【教学设计】Unit 5 Part A（陕旅）

Unit 5 Where Are You Going?Part A 教材分析本单元的话题以询问对方计划去哪里、打算做什么而展开，重点学习如何运用be going to结构谈论近期的计划或打算，要求学生掌握一般将来时态的表达方法并能够灵活运用功能结构Where are you going? We are going to the . Are they going to the.? No, they arent. Tomorrow is Childrens Day. What are you going to do? 进行日常交流。教师要借助句型的反复变换来强化学生对这些句型的运用，通过对功能结构中人称的变化反复进行练习，增强学生对be going to结构的应用能力。 教学目标【知识与能力目标】能听、说、读、写下列词汇：park, cinema, shop, bookstore, hospital, bus stop, buy a story book, tomorrow, Childrens Day【过程与方法目标】Lets learn, Read and complete【情感态度价值观目标】1. 培养学生热爱公共场所的意识。 教学重难点2. 在体验、感知和参与中培养学生的小组合作精神。【教学重点】引导学生完成Part C Read and complete部分的内容。【教学难点】能听懂、会说、会读、会用以下句型：1. Where are you going?We are going to the .2. Are they going to the .?No, they arent.3. Tomorrow is Childrens Day. What are you going to do?Im going to. 课前准备 图片，PPT 教学过程课程导入(Leading In)一 课前问答1. 师生问答，复习以前学过的描述日常活动的词汇：2. 新课导入教师承接上一环节，继续问答，并描述自己的活动，引入新内容：Whats the date?教师承接上一环节，引导学生完成Warming-up的第二个活动Think and tick。处理本活动时，教师可以先引领学生在每幅图片下方写出相应的单词，如：park, zoo, farm, shopping mall, supermarket, bookstore, cinema, hospital，然后再让学生在各自想要去的场所下面的方框内打“”。学生勾选时，教师可以在班里巡视，并随意选出学生进行问答：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。学生完成勾选之后，教师也可以让其两人一组进行问答练习，如：S1: Where do you want to go?S2:I want to go to the park.教师继续提问，导入新内容：T: Today is Friday. Where do you want to go after class? (出示电影院图片)S3:I want to go to the cinema.课程展示活动和过程的设计建议（presentation)一 新课展示Part A Lets learn教师预设情境，将本节课要学习的场所图片分别贴在教室四面的墙上，然后告诉学生今天是周末，自己要带他们出去玩，将本课场所词汇作为主要游玩地点。在使用引导语时，教师注意尽量采用以前所学句型进行陈述。1. 教授词汇bus stop。T: Well, today is Saturday. Lets go out to play.Ss: Great!T:(教师走到公共汽车站图片的旁边)First! Lets go to the bus stop!教师板书bus stop并领读几遍，其间注意提醒学生stop中st浊化之后的读音是sd，教师注意纠正学生的错误读音。2. 教授单词park。教师走到公园图片的附近：T: Look. Its a park. We can fly a kite in the park.教师板书park并领读几遍。3. 教授单词cinema。教师继续在教室里走，并高兴地说：T: Lets go to other places. Oh, look, we can see a film here. Where are we?Ss: Cinema. / 电影院。T: Yes. We are in the cinema.教师板书单词cinema并领读几遍。4. 新授词汇bookstore和buy a story book。T: I like to read books. Do you like to read books, too?Ss: Yes, I / we do.T: (教师走到bookstore图片的旁边）Well, lets go to the bookstore then.教师板书bookstore并让学生拼读。告诉学生bookstore是由book (书)和store (商店)组成的合成词。学生拼读熟练后，教师出示故事书，并提问：T: Now we are in the bookstore. Do you like this story book?Ss: Yes, I / we do.教师教授story book，让学生理解其意思并领读几遍。T: Lets buy a story book.(边说边拿出钱，让学生理解buy的意思为“买”)教师可多重复几遍该单词，然后板书buy a story book并领读该短语。5. 新授单词shop和hospital。教师假装很渴，想要喝水：T: Im thirsty. I want to drink some water.(走到shop图片的旁边)Look, its a shop. Lets buy some water in the shop.教师板书shop并引领学生拼读sh-o-p-p。之后，教师喝水，并做因为水很冰而发抖状；然后假装感冒打喷嚏：T: Oh, I have a cold.(走向hospital 的图片) Lets go to the hospital.教师板书hospital并让学生拼读，其间注意纠正学生的错误发音，尤其是sp浊化之后的发音，应为hosp-/sb/-ital而不是hosp-/sp/-ital。6 教师播放录音，让学生听并跟读Lets learn部分的词汇。（1） 学生集体听录音跟读词汇，要求指读。（2） 学生分组听录音跟读词汇，要求指读。（3）个别学生展示，教师进行评价。（4）教师就学生容易读错的词汇，如bus stop及hospital等进行针对性的训练。二 Part A Lets talk1. 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.2. 教师出示本部分的第二幅图，指着Liu Zhaoyang和Kevin发问：T: Where are they going? Are 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).3. 教师让学生翻到课本第39页并播放Part A L