there, too. S3: Robert and Denise. I think you would to watch Peking Oper

13、a in Lao She Teahouse. Peking Opera is very famous in China. S4: Robert and Denise , I think you would like to see some Chinese Acrobatics, Trick cycling, and Lion dance in Beijing. S5 :Robert and Denise , I think you would like to eat Beijing Roast duck, Tanghulu, Lvgagunand some Chinese good food.

14、（设计意图：发挥学生自主学习的积极能动性，通过上网、查阅资料等方式了解更多有关北京的信息，如想去看长城的话推哪段给外国友人，如北京的特色食物等，达到拓展学生学习视野，加深对北京的认识和了解，渗透情感教育；在展示中以能培养学生自信展示表达能力。）2、阅读后分层写作 （1）课本P27 第四题。 T：If you are going to visit Beijing in the summer. What are you going to do there ? Circle there things below. visit a museum eat good food take photos se

15、e the Great Wall go sightseeing meet people(2) 根据学生的能力水平进行分层写作。 Level one : 根据第四题所圈出的三件计划做的事情，进行简单的写作。Im going to Beijing in the summer. In my free time, Im going to _, _, and _. Its going to be fun.Level two: 还可根据学生的实际情况，拓展更多关于北京的活动，并根据提示词进行更丰富的描述写作。Know more about Beijing：Im going to Beijing in th

16、e summer. Im going by _. Im going to stay_. In my free time, Im going to _Its going to be fun.Words bank:by bus by ship by plane by car by high-speed rail (高铁) stay in a hotel stay with friends stay with relativesgo camping go sightseeing go shopping take photos meet some friends see the Great Wall

17、surf the Internet row boats (划船)watch Peking Opera ( 看京剧) in Lao She Teahouse ( 老舍荼馆) watch Chinese acrobatics ( 看中国杂技) watch Lion dance ( 看舞狮 )eat Beijing Roast duck ( 吃烤鸭 ) eat tanghulu ( 吃糖葫芦 )eat Lvdagun ( 吃驴打滚 ) eat Chinese four cuisines ( 吃中国四大名菜)visit Tiananmen Square ( 参观天安门广场) visit the Imperial Palace (游故宫)visit Summer Palace ( 游颐和园) visit Temple of Heaven (参观天坛)visit Beijing Hutong ( 逛北京胡同 ) -( 设计意图： 在练笔之前，通过此活动让学生积累写作的素材，也通过这样的方式让学生直观、多方位地认识首都北京；适当减低学生写作的难度，同时鼓励优秀生挑战课本的写作，更大胆地写写自己想去哪，做些什么。通过分层次的写作，鼓励学生胆写能写，以提升不同层次水平学生的语言综合运用能力。（3）写作后，小组内分享自己的summer plan. (4) 让个别学生上台向同学们分享他