Module 10 Unit 1 Where are you going to go?表格式教案

Teaching content 外研版五下Module 10 Unit1 Where are you going？
Textbook Analysis 本课是新标准英语五年级下册第十模块第一单元的内容。课文围绕大明将要去美国所做准备及计划展开展开，要求学生掌握where，what，how，who，when搭配be going to do 将来时的用法。本模块主要用将来时制定一些旅行计划，有助于学生树立良好的生活习惯。
Teaching aims (一)Language knowledge goals： 　　1.Ss can be able to listen, speak and read the words and phrases：when, end, nervous, all right, airport, ticket, passport, safe. 2.Ss can be able to use the sentences: ---What are you going to take ---I am going to take… ----where are you going ----I am going to…to describe the travel plan in the future. (二)Language skills goals： 　　 Ss can be able to use the sentences: ---What are you going to take ---I am going to take… ----where are you going ----I am going to…to describe the travel plan in the future. (三)Emotional goals: Guide students make a plan before their travelling and protect the environment during their travelling.
Teaching important points 　1.Words and phrases：when, end, nervous, all right, airport, ticket, passport, safe. 2. Ss can be able to use the sentences: ---What are you going to take ---I am going to take… ----where are you going ----I am going to…to describe the travel plan in the future.
Teaching difficult points Ss can be able to use the sentences: ---What are you going to take ---I am going to take… ----where are you going ----I am going to…to describe the travel plan in the future.
Teaching procedures
Steps 教师活动 学生活动 设计意图
Step I． Warm up Greeting and enjoy a song . Teacher plays a song about travel , let the students stand up and listen . Ss stand up and think: what’s the song about 通过歌曲活跃课堂气氛，并让孩子们思考歌曲主题代入本节课主题：travel
Step II． Pre-reading Use a mind map to review what, where, who, how, when questions they have learned in Module 6. Ss enjoy pictures and practice be going to sentences S1/S2/S3: I am going to…. S1/S2/S3: I am going there at… S1/S2/S3: I am going to take ticket，passport，clothes… S1/S2/S3: …is going there with me. S1/S2/S3: I am going there by… 激活旧知，用旧知引新知。根据问答和图片方式让孩子们帮助老师做旅行计划，并学习本节课的将来时的相关目标句型。同时，把本节课教学目标和思维导图结合，让学生初识类似文本中利用思维导图提取的关键信息。
Ask and answer Teacher shows picture and ask: T: If you are Ms. Song, where are you going T: When are you going there？ T; What are you going to take？ T: Who is going there with you T: How are you going there
Teacher shows a mind map of travelling according to students’ ideas.
Step III. While-reading Picture reading：Daming’s trip Ask and answer： Teacher shows a picture, and let the Ss discuss some questions about Daming’s trip. T: can you ask some questions about Daming’s trip Ask and answer. Ss ask some questions. Ss: where is he going Ss: when is he going Ss: what is he going to take Ss: who is going with him 通过学生问的问题和回答，再次明确文本中的关键信息，利于后面思维导图的输出
Listen and read and make a mind map of Daming’s trip T: Let listen and read the passage and finish the mind map on your task sheet. Ss try to draw a mind map according to their questions. 学生利用思维导图获取文本信息
Retell the passage according to the mind map Students discuss and retell the passage 检测学生提取信息的能力和 思维导图的设计
Step Ⅳ . Post-reading Show a passage about Lucy’s travelling plan and let Ss draw a mind map Ss work together and try to draw a mind map 学生自己独立绘制思维导图，提取文本信息。
Lead in the emotional goals. Ss perceive the emotional goals. 情感教育，做好计划安排，文明出游。
Step Ⅴ. Summary Teacher leads the Ss sum up what they have learnt today. Ss sum up what they have learnt today. 学生通过总结明确今天所学知识。
Step Ⅵ. Homework The teacher assigns the homework. Ss make a note of the homework. 作业可以让学生对思维导图掌握更加牢固。
StepⅦ Evaluation Teacher announces the winner. Ss congratulate the winner.
Blackboard design Module 10 Unit1 Where are you going
教学反思 本节课更加流畅，一环扣一环，设计更为合理，最后的拓展活动也体现出教学应有一定的梯度，拓展活动思维导图的绘制让本节课的重难点和思维导图紧密结合，但教师讲授过多，学生们的展示的时间不够，思维不够活跃。