研训作业--千山路小学陈美红--第十册Module 6 Unit 1教学设计-
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Module 6 Unit 1 We’ll see lots of stones.
千山路小学 陈美红
◆教学目标
1．知识目标：①学习单词place, circle, solve, hope, mystery, on a circle, on
top of ,interesting ②学习句子What will you see there? We 'll see lots of
stones. How will you get there? By car.③学习并了解关于巨石阵的知识
2．能力目标: 学习一般将来时态 “sb. will do sth.”能利用所学句子描述一次旅行。
3．情感目标：鼓励学生好好学习，争取解开世界的未解之谜。
4. 美育渗透点：激发学生发现世界的美丽，鼓励学生热爱世界的名胜古迹。
重点：掌握单词和目标语句并能正确运用。
难点：能在真实情境中正确运用目标语句描述旅行计划。
◆教学环节
I.Warmer
1. Greetings
2. Free talk
T: This weekend I will go to the Discovery Kingdom. I will see many people there.
I will see castles and performance. And I will play games there.
it will be very interesting.（CAI） Where will you go this weekend?
Ss: I will go to „„.
T: What will you see there?
Ss: I’ll see„.
(设计意图：复习旧知，感受新知，用学过的句型“„will„”为本课新授作铺垫。)
II. Presentation
1. Teach “Stonehenge” T: I like traveling. This summer holiday, I will go to a place. It’s a very
old place. This place is very interesting. Let’s look! （CAI）Where will I
go?
Ss: Stonehenge.
T: Yes, I will go to the Stonehenge. It’s a very old place. It’s five thousand
years old.
教授 “Stonehenge”。
(设计意图：告诉学生自己非常喜欢旅游，并且打算这个假期要去一个地方旅游，从而引出本课将要学习的地方----Stonehenge在学习这个单词时渗透构词法 Stone+henge
=Stonehenge)
2. Leading in
T：Can you say something about Stonehenge? Let’s learn something more about
Stonehenge. 让我们来更多地了解一下巨石阵。（CAI中文介绍巨石阵，让学生自己读一读。然后告诉学生巨石阵多么壮观，很美丽，引导学生发现美，进行美育渗透。）
（设计意图：本课的故事讲述的就是去巨石阵的旅行计划，学生对这个地方比较陌生，出示中文介绍，了解有关“巨石阵”的信息，为学习课文做铺垫。）
T: Well, but why did people build Stonehenge? Do you want to know?(CAI)
(CAI) Lingling and Amy will go to see Stonehenge. Let’s go with them.
Let’s learn Module6 Unit1 We’ll see lots of stones. (板书)
III. Practice
1. Listen to the text and underline the sentences with words “place, circle,
build, solve, hope”, then read them in groups.
1).“place”, 出示相同元音字母发音相同的其它单词，让学生朗读，记忆。
2). circle同上
3). “build”
T： What are they doing?（图片）
Ss: They are building a house.
T: What are they doing? （CAI）
Ss: They are building a boat.
4).“solve”，同“place”，“circle” T: Do you know other mysteries? Let’s look! (CAI) They are all mysteries. Do
you want to solve all the mysteries? You are clever. If you study hard, maybe
you will solve them. I hope so.（鼓励学生好好学习，探索世界未解之谜。）
5).“hope”，并总结发音相同的旧单词。
(通过总结，对比加深单词学习以及掌握。)
(设计意图：在汇报单词学习的这个环节，注重发音规律的总结和渗透，将旧单词和新单词联系起来，训练学生的拼读能力，提高学生的记忆和拼读水平。)
2. Listen and repeat the text, and answer the following questions.
1). When are Amy and Lingling going to see Stonehenge?
2). What will we see?
3). How will we get there?
（指导学生通过二种猜词方式，一是提供通过上下文猜；二是借助图片；让学生初步掌握阅读的方法。）
(通过问答方式训练掌握)(CAI)
T：When are Amy and lingling going to see Stonehenge?
Ss: On Saturday.„„„„„„„
T: What will we see?
Ss: We’ll see lots of very big stones. „„„„„„„„
Ask and answer with your partners, then ask some pairs.
T: How will we get there?
Ss: By car. It will take three hours. „„„„„„„„
Ask some students to ask, and ask some students to answer.
„„„„„„„„„„„„
Ask and answer with your partners.
Then ask some pairs to do the dialogue. Boys ask and girls answer.
（设计意图：让学生听课文跟读，找出问题的答案并回答，从而了解课文内容，同时也是训练学生听力的一个有效的方法。并且在学生回答问题之后，针对问答句进行反复操练，以达到较好掌握，为后面的巩固运用语言打下良好基础。）
3、Listen and repeat. Then answer.
Why did people build Stonehenge? (CAI) Ss: It’s a mystery. No one knows.
（设计意图：再次听音朗读，加深理解，熟悉课文，训练学生语音语调，并告诉学生目前为止，还没有人能解开当时为什么人们建造巨石阵，并鼓励学生要好好学习，将来去解开这个谜。）
4、Read the text and fill in the blanks. (CAI)
(读课文，完成下列填空)
（设计意图：读完课文以后，让学生做一小段简单的完型填空，这段话即是对本课的一个总结，也是检测学生对本堂课知识掌握程度的好方法。）
IV. Production
1. Talk about the May Day Plan.
The May Day is coming. I am going to go to Beijing. I will see lots of things.
I will get there by train. It will take 12 hours. Where will you go on the
May Day? Here are some information for you. Please talk in pairs.
(课件描述：课件中提供学生四个城市：北京、上海、海南、伦敦。并提供相应的句型，如：
A:Where are you going to go?
B: I am going to „
A:What will you see/do?
B: I’ll „
A:How will you get there?
B: I’ll get there by„
T: Now ask another one in your group about the May Day traveling plan. Please
use these sentences to ask.
Ss: „„„„„„„„„„.
Ask some one to say.
（设计意图：利用这个活动让学生学会运用所学语言，给学生提供四个不同场景，并提供相应的句型和单词，有利于学生自由编对话的顺利进行,学生从理解、掌握对话到在生活中灵活运用。然后又让学生转述他人的旅行计划，实现了从第一人称、第二人称到第三人称的转换，语言得到拓展。）
2. Read and match the sentences.
