Part A名师教学设计2

Unit 5

Where Are You Going?

第一课时

教学目标:

以学习Let’s learn部分所列举的场所名称为主，要求学生能听、说、读、写词汇：park, cinema, shop, bookstore, hospital, bus stop, buy a story book, 并熟练运用。

情感目标：

培养学生热爱公共场所的意识。

教学准备：

教师准备: 1. Let’s learn部分的单词卡片。

2. Let’s learn 部分的课件。

3.实物：一瓶水、一本故事书和一张一百元的人民币。

教学过程: 一、课程导入

1.课前问答

T: Hello, everyone! It’s nice to see you here. What do you often do on Monday?

S1: I often …

T: Do you fly a kite on Monday?

S1: Yes, I do. / No, I don’t.

T: Do you read books on Tuesday?

S1: Yes, I do. / No, I don’t.

T: Do you see a film on Sunday?

S1: Yes, I do. / No, I don’t.

2. 教师同班内其他学生就上述结果进行问答，复习一般现在时态中主语是单数第三人称时的句子结构：

T: What does S1 do on Monday? Ss : He / She often …

T: Does he / she fly a kite on Monday? Ss : Yes, he / she does. / No, he / she doesn’t.

T: Does he / she read books on Tuesday? Ss : Yes, he / she does. / No, he / she doesn’t.

T: Does he / she see a film on Sunday? Ss : Yes, he / she does. / No, he / she doesn’t.

3. 新课导入

教师承接上一环节，继续问答，并描述自己的活动，引入新内容: T: What do you often do on the weekend? S2: I often …

T: And I often do exercise. Sometimes I do some washing or go to the park. 二、新课展示

1. 新课展示：Part A Let’s learn

教师预设情境，将本节课要学习的场所图片

分别贴在教室四面的墙上，然后告诉学生今天是周末，自己要带他们出去玩，将本课场所词汇作为主要游玩地点。在使用引导语时，教师注意尽量采用以前所学句型进行陈述。

（1）教授词汇bus stop。

T: Well, today is Saturday. Let’s go out to play.

Ss: Great! T: (教师走到公共汽车站图片的旁边)First! Let’s go to the bus stop! 教师板书bus stop并领读几遍，其间注意提醒学生stop中st浊化之后的读音是[ sd ] , 教师纠正学生的错误读音。

（2）教授词汇park。

教师走到公园图片的附近

T: Look. It’s the park. We can fly a kite.

教师板书park并领读几遍。

（3）教授词汇cinema。

教师继续在教室里走，并高兴地说：

T: Let’s go to other places. Oh, look, we can see a film here. Where are we? Ss: Cinema. /电影院。

T: We are in the cinema. 教师板书单词cinema并领读几遍。

教师用肢体语言帮助学生理解。

（4）教授词汇bookstore和buy a story book。

T: I like to read books. Do you like to read books, too? Ss: Yes, I / we do. T: (教师走到bookstore图片的旁边)Well, let’s go to the bookstore then. 教师板bookstore并让学生拼读。告诉学生book（书）和store（商店）组成的合成词。

学生拼读熟练后，教师出示故事书，并提问：

T: Now we are in the bookstore. Do you like this story book? Ss: Yes, I /we do.

教师教授story book, 让学生理解其意思并领读几遍。

T: Let’s buy a story book.

(边说边拿出钱，让学生理解buy的意思为“买”) 教师可多重复几遍该单词，然后板书buy a story book并领读该短语。

（4）教授词汇shop和hospital。

教师假装很渴，想要喝水。

T: I’m thirsty. I want to drink some water. (走到shop图片的旁边)Look, it’s a shop. Let’s buy some water in the shop.

教师板书shop并引领学生拼读sh-- [

] -- o -- [

] -- p -- [ p ]。

之后，教师喝水，并做因为水很冰而发抖状；然后假装感冒打喷嚏：

T: Oh, I have a cold. (走向hospital的图片)Let’s go to the hospital.

教师板书hospital并让学生拼读，其间注意纠正学生的错误发音，尤其是sp浊化之后的发音，应为hosp -- [ sb ] -- ital 而不是

hosp -- [ sp ] -- ital.

2.

Ask and answer

A: Where is he / she going?

B: He / She is going to the …

三、巩固练习

1. 我说你指

（1）教师要求学生先熟悉每幅图片的位置。

（2）教师说词汇，学生说出相应的图片序号；对第一名说对序号并大声说出该词汇的学生，教师要予以表扬和奖励。

（3）教师将学生分成四组，每组选出一位学生来代表该组参加比赛，教师快速说词汇，学生代表说出相应的图片序号，看看哪组的学生指得又快又准！

2. Look and match

教师用大屏幕出示动词短语see a film,

buy a story book, fly a kite, by bus, buy a pencil以及本节课所学的有关场所的单词，让学生将活动与相应的场所连线，比比看谁的反应最快。

3. 分组竞赛

请两个组的学生代表各一人，本次游戏规则是，点击本节课所学的场所名词，不可以点击动词，点击正确一次得一分，点击错误不得分。最后看哪位学生的得分高，哪组将获胜！

四、课后作业

1.熟记7个新词汇。

2.用新学词汇编写两个对话。

3. 完成Part C Read and complete。

五、板书设计: Unit 5 Where Are You Going?

1. A: Where are you going? B: I am / We are going to …

2. A: Where is he / she going?

B: He / She is going to the …

单词读音发生变化的：

Bus stop Bookstore

Story book

Hospital

sp [ sb ] st [ sd ]

陕旅版小学四年级英语下册

《

Unit 5

Where Are You Going? 》

教学设计

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