Lesson 10公开课教案

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案

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第

1

页

课题

课型

Unit 3 Did you go to Hangzhou?

授课

（lesson 10）

时间

新授课

10 月23 日（星期

一）

第

2 课时（共

6 课时）

教学

目标

1.能够读懂Mike同爷爷之间的对话，能够获取有关旅行的交通工具、目的地著名景点和特产及旅行活动等信息。能够尝试介绍Mike的旅行。

2. 能够运用所学的句型“How did they go to….? They went there….by…..why did they take….? Because it’s…提问和回答出行方式, 并能简单陈述原因。

3. 能够结合出行方式、目的地的景点和特产、旅行行程、心情感受等介绍自己在假期里的一次出行。并乐意同同伴分享与交流。

4.通过学习对话和同伴分享了解杭州及祖国其它地方的名胜古迹和风土人情。

1.能够读懂Mike同爷爷之间的对话，能够获取有关旅行的交通工具、目的地著名景点和特产及旅行活动等信息。能够尝试介绍Mike的旅行。

2. 能够运用所学的句型“How did they go to….? They went there….by…..why did they take….? Because it’s…提问和回答出行方式, 并能简单陈述原因。

能够结合出行方式、目的地的景点和特产、旅行行程、心情感受等介绍自己在假期里的一次出行。并乐意同同伴分享与交流。

PPT课件

教学

重点

教学

难点

教学

资源

Unit Did you go to Hangzhou?（Lesson 1o）

Where did Mike go? How was his trip? 板书

设计

How did he go there? What did he do there? They /we went there by air. Saw : green hill Bought: silk dresses Green tea

总第

2

页

主要教学环节及教师活动（时间分配）

学生活动（时间分配）

Step1：Warm-up

（2’）

1. Greeting

2.组织课前三分钟展示

(1)介绍展示学生。

(2)提问：

Where did we go？

How did we go there？

What did we do? How was our trip? 教

Step1：Warm-up （3’）

1.Greeting

2.课前三分钟展示

(1)讲解自己上周的社会实践活动。

(2)Try to answer：

Look at the photo,Were you happy

about the trip? 学

3. Try to answer

(1)Look and answer 过程3. Review the last lesson (1) show a picture Mike and his parents also went on

Ss：He went to Hangzhou.

Mike left his passport at the a trip? Were they happy? Where did hotel. They missed the flight. he go? Why were they so upset? Then his parents missed the work. He missed school.

(2)给Mike一些建议

(2)引导学生给Mike 提建议

Any suggestions to Mike?

I want to say:”Mike be careful next time. ”

Don’t forget your passport. Be prepared. Step2 Listen and say（5’）

1. 引导学生提问题

Step2 Listen and say（10’）

1. Look and raise questions

（1）

Show the main picture （1）Look and listen Look,

Mike and his parents come

back to Beijing. His grandpa is calling to ask about Mike’s trip.

(2) Ss guess

How was Mike trip? What did Mike do? How did Mike go there? Why did you go to Hangzhou?

(2) 引导学生进行猜测

What will his grandpa ask?

2. 引导学生阅读并找到答案

2.听对话并进行汇报

（1）Read and find out the （1）提出要求

Read the dialogue and try to find out the answer and underline the answer.

（2）引导学生汇报

answer （2）学生汇报

Ss: They went there by air.

They visited many places.

They did some shopping.

（3）Read again

（4）谈论自己如何环湖游,理解Mike的特殊旅行方式

（3）引导学生细读

What did they see in Hangzhou? What did they buy? （4）演示went around the west lake，引导学生体会I will go around the west lake special by……

What did Mike see around the lake? How will you go around the west

lake?

(5)引导学生讨论去杭州的原（5）watch and talk 因

播放杭州短片

(6)引导学生总结

How was Mike’s trip?

(6)sum up It was ……

4.Listen and read

5.看关键词介绍Mike的旅4. 引导学生练习朗读

5. 引导学生看关键词介绍

行

Step3 Listen and match（3’）

Step3Listen and matchMike went to Hangzhou by air. He flew to Hangzhou. He also went to some other places with his parents. （8’）

1.Look and say They went to the spring festival fair. They went to shanghai.

1．Show pictures Where did they go? How did they go to these places? 2. play the video 3.show other places 2.

listen and say They went there by….. 3.

Choose the way and talk If want to go these places, how will about it. you go there? Why?

Green travel

Step4 Let’s do（2’）

1.

Show a traveling picture Step4 Let’s do （7’）

1.Look and listen

On the national day, I went to a

interesting place, Where did I go?

Why did I go there?

2.引导学生阅读找答案

3.引导学生进行问答

2. 默读并找到答案

3．Answer the questions 4.

Think and talk ….is famous for…. 4.出示中国地图，引导学生介绍自己知道的著名城市

5.引导学生小组内利用照片介

绍自己假期里的一次出行

4.

利用自己的照片进行介You know so many famous places in 绍自己的旅行

china. where did you go this summer vacation or national day holiday?

What did you do? How did you go there? Talk about your trip in group of

four. 6. 引导学生全班分享

Step5 Homework （1’）

Finish writing your trip

6. 学生全班分享

Step5

Homework

教学

反思

本课我设计了旅行主线，在导入新课时，三分钟演讲环节一名学生介绍自己的一次旅行，学习新课时了解Mike的杭州之行，阅读教师的国庆节之旅，最后介绍自己在假期中的一次旅行。整个教学线索清晰，教学目标明确，非常有益于学生完成教学目标。

把操练语言环节变成运用语言、讨论分享乘车方式活动。比较以往的语言操练环节，我把本课的listen ，look and learn环节变成了听力，在学生听懂后进行讨论和说理环节。即：如果你去这些地方旅行，你怎么去。不但练习了语言而且给学生表达自主选择和阐述原因的机会，提高了学生实际运用语言做事情的能力。

在最后介绍自己的旅行时，我要求学生带上自己旅行的照片，使得学生的介绍更真实，表达更准确。在分享时其它学生也进一步了解到了祖国的大好山河。