新思维4B第4单元教案
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key structure: use the future tense to talk about future plans, events and actions:
Whatwillwedoin Shanghai?
We’ll takea walk along the Bund on Monday.
教学重点
Introducing the setting
Prereading
Display slides89.
Read the personal letter aloud or play the audio recording. Pause at certain points to ask questions as suggested below:
课前准备
学具准备ppt
教学板块
教学活动设计
设计意图或作业落实
Lead in
Begin this section by reviewing the vocabulary and key structures (e.g. by using picture cards or cutouts) with pupils.
Demonstrate how to ask and answer questions about the itinerary for Monday.
Demonstrating how to use the key structures.
Post learning
Pair up pupils. Ask them to take turns to act out the roles of Miss Taylor and Miss Law, and ask and answer questions about the itinerary for Tuesday.
While learning
Point at Tom and Hans in the big picture.
Point at Hans’ speech bubble.
Draw pupils’ attention to the verbdo
Invite a male pupil to e to the front of the class. Ask him to hold a blackboard duster and stand right in front of the board.
Have the pupil respond to your question.
Ask the class the same question usinghe.
Have pupils respond to your question.
Continue to teach pupils how to ask and answer questions in the future tense using different subjects, e.g.she/it/they/I
Teaching the key structure
Post learning
Review the vocabulary and key structure.
Summary
堂测题
Read part A
板书设计
4B Chapter 4
A visit to Shanghai
What will we do … ?
Prelearning
Introduce the different places in Shanghai.
Teach the vocabulary by going through the itinerary on p.26.
Show picture cards of the focal vocabulary and give future explanations if needed.
Observing
Giving personal responses
Relating the text to self
While reading
Expand pupils’ prehension of the email and story by drawing their attention to the following pictures:
Slide 11: Jay made some suggestions about where Bella could go with Emily on Monday. Can you tell me all these places?(Olympic Forest Park, the Bird’s Nest, the Summer Palace, the Palace Museum and Wangfujing Snack Street.) How many places did Jay suggest?(Five) Do you think Bella liked Jay’s idea? (No.) Why? (She thought they couldn’t visit so many places in one day.) Do you think Emily and her family would be tired? (Yes.)
Students are able to introduce the key structures by making use of context.
教学难点
Students are able to use models to express obligations and prohibitions.
Wherewillyougoin Beijing?
I’ll goto the Great Wall.
教学重点
Students are able to introduce the key structures by making use of context.
教学难点
Students are able to use models to express obligations and prohibitions.
课前准备
学具准备ppt
教学板块
教学活动设计
设计意图或作业落实
Lead in
Display the big picture in Part A.
Tell pupils where Tom is in the big picture and what he is doing there.
Introducing the context
do you we
课题
Consolidation
课时
2
备课人
教学目标
Consolidation of the key structures.
Students are able to introduce the key structures by making use of context
Key structures:
It is optional to connect the vocabulary to pupil’s own lives, e.g.Who wants to visit the Bund? / Who likes eating soup dumplings? Hands up, plary
You can wrap up this section by reviewing the answers with pupils.
Pairing up pupils for the speaking practice
堂测题
板书设计
4B Chapter 4
A visit to Shanghai
Wherewillyougoin Beijing?
Warming up
Prelearning
Display the big picture in Part A.
Pretend to be Tom and Hans and read aloud what they say.
Reinforcing the key structure using the context
make guesses about the text
教学重点
To reinforce the vocabulary and key structures with a story.
教学难点
To develop pupils’ reading skills.
课前准备
学具准备ppt
教学板块
教学活动设计
设计意图或作业落实
Lead in
Display slide 56.
Introduce the setting by recalling the character in Part A.
Arouse pupil’s interest in finding out what special event Hans will attend with Tom’s family during his visit toShanghai.
Whatwillyoudothere?
I’ll______.
课题
Learn to Read
课时
3
备课人
杨思娜
教学目标
To reinforce the vocabulary and key structures with a personal letter.
To develop pupils’ reading skills, e.g.
新思维4B第4单元教案
课题
4B Chapter 4
A visit to Shanghai
课时
1
备课人
教学目标
Students are able to introduce the vocabulary and key structures by making use of context
vocabulary:take a walk, eat soup dumplings, watch the sea animals, enjoy the view, go on exciting rides, play science games, watch 3D movie, go shopping
While learning
Display the big picture in Part A and Part B.
Tell pupils that you are going to pretend to be Miss Taylor and invite one pupil pretend to be Miss Law.
Slide 9: Was Bella excited that she would soon see Emily? (Yes.) How do you know? What did she say? (She said, ‘I can’t wait to see her!)
Slide 10: Where will Bells take Emily and her family to go birdwatching?(Olympic Forest Park.) Where will Bella take Emily and her family to eat? (Wangfujing Snack Street.) What will Jay suggest to Bella?
recognize the format and language features of a personal letter
give personal responses to the text
infer meaning from the text
locate specific information in response to questions
Slide 8: Do you think Tom is doing a good job of looking after Hans? (Yes.) Tom’s uncle’s housewarming party is taking place on Wednesday. Where will Tom’s family hold the party? (In Qingpu)
Whatwillwedoin Shanghai?
We’ll takea walk along the Bund on Monday.
教学重点
Introducing the setting
Prereading
Display slides89.
Read the personal letter aloud or play the audio recording. Pause at certain points to ask questions as suggested below:
课前准备
学具准备ppt
教学板块
教学活动设计
设计意图或作业落实
Lead in
Begin this section by reviewing the vocabulary and key structures (e.g. by using picture cards or cutouts) with pupils.
Demonstrate how to ask and answer questions about the itinerary for Monday.
Demonstrating how to use the key structures.
Post learning
Pair up pupils. Ask them to take turns to act out the roles of Miss Taylor and Miss Law, and ask and answer questions about the itinerary for Tuesday.
While learning
Point at Tom and Hans in the big picture.
Point at Hans’ speech bubble.
Draw pupils’ attention to the verbdo
Invite a male pupil to e to the front of the class. Ask him to hold a blackboard duster and stand right in front of the board.
Have the pupil respond to your question.
Ask the class the same question usinghe.
Have pupils respond to your question.
Continue to teach pupils how to ask and answer questions in the future tense using different subjects, e.g.she/it/they/I
Teaching the key structure
Post learning
Review the vocabulary and key structure.
Summary
堂测题
Read part A
板书设计
4B Chapter 4
A visit to Shanghai
What will we do … ?
Prelearning
Introduce the different places in Shanghai.
Teach the vocabulary by going through the itinerary on p.26.
Show picture cards of the focal vocabulary and give future explanations if needed.
Observing
Giving personal responses
Relating the text to self
While reading
Expand pupils’ prehension of the email and story by drawing their attention to the following pictures:
Slide 11: Jay made some suggestions about where Bella could go with Emily on Monday. Can you tell me all these places?(Olympic Forest Park, the Bird’s Nest, the Summer Palace, the Palace Museum and Wangfujing Snack Street.) How many places did Jay suggest?(Five) Do you think Bella liked Jay’s idea? (No.) Why? (She thought they couldn’t visit so many places in one day.) Do you think Emily and her family would be tired? (Yes.)
Students are able to introduce the key structures by making use of context.
教学难点
Students are able to use models to express obligations and prohibitions.
Wherewillyougoin Beijing?
I’ll goto the Great Wall.
教学重点
Students are able to introduce the key structures by making use of context.
教学难点
Students are able to use models to express obligations and prohibitions.
课前准备
学具准备ppt
教学板块
教学活动设计
设计意图或作业落实
Lead in
Display the big picture in Part A.
Tell pupils where Tom is in the big picture and what he is doing there.
Introducing the context
do you we
课题
Consolidation
课时
2
备课人
教学目标
Consolidation of the key structures.
Students are able to introduce the key structures by making use of context
Key structures:
It is optional to connect the vocabulary to pupil’s own lives, e.g.Who wants to visit the Bund? / Who likes eating soup dumplings? Hands up, plary
You can wrap up this section by reviewing the answers with pupils.
Pairing up pupils for the speaking practice
堂测题
板书设计
4B Chapter 4
A visit to Shanghai
Wherewillyougoin Beijing?
Warming up
Prelearning
Display the big picture in Part A.
Pretend to be Tom and Hans and read aloud what they say.
Reinforcing the key structure using the context
make guesses about the text
教学重点
To reinforce the vocabulary and key structures with a story.
教学难点
To develop pupils’ reading skills.
课前准备
学具准备ppt
教学板块
教学活动设计
设计意图或作业落实
Lead in
Display slide 56.
Introduce the setting by recalling the character in Part A.
Arouse pupil’s interest in finding out what special event Hans will attend with Tom’s family during his visit toShanghai.
Whatwillyoudothere?
I’ll______.
课题
Learn to Read
课时
3
备课人
杨思娜
教学目标
To reinforce the vocabulary and key structures with a personal letter.
To develop pupils’ reading skills, e.g.
新思维4B第4单元教案
课题
4B Chapter 4
A visit to Shanghai
课时
1
备课人
教学目标
Students are able to introduce the vocabulary and key structures by making use of context
vocabulary:take a walk, eat soup dumplings, watch the sea animals, enjoy the view, go on exciting rides, play science games, watch 3D movie, go shopping
While learning
Display the big picture in Part A and Part B.
Tell pupils that you are going to pretend to be Miss Taylor and invite one pupil pretend to be Miss Law.
Slide 9: Was Bella excited that she would soon see Emily? (Yes.) How do you know? What did she say? (She said, ‘I can’t wait to see her!)
Slide 10: Where will Bells take Emily and her family to go birdwatching?(Olympic Forest Park.) Where will Bella take Emily and her family to eat? (Wangfujing Snack Street.) What will Jay suggest to Bella?
recognize the format and language features of a personal letter
give personal responses to the text
infer meaning from the text
locate specific information in response to questions
Slide 8: Do you think Tom is doing a good job of looking after Hans? (Yes.) Tom’s uncle’s housewarming party is taking place on Wednesday. Where will Tom’s family hold the party? (In Qingpu)