新思維4B第3單元教案

課題4BChapter3HolidayplansinBeijing課時(shí)1備課人教學(xué)目標(biāo)Studentsareabletointroducethevocabularyandkeystructuresbymakinguseofcontextvocabulary:enjoyahike,watchaPekingopera,eatPekingduck,takephotos,watchthenationalflagraisingceremony,takeaboatride,lookattheexhibits教學(xué)重點(diǎn)Studentsareabletointroducethekeystructuresbymakinguseofcontext.教學(xué)難點(diǎn)Studentsareabletousemodelstoexpressobligationsandprohibitions.課前準(zhǔn)備學(xué)具準(zhǔn)備ppt教學(xué)板塊教學(xué)活動(dòng)設(shè)計(jì)設(shè)計(jì)意圖或作業(yè)落實(shí)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堂測(cè)題ReadpartA板書設(shè)計(jì)WhowantstovisittheGreatWall?WholikeseatingPekingduck?enjoyahike,watchaPekingopera,eatPekingduck,takephotos,watchthenationalflagraisingceremony,takeaboatride,lookattheexhibits課題BConsolidation課時(shí)2備課人教學(xué)目標(biāo)Consolidationofthekeystructures.StudentsareabletointroducethekeystructuresbymakinguseofcontextKeystructures:WherewillyougoinBeijing?I’llgototheGreatWall.教學(xué)重點(diǎn)Studentsareabletointroducethekeystructuresbymakinguseofcontext.教學(xué)難點(diǎn)Studentsareabletousemodelstoexpressobligationsandprohibitions.課前準(zhǔn)備學(xué)具準(zhǔn)備ppt教學(xué)板塊教學(xué)活動(dòng)設(shè)計(jì)設(shè)計(jì)意圖或作業(yè)落實(shí)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堂測(cè)題Readandact板書設(shè)計(jì)WherewillyougoinBeijing?Whatwillyoudothere?I’ll______.課題LearntoRead課時(shí)3備課人教學(xué)目標(biāo)Toreinforcethevocabularyandkeystructureswithanaccount.Todeveloppupils’readingskills,e.g.recognizetheformatandlanguagefeaturesofanemailandastorymakeobservations/guessesaboutthetext/picturesinfermeaningfromthetextgivepersonalresponsestothetextsupportinferencesorjudgementsaboutthetextwithreasoning教學(xué)重點(diǎn)Toreinforcethevocabularyandkeystructureswithastory.教學(xué)難點(diǎn)Todeveloppupils’readingskills.課前準(zhǔn)備學(xué)具準(zhǔn)備ppt教學(xué)板塊教學(xué)活動(dòng)設(shè)計(jì)設(shè)計(jì)意圖或作業(yè)落實(shí)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.堂測(cè)題Readthetext板書設(shè)計(jì)OlympicForestParktheBird’sNesttheSummerPalacethePalaceMuseumandWangfujingSnackStreet教學(xué)反思課題Chapter3HolidayplansinBeijingD課時(shí)4備課人教學(xué)目標(biāo)Tointroducetheintegratedskillsandstructuressoastopreparepupilsfordoingthetask:integratedskills:readingemailsandpamphletsintegratedstructures:useconnectivetoexpresssequence:FirstyouwillvisittheTempleofHeaven.Then/Next/AfterthatyouwillgotothePalaceMuseum.Finallythetourbuswilltakeyoubacktoyourhotel.教學(xué)重點(diǎn)Theintegratedskills:readingemailsandpamphlets教學(xué)難點(diǎn)Theintegratedstructures:useconnectivetoexpresssequence.課前準(zhǔn)備學(xué)具準(zhǔn)備ppt教學(xué)板塊教學(xué)活動(dòng)設(shè)計(jì)設(shè)計(jì)意圖或作業(yè)落實(shí)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堂測(cè)題Readandanswerthequestions板書設(shè)計(jì)What’shappening?What’s/Whatarethecharacter(s)doing?課題ETask課時(shí)5備課人教學(xué)目標(biāo)Toenablepupilstomakeaplanforadaytripforavisitingoverseasstudentandtalkabouttheirplaninpairsbyusingthevocabularyandkeyandintegratedstructureslearntinthechapter.Todeveloppupils’cognitiveabilitythroughanextendedactivity.教學(xué)重點(diǎn)Toenablepupilstomakeaplanforadaytrip.教學(xué)難點(diǎn)Todeveloppupils’cognitiveabilitythroughanextendedactivity.課前準(zhǔn)備學(xué)具準(zhǔn)備ppt教學(xué)板塊教學(xué)活動(dòng)設(shè)計(jì)設(shè)計(jì)意圖或作業(yè)落實(shí)LeadinPupilsplanadayoutforavisitingoverseasstudent.Theirplanshouldincludeseveralofthefamoustouristsitesinthecitytheylivein.PrelearningIntroducethecontextandgothroughthesignswithpupils.TaskdescriptionWhilelearningDisplayPartF.Instructpupilstodothispartindividually.Goaroundtheclasscheckingpupil’sunderstanding.Checkpupils’answerstoPartF.WorkitoutPostlearningInvitemoreablepupilssummary堂測(cè)題Readthetext板書設(shè)計(jì)課題Learnwithfun課時(shí)6備課人教學(xué)目標(biāo)Toenablepupilstoaskandanswerquestionsaboutthesignsthattheyfoundinlivesbyusingthekeystructureslearntinthechapter.Toenhancelearningwithfunpoem教學(xué)重點(diǎn)Askandanswerquestions.教學(xué)難點(diǎn)Askandanswerquestionsaboutthesignsthattheyfoundinlives.課前準(zhǔn)備學(xué)具準(zhǔn)備ppt教學(xué)板塊教學(xué)活動(dòng)設(shè)計(jì)設(shè)計(jì)意圖或作業(yè)落實(shí)LeadinDisplaythePoeminPartG.Tellpupilthattheyaregoingt