Unit 5 Where are you going？ Part B 教案
文档属性
| 名称 | Unit 5 Where are you going？ Part B 教案 |  | |
| 格式 | docx | ||
| 文件大小 | 20.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 陕旅版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-08-02 11:51:28 | ||
图片预览
文档简介
Unit 5 Where are you going Part B
教学目标
1.知识与技能目标:
① 能灵活应运所学be going to 句型对将要做的事情进行描述,并能进行对话,达到学以致用的目的。
② 能够准确、流利、熟练地朗读Part B Let’s learn 部分的对话,语音语调正确自然。
2.情感目标
① 能够理解并准确运用“Happy Children’s Day !”在儿童节当天对同学或朋友表达祝福。
② 通过对比能懂得珍惜自己幸福的生活并付出爱心。
教材分析
本课主要教学内容是围绕谈论未来活动展开的,其中be going to 结构贯穿整个课时的始末。课本安排了一段对话帮助学生掌握What are you going to do I am going to ... Happy Children’s Day !等功能句型。在第二课时我们已经学过Where are you going 这一句型,所以本节课是对上一节课内容的拓展和延伸,起到承上启下的作用。
学情分析
四年级的学生有一定的学习基础,对英语有着浓厚的兴趣,并有较强的好奇心,活泼好动,有较强的模仿能力和交际运用能力,乐于表达自己,渴望达到同学和教师的赞许,但是英语的听读能力还有待于加强。
重点难点
能熟练运用句型:Where are you going 向别人提出问题,并熟练运用I’m going to……句型进行回答。
教法与学法
①教法:根据本课的教学内容、教学目标、学生的年龄特征和心理特征,为了更好地激发学生学习兴趣,从而能积极主动参与学习,教学中运用多媒体课件、卡片等教学辅助手段,设置了多个任务,置抽象的句型于一个个生动的情景、游戏之中,使学生在完成任务的过程中掌握教学内容,不仅使学习过程自然轻松,更能较好地启智开思。
②学法指导:引导学生通过比较、观察、猜测的方法逐渐感悟新语言项目的功能,让学生在多层次的练习中体会到学习英语时“运用”的必要性,鼓励学生积极思维,大胆尝试。
教学过程
学时重难点
运用be going to句型在创设的情境中灵活自如的进行交流。
教学活动
【导入】Unit 5 Where are you going Part B
I Leading in
1.Greetings
2.Warming up
⑴ Review: Where are you going I am going to ...
Where is she/he going She /He is going to...
⑵Sing a song: Little mouse
(设计意图:复习旧知,热身并引入新课。)
【讲授】Unit 5 Where are you going Part B
II Presentation
1. Sentence pattern: Tomorrow is Children’s Day.
Happy Children’s Day! Thank you!
⑴ Look at some pictures of the Children’s Day.
⑵Task 1: Let’s try! Tomorrow is Children’s Day.
Happy Children’s Day! Thank you!
(设计意图:新授并练习Tomorrow is Children’s Day. Happy Children’s Day! Thank you! 并引出新句型 What are you going to do I am going to ...)
2. Sentence pattern: What are you going to do
I am going to ...
⑴ Make dialogues like: Tomorrow is Children’s Day.
Are you going to...
Yes, I am. / No, I am not.
What are you going to do
I am going to ...
Happy Children’s Day!
Thank you!
⑵Conclusion: What are you going to do
I am going to ...
⑶Task 2: Practice: Make dialogues like :What are you going to do
I am going to ...
(设计意图:利用单词卡片练习目标句型,在复习旧知的基础上让学生进一步感知功能句型。)
【练习】Unit 5 Where are you going Part B
III Practice
1.Task 3 :I want to say....
⑴ Show some pictures and have the students say together loudly :
Tomorrow is Children’s Day! I am not going to... I am going to...
⑵ Have the students say what they want to say.
⑶Talk about your plan of Children’s Day with your partner.
(设计意图:通过小组合作,师生对话练习功能句型。)
3.Task 4: Jig-saw reading.
⑴Put the sentences on the cards in the right order.
⑵Listen to the tape and have a check.
⑶Let’s follow.
(设计意图:以任务的形式,通过Jig-saw reading引导学生自学文本)
【活动】Unit 5 Where are you going Part B
4.Task 5: Do a survey.
⑴ Four students as a group, talk about your plan on Children’s Day.
⑵Complete the chart.
⑶ Say something about your talk.
(设计意图:Page41小组调查,对功能句型进行进一步巩固练习,使学生学以致用。)
5.Task 6: Look and think
(设计意图:引导学生描述图片,通过与留守儿童的对比让学生懂得珍惜与爱。)
【作业】Unit 5 Where are you going Part B
IV Homework
Write a short passage about your plan of the Children’s Day of you and your classmates.
(设计意图:引导学生在实际生活中应运新句型)
教学目标
1.知识与技能目标:
① 能灵活应运所学be going to 句型对将要做的事情进行描述,并能进行对话,达到学以致用的目的。
② 能够准确、流利、熟练地朗读Part B Let’s learn 部分的对话,语音语调正确自然。
2.情感目标
① 能够理解并准确运用“Happy Children’s Day !”在儿童节当天对同学或朋友表达祝福。
② 通过对比能懂得珍惜自己幸福的生活并付出爱心。
教材分析
本课主要教学内容是围绕谈论未来活动展开的,其中be going to 结构贯穿整个课时的始末。课本安排了一段对话帮助学生掌握What are you going to do I am going to ... Happy Children’s Day !等功能句型。在第二课时我们已经学过Where are you going 这一句型,所以本节课是对上一节课内容的拓展和延伸,起到承上启下的作用。
学情分析
四年级的学生有一定的学习基础,对英语有着浓厚的兴趣,并有较强的好奇心,活泼好动,有较强的模仿能力和交际运用能力,乐于表达自己,渴望达到同学和教师的赞许,但是英语的听读能力还有待于加强。
重点难点
能熟练运用句型:Where are you going 向别人提出问题,并熟练运用I’m going to……句型进行回答。
教法与学法
①教法:根据本课的教学内容、教学目标、学生的年龄特征和心理特征,为了更好地激发学生学习兴趣,从而能积极主动参与学习,教学中运用多媒体课件、卡片等教学辅助手段,设置了多个任务,置抽象的句型于一个个生动的情景、游戏之中,使学生在完成任务的过程中掌握教学内容,不仅使学习过程自然轻松,更能较好地启智开思。
②学法指导:引导学生通过比较、观察、猜测的方法逐渐感悟新语言项目的功能,让学生在多层次的练习中体会到学习英语时“运用”的必要性,鼓励学生积极思维,大胆尝试。
教学过程
学时重难点
运用be going to句型在创设的情境中灵活自如的进行交流。
教学活动
【导入】Unit 5 Where are you going Part B
I Leading in
1.Greetings
2.Warming up
⑴ Review: Where are you going I am going to ...
Where is she/he going She /He is going to...
⑵Sing a song: Little mouse
(设计意图:复习旧知,热身并引入新课。)
【讲授】Unit 5 Where are you going Part B
II Presentation
1. Sentence pattern: Tomorrow is Children’s Day.
Happy Children’s Day! Thank you!
⑴ Look at some pictures of the Children’s Day.
⑵Task 1: Let’s try! Tomorrow is Children’s Day.
Happy Children’s Day! Thank you!
(设计意图:新授并练习Tomorrow is Children’s Day. Happy Children’s Day! Thank you! 并引出新句型 What are you going to do I am going to ...)
2. Sentence pattern: What are you going to do
I am going to ...
⑴ Make dialogues like: Tomorrow is Children’s Day.
Are you going to...
Yes, I am. / No, I am not.
What are you going to do
I am going to ...
Happy Children’s Day!
Thank you!
⑵Conclusion: What are you going to do
I am going to ...
⑶Task 2: Practice: Make dialogues like :What are you going to do
I am going to ...
(设计意图:利用单词卡片练习目标句型,在复习旧知的基础上让学生进一步感知功能句型。)
【练习】Unit 5 Where are you going Part B
III Practice
1.Task 3 :I want to say....
⑴ Show some pictures and have the students say together loudly :
Tomorrow is Children’s Day! I am not going to... I am going to...
⑵ Have the students say what they want to say.
⑶Talk about your plan of Children’s Day with your partner.
(设计意图:通过小组合作,师生对话练习功能句型。)
3.Task 4: Jig-saw reading.
⑴Put the sentences on the cards in the right order.
⑵Listen to the tape and have a check.
⑶Let’s follow.
(设计意图:以任务的形式,通过Jig-saw reading引导学生自学文本)
【活动】Unit 5 Where are you going Part B
4.Task 5: Do a survey.
⑴ Four students as a group, talk about your plan on Children’s Day.
⑵Complete the chart.
⑶ Say something about your talk.
(设计意图:Page41小组调查,对功能句型进行进一步巩固练习,使学生学以致用。)
5.Task 6: Look and think
(设计意图:引导学生描述图片,通过与留守儿童的对比让学生懂得珍惜与爱。)
【作业】Unit 5 Where are you going Part B
IV Homework
Write a short passage about your plan of the Children’s Day of you and your classmates.
(设计意图:引导学生在实际生活中应运新句型)