Unit5 Where Are You Going 第3課時教學設計
【內容來源】陜旅教育出版社四年級下冊 Unit5
【主 題】Warming-up: Do you know? Let’s learn more, Do a survey and report, Listen and name
【課 時】第3課時
一、教學目標
1. 能聽懂、會用句型：What are you going to do? I’m going to ...
2. 能靈活運用所學be going to句型對將要做的事情進行描述，并能進行相應的替換練習，達到學以致用的目的。
3. 能準確、流利、熟練地朗讀Part B Let’s learn more部分的對話，語音語調正確自然。
4. 能理解并準確運用“Happy Children’s Day!”在兒童節當天對同學或朋友表達祝福。
二、教學準備
1. 教師準備：
(1) Let’s learn more部分的教學音頻和人物頭飾。
(2) 一些表示日常活動的動詞短語卡片。
(3) cinema, park, bookstore, shop, hospital, bus stop等詞匯卡片。
(4) Part C Listen and name部分的掛圖和教學音頻。
(5) 一張六月份的月歷。
2. 學生準備本單元有關場所的詞匯卡片。
三、教學方法建議
課程導入(Leading In)
(1)課前復習
師生問答，教師出示各場所圖片并提問，要求學生看圖作答：
T:(出示公園圖片) Where are you going?
Ss: I’m going to the park.
教師選出一位學生，讓其拿著所準備的一幅圖片站在講臺上面對大家，教師指著這位學生和其他學生問答：
T: Where is he / she going?
Ss: He / She is going to the ...
T: Is he / she going to the ...?
Ss: Yes, he / she is. / No, he / she isn’t.
教師選出兩個或兩個以上的學生拿著相同場所的圖片站在講臺上面對大家，教師向他們提問：
T: Where are you going?
S1&S2: We are going to the ...
教師再向其他學生發問：
T: Where are they going?
Ss: They are going to the ...
T: Are they going to the ...?
Ss: Yes, they are. / No, they aren’t.
教師可以通過這樣的看圖問答，引領學生復習和鞏固有關詞匯以發be going to結構的用法，讓其順利進入英語學習的狀態。
(2)新課導入
1. Part A Warming-up: Do you know?
教師讓學生把書翻到第37頁，指著Do you know?部分進行描述：
T: Look at the calendar. It’s June 1st. It’s Children’s Day.
教師板書Children’s Day，并領讀幾遍。然后出示六月份的月歷和電影院的圖片，并指著6月1日說：
T: Tomorrow is June 1st. It’s Children’s Day. I want to see a film. I’m going to the cinema.
2. 教師可以承接上一環節Children’s Day的話題，導入本節課Part B Let’s learn more中的新內容，教師可以和任意學生做如下對話：
T: Hi, ...! Tomorrow is Children’s Day. Are you happy?
S1: Yes. I am very happy.
T: Are you going to see a film?
S1: Yes, I am. / No, I’m not.
如果學生回答是否定的，那么教師可繼續提問：
T: What are you going to do on Children’s Day?
引導學生作答：
T/ S1: I am going to ...
教師可以多和幾位學生做類似對話，鼓勵學生用英語正確表達。對表現出色的學生，教師要加以肯定并進行表揚。
課程展示活動和過程的設計建議(presentation)
(1)新課展示
教師可以借助上一環節的對話順勢引出本節課的功能句型，并板書：
—What are you going to do?
—I am going to ...
在這里，教師要提醒學生注意本節課新句型與上一課時的Where are you going?句型的區別：后者問的是將要去的地點，前者問的是將要做的事情，并向學生講解be going to后接動詞原形的用法：表示“將要、打算”做某事。
(2)教師出示動詞短語舞片，要求學生根據圖片作答。如：
T:(出示買故事書的圖片) What are you going to do?
S1: I’m going to buy a story book.
T:(指著學生S1提問其他學生) What is he / she going to do? Is he / she going to buy a story book?
Ss: He / She is going to buy a story book. / Yes, he / she is.
教師可多提問一些學生，多做幾組這樣的練習，讓學生學以致用，并板書新句型：What is ... going to do? Is he / she going to ...?
(3)Part B Let’s learn more
1. 教師帶領學生仔細觀察圖片，并提出問題，讓學生帶著問題讀本部分的對話。以下問題可供參考：
Question 1: Is it Children’s Day tomorrow?
Question 2: What’s Li Shan going to do?
Question 3: What is Li Shan’s mother going to do?
Question 4: Is she going to see a film with Li Shan?
2. 教師隨機挑選學生回答上述問題，檢查學生對課文的理解情況。
3. 教師播放錄音，要求學生模仿其語音語調跟讀Let’s learn more部分的對話。
4. 學生齊讀對話，教師注意糾正個別單詞或句子的錯誤發音。
5. 教師將學生分成兩組，分角色朗讀對話。
教學小貼士 建議教師在教授對話時，用心挖掘對話的趣味性所在，盡最大努力創設活動，讓學生感受到學習英語的快樂，使其注意力全部集中到對話中來，并化祜燥的語篇學習為有趣的活動，讓學生不知不覺中快樂地掌握所學知識。 如：為了增加學生讀課文的興趣和對話的趣味性，教師可要求學生夸張地模仿老師和李珊的嗓音，如：林老師的嗓音稍微粗一些，李珊的聲音稍微細—些，并且在說到“Yeah! Children’s Day!”的時候要用極其興奮的語氣讀出來。教師在這里可先做示范，盡量夸張語氣和聲線，然后讓學生嘗試，一定會收到意想不到的效果！ |
6. 學生戴上所準備的人物頭飾，兩人一組表演對話，教師可要求學生在對話中多加入一些以前學過的日常用語，使對話內容更加完整，同時培養學生用英語對話的良好習慣和正確的思維。教師可與一位學生先進行示范：
T: Hello!
S1: Hello!
T: How are you?
S1: I’m fine.
T: Tomorrow is Children’s Day. What are you going to do?
S1: Yeah! Children’s Day! I’m going to see a film.
T: What’s your mother going to do tomorrow? Is she going with you
S1: No. She is going to work.
T: Happy Children’s Day!
S1: Thank you!
T: Goodbye!
S1: Bye!
操練活動的設計與實施建議(Practice Activities)
(1) Part B Do a survey and report
1. 教師選出兩位學生用黑板上的句型進行示范問答：
S1: What are you going to do on Children’s Day?
S2: I’m going to ... What are you going to do on Children’s Day? / What about you?
S1: I am going to ...
S2: What is your ... going to do? Is he / she going to ...?
S1: Yes, he / she is. / No, he / she isn’t.
2. 學生兩人一組進行問答練習。
3. 教師要求學生分組做一個小調查，和班里其他同學談論兒童節的安排，并將調查的結果填寫在第41頁的表格里。
4. 教師提示學生中文名的寫法，要求學生注意姓和名的拼音首字母須大寫，并提醒學生在表達各自兒童節的計劃時，可參考書上第41頁列舉的有關活動的詞匯。
5. 展示活動。教師鼓勵學生借用本部分參考句型... is going to ...及... and ... are going to ...大膽地表達各自調查的結果，描述他人兒童節的計劃。教師可提醒學生注意表達的完整性，并對能夠踴躍參與、積極表現的學生予以表揚。
(2)Part C Listen and name
1. 教師出示本部分掛圖，讓學生仔細觀察圖片上都有哪些場所，并說出這些場所的英語表達。
2. 教師播放錄音，要求學生根據錄音內容，填寫人物名字。此處，教師可再次提醒學生名字的正確書寫方式。
3. 教師再次播放錄音，讓學生聽錄音，檢查答案是否正確。
4. 教師通過提問，核對答案。問題參考如下：
Who is going to the library?
Who is going to the garden?
Are Xiaoxiao and Pengpeng going to the playground?
Where is Miaomiao going?
Is Li Ling going to the toilet?
Who is going to the teachers’ office?
錄音內容如下：
1. Wu Chen is going to the garden.
2. Li Hua and Wu Yu are going to the library.
3. Xiaoxiao and Pengpeng are going to the playground.
4. Miaomiao is going to the playground, too.
5. Li Ling is going to the toilet.
6. Dongdong is going to the teachers’ office.
【板書設計】
