視頻標簽：Where are,you going

所屬欄目：小學英語優(yōu)質課視頻

視頻課題：外研社《新標準》三起B(yǎng)ook6 Module 10 unit 1 Where are you going廣西省優(yōu)課

教學設計、課堂實錄及教案：外研社《新標準》三起B(yǎng)ook6 Module 10 unit 1 Where are you going廣西省級優(yōu)課

 
教學目標
1.認知目標: 能聽說認讀when,nervous,all right,airport,
ticket,passport,safe等單詞。
2.技能目標:能口頭運用 Where are you going? What are you going to take? When are you going to the airport? Who’s going to the airport?這類問句就具體信息提問。
3.情感目標:學會制定計劃,培養(yǎng)積極籌劃未來的策略,養(yǎng)成有備無患的生活意識和態(tài)度。
2學情分析
本課的教學對象是五年級學生,他們的英語學習已經有了一定的基礎,具備了初步運用英語表達的能力。并且有比較成熟的合作學習經驗。在教授新語言點時,注重從學生實際出發(fā),以情景帶動學生生活,要盡可能多,讓學生在語境中更好地練習句式,讓學生在積極參與的過程中,培養(yǎng)學生的聽、說和靈活運用語言的能力。
3教學過程
3.1Step1.　Warm－up
3.1.1
Step1. Warm-up:
1.Greeting
T: Hello, boys and girls.
Ss: Hello,Ms Lao.
T: How are you?
Ss: I'm fine,thank you.And you?
T: I'm fine too, thanks.
2.Let's sing a song Where did you go?
【設計意圖:通過唱歌調動學生的積極性與注意力,讓學生在快樂情緒中進入最佳的學習狀態(tài),并由此歌曲導入本課學習。】
3.1.2教學活動
活動1【導入】Step2.Lead　in
1.戴著旅行帽,背著旅行包走上講臺:
T: Hello, children. Do you like travelling?
Ss: Yes, I do.
T: Yes, I like travelling very much. Traveling is very interesting,
and there are so many beautiful places in China. Let’s enjoy some pictures first.
2.This Summer Holiday is coming, where are you going?
S1: I’m going to Shanghai.
S2: I’m going to Beijing…
3.揭示課題:Today we’ll learn a new module“Module10 Unit1 Where are you going?”(Let Ss read the title). We’ll learn how to make some preparations for our trips.
4.T(PPT): I’m going to Canada and visit my friend. I’m very happy, but I feel nervous.(出示生詞nervous,順便做出緊張的神態(tài),教生讀。)
Ss:Nervous.(學生詞,利用大小聲、高低聲等形式練習單詞。)
【設計意圖:談話式引出新學生詞,師利用體態(tài)語言,為學生創(chuàng)
設真實的情景,幫助學生理解詞意。】
2.T: I’m going to take lots of things to Canada,now they’re in
my bag.What’s in my bag? Can you guess?
S1: It’s clothes.
T: Right! I’m going to take clothes.Any thing else?
S2: Presents/ shoes/money/moble phone…?
3.T: Look,what is it? It’s a passport.(教學生讀、點名讀、個人讀、小組輪讀、齊讀生詞。)
Ss read new word.(對于表現好的小組或個人及時表揚、鼓勵)
4.T(飛機票):Don’t forget to take “ticket”. It’s very important. Now, please read after me “ticket”. (示范讀,個人讀,輪讀,男女生讀。)
【設計意圖:創(chuàng)設真實語境,通過guessing game讓學生展開想象,并在猜測過程中學習新詞匯,打破將單詞進行單獨教學的方式,將其放在為旅行做準備的情景中進行教學,從而激發(fā)學生的學習興趣。】
5.T: I have so many things to take, let’s make a list together.(呈現清單表,把單詞一一粘貼上表。)
6.Now I’m going to take these things to the “airport”.Do you know “airport”?
T:Look,it’s an airport.(PPT呈現,教學生用不同方式練讀。)
Ss:(read new word)
T: If we get ready for our trip,it will be all right, and hope we’ll have a safe trip!  
7.Learn the new word of “all right”and”safe”。
8.教師帶領學生鞏固、認讀單詞卡片。
【設計意圖:通過看課件圖片,讓學生在情景中感悟、理解、鞏固語言知識,讓學生感覺更貼近,更易理解,激發(fā)學生學習的積極性。】
9.教師帶領學生鞏固單詞:
(1)認讀單詞卡片。
(2)通過游戲“What’s missing?”練習單詞,看哪位同學反應最快、最靈敏,并進行小貼畫獎勵。  
活動2【講授】Step3.Presentation
1.T: This summer Daming is going to have a trip,too. (PPT of Statue[‘stætʃu:] of Liberty) He’s going to the US.
2.Look and listen carefully. (看圖聽錄音,整體感知課文。)
3.Listen to the tape twice and finish these questions:
Where are you going?         ---To the airport.
What are you going to take?   -- Shoes,ticket…
When are you going to the airport?
Who’s going to the airport with you?
4.Practise in pairs and answer the questions.
5.Role work:分角色表演對話
T: Now,I’ll be Daming,you’ll be grandma. I answer you ask
me together(師生、男女生、學生小組分角色表演課文對話,分別扮演Daming and Grandma,借助黑板上的question words and key words,對課文進行簡要復述。鼓勵學生盡可能豐富自己的對話。)
6.Summing up:特殊疑問詞where,what,when,who引導的句子稱為特殊疑問句。
where 哪里     提問地點  Where are you going?
what  什么     提問物品  What are you going to take?
when 什么時候 提問時間 When are you going to the airport?
who  誰    提問人 Who’s going to the airport with you?
【設計意圖:問題的設置幫助學生在聽錄音的過程中明確聽音目的和聽音重點,通過讓學生先整體感知課文,再學習重點句型,這樣的方式對培養(yǎng)學生的聽說能力起到較大功效。】
活動3【活動】Step4　Consolidation　
、Role work
T: Now,I’ll be Daming, you’ll be grandma. I answer you ask me together(師說答語,學生說相對應問句;男女生、學生小組分角色表演課文對話,分別扮演Daming and Grandma,借助黑板上的question words and key words,對課文進行簡要的復述。鼓勵學生盡可能的豐富自己的對話
2. Let’s say a chant.
Where are you going? To the airport, to the airport.
What are you going to take?Shoes, ticket and toothbrush.
When are you going?At 8 o’clock, at 8 o’clock.
Who’s going with you? It’s me,me,me!
【設計意圖:利用小學生善于模仿的特點,以跟讀的方式練習聽力并糾正發(fā)音,進一步使學生在動中學,在玩中學,讓更多的學生進行展示。節(jié)奏感強的chant不僅活躍了課堂氣氛,還幫助學生輕松地鞏固總結了本課的重難點。】
活動4【練習】Step5.Extension　
1.開心假日:Make a survey about summer holidays .
學生四人一組討論制定本組的暑假旅行計劃,討論完成表格,再將表格中的內容整理為自己喜歡的形式進行交流(可以是對話,短文,或書信等形式)。
S1:Where are you going this summer?
S2:We are going to the park.
S3:What are you going to take?
S4:we’re going to take some apples/bananas/cakes…
2.Show time(匯報): This summer we are going to the park .we are going to take some apples\bananas\cakesand…
Name
Where are you going?
What are you going to take?
When are you going?
Who’s going with you?
【設計意圖:高年級英語要做到聽說先行,讀寫跟上。通過學生在小組內交流,激發(fā)學生的參與意識,培養(yǎng)學生的合作能力。小組活動可以讓學生進行思維的碰撞,知識的交流,也給了學生展現自我的機會,也有效體現了對學生個體差異性的尊重。】
活動5【測試】Step6.Exercises
根據問句選擇正確的答句:
1.Where is Tom going?              A.Clothes,shoes…
2.What is Amy going to take?        B.He’s going home.
3.When is Daming going to Beijing?  C.My friend Lily.
4.Who’s going with you?            D.At six o’clock  
tomorrow
【設計意圖:搶答題讓學生的學習興趣一下被激發(fā)起來,有效的激活了學生對所學過知識的理解和運用,使學生充體會到學有所為的樂趣。】
活動6【導入】Step7.Summary　
1.T:Today we’ve learned how to make some preparations for our trips on our summer holidays. Let’s read the new words and sentences together.
2.A good beginning is half done.良好的開端是成功的一半。
Step8 Homework
    1.Copy the words and sentences three times.
2.Listen to the tape and read the text fluently.
3.Tell your parents or friends about your trips on May Day.
   【設計意圖】把本課內容延伸至生活,通過說讀寫練習進一步鞏固本課的知識。】

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