Part A板书设计及设计说明

Unit 4 A Spring Outing Part A 教学目标

◆语言知识目标

1. 学习词汇：spring outing, climb, mountain, water, thirsty, camera等。

2. 学习句型：

—What’re you going to take with you?

—I’m going to take … with me.

3. 学习字母e和字母组合ea在单词中的发音。

4. 学唱歌曲：Flowers Are Blooming。

5. 功能：谈论春游。

◆语言技能目标

1. 能运用be going to do sth. 的句式来谈论春游时准备开展的活动。

2. 能运用be going to do sth. 的句式来说一说春游前准备带的东西和准备穿的衣物。

3. 能根据不同场合或不同活动，制订出相应的计划。

◆情感态度

学会做计划，培养合理安排事情的能力。

◆教学重、难点

1．能运用—What are you going to take with you? —I’m going to take … with me.

句型说说春游前准备带的东西。

2.

能运用be going to do sth.

的句式来谈论春游时准备开展的活动及准备穿的衣物。

教具准备

1. 本课新单词和词组的卡片。

2. PPT。

3.实物。

教学步骤

Step 1 Warming up 1.

Greeting.

2.

Sing a song. （设计意图：英语歌曲是提高学生英语学习兴趣和学习效率的有效方法之一，上课伊始通过有节奏的说唱，把学生的思维引到英语课中来，调动学生的情绪，营造一个快乐的学习氛围，促进学生核心素养的形成。）

3.

Show some pictures of spring outing. T: Flowers are blooming in spring. Spring is coming. Let’s go for a spring outing. So

today we are going to learn Unit 4 A Spring Outing Part A. Look, they are boating in the lake. They are having a picnic in the park. They are flying kites in the school. As for us, I want to take you to climb a mountain. （设计意图：通过歌曲，教师展示有关春游图片，营造春游气氛，师生进行相关的交流与沟通，使学生可以可以畅所欲言，表达自己的观点看法，使他们更好地融入学习当中，只有让他们自己融入学习中，才能不断提高学生对英语的理解能力，而且也能提高学生的核心素养，使他们的思维方式得到更好的完善。）

Step2 Presentation 一、

Present the new words and sentence patterns. 1.

Teach climb ,mountain 2.

(show some things) T: We’re going to climb a mountain. I’m going to take a/an.... I’m going to take some ....(lead ss to say) Teach water, thirsty, camera. （设计意图：设置全班一起去春游的情境，利用春游要带的东西进行实物教学，有利于学生在情境中掌握单词，并懂得运用。）

3.

I’m going to take so many things.( ask some students and let them choose the things in the bag) T: What are you going to take with you? Ss: I am going to take .... （设计意图：每个学生都有一颗好奇心，拿出一个装有很多物品的袋子，让学生摸袋子里的东西，并用英语说出来，增强口语学习的趣味性，激发学生口语学习的兴趣，更进一步增强学生口语交流的勇气。）

4.

Play a game. T: 2 students come to the front of the classroom, when I say begin, you should run and get the more things as quickly as you can. Then the whole class asks what are you

going to take with you? The 2 students should answer I am going to take... with me.

（设计意图：在该游戏环节中，设计符合孩子生理和心理特点的游戏活动，不仅活跃了课堂气氛，调动了学生的参与意识，激发了学生学习的兴趣，同时又起到承上启下的作用。学生不但将所学语言运用到实践中，又将今天所学的新知识进行了复习和巩固，完成了由输入到输出的语言学习过程。）

5.

Teach sports shoes. T: We’re going to climb a mountain. So I am going to wear a sports shoes. （设计意图：教师设置全班同学一起去爬山的情境，跟同学谈论好要带的物品后，自然过渡到穿着。）

二、

Teach the text.

1.T: Look! Miss Gao will also take her students to climb a mountain. Let’s watch the video and answer questions. What is Wang Tao going to take with him? What is Sally going to take with her? 2.

T: Suppose you’re Sally, let’s ask Wang Tao .Wang Tao, Wang Tao, what are you going to take with you? Ss:.... T: Suppose you’re Wang Tao , let’s ask Sally. Sally, Sally, what are you going to take with you? Ss:.... （设计意图：通过提出问题What are Wang Tao and Sally going to take with them? 使听力更有针对性。进一步明确相关的内容，帮助学生了解主人公Wang Tao 和Sally 春游要带的东西。再加上实物教学，有利于学生音，形，

义方面的掌握。）

3.

Read after the video. （设计意图：跟着录音读，可以较好地学习发音，体验地道自然的语音语调，培养良好的发音习惯，也能更好地理解课文。在设计的大量语言输入（input）后，学生语言的输出（output）轻松自如，教师也无须花费过多的精力去纠正学生语音语调。）

4.

Read the text and fill the blanks. Miss Gao and her pupils are going for_____________. They are going to

______________. Wang Tao is going to take___________ with him. He is going to wear___________. Sally is going to take __________ with her. She wants to take

some photos. They are very happy. （设计意图：高年段的学习应注重听说领先，读写跟上，让学生在理解课文的基础上完成以上题目，训练学生写的能力的同时，锻炼了学生应用能力。）

Step3 Extension Feeling teaching. (设计意图：学完本课内容后，估计学生很想出去春游，春游要带很多食品，在本课临近结束，适时播放一些景区受污染及清洁工不顾生命危险清洁游客垃圾的图片，唤起学生保护环境的意识，教育学生出去旅游时别乱扔垃圾。)

Step4 Homework 1.Listen and read Unit 4 Part A. 2.Finish Activity Book of Part A. 3.Make a spring outing plan with your parents. （设计意图：语言源于生活，又应用于生活。因而在作业的布置上，我给学生充分的施展空间，让他们自主选择，选自己想做的，说自己想说的，使他们能更好的将所学知识合理应用，培养他们的综合语言运用能力。分层次作业，可以满足不同学生的需求，使每一位学生都有事做，都能体会到成功的快乐。）

Blackboard design: Unit 4 A Spring Outing Part A What’s are you going to take with you? I am going to take a camera with me.

I am going to take some water with me.