接力版四年级下册英语-Lesson 7 Where are you going -教案、教学设计-市级优课-(配套课件编号：c0b62).docx

1、 1 教学内容教学内容：接力小学英语（三年级起点）四年级下册接力小学英语（三年级起点）四年级下册 Lesson 7 Where are you going? Lesson 7 Where are you going? 第一课第一课 教学设计教学设计 教学内容教学内容 接力小学英语（三年级起点）四年级下册 Lesson 7 Where are you going? 第一课 整体设计整体设计 思路思路 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，

2、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。 教学背景教学背景 学生们在本课前已经学过“I can ”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。 教学目标教学目标 语言语言 能力能力 1. 能够听、说、读、写单词：playground、shop、library、cinema 2. 能够在认读，会说句子： Where are you going? I am going to the We are going to the Where are the

3、y going? They are going to the 3. 在语境中会说，认读句子： Where are you going? I am going to the We are going to the Where are they going? They are going to the 文化文化 品格品格 1 培养学生学习英语的兴趣和自信乐观的精神； 2 培养学生的团队精神和合作意识； 3 培养学生观察力、创造力等思维能力。 思维思维 品质品质 1. 学生学会有计划地出行； 2. 学生感受到路上注意安全的重要性； 3. 实用英语去交流信息； 4. 学生用独特的思维提出路上的安全事项

4、。 学习学习 能力能力 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， 2 感受英语学习的乐趣. 重点重点 在语境中运用句型：Where are you going? I am going to the We are going to the Where are they going? They are going to the 难点难点 playground/library 的发音；熟练运用句型表达将要做的事与计划。 I am going to

5、the We are going to the They are going to the 教具教具 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。 教法学法教法学法 TPR、情景教学，小组合作交流等。 教学过程教学过程 Step1:Step1: Warming upWarming up ;学习新单词学习新单词 cinemacinema/ / librarylibrary. . T: Wuzhou is a very beautiful city. There are many good places. Lets see. What is it? S1: Its _

6、. T:What can you do there? S1:I can. 复习地点的单词。 二、二、看看四月四月的安排表，学习的安排表，学习单词单词 playgroundplayground 和和 shopshop，学习目标句型并用，学习目标句型并用 小练习巩固句型。小练习巩固句型。 Where are you going? I am going to the We are going to the Where are they going? They are going to the 3 Watch a video about weekend plan. There are two girl

7、s are talking about their plan. Where are they going? Lets listen. T: How does Zhang ask? Ss: Where are you going? T:Read after her(him). T: How about the answer? S1: I am going to the. T:Read after her(him). T: You have golden eyes. Lets read it together. T:Their plan is perfect. How about yours? W

8、here are you going? S1: I am going to the. T:What can you do there? S1:I can. 三、三、学习文本学习文本 Look,listen Look,listen and sayand say. . 1.T：Our old friends are making a weekend plan. Look who they are? S1:They are Lingling and Mary T: What does Lingling ask? S1: Where are you going? (Whole class read i

9、t loudly.) T:Who can guess the answer? Ss: I am going to the. T:Lets look at the picture and guess. And then listen and check. After listening and check. Read after the tape. Pay attention to the intonation and pronunciation. Try to imitate it. Whole class read it together. 2. T: Look, Tom、Peter and

10、 John are there. Do you want to know their plan? How to ask them? Ss: Where are you going? T: Who can guess? Ss: I am going to the. Ss: We are going to the. Listen and check. T: Playground? What is it? Show the picture about ground. At this ground we can play. So it is a playground. play + ground =

11、playground T:What can you do there? Ss: We can T:After listening about Toms and Linglings plans. You may have more good ideas about your plan. And I have some tickets about library、zoo、cinema and park. If you want to get it, please discuss 4 with your partner about your plan and share with us. T: Ti

12、me is limited. Which one wants to show firstly? And the whole class to ask. If you are going to the same place, please stand closely. Class: Where are you going? S1: I am going to the. S2: I am going to the. T give the ticket to Ss T: Let me see. Wow you two are going to the same place. So where are

13、 you going? S1 and S2: We are going to the. T: Miss Li knows Linglings plan and she wants to join her. But firstly she wants to go somewhere. Where are they going? Let s listen and fill. After listening T: Where are they going? Ss: They are going to the shop. T:Shop? What is it? Show the pictures ab

14、out ship and shop. Compare the difference between them. T: There are different shops in our daily life. Show different kinds of shops . T: Which one do you like? What can you do there? S1: I like flower shop. I can buy flowers for my mum. S2: I like ice cream shop. I like ice cream. （设计意图：本环节设计以课文 L

15、ingling Ann 和 Tom 等小朋友的出 行图为主线，学习新单词与句子，用 be going to 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:Step3: PracticePractice 结对练习。结对练习。 1. T: listen and read after the tape. 2. T:You are good at acting. I think you can choose one of it a

16、nd act it out. Ss: 3. You all did a good job.These are all we learn today. Lets chant together. （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。） 5 Step4:Step4: consolidationconsolidation 1.1.巩固拓展。在学习小组内谈论即将到来的巩固拓展。在学习小组内谈论即将到来的周末周末计划，并展示给全班

17、。计划，并展示给全班。 T：I love going outside. And weekend is coming .And I am going to the park. And I can take pictures there. I like taking photos. How about you? Now, talk about your plan by using these sentences. And then show us where you are going. If you have a good performance, you will get stars. Tim

18、e is limited. Which one wants to show firstly? And the whole class to ask. Are they good? Yes, I think so. 2.2.情感升华，引导学生注意出行情感升华，引导学生注意出行安全安全。 T：you are good at making plan. I believe you will have a good day. But before your beginning, I hope you can remember the following tips. （设计意图：本环节的设计是给学生创设出

19、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:Step5: SummarySummary 总结今日所学。总结今日所学。 T:You guys have good performance.I am proud of you.Lets see what we have learned today? These four words and the sentence we can explain our plan.Let s review together.We fe

20、el good,right? （设计意图： 用板书设计总结所学， 让学生一目明了今日的重点知识, 让学生再巩固所学，舒缓学习紧张的情绪。） 布置作业布置作业 Here are some homework for you. 1st,read the text. 2 nd,to implement your weekend plan. 3 rd,talk with your class mates and make a study plan. If you finish,you can get the stars. （设计意图：作业的设计针对不同层面的学生和课堂内容，时效用长 有短，并带有奖励机制。让学生不再只记得印象中的作业只是抄抄写写， 还有可操作性，除英语课堂外也可自己创造环境去使用英语交流。） 板书设计板书设计 Lesson 7 Where are you going? playground shop cinema library Where are you going? I am going to the We are going to the Where are they going? They are going to the 6