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视频标签：Whereare,you going
所属栏目：小学英语优质课视频
视频课题：外研社《新标准》三起Book6 Module 10 unit 1 Where are you going福建省 - 三明
教学设计、课堂实录及教案：外研社《新标准》三起Book6 Module 10 unit 1 Where are you going福建省 - 三明
外研社《新标准》三起Book6 Module 10 unit 1 Where are you going?
教学内容及学习者特点分析 1.教材分析
本节课是外语教学与研究出版社出版的《新标准英语》三年级起点第六册Module10 Unit1。课文通过Daming和奶奶的电话谈话，呈现教学的主要内容，即Daming旅行前的准备。本单元学习的主要目的是在深入理解课文内容的基础上，使学生学会运用what,where,when,who,how等特殊疑问词来谈论旅行准备。
2.学情分析
五年级学生在四年级上册的学习中已经学过I’m going to...表示一般将来时的句子,对本课的知识已经有过接触，教师要充分利用学生已有的知识,积极调动学生参与的积极性,从学生的生活经验和兴趣为出发点,使学生“学以致用”。
教学目标
本节课是一节阅读课,以trip为主线,通过阅读激发学生的学习兴趣，突出信息的交流和互动，培养学生的发散性思维能力，发展读写技能，使学生更加愉快地进行英语学习。所以结合本课教材及学情分析,本课的教学目标为：
1.学生能听说、认读和理解单词nervous,ticket,passport, airport,safe.
2.能在恰当的语境中听说、认读和运用what,where,when,who,how等特殊疑问词，并做出相应的回答。
3.能够在真实的情境中运用所学知识谈论旅行计划。 教学重难点
1.能够获取信息，理解文本。 2.运用所学知识谈论旅行计划。 教法、学法分析
本节课通过获取信息为主线，保证阅读的基本因素，“Reading for pleasure.Reading for
information.Reading for language.”始终以激发学生真实的阅读兴趣和真实的学习动机为目标，通过阅读前的信息唤起，激活学生的知识，让学生在阅读中自主、合作探究获取信息，学习新知识，新技能。将新旧知识融合，信息再生，最后通过任务型活动促进学生真实的信息运用。通过信息唤起、信息获取、信息再生、信息运用四步骤将阅读教学推向深入。
教具准备：多媒体课件、单词卡片、小组活动材料。 教学过程
Step 1 Warming up
1. Greeting and sing a song“Where did you go?” T: (After singing this song) Where did Lingling go? Ss: She went to London.
T: Yes. Lingling had a wonderful trip in London.板书trip
T: I like trip, too. I’m going to have a trip on May Day.板书I’m going to... I’m going to Hainan. I’m going to swim in the sea.I’m going to ride a
bike.I’m going to visit some places. I’m going to see a sunset.Wow! How beautiful! Boys and girls,Where are you going on May Day ?
Ss:I’m going to...
3.揭题并呈现任务：Talk about your trip plan.
T:Today we ’ll learn Module 10 unit 1 Where are you going? After learning,I hope all of you can talk about your trip plan.
【设计意图】引出本节课的话题,向学生介绍老师的旅行计划，激活旧知I’m going to...为新课学习 做好铺垫，也激起学生学习的欲望。
Step 2 Presentation and practice 1.Pre-reading
T: Our friend Daming is going to have a trip. What do you want to know about his trip? Do you have any questions?
T: Where…..? When…..? Who……?(引导学生去问和思考) S1:Where is he going to go? S2:What is he going to do/take? S3:When is he going to go? S4:Who is he going to go?
T:Good questions.Let’s watch a video and choose.
【设计意图】通过讨论、预测策略，培养学生的发散思维能力。 2.While-reading
(1)Watch a video and choose Where’s Daming going to go ?
A: London B New York C. SanFranscio How is he going to go?
A. By train B. By bus C. By plane
Daming is going to New York by plane.So where is he going tomorrow? (2)Read and answer.
Where is Daming going tomorrow? What is Daming going to take? T:Now talk about your answer in groups. T:Let’s check the answer Ss:answer
学生当小老师教授单词airport
板书airport，clothes, shoes, presents, ticket, passport. Teach:ticket
T:This is my train ticket.
This is ...出示bus ticket, ship ticket, plane ticket. Teach:passport. pass,sport. ---- passport.
(3)Read and answer
When is he going to the airport? Who is going to the airport with him?
板书At seven o’clock tomorrow morning. Mum.
【设计意图】通过教师设计的活动培养学生泛读，寻读，细读的阅读方法，并通过一系列活动，在文本中由浅入深，在真实语境中习得语言知识，培养学生发散性思维。 (4)Listen and repeat. Teach:nervous safe (5)Read in pairs
T: Read in pairs.Any questions, you can put up your hands. (6)分角色，配音。 (7)Retell the story
【设计意图】通过跟读，自由读，分角色朗读，复述课文等活动回归整体，助推语言的输出。 3.Post-reading
T:This is Daming’s trip.How about my friend’s trip? 1.师与好友微信视频对话交流，生听。 2.师问，生答，完成以下清单。 T:Where is she going? Ss:...
T:What...? /When...? Yilla’s trip Where:______________ When:______________ Who:_______________ How:_______________ What:_______________
【设计意图】信息再生，促进学生获取信息、听说能力的培养，为后面的任务搭建语言支架，同时起到示范铺垫的作用。
2.Talk about trip.
(1)T: This is my friend’s trip.What about your friend’s trip? Please take out the paper .You can ask and answer with your friend.
_______’s trip Where:______________ When:______________ Who:_______________ How:_______________ What:_______________
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