Lesson 1 Where Are You Going?教学设计一等奖教学实录与评析

Unit 3 Visiting the Zoo Lesson1 Where are you going? 教案设计

金堂县三溪小学

张敏

一、教材分析

本课选自于新路径英语三年级起点四年级下册第三单元，作为本单元的第一课，主要以谈论儿童节为背景，去动物园的情境学习询问打算的功能句“Where are you going?”和答语“I’m going to…

”,“We’re going to + 动词”，以及表示邀请的句子及答语“Would you like to join us”，“Yes，I’d love to”，同时复习“Great！Let’s go”等句型，此外，还将在复习相关场所单词park，zoo，school，cinema的基础上为第二课时学习单词shop，supermarket，hospital和动词词组see a film做准备。本课通过情境的创设，帮助学生在自然的环境中感受语言和理解语言，从而练习如何表达和应用。

二、学情分析

四年级的学生有一定的基础，对英语学习有着浓厚的兴趣，并有较强的好奇心，活泼好动，有较强的模仿能力和交际运用能力，乐于表达自己，渴望达到同学和教师的赞许，但是英语的说和写的能力还有待于加强。

三、教学目标

1、语言知识与技能

（1）能听懂、理解并朗读对话；

（2）能在板书的帮助下复述语篇；

（3）在进行小组对话时，能分情况选用答句：We are/I’m going to

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the ... （4）在小组合作过程中能写出地点名词。

2、过程与方法: 1、结合学生的实际，从学生的学习兴趣出发，通过听读、交流、游戏等手段达到能够熟悉课文及在情境中应用重点句型。

2、通过自主学习和小组合作，完成课文学习任务。

3、情感态度与价值观: 培养学生善于交际、乐于交际的能力。

4、教学重、难点：

重点：

（1）

能够运用句型“Where are you going?”“

We are/I’m going to the ……”进行对话。

（2）

尽可能多的搜寻头脑里的地点名词。

难点：

（1）准确地运用句型：“Would you like to join us?”“

Yes, I’d like to.”

（2）“Children’s Day”

的读音，would you 和

join us 之间的连读

5、教学准备：多媒体、图画和词句卡片、chant以及英文歌曲

五、教学过程：

Step1：Warm up and lead-in 1、Greetings

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2、Play a guessing game：Where is it？

Teacher show the picture of park/zoo/cinema/ school in a flash on by one, students speak out the words quickly. 3、Lead-in

Q: Who are they in the photo? Students watch the photo and answer the question. Teacher put their photos on the blackboard and students say hello to them. 设计意图：通过师生的猜谜游戏，调动学生的学习积极性，并让学生在语境中复习以往学过的地点名词。从观察图片自然过渡到观察人物，引入课文内容。

Step2：Text-learning 1.Text-learning

(1)Students listen to the whole passage and then answer the question:

Where do they want to go?--- They want to go to the zoo. (2)Divide the class into two groups

T: Do you want to go to the zoo? Let’s go to the zoo. Group1 VS Group2 (3)Listen to the recording and learn sentence by sentence with teacher’s Qs T：What are they talking about? (展示句型：Where are you going? I’m going to the/ We are going to the…)

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T：Why are they going to the zoo? T：Today is Children’s Day, do you want to go to the zoo? Does Peter want to go to the zoo？（引出对话：Would you like to…? Yes, I’d love to.）

Practice the sentence：Would you like to…

(fly a kite/play football) , Yes, I’d love to. 2. Tick or cross.

Lele, Tingting and Peter are going to the cinema. (

)

Today is Mother’s Day. (

) 3. Reading the text (1) Listen to the recording and repeat. (2) Read in roles. (3) Look at the blackboard and retell the passage. 设计意图：在课文学习的过程中，除了要让学生了解文章的主要内容，也要了解文本中所呈现的主要语言结构——即本课的重点句型：“Where are you going?”“

We are/I’m going to the ……”和难点句型：“Would you like to join us”，“Yes，I’d love to”，设计了看图说句子，板书也主要体现了这两个句子，为后面的复述课文输出搭起支架。除此以外，将自然拼读渗透到课堂中，除了教授“Children’s Day”，还有难点句“Would you like to join us”中的连读，以此帮助学生初步形成语感。

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Step3：Practice 巩固操练

Look and say Look at pictures and words on the board. Teacher guide the students to practice the sentences: “Where are you going? I’m going to the……

” Then do it in pairs. 设计意图：在巩固操练环节，进一步加强对主要目标语句的操练和运用，游戏活动的设计让课堂的操练更有趣味性。

Step 4 ：Production拓展运用

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To create the situation about driving a plane to the places. Students can get the “tickets” of airplane and write down the place they want to go. Then talk about it in groups. They should distinguish to use “I” and “We”. A（driver）:Where are you going？

B：I’m going to the --- C&D: We are going to the ---

2.

Check your tickets 3.

Enjoy a song：Where are you going？

设计意图：在创设的语境中使用所用的语言，让学生做到学以致用。同时，设计机票背后的书写也检测四年级学生书写是否达到

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规范。通过歌曲欣赏帮助学生巩固本课所学，也为第二课时的地点名词的学习做好铺垫，激发学生运用语言，积极交往的情感。

Step 5：Summary and home work总结评价与作业布置

What have we learnt today? Who is the winner? Homework: 1. Read and try to recite the passage.

2. Make a role play with your classmates. 板书：

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