1、Unit 5 Where are you going?教学设计（Period two）一、Analysis of the teaching material：本课是陕旅版新起点四年级英语下册Unit 5 Where are you going?中的第二课时，询问对方计划去哪里、打算做什么而展开，要求学生掌握一般将来时态的表达方法，能正确使用Where is he / she going? He / She is going to the . Where are they / you going? They / We are / I am going to the . 等be going to结
2、构的句型，就他人将要去的地点进行问答，并能掌握其一般疑问句形式Is he / she going to the .? /Are they / you going to the .? Yes / No, .二、The analysis of the students：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，但是英语的听读能力还有待于加强。三、Teaching aims：1. 能正确使用Where is he / she going? He / She is going to the .
3、 Where are they / you going? They / We are / I am going to the . 等be going to结构的句型，就他人将要去的地点进行问答，并能掌握其一般疑问句形式Is he / she going to the .? /Are they / you going to the .? Yes / No, . 2. 能够正确模仿Lets talk中的对话，做到语音语调自然。 3. 能运用be going to句型在创设的情境中灵活自如地进行交流。四、Key and difficult points：重点：掌握用句型Where are you g
4、oing?来进行回答自己将要做什么？难点：掌握用be going to句型来表达即将做某事。五、Preparations：多媒体课件、单词卡片等。 六、Teaching process：Step1：Leading in: 1、Greetings.2、Review the words:教师出示上第一课时所学的场所图片，但只露出图片的其中一部分，让学生猜一猜是哪一场所。如： T:(教师只露出医院图片的一小部分) What is this? Can you guess? Ss: Its a shop. / Is it a shop? T: No. Its not a shop. Ss: Its a
5、hospital. / Is it a hospital? T: Yes. Its a hospital.Step2：New-presentation：1、师指一名学生问：（课件出示）T: Where do you want to go?引导学生回答：S1: I want to go to the .（这一问答可以帮助学生回顾场所的表达，并为本节课学习be going to 句型疑问形式的问答作铺垫。）学生完成后，教师转向问另一个学生：T: Where is S1going?引导学生回答：S2: He is going to the .2、教师承接上一环节，指着学生S3问大家：T: Where
6、 does S2 want to go? Where is he / she going?并引导学生回答：T / Ss: He / She wants to go to the cinema. He / She is going to the cinema. 3、教师继续提问学生S3：T:Where are you going?S3:(引导学生回答) I am going to the cinema.4、教师借助新句型提问其他学生，让他们通过回答来感知be going to结构的用法。如：T: Where are you going?S4: I am going to the shop.教师指
7、着学生S4问其他学生：T: Is he/she going to the cinema?引导学生作答：T / Ss: Yes, he / she is. /No, he / she isnt.5、教师可选出两位学生同时作答，并注意引导学生采用We are going to the.句型。接着，教师指着这两位学生中的一位向大家提问：T: Are they going to the bookstore?Ss: Yes, they are.教师板书be going to一般疑问句句型及其肯、否定回答：Is he / she going to the .? Yes, he / she is. / No
8、, he / she isnt.Are they going to the .? Yes, they are. / No, they arent.6、Part A Lets talk（学生自学后回答下列问题）A. 教师出示Lets talk部分的第一幅图，指着Li Shan发问：T: Is Li Shan going home?Ss: No, she isnt.T: Where is she going?Ss: She is going to the shop.B. 教师出示本部分的第二幅图，指着Liu Zhao yang和Kevin发问：T: Where are they going? Ar
9、e they going to the shop?Ss: No, they arent. They are going to the bus stop.T: Yes. They are going to the cinema (by bus).Step 3：Extension activity：(1) Play a game(Drive a train):将单词卡片轮流传，传到哪位同学面前，这位同学就是passenger（乘客），然后回答driver（老师扮演）的问题:Where are you going? (2)让学生上台当小老师用所学句型进行一问一答练习。Step 4：Homework:
10、 1、Read and recite the dialogues on P39.要练说，得练听。听是说的前提，听得准确，才有条件正确模仿，才能不断地掌握高一级水平的语言。我在教学中，注意听说结合，训练幼儿听的能力，课堂上，我特别重视教师的语言，我对幼儿说话，注意声音清楚，高低起伏，抑扬有致，富有吸引力，这样能引起幼儿的注意。当我发现有的幼儿不专心听别人发言时，就随时表扬那些静听的幼儿，或是让他重复别人说过的内容，抓住教育时机，要求他们专心听，用心记。平时我还通过各种趣味活动，培养幼儿边听边记，边听边想，边听边说的能力，如听词对词，听词句说意思，听句子辩正误，听故事讲述故事，听谜语猜谜底，听智力
11、故事，动脑筋，出主意，听儿歌上句，接儿歌下句等，这样幼儿学得生动活泼，轻松愉快，既训练了听的能力，强化了记忆，又发展了思维，为说打下了基础。2、Make a dialogue with your friends.Step 5：Blackboard design： Unit 5 Where are you going?Where is/are he / she/they going? He / She/They is/are going to the .语文课本中的文章都是精选的比较优秀的文章,还有不少名家名篇。如果有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对提高学生的水平会大有裨益。现
12、在,不少语文教师在分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。结果教师费劲,学生头疼。分析完之后,学生收效甚微,没过几天便忘的一干二净。造成这种事倍功半的尴尬局面的关键就是对文章读的不熟。常言道“书读百遍,其义自见”,如果有目的、有计划地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便可以在读中自然领悟文章的思想内容和写作技巧,可以在读中自然加强语感,增强语言的感受力。久而久之,这种思想内容、写作技巧和语感就会自然渗透到学生的语言意识之中,就会在写作中自觉不自觉地加以运用、创造和发展。Is he / she going to the .? Yes, he / she is. / No, he / she isnt.Are they going to the .? Yes, they are. / No, they arent.
