Lesson7 Where are you going？初中英语教案课件

教学内容：接力小学英语（三年级起点）四年级下册Lesson7Whereareyougoing?第一课 教学设计教学内容接力小学英语（三年级起点）四年级下册Lesson7Whereareyougoing?第一课 整体设计思路本课根据英语学科核心素养的基本理念设计，帮助学生提高语言能力，注重培养“学生思维的逻辑性、陈述计划性和创造性”的教学思维，渗透和培养需升级及养成良好的学习习惯和感恩情感。本课以教学文本为载体，针对四年级学生的语言能力特点，循序渐进地创设生动、真实的语言环境；在激发学生发散思维、敢于表达的同时，不断渗透学习策略，培养学生对文本的观察力和理解力。教学背景学生们在本课前已经学过“Ican…”句型以及一些地点的单词。主情景图通过展示地点呈现本单元要学习的核心词汇和句型。教学目标语言能力能够听、说、读、写单词：playground、shop、library、cinema能够在认读，会说句子：Whereareyougoing?Iamgoingtothe…Wearegoingtothe…Wherearetheygoing?Theyaregoingtothe…在语境中会说，认读句子：Whereareyougoing?Iamgoingtothe…Wearegoingtothe…Wherearetheygoing?Theyaregoingtothe…文化品格培养学生学习英语的兴趣和自信乐观的精神；培养学生的团队精神和合作意识；培养学生观察力、创造力等思维能力。思维品质学生学会有计划地出行；学生感受到路上注意安全的重要性；实用英语去交流信息；学生用独特的思维提出路上的安全事项。学习能力使用小组合作学习并开展竞赛的方式，发展学生的学习能力，激发学生的合作意识；熟悉语言材料，创设语言环境，提高写作及语言表达能力。通过多种形式的语音训练活动，使学生在快乐学习中感受语音之美，感受英语学习的乐趣.重点在语境中运用句型：Whereareyougoing?Iamgoingtothe…Wearegoingtothe…Wherearetheygoing?Theyaregoingtothe…难点playground/library的发音；熟练运用句型表达将要做的事与计划。Iamgoingtothe…Wearegoingtothe…Theyaregoingtothe…教具单词、句子卡片与词条，小组活动道具：门票、图片等，激励卡片和多媒体课件。教法学法TPR、情景教学，小组合作交流等。教学过程Step1:Warmingup&LedinGreeting.分小组，告知奖励机制。T:I’lldivideyouintofourgroups.You’regroup1and2.You’regroup3andyou’regroup4.Tryyourbesttobehigher.Thehigheryouare,thebetteryouwillbe.Ss:OK!Let’schant!T:Iamsohappytoseeyouhere.AndIlikechanting.Canwechanttogether?OK!Let’schant!(ChantbyVerb、Verb、IcanVerb.)(设计意图：运用奖励机制激发学生学习英语的积极性与课堂的参与性。通过chant活跃课堂气氛并能让学生复习学过的知识，为本节新授内容做好铺垫。)Step2:Presentation通过看梧州地图，追问地点的内容。复习相关单词park/zoo/hospital等;学习新单词cinema/library.T:Wuzhouisaverybeautifulcity.Therearemanygoodplaces.Let’ssee.Whatisit?S1:It’s______.T:Whatcanyoudothere?S1:Ican...复习地点的单词。看四月的安排表，学习单词playground和shop，学习目标句型并用小练习巩固句型。Whereareyougoing?Iamgoingtothe…Wearegoingtothe…Wherearetheygoing?Theyaregoingtothe…Watchavideoaboutweekendplan.Therearetwogirlsaretalkingabouttheirplan.Wherearetheygoing?Let’slisten.T:HowdoesZhangask?Ss:Whereareyougoing?T:Readafterher(him).T:Howabouttheanswer?S1:Iamgoingtothe...T:Readafterher(him).T:Youhavegoldeneyes.Let’sreadittogether.T:Theirplanisperfect.Howaboutyours?Whereareyougoing?S1:Iamgoingtothe...T:Whatcanyoudothere?S1:Ican...学习文本Look,listenandsay.1.T：Ouroldfriendsaremakingaweekendplan.Lookwhotheyare?S1:TheyareLinglingandMary…T:WhatdoesLinglingask?S1:Whereareyougoing?(Wholeclassreaditloudly.)T:Whocanguesstheanswer?Ss:Iamgoingtothe...T:Let’slookatthepictureandguess.Andthenlistenandcheck.Afterlisteningandcheck.Readafterthetape.Payattentiontotheintonationandpronunciation.Trytoimitateit.Wholeclassreadittogether.T:Look,Tom、PeterandJohnarethere.Doyouwanttoknowtheirplan?Howtoaskthem?Ss:Whereareyougoing?T:Whocanguess?Ss:Iamgoingtothe...Ss:Wearegoingtothe...Listenandcheck.T:Playground?Whatisit?Showthepictureaboutground.Atthisgroundwecanplay.Soitisaplayground.play+ground=playgroundT:Whatcanyoudothere?Ss:Wecan…T:AfterlisteningaboutTom’sandLingling’splans.Youmayhavemoregoodideasaboutyourplan.AndIhavesometicketsaboutlibrary、zoo、cinemaandpark.Ifyouwanttogetit,pleasediscusswithyourpartneraboutyourplanandsharewithus.T:Timeislimited.Whichonewantstoshowfirstly?Andthewholeclasstoask.Ifyouaregoingtothesameplace,pleasestandclosely.Class:Whereareyougoing?S1:Iamgoingtothe...S2:Iamgoingtothe...TgivethetickettoSsT:Letmesee.Wowyoutwoaregoingtothesameplace.Sowhereareyougoing?S1andS2:Wearegoingtothe...T:MissLiknowsLingling’splanandshewantstojoinher.Butfirstlyshewantstogosomewhere.Wherearetheygoing?Let’slistenandfill.AfterlisteningT:Wherearetheygoing?Ss:Theyaregoingtotheshop.T:Shop?Whatisit?Showthepicturesaboutshipandshop.Comparethedifferencebetweenthem.T:Therearedifferentshopsinourdailylife.Showdifferentkindsofshops.T:Whichonedoyoulike?Whatcanyoudothere?S1:Ilikeflowershop.Icanbuyflowersformymum.S2:Ilikeicecreamshop.Ilikeicecream.（设计意图：本环节设计以课文LinglingAnn和Tom等小朋友的出行图为主线，学习新单词与句子，用begoingto谈论计划。采用视、听和学生自己找答案的动静结合训练方式，让学生读懂文本大意，培养多种手段学生提取关键信息的能力。跟录音学读原文，教师根据实际情况纠正发音，让学生以正确的语音语调输出文本去说去演文本。）Step3:Practice结对练习。T:listenandreadafterthetape.T:Youaregoodatacting.Ithinkyoucanchooseoneofitandactitout.Ss:…Youalldidagoodjob.Theseareallwelearntoday.Let’schanttogether.（设计意图：在完成文本的学习，用课本分作练习去巩固，让学生大胆去与同桌表演文本内容。培养学生口头交流能力与他人交换信息的能力。为拔高文本作铺垫,同时以chant的形式总结文本的学习，提高学生学习的积极性。）Step4:consolidation1.巩固拓展。在学习小组内谈论即将到来的周末计划，并展示给全班。T：Ilovegoingoutside.Andweekendiscoming.AndIamgoingtothepark.AndIcantakepicturesthere.Iliketakingphotos.Howaboutyou?Now,talkaboutyourplanbyusingthesesentences.Andthenshowuswhereyouaregoing.Ifyouhaveagoodperformance,youwillgetstars.Timeislimited.Whichonewantstoshowfirstly?Andthewholeclasstoask.Aretheygood?Yes,Ithinkso.2.情感升华，引导学生注意出行安全。T：youaregoodatmakingplan.Ibelieveyouwillhaveagoodday.Butbeforeyourbeginning,Ihopeyoucanrememberthefollowingtips.（设计意图：本环节的设计是给学生创设出真实的语境，谈论出自己的计划。能让学生在组内用所学知识表达自己的意愿，又能针对学龄爱表演的特点激发学生的兴趣。整体的巩固输出，拔高文本，让学生学以致用。）Step5:Summary总结今日所学。T:Youguyshavegoodperformance.Iamproudofyou.Let’sseewhatwehavelearnedtoday?Thesefourwordsandthes