Module 10 Unit 1Where are you going to go? 表格式教学设计

《英语》（新标准）（小学三起）五年级下册M10教学设计
教材分析 本模块学习的主要目的是在深入理解课文内容的基础上，学生能够运用一般将来时和一般过去式，用what, where, when, who等特殊疑问句来谈论计划和旅行经历。
模块教学目标 一、知识目标熟练掌握本模块的重点单词、短语和句型，能够在真实的语言情境中进行交际。二、能力目标能运用一般将来时和一般过去时来谈论计划和旅行经历。三、情感目标1. 通过歌谣、做游戏等方式，引导学生在英语学习过程中能够乐于开口说英语、用英语，积极参与集体活动中。 2. 凡事都得做好准备。
教学重点及难点 教学重点：1. 掌握本模块重点单词和句型。2. 掌握一般将来时和一般过去时的用法。3. 能运用本模块新的语言项目谈论旅行经历和旅行计划。教学难点： 灵活运用本模块所学的新的语言项目谈论旅行经历和旅行计划，培养学生的综合语言运用能力。
教学辅助 OHP，课文动画及相关视频，单词卡片等。
教学策略 尝试阅读英语故事及其他英语课外读物。
教学过程
Unit 1：第一课时
教材分析 该课的课文情境是Daming和奶奶在电话里聊天，Daming打算去美国，出行前有点儿紧张，奶奶帮他列清单。进一步学习一般将来时态。
课时教学目标 一、知识目标1. 掌握本课单词：nervous, airport, ticket, passport, all right, safe2. 掌握句型：Where are you going What are you going to take When are you going to the airport Who’s going with you 　二、能力目标 1. 能够谈论旅行计划，列清单。2. 能够与他人合作。三、情感目标激发学生学习英语的兴趣，培养学生自主学习英语的能力，让学生懂得凡事都得做好准备。
教学重点与难点 运用一般将来时来谈论旅行计划。
教学辅助 OHP、视频、单词卡片
教学策略 在阅读课教学的过程中引导学生自己提出问题、解决问题，教师指导学生学会自主分析和理解课文，构建以学生为主体的课堂教学模式。
教学内容（含时间设置） 教学活动 设计意图
教师活动 学生活动
Step 1: Warm up(about 3 minutes) 歌曲热身。Sing a song: Where Are You Going 师生同唱，一起做动作。 歌曲导入，既活跃了课堂气氛，又营造了文本主题的学习氛围。
Step 2: Lead in(about 2 minutes) 师生互动交流，导入主课文。T: I’m going to the zoo this weekend. Where are you going S1: I’m going to...S2: I’m going to... ...T: Today, we’ll learn Module 10 Unit 1 Where are you going 通过谈话导入本课课题。
Step 3: Presentation(about 20 minutes) 1. 观看主课文第一段视频。Paragraph1 (Watch and answer)Grandma: Are you ready for your trip tomorrow Daming: Answer: I think so, but I feel nervous. (Learn: nervous)2. 继续观看课文视频动画，回答问题。1) T: Daming feels nervous. So Grandma asks him to make a list. Let’s watch and find: What are Grandma’s questions Answers:Where are you going？ What are you going to take？When are you going to the airport？Who’s going to the airport with you (Learn: airport)2) 听录音，找出Daming的答案。Question: What are Daming’s answers Answers: To the airport.Clothes, shoes, presents, the ticket, my passport...At seven o’clock tomorrow morning.Mum. (Learn: ticket, passport)3. 情感教育。Daming feels happy before the trip. Because Grandma helps Daming make a list. Just like a saying: sharpening the axe will be good for the cutting firewood.4. 听并跟读课文。5. 分角色朗读课文。 教师提出问题，让学生通过观看动画和听音，找出奶奶提出的问题和大明的回答。指导学生层层深入文本，培养了学生的听力。引导学生懂得凡事都得做好准备的道理。分角色朗读课文，培养学生的阅读能力和合作能力。
Step 4: Practice and Consolidation(about 15minutes) 1. 歌谣总结全文。Where, where, where are you going Airport, airport, I’m going to the airport.What, what, what are you going to take Passport, passport, I’m going to take passport.When, when, when are you going there Seven, seven, I’m going there at seven. Who, who, who’s going with you Mum, Mum, Mum’s going with me.2. 帮老师列清单。T: The weekend is coming. I’m going to have a trip. Do you want to know my travel plan You can ask me some questions about it.Ss: ...3. 学生讨论旅游计划并列清单。T: Children, now you can talk about your travel plan and make a list.Students can talk about travel plans with the sentences as follows: Where are you going What are you going to take When are you going there Who’s going with you 通过chant, 既总结了全文，又为下面的练习做了铺垫。 首先让学生帮助老师列清单，为学生列清单做示范。最后学生自己谈论旅行计划，列清单，达到在实际生活中运用语言的目的。
Classroom Assessment Language EncouragementStickers and pictures 通过不同的奖励形式，有效激发学生学习英语的兴趣。
Blackboard Design Module 10 Unit 1 Where are you going Where are you going What are you going to take When are you going to the airport Who’s going with you
家庭作业：1. Read the text and try to act it out.（必做）2. Make a survey about your family’s travel plan and help them make a list.（选做）
airport
clothes, shoes,
presents,
ticket, passport
7:00
Mum