Unit 1 Are you going to go to Hong Kong?优秀教学设计范文

Module10 Unit1:Are you going to go to Hong Kong?

平山小学

温柔

教案背景：

1、面向学生：小学三年级

2、学科：外研版新标准小学英语（一起）第五册

3、课时：第一课时

教学目标：

（1）知识目标：

a.学生能在创设的情境和老师的引导下学习、理解课文，能认读新单词：Hong Kong, airport, sea，能理解be going to的意思。

b.学生学习运用课文主要句型询问他人的计划，并对自己的计划进行简单的介绍。

（2）情感目标：引导学生在课堂上大胆说英语，培养学生的自信心。

（3）能力目标：在课堂创设的各项任务、活动中，培养学生的听、说技能。

教学重点：

学生学会怎样用be going to 询问他人的计划和描述自己的计划。

教学难点：

灵活运用

be going to do sth 内容分析：本课以假期的外出计划为主题，通过Sam和Xiaoyong在机场认识的情境，使学生学会怎样用be going to 询问他人的计划和描述自己的计划。

学情分析：小学3年级学生，有浓厚的英语学习兴趣，有了一定的英语基础。已学习了一部分动作短语，但学生水平有差异，大部分同学都能积极地参与到教学活动中来。

设计思路：本节课主要注重句型的掌握和综合运用，新单词较少，且都是名词，通过图片等形式能使学生容易理解、掌握。因此本堂课的设计思路是用多种多样的导入形式引入新单词，练习掌握后自然过渡到句型，采取多种形式的认读练习，特别强调句型的运用，创设丰富的情境和有趣的游戏活动，引导学生参与、输出，最后进行拓展对话，达到理解和综合应用的目的。教师的主要任务在于积极引导学生突破句型的难点，调动学生的积极性。

教学过程：

Step1:Warmer

1. Greetings. T: Hello, boys and girls. Nice to meet you! T: Are you happy today? Boys and girls, let's have a match, OK?

Come on! 2. Lead-in:

Say a chant.(do action.) T: First, please listen carefully and look at me! Now, follow me! play, play, play basketball;

ride, ride, ride a bike; read, read, read a book;

sing, sing, sing a song;

swim, swim, swim in the sea; 3.Let’s play a game. 快速说词组

play football... T:This weekend ,I’m going to listen to music.（加肢体语言）

How about your weekend?

What are you going to do?组与组读，请个别读

You can answer

I’m going to... 做踢球的动作。

I’m going to play football. Group1.2ask

Group3.4 answer

(change) pairwork (one minute ) A:What are you going to do? B:I’m going to ... Step2:Presentation.

1. Lead-in.

T:Children, the winter holiday is coming.

I like to travel. Do you like to travel?

I want to travel with you.

First, I’m going to the airport.

教新单词airport 2.T: Look , my friend bob is going to Beijing.

Let,s see!看动画

Are you going to Beijing? Yes, I am. No,I’m not. Let’s chant.

(拍手) Beijing,Beijing,are you going to

Beijing? Yes,I am.

Yes,I am. I'm going to Beijing.

Guilin,Guilin, are you going to

Guilin? No,I'm not. No,I'm not. I'm going to Beijing. 3..Let’s play a game.(接龙)

Are you going to ...?

Yes,I am.No,I'm not. 4. T:Let’s fly.

Guess,where are we going?

You can use “Are you going to ...? ”to ask me?

引出海南，看视频

教新单词sea

What are you going to do in Hainan?

I’m going to ...

Let’s play a game.悄悄话

5.T:wow,Let’s fly to another city,Guess!which city?

You can use “Are you going to ...?” to ask me? 引出香港

Are you going to Hong Kong? Yes, I am. No,I’m not. Pay attention: Letter H and letter K, we should write the big letter.

Who is going to Hong Kong,too?let’s see the text. Step3:Text

Where is Xiaoyong going?Xiaoyong is gong to... Where is Sam going? Sam is gong to... Read the answers together.

（Show the last picture.）

T: Whose bag is it? Oh, it's Xiaoyong's bag.

But who is he? Oh no! It's so funny. The two bags are wrong. We should do everything carefully.

Step4: Production 1.Task: Groupwork T: Wonderful! Now, you can make a travel plan for the winter holiday.

Task A：Make groups quickly and talk about your travel plans.

(四人小组，谈论旅行计划。) Task B：

Complete your groups plan. (小组合作完成, 准备对话展示）

Notes:

Hello! I'm … I like …

Are you going to go to …?

What are you going to do? 2.Read, choose and write (1.) A:What are you going to do?

B: I'm going to ______________. (2.) A: What are they going to do?

B: They're going to ______________. (3.) A: What is he going to do?

B: He is going to _____________. (4.) A: What is she going to do? B: She is going to ____________. 3.T:Let’s enjoy pictures of China.

I love China. Step5: Summary T: Today, What have you learned? Step6:Homework Make a travel plan for this winter holiday. Writing on the blackboard:

Module 10 Unit 1 airport

Are you going to go to Hong Kong?

Yes, I am. No, I'm not.

sea

What are you going to do?

I'm going to swim in the sea.

教学反思：

1、气氛活跃，媒体应用效果好。本课设计的几项活动任务可以说是学生非常感兴趣的。在输入单词环节中，图片、声音、视频等多媒体手段极大地刺激了学生的各种感官，我发现这种方式的输入也使学生特别容易掌握和理解，并记忆。利用图片和声音制造出来飞机场的情境也十分逼真，让人感觉身临其境，为学生更好地在情境中运用拓展创造了条件。

2、学生主动性得到有效发挥。整个课堂的气氛非常活跃，接龙，悄悄话等生生互动、师生互动活动，充分发挥了学生的主动性，学生参与十分积极，使整个课堂达到了一个又一个的高潮。

3、重点句型的突破方法有待提升。因为本课的重点句型中涉及到了be going to 后加动词词组等语法内容，所以在课堂上我是通过反复替换动词词组、重读be going to后的动词来进行渗透和强调的。但还是出现了有个别学生直接在be going to后加名词、遗忘了动词的现象。这个可以通过将句子分成两大部分，重点操练两大部分的连接应该可以突破。