1、Module 9Unit 2 I want to go to Shanghai. 教材分析 教学目标本单元是六年级上册第九模块第二单元的内容，在第一单元的基础上继续学习表达自己的意愿和想法的句型。【知识目标】1、能灵活应用句型：Do you want to go to Guilin? Yes, I do./No, thank you.2、能正确、流利地说出chant。【能力目标】1、能听懂课文的录音并指出相应的地点。2、学说chant.【情感目标】通过多种教学活动，激发学生学英语的兴趣，引导他们积极参与小组活动，用所学的语言知识进行交流。喜欢听他人说英语，主动向老师、同学请教。 教学重难点【教
2、学重点】1、能灵活应用句型：Do you want to go to Guilin? Yes, I do. /No, thank you.2、能流利询问他人的意愿并表达自己的意愿。【教学难点】能理解并运用 Do you want to ?要他们运用自己的语言描述旅行计划。 课前准备 教学过程教师准备多媒体课件，单词卡片等。教学过程Step1. Warming up 1.Greetings2.Sing and say the chants.Step2. PreviewYesterday we have visited the UN building in New York. Now many f
3、oreign friends want to visit China. Well introduce our beautiful country to them. Ask one student to introduce it.1. 出示北京天安门的图片S1: Whats this?S2: Its Tiananmen Square.S1: Where is it? S2: Its in Beijing.S1: Do you want to go to Beijing? S2: Yes, I do.2. 出示杭州西湖的图片S1: What is it? S2: Its West Lake. S1
4、: Where is it? S2: Its in Hangzhou.S1: Do you want to go to the West Lake? S2: No, I dontS1: Why? S2: I want to go to Hainan.Step3. Presentation1.T: Our country is very beautiful. There are lots of beautiful places in our country, such as the Tiananmen Square, the Great Wall, the West Lake, the Summ
5、er Palace and so on . I like our motherland.2、任务呈现(1).Now there is a foreign family. They want to visit China. They are talking about travelling plan.Play the tape again and remember which places you have listened.（播放课文录音）(2).Listen again and ask Ss to answer the questions:Where does Sam want to go?
6、Why does the boy want to go Shanghai? Where does Amy want to go?Where is Kunming?3、出示课文相关的有代表性的美丽风景图，让学生感受美4、分角色朗读课文。Step4. Practice1、将全班分成五大组，分组练习活动2，Use the sentences “Do you want to go to Guilin? Yes, I do. Do you want to go to Beijing? No, thank you.”Do group work. Ask 2 pairs to do the dialogue
7、.2、出示兵马俑、三峡等图片T: Whats this? S: Its Terracotta Warriors and the three Gorges.T: Now well show you to some interesting places.Open the activity book at P.36.Listen the tape twice and do the exercises.Listen again and check the answers.Ask Ss to check the answers.课本、报刊杂志中的成语、名言警句等俯首皆是,但学生写作文运用到文章中的甚少,
8、即使运用也很难做到恰如其分。为什么?还是没有彻底“记死”的缘故。要解决这个问题,方法很简单,每天花3-5分钟左右的时间记一条成语、一则名言警句即可。可以写在后黑板的“积累专栏”上每日一换,可以在每天课前的3分钟让学生轮流讲解,也可让学生个人搜集,每天往笔记本上抄写,教师定期检查等等。这样,一年就可记300多条成语、300多则名言警句,日积月累,终究会成为一笔不小的财富。这些成语典故“贮藏”在学生脑中,自然会出口成章,写作时便会随心所欲地“提取”出来,使文章增色添辉。Step5. Summary“师”之概念，大体是从先秦时期的“师长、师傅、先生”而来。其中“师傅”更早则意指春秋时国君的老师。说文
9、解字中有注曰：“师教人以道者之称也”。“师”之含义，现在泛指从事教育工作或是传授知识技术也或是某方面有特长值得学习者。“老师”的原意并非由“老”而形容“师”。“老”在旧语义中也是一种尊称，隐喻年长且学识渊博者。“老”“师”连用最初见于史记，有“荀卿最为老师”之说法。慢慢“老师”之说也不再有年龄的限制，老少皆可适用。只是司马迁笔下的“老师”当然不是今日意义上的“教师”，其只是“老”和“师”的复合构词，所表达的含义多指对知识渊博者的一种尊称，虽能从其身上学以“道”，但其不一定是知识的传播者。今天看来，“教师”的必要条件不光是拥有知识，更重于传播知识。师生共同总结本单元所学的知识。Step6. Homework1. Finish the activity book. (Part 2 and 3). 教师范读的是阅读教学中不可缺少的部分，我常采用范读，让幼儿学习、模仿。如领读，我读一句，让幼儿读一句，边读边记；第二通读，我大声读，我大声读，幼儿小声读，边学边仿；第三赏读，我借用录好配朗读磁带，一边放录音，一边幼儿反复倾听，在反复倾听中体验、品味。教学反思2. Listen to the tape.略。
