Part B名师教学实录

Unit5 Where Are You Going?

The Third Lesson

Let’s learn more 教学设计

方里镇中心小学

王莉萍

Teaching aims：

1. 能听懂、会用句型：What are you going to do? I’m going to ... 2. 能灵活运用所学be going to句型对将要做的事情进行描述，并能进行相应的替换练习，达到学以致用的目的。

3. 能准确、流利、熟练地朗读Part B Let’s learn more部分的对话，语音语调正确自然。

4. 能理解并准确运用“Happy Children’s Day!”在儿童节当天对同学或朋友表达祝福。

Teaching important points：

1. 能听懂、会用句型：What are you going to do? I’m going to ... 2. 能灵活运用所学be going to句型对将要做的事情进行描述，并能进行相应的替换练习，达到学以致用的目的。

3. 能准确、流利、熟练地朗读Part B Let’s learn more部分的对话，语音语调正确自然。

4. 能理解并准确运用“Happy Children’s Day!”在儿童节当天对同学或朋友表达祝福。

Teaching preparation：

1. Let’s learn more部分的图片和录音。

2. 词汇卡片。

3. Listen and name 部分的录音。

Teaching process：

Ⅰ.课程导入（Leading In）

ⅰ. 课前复习

师生问答，教师出示各场所图片并提问，要求学生看图作答：

T:（出示公园图片）Where are you going? Ss: I’m going to the park.

教师选出一位学生，让其拿着所准备的一幅图片站在讲台上面对大家，教师指着这位学生和其他学生问答：

T: Where is he / she going? Ss: He / She is going to the ... T: Is he / she going to the ...? Ss: Yes, he / she is. / No, he / she isn’t.

教师选出两个或两个以上的学生拿着相同场所的图片站在讲台上面对大家，教师向他们提问：

T: Where are you going? S1&S2: We are going to the ... 教师再向其他学生发问：

T: Where are they going? Ss: They are going to the ... T: Are they going to the ...? Ss: Yes, they are. / No, they aren’t.

教师可以通过这样的看图问答，引领学生复习和巩固有关词汇以及be going to结构的用法，让其顺利进入英语学习的状态。

ⅱ. 新课导入

1. Part A Warming-up: Do you know? 教师让学生把书翻到第37页，指着Do you know?部分进行描述：

T: Look at the calendar. It’s June 1st. It’s Children’s Day.

教师板书Children’s Day，并领读几遍。然后出示六月份的月历和电影院的图片，并指着6月1日说：

T: Tomorrow is June 1st. It’s Children’s Day. I want to see a film. I’m goingto the cinema. 2. 教师可以承接上一环节Children’s Day的话题，导入本节课Part B Let’s learn more中的新内容，教师可以和任意学生做如下对话：

T: Hi, ...! Tomorrow is Children’s Day. Are you happy?

S1: Yes. I am very happy. T: Are you going to see a film? S1: Yes, I am. / No, I’m not.

如果学生回答是否定的，那么教师可继续提问：

T: What are you going to do on Children’s Day?

引导学生作答：

T / S1: I am going to ... 教师可以多和几位学生做类似对话，鼓励学生用英语正确表达。

对表现出色的学生，教师要加以肯定并进行表扬。

Ⅱ.课程展示活动和过程的设计建议（Presentation）

ⅰ. 新课展示

教师可以借助上一环节的对话顺势引出本节课的功能句型，并板书：

—

What are you going to do? —

I am going to ... 在这里，教师要提醒学生注意本节课新句型与上一课时的Where are you going?句型的区别：后者问的是将要去的地点，前者问的是将要做的事情，并向学生讲解be going to后接动词原形的用法：表示“将要、打算”做某事。

ⅱ. 教师出示动词短语卡片，要求学生根据图片作答。如：

T:（出示买故事书的图片）What are you going to do? S1: I’m going to buy a story book.

T:（指着学生S1提问其他学生）What is he / she going to do? / Is he / she going to buy a story book? Ss: He / She is going to buy a story book.

/ Yes, he / she is. 教师可多提问一些学生，多做几组这样的练习，让学生学以致用，并板书新句型：What is ... going to do? Is he / she going to ...? ⅲ. Part B Let’s learn more 1. 教师带领学生仔细观察图片，并提出问题，让学生带着问题读本部分的对话。以下问题可供参考：

Question 1: Is it Children’s Day tomorrow?

Question 2: What’s Li Shan going to do?

Question 3: What is Li Shan’s mother going to do?

Question 4: Is she going to see a film with Li Shan? 2. 教师随机挑选学生回答上述问题，检查学生对课文的理解情况。

3. 教师播放录音，要求学生模仿其语音语调跟读Let’s learn more部分的对话。

4. 学生齐读对话，教师注意纠正个别单词或句子的错误发音。

5. 教师将学生分成两组，分角色朗读对话。

6. 学生两人一组表演对话，教师可要求学生在对话中多加入一些以前学过的日常用语，使对话内容更加完整，同时培养学生用英语对话的良好习惯和正确的思维。教师可与一位学生先进行示范：

T: Hello!

S1: Hello! T: How are you?

S1: I’m fine.

T: Tomorrow is Children’s Day. What are you going to do?

S1: Yeah! Children’s Day! I’m going to see a film.

T: What’s your mother going to do tomorrow? Is she going with you? S1: No. She is going to work. T: Happy Children’s Day!

S1: Thank you!

T: Goodbye!

S1: Bye! Homework：讨论这个周末的活动。

Biackboard design：

Unit 5

Where Are You Going? 1．-Where are you going?

-I am going to…

2.-What are you going to do?

3.Children’s Day.

-I am going to…