Unit5 Where Are You Going 第3课时教学设计
【内容来源】陕旅教育出版社四年级下册 Unit5
【主 题】Warming-up: Do you know? Let’s learn more, Do a survey and report, Listen and name
【课 时】第3课时
一、教学目标
1. 能听懂、会用句型：What are you going to do? I’m going to ...
2. 能灵活运用所学be going to句型对将要做的事情进行描述，并能进行相应的替换练习，达到学以致用的目的。
3. 能准确、流利、熟练地朗读Part B Let’s learn more部分的对话，语音语调正确自然。
4. 能理解并准确运用“Happy Children’s Day!”在儿童节当天对同学或朋友表达祝福。
二、教学准备
1. 教师准备：
(1) Let’s learn more部分的教学音频和人物头饰。
(2) 一些表示日常活动的动词短语卡片。
(3) cinema, park, bookstore, shop, hospital, bus stop等词汇卡片。
(4) Part C Listen and name部分的挂图和教学音频。
(5) 一张六月份的月历。
2. 学生准备本单元有关场所的词汇卡片。
三、教学方法建议
课程导入(Leading In)
(1)课前复习
师生问答，教师出示各场所图片并提问，要求学生看图作答：
T:(出示公园图片) Where are you going?
Ss: I’m going to the park.
教师选出一位学生，让其拿着所准备的一幅图片站在讲台上面对大家，教师指着这位学生和其他学生问答：
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.
教师选出两个或两个以上的学生拿着相同场所的图片站在讲台上面对大家，教师向他们提问：
T: Where are you going?
S1&S2: We are going to the ...
教师再向其他学生发问：
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.
教师可以通过这样的看图问答，引领学生复习和巩固有关词汇以发be going to结构的用法，让其顺利进入英语学习的状态。
(2)新课导入
1. Part A Warming-up: Do you know?
教师让学生把书翻到第37页，指着Do you know?部分进行描述：
T: Look at the calendar. It’s June 1st. It’s Children’s Day.
教师板书Children’s Day，并领读几遍。然后出示六月份的月历和电影院的图片，并指着6月1日说：
T: Tomorrow is June 1st. It’s Children’s Day. I want to see a film. I’m going to the cinema.
2. 教师可以承接上一环节Children’s Day的话题，导入本节课Part B Let’s learn more中的新内容，教师可以和任意学生做如下对话：
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.
如果学生回答是否定的，那么教师可继续提问：
T: What are you going to do on Children’s Day?
引导学生作答：
T/ S1: I am going to ...
教师可以多和几位学生做类似对话，鼓励学生用英语正确表达。对表现出色的学生，教师要加以肯定并进行表扬。
课程展示活动和过程的设计建议(presentation)
(1)新课展示
教师可以借助上一环节的对话顺势引出本节课的功能句型，并板书：
—What are you going to do?
—I am going to ...
在这里，教师要提醒学生注意本节课新句型与上一课时的Where are you going?句型的区别：后者问的是将要去的地点，前者问的是将要做的事情，并向学生讲解be going to后接动词原形的用法：表示“将要、打算”做某事。
(2)教师出示动词短语舞片，要求学生根据图片作答。如：
T:(出示买故事书的图片) What are you going to do?
S1: I’m going to buy a story book.
T:(指着学生S1提问其他学生) 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.
教师可多提问一些学生，多做几组这样的练习，让学生学以致用，并板书新句型：What is ... going to do? Is he / she going to ...?
(3)Part B Let’s learn more
1. 教师带领学生仔细观察图片，并提出问题，让学生带着问题读本部分的对话。以下问题可供参考：
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. 教师随机挑选学生回答上述问题，检查学生对课文的理解情况。
3. 教师播放录音，要求学生模仿其语音语调跟读Let’s learn more部分的对话。
4. 学生齐读对话，教师注意纠正个别单词或句子的错误发音。
5. 教师将学生分成两组，分角色朗读对话。
教学小贴士 建议教师在教授对话时，用心挖掘对话的趣味性所在，尽最大努力创设活动，让学生感受到学习英语的快乐，使其注意力全部集中到对话中来，并化祜燥的语篇学习为有趣的活动，让学生不知不觉中快乐地掌握所学知识。 如：为了增加学生读课文的兴趣和对话的趣味性，教师可要求学生夸张地模仿老师和李珊的嗓音，如：林老师的嗓音稍微粗一些，李珊的声音稍微细—些，并且在说到“Yeah! Children’s Day!”的时候要用极其兴奋的语气读出来。教师在这里可先做示范，尽量夸张语气和声线，然后让学生尝试，一定会收到意想不到的效果！ |
6. 学生戴上所准备的人物头饰，两人一组表演对话，教师可要求学生在对话中多加入一些以前学过的日常用语，使对话内容更加完整，同时培养学生用英语对话的良好习惯和正确的思维。教师可与一位学生先进行示范：
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!
操练活动的设计与实施建议(Practice Activities)
(1) Part B Do a survey and report
1. 教师选出两位学生用黑板上的句型进行示范问答：
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. 学生两人一组进行问答练习。
3. 教师要求学生分组做一个小调查，和班里其他同学谈论儿童节的安排，并将调查的结果填写在第41页的表格里。
4. 教师提示学生中文名的写法，要求学生注意姓和名的拼音首字母须大写，并提醒学生在表达各自儿童节的计划时，可参考书上第41页列举的有关活动的词汇。
5. 展示活动。教师鼓励学生借用本部分参考句型... is going to ...及... and ... are going to ...大胆地表达各自调查的结果，描述他人儿童节的计划。教师可提醒学生注意表达的完整性，并对能够踊跃参与、积极表现的学生予以表扬。
(2)Part C Listen and name
1. 教师出示本部分挂图，让学生仔细观察图片上都有哪些场所，并说出这些场所的英语表达。
2. 教师播放录音，要求学生根据录音内容，填写人物名字。此处，教师可再次提醒学生名字的正确书写方式。
3. 教师再次播放录音，让学生听录音，检查答案是否正确。
4. 教师通过提问，核对答案。问题参考如下：
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?
录音内容如下：
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.
【板书设计】
