Part Bppt配套教案和课堂实录

Unit5 Where Are You Going 第3课时教学设计

【内容来源】陕旅教育出版社四年级下册

Unit5 【主

题】Warming-up: Do you know? Let’s learn more, Do a survey and report,

【课

时】第3课时

一、教学目标

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。

二、教学准备

1. 教师准备：

(1) Let’s learn more部分的教学课件。

(2) 录音机和教学磁带。

三、教学方法建议

课程导入(Leading In) (1)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.

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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发be going to结构的用法，让其顺利进入英语学习的状态。

(2)新课导入

1. Part A Warming-up: Do you know? 播放happy Children’s Day歌曲问学生，do you like children’s Day?：

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。然后出示电影院的图片. T: Tomorrow is June 1st. It’s Children’s Day. I want to see a film. I’m going to 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 ...

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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。

课程展示活动和过程的设计建议(presentation) (1)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。

(2)教师出示动词短语舞片，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 ...? (3)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。

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5. 教师将学生分成两组，分角色朗读对话。

操练活动的设计与实施建议(Practice Activities) (1) Part B Do a survey and report 1. 教师选出两位学生用黑板上的句型进行示范问答：

S1: What are you going to do on Children’s Day?

S2: I’m going to ... What are you going to do on Children’s Day? / What about you? S1: I am going to ... S2: What is your ... going to do? Is he / she going to ...? S1: Yes, he / she is. / No, he / she isn’t.

2. 学生两人一组进行问答练习。

3. 教师要求学生分组做一个小调查，和班里其他同学谈论儿童节的安排，并将调查的结果填写在第41页的表格里。

4. 教师提示学生中文名的写法，要求学生注意姓和名的拼音首字母须大写，并提醒学生在表达各自儿童节的计划时，可参考书上第41页列举的有关活动的词汇。

5. 展示活动。教师鼓励学生借用本部分参考句型... is going to ...及... and ... are going to ...大胆地表达各自调查的结果，描述他人儿童节的计划。教师可提醒学生注意表达的完整性，并对能够踊跃参与、积极表现的学生予以表扬。

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