2020-2021学年Unit 5 Where Are You Going?第2课时教案

Unit5 Where Are You Going 第2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: Think and tick, Let’s talk, Look, read and tick

【课    时】第2课时

一、教学目标

1. 能正确使用Where is he / she going? He / She is going to the ... Where are they / you going? They / We are / I am going to the ... 等be going to结构的句型，就他人将要去的地点进行问答，并能掌握其一般疑问句形式Is he / she going to the ...? /Are they / you going to the ...? Yes / No, ...

2. 能够正确模仿Let’s talk中的对话，做到语音语调自然。

3. 能运用be going to句型在创设的情境中灵活自如地进行交流。

二、教学准备

1. 教师准备：

(1) park, cinema, shop, bookstore, hospital, bus stop, buy a story book等词汇的教学卡片。

(2) Let’s talk部分的教学挂图和人物头饰。

(3) Let’s talk部分的教学音频。

2. 学生准备：park, cinema, shop, bookstore, hospital, bus stop, buy a story book等词汇卡片。

三、教学方法建议

课程导入(Leading In)

(1)课前热身

1. 猜一猜

教师出示上一课时所学的场所图片，但只露出图片的其中一部分，让学生猜一猜是哪一场所。如：

T:(教师只露出医院图片的一小部分) What is this? Can you guess?

Ss: It’s a shop. / Is it a shop?

T: No. It’s not a shop.

Ss: It’s a hospital. / Is it a hospital?

T: Yes. It’s a hospital.

2. 比比谁最快

教师让学生拿出所准备的词汇卡片；然后教师说词汇，学生迅速找出相应的卡片举起并大声读岀该词汇。对做得又快又准的学生，教师可予以表扬；而对于动作稍慢的学生，教师可与其击掌并鼓励说：Come on! (加油!)

(2)新课导入

教师承接上一环节，引导学生完成Warming-up的第二个活动Think and tick。处理本活动时，教师可以先引领学生在每幅图片下方写出相应的单词，如：park, zoo, farm, shopping mall, supermarket, bookstore, cinema, hospital，然后再让学生在各自想要去的场所下面的方框内打“√”。

学生勾选时，教师可以在班里巡视，并随意选出学生进行问答：

T: Where do you want to go?

引导学生回答：

S1: I want to go to the ...

这一问答可以帮助学生回顾场所的表达，并为本节课学习be going to 句型疑问形式的问答作铺垫。学生完成勾选之后，教师也可以让其两人一组进行问答练习，如：

S1: Where do you want to go?

S2:I want to go to the park.

...

教师继续提问，导入新内容：

T: Today is Friday. Where do you want to go after class? (出示电影院图片)

S3:I want to go to the cinema.

课程展示活动和过程的设计建议(presentation)

(1)新课展示

1. 教师承接上一环节，指着学生S3问大家：

T: Where does S3 want to go? Where is he / she going?

并引导学生回答：

T / Ss: He / She wants to go to the cinema. He / She is going to the cinema.

教师板书句型：Where is he / she going? He / She is going to the ...

2. 教师继续提问学生S3：

T:Where are you going?

S3:(引导学生回答) I am going to the cinema.

教师板书句型：Where are you going? I am going to the ...

3. 教师借助新句型提问其他学生，让他们通过回答来感知be going to结构的用法。如：

T: Where are you going?

S4: I am going to the shop.

教师指着学生S4问其他学生：

T: Is he/she going to the cinema?

引导学生作答：

T / Ss: No, he / she isn’t.

T: Where is he / she going? Is he / she going to the shop?

引导学生作答：

T/Ss: Yes, he / she is.

4 T: Do you like to read books?

Ss: Yes, I / we do.

T: Tomorrow is the weekend. Where are you going?(出示书店的图片)

此处，教师可选出两位学生同时作答，并注意引导学生采用We are going to the...句型。接着，教师指着这两位学生中的一位向大家提问：

T: Is he / she going to the bookstore?

Ss: Yes, he / she is.

教师再指着另一位问大家：

T: Is he / she going to the bookstore, too?

Ss: Yes, he / she is.

之后，教师同时指着这两位学生问：

T: Are they going to the bookstore?

Ss: Yes, they are.

教师板书be going to一般疑问句句型及其肯定和否定回答：

—Is he / she going to the ...? —Yes, he / she is. / No, he / she isn’t.

—Are they going to the ..? —Yes, they are. / No, they aren’t.

(3)Part A Let’s talk

1. 教师出示Let’s talk部分的第一幅图，指着Li Shan发问：

T: Is Li Shan going home?

Ss: No, she isn’t.

T: Where is she going?

Ss: She is going to the shop.

2. 教师出示本部分的第二幅图，指着Liu Zhaoyang和Kevin发问：

T: Where are they going? Are they going to the shop?

Ss: No, they aren’t. They are going to the bus stop.

T: Yes. They are going to the cinema (by bus).

3. 教师让学生翻到课本第39页并播放Part A Let’s talk部分的录音。

3.1. 教师播放第一遍录音，要求学生指读。

3.2. 教师播放第二遍录音，要求学生模仿其语音语调跟读Let’s talk部分的对话。在这个过程中，教师应多鼓励学生大胆开口、勇于尝试，并注意纠正学生错误的读音及语音语调，强调在一般疑问句中，句子应读升调。

4. 教师将学生分成三人一组，分角色朗读对话。

操练活动的设计与实施建议(Practice Activities)

(1)编演对话

教师鼓励学生运用黑板上所学句型，两人一组自编对话，然后请几组学生戴上所准备的人物头饰进行表演。教师要多鼓励学生积极参与，并注意多发掘平时不善于上台表演的学生的优点，对其多加表扬，帮助其树立自信心，必要时可适当给予物质奖励，吸引他们参与到活动中来。

(2)Part C Look, read and tick

本部分检测活动的目的是让学生通过读文勾图的方式练习巩固be going to结构的一般疑问句和特殊疑问形式。在处理本部分内容时，教师可以先让学生看图片说单词，然后再根据对话内容圈出正确的图片和对话连一连。

【板书设计】