Lesson 60 Get a Good Education教学设计方案

Lesson 37:Let’s Learn Geography!教学设计

Ⅰ教学目标：

1.

掌握单词:population,abroad,Japan,Japanese,island,Pacific; 短语:one day,can’t wait to do sth

2.了解介绍自己去过的地方: Yes.Jenny and I have been to China twice.He has been to every continent except Antarctica. 3.了解如何询问对方去过的地方。

4.通过听力训练,两人合作角色扮演的方式及小组合作交流的方式进行教学,通过实物或图片提供的场景练习目标语言,提高英语听说能力。

5.初步了解现在完成时态的用法。

Ⅱ教学重难点：

1.正确使用本课的有关地理和语言的单词:geography,speak,continent 2.运用所学知识介绍自己去过的地方:Yes.Jenny and I have been to China twice.He has been to every continent except Antarctica. 3.掌握以下重点句子:Recently,we have learned about the population of the world.I think travelling is a good way to learn geography. Ⅲ.教学准备：

设计教学PPT,录音机,多媒体,图片和单词卡片。

Ⅳ.教学过程：

StepⅠ.Lead in Leading in 【情景1】

T:Hello,boys and girls.Where would you like to go? S1:Somewhere interesting,just like Disneyland in New York. S2:Somewhere beautiful,just like Sydney in Australia. T:Where have you been before? S3:Beijing. S4:Guilin. T:Do you know about these places? Ss:Yes./No. T:Do you like to learn geography? Ss:Yes./No. Discuss the questions in groups.The teacher shows some pictures about different countries.Ask the students to talk about these problems for three minutes.Then we can know the importance of geography,then let them present their talk in class. [设计意图]

利用学生学过的内容,从询问去过什么地方开始,讨论地理知识的作用,轻松进入语境,进而介绍生词,图片的使用使学习更加形象直观,自然地进入谈论地理和语言的新话题。

Leading in 【情景2】

Greet the class. T:Hello! Boys and girls! Ss:Hello! Mr./Ms.XX. Ask the students to introduce the geography in class. S1:A subject. S2:It’s useful.

S3:I can know about the world. Show the new word “geography”

and show the picture of geography to the students. T:Have you ever been abroad? Where did you go? S4:Canada.It’s nice. S5:Australia.It’s beautiful. S6:I want to travel around the world. …

[设计意图]

运用学生所学的知识,从谈论熟悉的入手进入新内容的学习,运用实物或图片帮助学生学习生词,直观、感性、形象。

StepⅡ.Presentation If some students feel the conversation is too long,the teacher can divide it into two or three talks.Then ask them to read them in pairs.After a while,ask them to act them out. (1)Jenny and I have been to China twice. (2)He has been to every continent except Antarctica. (3)I can’t wait to go! (4)My mother has a friend from an island in the Pacific. (5)Recently,we have learned about the population of the world. Please pay attention to the long words:Antarctica,recently,Pacific. [设计意图]

两人组合练习对话。创设情景,使同学们身临其境,激发说的欲望。在练习中巩固本课需要掌握的句型。

StepⅢ.Listening T:Listen to the tape and answer the questions: 1.What can Jenny learn in geography class? 2.What does Brian think is a good way to learn geography? 3.Where has Brian’s father been before?

【Keys】

1.She can learn about rivers,mountains,oceans,countries,cities and the population of the world.

2.Travelling.

3.He has been to every continent except Antarctica. [设计意图]

加深同学们对整体的掌握,学生们带着问题有目的地倾听,容易把握内容回答问题。

StepⅣ.Post-listening Activities After listening to the conversations,get the class to read them aloud. Ss read aloud.Then practice the conversations.Focus on the stressed words,pronunciation and intonation. [设计意图]

学生训练听力之后,朗读巩固,训练学生的语音语调;再模仿对话,编出自己的对话,培养学生运用目标语言进行交际的能力。

StepⅤ.Reading 1.Read the dialogue and decide whether the statements are true or false. (1)Danny has been to China twice. (

) (2)Brian is from Canada and he is in China now. (

) (3)Jenny’s mother has gone to visit her friend. (

) 2.Then ask some volunteers to read the passage. 3.Read the text again and do the exercises in No.2 and No.3 in Let’s Do It! 【Keys】

1.(1)T

(2)F

(3)T

3.No.2.F F T F

No.3.(1)population

(2)island

(3)except

(4)abroad

(5)Japanese 教材解读

1.Jenny and I have been to China twice. 句中“have been to+地点”表示“曾经去过某地”,不能和表示一段时间的状语连用。

We have been to Mountain Tai. 我们去过泰山。

【辨析】

have/has been to,have/has gone to,have/has been in (1)have/has been to表示“曾经去过某地”,说话的时候人已经回来,主要说经历,后面可以接次数,表示去过几次,如once,twice,three times等,也可以和just,never等连用。

She has been to Shanghai twice. 她去过上海两次了。

(2)have/has gone to表示“去某地了”,可能在去的途中,也可能已经到了,主要表达主语不在说话的地方,不能和表示时间段的时间状语连用。

She has gone to Shanghai.她去了上海。

(3)have/has been in表示“待在某地”,主要说主语已经在某地,而且待了一段时间了,后接延续性的时间状语。

She has been in Shanghai for two years. 她在上海待了两年了。

2.He has been to every continent except Antarctica. 句中except是介词,意思是“除了……之外”,后面一般接名词、代词或者动名词等。

He learns to play guitar every day except Monday.除了周一,他每天都去学吉他。

【辨析】

except,except for,besides (1)except意思是“除……之外”,是排外的关系,指除去的部分不在整体之内,一般用在同类的事物之中,不能放在句首。

They all like basketball expect Lily.除莉莉外,他们都喜欢篮球。(莉莉不喜欢篮球) (2)except for 意思是“除……之外”,用来表述一些细节加以补充,一般修饰不同类的事物。

Your story is very interesting except for a few writing mistakes.除了一点书写的错误,你的故事非常有趣。

(3)besides 意思是“除了……之外,还有……”,是包含的关系,除去的部分也算在整体之中。

They all like basketball besides Lily.除莉莉以外,他们也都喜欢篮球。(莉莉也喜欢篮球)

3.I can’t wait to go! can’t wait to do sth意思是“迫不及待去做某事”,若是后面接名词或者代词,可以用can’t wait for sth。

The children can’t wait to open the gifts. 孩子们迫不及待地打开礼物。

The children can’t wait for the gifts to open.孩子们迫不及待地打开礼物。

【拓展】

类似的结构:can’t help doing sth意思是“情不自禁去做什么”。

He can’t help singing the song. 他情不自禁地唱起歌来。

[设计意图]

学生通过阅读课文,了解重点内容,并且通过判断正误来巩固对课文的理解和掌握;朗读课文并完成课后练习题2、3,了解课文重点内容。

StepⅥ.Complete Let’s Do It! Ask the students to listen to the tape again and answer the questions in No.1,then read the lesson and finish No.2,then fill in the blanks in No.3.

[设计意图]

Let’s Do It!中No.1重点是听力教学,训练学生的听力,No.2主要是阅读教学,回忆了课文的内容,使学生又一次巩固了文中知识,培养了阅读的能力。No.3强调的是文中的重点单词的用法。

StepⅦ.Task GROUP WORK:Let’s Do It! No.4 Ask students to come to the front of the classroom,and some start walking towards others as the teacher says “go”.They must stop as the teacher says “stop”.Then they can make a new group with the student who is standing in front of him/her. [设计意图]

No.4的重点是了解世界上更多的地方,同学们通过随机组合来完成小组合作。以“感兴趣的地方”为话题,提供了一个语境完整、内容丰富的对话,自然呈现本单元的核心句型,为学生进一步输出语言提供了口语示范。

StepⅧ.Exercises T:Now,look at the sentences with some missing words.Please use proper words to fill them. 1.We__________(去过)some cities before. 2.She hopes to become a singer__________(有一天). 3.Many scientists will come here__________(除了)Tom. 4.They__________(迫不及待)to send their e-mails. 5.She has a friend__________ (来自加拿大). 【Keys】

1.have been to

2.one day

3.except

4.can’t wait

5.from Canada [设计意图]

以学评教、强化落实。当堂检测主要是由本节内容组成的形成性评价,利用已知的信息,让学生补充,让他们得到充分的训练。

StepⅨ.Homework 1.Practice the conversations with your group members after class. 2.Copy the new words twice. [设计意图]

口头练习和单词记忆相结合,复习、归纳,注重语言知识的操练与积累。