新思维4B第3单元教案

课题4BChapter3HolidayplansinBeijing课时1备课人教学目标Studentsareabletointroducethevocabularyandkeystructuresbymakinguseofcontextvocabulary:enjoyahike,watchaPekingopera,eatPekingduck,takephotos,watchthenationalflagraisingceremony,takeaboatride,lookattheexhibits教学重点Studentsareabletointroducethekeystructuresbymakinguseofcontext.教学难点Studentsareabletousemodelstoexpressobligationsandprohibitions.课前准备学具准备ppt教学板块教学活动设计设计意图或作业落实LeadinDisplaythebigpictureinPartA.TellpupilswheretheCherryandherfriend,Emily,areinthebigpictureandwhattheyaredoingthere.IntroducingthecontextPrelearningStickthephotosofdifferentplacesinBeijingontheboard(theGreatWall/anoldtheater/aChineserestaurant/theNationalStadium(Bird’sNest)/TiananmenSquare/theSummerPalace/thePalace/thePalaceMuseum)andelicitnamesoftheseplacesfrompupils.TeachingthevocabularyWhilelearningShowpupilsthecutoutsofdifferenttravelactivitiesandaskpupilstomatchthemwiththeplacesontheboard.Stickeachcutoutunderneaththecorrespondingphoto.Mimetheactionsandgivefutureexplanationsifneeded.Itisoptionaltoconnectthevocabularytothebigpictureorpupils’ownlives,e.g.WhowantstovisittheGreatWall?/WholikeseatingPekingduck?Handsup,please.TeachingthekeystructurePostlearningLookforasuitableactivityintheActivityBank.Activity堂测题ReadpartA板书设计WhowantstovisittheGreatWall?WholikeseatingPekingduck?enjoyahike,watchaPekingopera,eatPekingduck,takephotos,watchthenationalflagraisingceremony,takeaboatride,lookattheexhibits课题BConsolidation课时2备课人教学目标Consolidationofthekeystructures.StudentsareabletointroducethekeystructuresbymakinguseofcontextKeystructures:WherewillyougoinBeijing?I’llgototheGreatWall.教学重点Studentsareabletointroducethekeystructuresbymakinguseofcontext.教学难点Studentsareabletousemodelstoexpressobligationsandprohibitions.课前准备学具准备ppt教学板块教学活动设计设计意图或作业落实LeadinBeginthissectionbyreviewingthekeystructures(e.g.byusingcutouts)withpupils.WarmingupPrelearningDisplaythebigpictureinPartA.Pretendtobethecampattendantsandreadaloudwhattheysay.ReinforcingthekeystructureusingthecontextWhilelearningPointatEmily’sbrochureinthebigpicture.SaylookatEmily.She’sreadingabrochureaboutBeijing.She’llvisitBeijingsoon.PointatCherry.SayCherrywantstoknowmoreaboutEmily’strip.PointatCherry’sfirstspeechbubble.PointatCherry’ssecondspeechbubble.SayWhenwewanttoaskaboutsomeone’sfutureplansoractions,weusethefuturetense.Pointatwillyougo/willyoudoontheboard.Pointattheverbsinthequestionsontheboard.PointatEmily.PointatEmily’sfirstspeechbubble,PointatCherry’ssecondspeechbubble.HavepupilsreadthesentenceinEmily’ssecondspeechbubble.Demonstratinghowtousethekeystructures.PostlearningDividetheclassintotwogroups.StickthepicturecardsofdifferentplacesinBeijingontheboard.Youcanaddsomemoreplacestomakethegamemorefunandchallenging.Inviteapupilfromeachgroup(PupilsAandB)toetothefrontoftheclass.PupilAasksPupilBWheredoyouwanttogoinBeijing?PupilBanswersusingI’llgoto…PupilBthrowsabeanbagatthetargetphotofromadistance.IfPupilBfailstohitthetargetphotowiththebeanbag,theirteamlosesonepoint.Thenit’sPupilB’sturntoaskquestions.IfPupilBhitsthetargetphotowiththebeanbag,PupilAcontinuesbyaskingPupilBgetstwopointsifhe/sheanswersthetwoquestionscorrectly.Thegroupthatgatsthemostpointswinsthegame.Activity堂测题Readandact板书设计WherewillyougoinBeijing?Whatwillyoudothere?I’ll______.课题LearntoRead课时3备课人教学目标Toreinforcethevocabularyandkeystructureswithanaccount.Todeveloppupils’readingskills,e.g.recognizetheformatandlanguagefeaturesofanemailandastorymakeobservations/guessesaboutthetext/picturesinfermeaningfromthetextgivepersonalresponsestothetextsupportinferencesorjudgementsaboutthetextwithreasoning教学重点Toreinforcethevocabularyandkeystructureswithastory.教学难点Todeveloppupils’readingskills.课前准备学具准备ppt教学板块教学活动设计设计意图或作业落实LeadinDisplayslide.Introducethesettingbytellingpupilsorguidingthemtofindoutthenamesofthecharactersandwherethestorytookplace.Arousepupil’sinterestinthedevelopmentofthestorybyhavingthemguesswhereBellawilltakeEmilyandherfamily.IntroducingthesettingPrereadingDisplayslides811.Readtheemailandstoryaloudorplaytheaudiorecording.Pauseatcertainpointstoaskquestionsassuggestedbelow:Slide8:WhenwillEmilyandherfamilyarriveinBeijing?Slide9:WasBellaexcitedthatshewouldsoonseeEmily?(Yes.)Howdoyouknow?Whatdidshesay?(Shesaid,‘Ican’twaittoseeher!)Slide10:WherewillBellstakeEmilyandherfamilytogobirdwatching?(OlympicForestPark.)WherewillBellatakeEmilyandherfamilytoeat?(WangfujingSnackStreet.)WhatwillJaysuggesttoBella?Slide11:JaymadesomesuggestionsaboutwhereBellacouldgowithEmilyonMonday.Canyoutellmealltheseplaces?(OlympicForestPark,theBird’sNest,theSummerPalace,thePalaceMuseumandWangfujingSnackStreet.)HowmanyplacesdidJaysuggest?(Five)DoyouthinkBellalikedJay’sidea?(No.)Why?(Shethoughttheycouldn’tvisitsomanyplacesinoneday.)DoyouthinkEmilyandherfamilywouldbetired?(Yes.)ObservingGivingpersonalresponsesRelatingthetexttoselfWhilereadingExpandpupils’prehensionoftheemailandstorybydrawingtheirattentiontothefollowingpictures:Picture4:JaysuggestedthatBellaandEmilyvisitfiveplacesonMonday.Howdoweknowthatthey’llgototheBird’sNestafterthey’vevisitedOlympicForestPark?WhatwordsdidJayusetoletusknowtheorder?(First,next,then,afterthat,)ReadingaloudPostreadingToenhancepupil’sreadingfluency,playtheaudiorecordingandinvitetheclasstoreadalong.Pausetodrillpronunciationifneeded.堂测题Readthetext板书设计OlympicForestParktheBird’sNesttheSummerPalacethePalaceMuseumandWangfujingSnackStreet教学反思课题Chapter3HolidayplansinBeijingD课时4备课人教学目标Tointroducetheintegratedskillsandstructuressoastopreparepupilsfordoingthetask:integratedskills:readingemailsandpamphletsintegratedstructures:useconnectivetoexpresssequence:FirstyouwillvisittheTempleofHeaven.Then/Next/AfterthatyouwillgotothePalaceMuseum.Finallythetourbuswilltakeyoubacktoyourhotel.教学重点Theintegratedskills:readingemailsandpamphlets教学难点Theintegratedstructures:useconnectivetoexpresssequence.课前准备学具准备ppt教学板块教学活动设计设计意图或作业落实LeadinDisplayPartEandintroducethecontextbytellingpupilsorguidingthemtofindout–What’shappening?What’s/Whatarethecharacter(s)doing?Teachanynewvocabularyifneeded,e.g.itinerary/heritagetour/culturaltour.IntroducingthecontextPrereadingTellpupilswhatanemailis–itistheshortformof‘electronicmail’.Anemailislikealetterbutpeoplecansendemailinstantlyovertheinternet.GothroughtheformatandcontentofRoy’semail.Tellpupilswhatapamphletis–itisaverythinbookthatprovidesinformationaboutsomething.Gothroughtheitineraryofeachtourifneeded.Introducingthecontextandthetexttypesemails.Introducingthecontextandthetexttypespamphlets.WhilereadingPointatthePamphlets.PointatBella’semailtoRoyonp.22.Pointatthefirstblank.Pointattherestoftheblanksinheremail.Pointattheconnectivesonp.21.next/then/afterthatPointattheitineraryoftheheritagetour.PointattheTempleofHeavenintheheritagetour.PointatBeijing’sfamoushutongsintheheritagetour.PointatthePalaceMuseumandTiananmenSquareintheheritagetour.DemonstratinghowtousetheintegratedstructuresPostreadingCheckpupils’answers.summary堂测题Readandanswerthequestions板书设计What’shappening?What’s/Whatarethecharacter(s)doing?课题ETask课时5备课人教学目标Toenablepupilstomakeaplanforadaytripforavisitingoverseasstudentandtalkabouttheirplaninpairsbyusingthevocabularyandkeyandintegratedstructureslearntinthechapter.Todeveloppupils’cognitiveabilitythroughanextendedactivity.教学重点Toenablepupilstomakeaplanforadaytrip.教学难点Todeveloppupils’cognitiveabilitythroughanextendedactivity.课前准备学具准备ppt教学板块教学活动设计设计意图或作业落实LeadinPupilsplanadayoutforavisitingoverseasstudent.Theirplanshouldincludeseveralofthefamoustouristsitesinthecitytheylivein.PrelearningIntroducethecontextandgothroughthesignswithpupils.TaskdescriptionWhilelearningDisplayPartF.Instructpupilstodothispartindividually.Goaroundtheclasscheckingpupil’sunderstanding.Checkpupils’answerstoPartF.WorkitoutPostlearningInvitemoreablepupilssummary堂测题Readthetext板书设计课题Learnwithfun课时6备课人教学目标Toenablepupilstoaskandanswerquestionsaboutthesignsthattheyfoundinlivesbyusingthekeystructureslearntinthechapter.Toenhancelearningwithfunpoem教学重点Askandanswerquestions.教学难点Askandanswerquestionsaboutthesignsthattheyfoundinlives.课前准备学具准备ppt教学板块教学活动设计设计意图或作业落实LeadinDisplaythePoeminPartG.Tellpupilthattheyaregoingt