Unit2 Ways to go to schoo教学设计教案

1、Unit2 Ways to go to school 第二课时教学目标：知识能力目标1、能听懂、会说、认读并正确抄写单词dictionary, comic book, word book, postcard并能情景中正确运用；能够在语境中理解生词space travel，half, price的意思，并能正确发音。2、能听懂、会说、认读，正确抄写句型Where are you going ? Im going to the cinema. When are going? Next Wednesday.3、能在情景中运用句型：Where are / is going ? Were / Im go

2、ing ， He / She is going ， When are / is going ? Were / Im going ， He / She is going 谈论活动计划的地点和时间。4、能在图片和教师的帮助下理解对话大意，并回答读后问题。5、能按正确的语音、语调及意群朗读对话，并能进行角色扮演。情感态度目标能够树立需要在活动前做好合理计划的意识，鼓励自己“做中学”。学习策略目标学会划分音节；小组合作学习教学重点：听懂、会说、认读并正确抄写单词dictionary, comic book, word book, postcard句型Where are you going ? Im g

3、oing to the cinema. When are going? Next Wednesday. 并能在情景中运用。教学难点：在情景中灵活运用所学新词、新句；能按正确的语音、语调及意群朗读对话，并能进行角色扮演。板书设计：Unit 3 My weekend planPart B lets learn & lets talkA: Where are you going?B: Were going to the cinema.A: What are you going to do there?B: Were going to see a film about space travel.A:

4、When are you going?B: Next Wednesday.教学过程：.Warm-up1、Enjoy the song: What are you going to do?2、快速认读活动3、组织学生以小组为单位对以上词分成三类，分完后引导学生找出三类对应的疑问代词what，where，when4、Sharp eyes: Review words sentences with picturesSs: What are you going to do?T: Im going to the bookstore.Ss: What are you going to do there?T:

5、 Im going to buy somethings there. Im going to buy a postcard. Im going to buy a word book. Im going to buy a dictionary.Teach “postcard、word book、dictionary”渗透多音节词，音节划分post office postcard library cardword book Chinese book English book math book5、Free talkT：What about our friends? What are they go

6、ing to do?II. Presentation and Practice1、教师介绍对话背景，学生读懂题目要求听前预测Who is he? Who is she?What is Amy going to do? What is John going to do?She / He is going to .2、教师播放第一遍录音，学生学生回答第一个问题并追问Is John going to buy some fruit, too?3、教师播放第二遍录音。No, he is going to buy some ice cream. Is the ice cream for John? No.

7、 Its for Jack. Who is Jack? Why for Jack?John: My cousin Jack is going to visit me next week.4、学生对对话内容进行预测。呈现John, Jack的头像并介绍：They are going to do something interesting. What are they going to do?引导学生用They are going to .进行猜测5、学生带着问题阅读文本，请学生回答并订正答案。They are going to see a film. 教师可追问What film are the

8、y going to see?6、再次阅读找出Where are they going? When are they going?学生回答问题后可追问 When does Amy suggest they see a film? 渗透周二电影院半价的生活常识。7、出示下表，让学生填合适的疑问代词。cinemasee a filmTuesday8、Listen, point and imitate “lets talk”，角色扮演9、文本重构：挖空核心词汇、句型10、Read and find outT: After the film, where are they going? What ar

9、e they going to do there?Teach “comic book”11、Listen，point and imitate “lets learn”12、Role-play P2713、调查活动 P26.Homework1、Copy the new words, each one 3 times.2、Finish the wok on page 30.3、Read “lets learn”， “lets talk”，有条件的要听读。4、练习册对应的练习。教学反思英语教学中，教师要善于把各种暗示手段有机的结合起来，以激发学生的学习兴趣，增强自信心，调动内需力。从学生的活动整体来设计教学过程，既要考虑学生感觉、知觉、记忆、思维等认识过程的特点，又要考虑学生的态度、情感、意志、性格、气质等个性心理特征。在重视学生有意识心理活动的同时，把人的各种无意识的功能调动起来，并使之相互协调。实施心理暗示，不仅符合有关人脑具有巨大潜力“人与环境关系密切”的观点，而且也符合有关“人具有可暗示性”等教育观。因此，在遵循小学生语言学习规律的基