Module 9 Unit 1 Do you want to visit the UN building?
Outlook
(1)  知识目标: 掌握句型I want to…/ Do you want to…?的用法.
(2)  能力目标:灵活运用句型 I want to…/ Do you want to…?
(3)  情感目标: 培养学生热爱自己的国家,热爱和平的高尚品质.
二.教学过程
A.   Pre-reading activity:
1.     Warming up:
Sing the song “Children from China are Chinese…”
(设计思路: 课前让学生齐唱与教学内容相关的歌曲,即能调节课堂气氛,使学生迅速进入学习状态,又为学习新知识作了铺垫)
2.     Free talk and new words and phrases learning:
T: Wow! So many flags. (ask one of the students) Where are you from?
S1: I am from America.
T: Glad to meet you. (ask another student) Where are you from?
S2: I am from China.
T: Glad to meet you. You are from China. You are from the People’s Republic of China.
(Read and repeat “the People’s Republic of China”)
T: Yes, you are from all around the world.( Read and repeat “all around the world”)
(设计思路: 通过师生自由交谈, 既自然呈现了生词和短语, 又让学生感知了这两个生词和短语在相应语境中的运用, 使学生很容易就理解了词意,设计十分巧妙.)
3.     Giving the task:
T: We are from different countries. We all live in one world. And there is an organization to bring all the countries of the world together to work for peace and development. That is UN. The World Children Meeting is going to be held in the UN. Let’s have a visit to UN and tell the world what you will do if you attend the meeting.
(设计思路: 在新授课之前就呈现给学生任务,让学生带着任务开展学习活动,是任务型教学的基本原则之一.而本课就是围绕着 “任务型教学途径下小学交际性阅读策略培养”这一课题进行设计的.)
4.     Have a contest: How much do you know about UN?
1.)What is this logo for?
A. UK B. HK C. UN
2.)Where is the UN building located(坐落于…)? It is located in _________.
A. Washington D.C B. New York C. London
3.) Who is the Secretary-General of UN?
A. Annan （安南） B. George Walker Bush(乔治. 沃克.布什)
C. Bill Clinton (比尔.克林顿) D. 潘基文
4.)What does this logo stand for(象征着…)? It stands for_______.
A. war(战争) B. peace (和平) C. happiness(快乐)
5.) How many members(成员国) are there in the UN?
A. 262 B. 56 C. 191
6.)There are six working languages(工作语言) of the UN. They are________.
A. English, French, Japanese, Russian, Chinese and Spanish;
B. Arabic(阿拉伯语), Chinese, English, French, Russian and Spanish.
C. Arabic, Mexican, English, French, Russian and Spanish.
(设计思路: 通过让学生课前上网查询有关部门联合国的信息,既帮助学生了解了诸如 “联合国会徽”, “联合国的工作语言”, “联合国秘书长” “联合国大厦”等等背景知识, 为学生创设了语境, 又培养了学生收集和整理信息的能力.而且,学生在老师设计的 “联合国知识知多少”竟猜活动中也学会了课文中有关的生词)
B. While-reading activity:
1. Lead in:
T: OK. You know a lot about the UN. That’s fantastic. Do you want to have a visit to the UN? Simon’s dad ,Simon and Daming are visiting the UN. Let’s read the passage and get to know what they want to do in the UN.
2. Reading tips:
T: Before you read the passage, I’ve got some reading tips for you:
Reading tips:
(1.) 带着问题阅读.
(2.)阅读时抓住关键词和句, 如以 “What/When/Where/Why/Who”等开头的疑问句.
(3. )根据上下文猜测单词.
(4.)注意识别文中人称代词指代关系.
3.Give students the following questions:
(1 )Is the UN building small? No, it isn’t.
(2 )Where are the flags from? They are from all around the world.
(3) How many flags are there? There are 191 flags.
(4 )What do countries of the UN want to do?
They want to bring peace to the world.
(5) Do Simon and Daming go inside? Yes, they do.
(6) What is the present form China to the UN? It’s a train.
(7) When did China give the present? It’s in 1974.
(8 )Does Daming like the present? Yes, he does.
(9) Who wants to take a photo? Daming.
(设计思路: 阅读策略指导的缺失是影响小学生阅读能力的主要因素之一. 本节课旨从培养小学生最初步的阅读策略角度出发,如让学生带着问题阅读,其目的之一是激发学生的阅读欲望,二是给学生的阅读确定一个目标,实现对阅读过程的监控.)
4. Students read the text and find the answers of these questions.
(设计思路: 提供时间让学生 Silent reading, 通过全文,使学生能基本把握文章的大意.在学生阅读时, 播放一段舒缓的轻音乐,有意营造轻松的气氛,向学生暗示学习是轻松和愉快的, 以提高学生阅读的质量.)
3) Students give the answers and then ask them to read the questions and answers together.
(设计思路: 在学生获得了一定的篇章信息后,根据文章体裁(对话),设置一些问题让学生回答,一方面检查学生第一次阅读的效果,另一方面也帮助学生理清文章脉络,弄清文章的内容\日期\涉及的人物等诸要素,进一步理解全文.)
4) Read after the tape, and find “want to”.
(设计思路: 在对文章进行深层理解之前,让学生听录音,实际上是一个调节性的活动.让学生接受多种感官的刺激(由眼的刺激转到耳的刺激),适度减轻疲乏感,有利于继续增加信息的摄入量.)
5) Point and say what they want to do. ( Do the Exercise 3 on Student’s Book P 35.)
(设计思路: 运用转换的手法,通过让学生完成 “同桌看图问答,并连线”的活动,使学生对文章的主体结构有更好的把握,帮助学生形成较系统的知识.)
6) OK. We know what Daming, Simon and his Dad want to do . Now we are going to visit the UN. We need to do some preparation. Act and guess what your partner wants to do for preparation. Maybe you want to read some books about America. Maybe you want to take some photos of China. Maybe you want to bring some Chinese food….
You can guess like this: Do you want to…?
And report like this: He wants to read some books about UN.
Students in pairs, one acts and the other guesses.
(设计思路: 让学生猜猜假如老师到了联合国想要干什么?巧妙地引出Do you want to…?顺利地实现了本课的第二个教学目标.)
7) Now we are in the UN. Here is a letter from a Chinese pupil. He tells us what he wants to do:
I want to…
Hello! My name is Li Ping. I am from the People’s Republic of China. I am twelve. I’m very pleased to come to the UN. I want to tell the world China is a big and beautiful country, and Chinese food is very nice.We are very happy in China. I want to show some postcards from China. They are about the Great Wall, the Summer Palace, the Changjiang River. I want to bring some Chinese kites and chopsticks too. I want to say: We love peace! Welcome to China!