六年級上冊英語教案module9unit2iwanttogotoshanghai外研社

Module 9Unit 2 I want to go to Shanghai. 教材分析 教學目標本單元是六年級上冊第九模塊第二單元的內(nèi)容，在第一單元的基礎(chǔ)上繼續(xù)學習表達自己的意愿和想法的句型。【知識目標】1、能靈活應用句型：Do you want to go to Guilin? Yes, I do./No, thank you.2、能正確、流利地說出chant?！灸芰δ繕恕?、能聽懂課文的錄音并指出相應的地點。2、學說chant.【情感目標】通過多種教學活動，激發(fā)學生學英語的興趣，引導他們積極參與小組活動，用所學的語言知識進行交流。喜歡聽他人說英語，主動向老師、同學請教。 教學重難點【教學重點】1、能靈活應用句型：Do you want to go to Guilin? Yes, I do. /No, thank you.2、能流利詢問他人的意愿并表達自己的意愿。【教學難點】能理解并運用 Do you want to ?要他們運用自己的語言描述旅行計劃。 課前準備 教學過程教師準備多媒體課件，單詞卡片等。教學過程Step1. Warming up 1.Greetings2.Sing and say the chants.Step2. PreviewYesterday we have visited the UN building in New York. Now many foreign friends want to visit China. Well introduce our beautiful country to them. Ask one student to introduce it.1. 出示北京天安門的圖片S1: Whats this?S2: Its Tiananmen Square.S1: Where is it? S2: Its in Beijing.S1: Do you want to go to Beijing? S2: Yes, I do.2. 出示杭州西湖的圖片S1: What is it? S2: Its West Lake. S1: Where is it? S2: Its in Hangzhou.S1: Do you want to go to the West Lake? S2: No, I dontS1: Why? S2: I want to go to Hainan.Step3. Presentation1.T: Our country is very beautiful. There are lots of beautiful places in our country, such as the Tiananmen Square, the Great Wall, the West Lake, the Summer Palace and so on . I like our motherland.2、任務呈現(xiàn)(1).Now there is a foreign family. They want to visit China. They are talking about travelling plan.Play the tape again and remember which places you have listened.（播放課文錄音）(2).Listen again and ask Ss to answer the questions:Where does Sam want to go?Why does the boy want to go Shanghai? Where does Amy want to go?Where is Kunming?3、出示課文相關(guān)的有代表性的美麗風景圖，讓學生感受美4、分角色朗讀課文。Step4. Practice1、將全班分成五大組，分組練習活動2，Use the sentences “Do you want to go to Guilin? Yes, I do. Do you want to go to Beijing? No, thank you.”Do group work. Ask 2 pairs to do the dialogue.2、出示兵馬俑、三峽等圖片T: Whats this? S: Its Terracotta Warriors and the three Gorges.T: Now well show you to some interesting places.Open the activity book at P.36.Listen the tape twice and do the exercises.Listen again and check the answers.Ask Ss to check the answers.課本、報刊雜志中的成語、名言警句等俯首皆是,但學生寫作文運用到文章中的甚少,即使運用也很難做到恰如其分。為什么?還是沒有徹底“記死”的緣故。要解決這個問題,方法很簡單,每天花3-5分鐘左右的時間記一條成語、一則名言警句即可?？梢詫懺诤蠛诎宓摹胺e累專欄”上每日一換,可以在每天課前的3分鐘讓學生輪流講解,也可讓學生個人搜集,每天往筆記本上抄寫,教師定期檢查等等。這樣,一年就可記300多條成語、300多則名言警句,日積月累,終究會成為一筆不小的財富。這些成語典故“貯藏”在學生腦中,自然會出口成章,寫作時便會隨心所欲地“提取”出來,使文章增色添輝。Step5. Summary“師”之概念，大體是從先秦時期的“師長、師傅、先生”而來。其中“師傅”更早則意指春秋時國君的老師。說文解字中有注曰：“師教人以道者之稱也”?！皫煛敝x，現(xiàn)在泛指從事教育工作或是傳授知識技術(shù)也或是某方面有特長值得學習者?！袄蠋煛钡脑獠⒎怯伞袄稀倍稳荨皫煛薄！袄稀痹谂f語義中也是一種尊稱，隱喻年長且學識淵博者?！袄稀薄皫煛边B用最初見于史記，有“荀卿最為老師”之說法。慢慢“老師”之說也不再有年齡的限制，老少皆可適用。只是司馬遷筆下的“老師”當然不是今日意義上的“教師”，其只是“老”和“師”的復合構(gòu)詞，所表達的含義多指對知識淵博者的一種尊稱，雖能從其身上學以“道”，但其不一定是知識的傳播者。今天看來，“教師”的必要條件不光是擁有知識，更重于傳播知識。師生共同總結(jié)本單元所學的知識。Step6. Homework1. Finish the activity book. (Part 2 and 3). 教師范讀的是閱讀教學中不可