四年级英语下册Unit5WhereAreYouGoing教学设计陕旅版

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陕旅版四年级下册Unit 5 Where Are You Going_教案2

Unit 5 Where Are You Going?Lesson 2【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 him / her 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.【教学重难点】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 him / her 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.【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.【教学过程】Ⅰ．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.Ⅱ．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.教学小贴士be going to是固定结构,后接地点名词时,表示正准备去那里,后接动词原形时,则表示按计划或安排要发生的动作或要做的事,有时也可以表示推测将要发生的动作或要做的事,有"准备.打算"的意思.它是"一般将来时"的一种表现形式. 2．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）教师让学生翻开书本并播放Part A Let's talk部分的录音.a．教师播放第一遍录音,要求学生指读.b．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.Ⅲ．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.。

【精品】四年级英语下册Unit5WhereAreYouGoing教案陕旅版

Unit5 Where Are You Going【内容来源】陕旅教育出版社四年级下册Unit5【单元总目标】本单元的话题以询问对方计划去哪里、打算做什么而展开，重点学习如何运用be going to结构谈论近期的计划或打算，要求学生掌握一般将来时态的表达方法并能够灵活运用功能结构Where are you going? We are going to the ... Are they going to the ...? No, they aren’t. Tomorrow is Children’s Day. What are you going to do?进行日常交流。

教师要借助句型的反复变换来强化学生对这些句型的运用，通过对功能结构中人称的变化反复进行练习，增强学生对be going to结构的应用能力。

本单元的教学分为4个课时。

第一课时主要完成Part A中Let’s learn部分的词汇教学，学习6个场所的名称和一个动词短语；第二课时通过对第一课时词汇的巩固，学习如何运用be going to句型就去哪儿进行问答。

学习Where are you going? We are going to the ... Is she / Are they going to the ...? Yes, she is. / they are. No, she isn’t. / they aren’t.等句型结构；第三课时拓展学习新句型Tomorrow is Children’s Day.并以此话题为中心展开对话，谈论儿童节的出行计划、打算，学习如何运用be going to do结构。

通过让学生介绍各自儿童节当天的出行计划，达到拓展学习和综合运用语言的目的；第四课时通过列举含有字母e的单词，引导学生感知字母e在单词中的常见发音，并通过对歌曲的学习和练习，巩固和加强学生对本单元所学新知识的掌握。

【单元具体目标】知识目标一、能听、说、读、写下列词汇：park, cinema, shop, bookstore, hospital, bus stop, buy a story book, tomorrow, Children’s Day二、能听懂、会说、会读、会用以下句型：1. —Where are you going?—We are going to the ...2. —Are they going to the ...?—No, they aren’t.3. —Tomorrow is Children’s Day. What are you going to do?—I’m going to ...情感目标一、培养学生热爱公共场所的意识。

[k12精品]四年级英语下册Unit5WhereAreYouGoing教案陕旅版

教师要借助句型的反复变换来强化学生对这些句型的运用，通过对功能结构中人称的变化反复进行练习，增强学生对be going to结构的应用能力。

本单元的教学分为4个课时。

四年级英语下册Unit5WhereAreYouGoing(第1课时)教案陕旅版(最新整理)

Unit5 Where Are You Going?第一课时教学目标： 1。

以学习Let‘s learn 部分所列举的场所名称为主，要求学生能听、说、读、写词汇：park， cinema， shop, hospital, bus stop， buy a storybook，并熟练运用。

2. 引导学生完成Part C Read and complete 部分的内容。

教学重点:以学习Let‘s learn 部分所列举的场所名称为主，要求学生能听说、读、写词汇：park, cinema， shop， hospital, bus stop, buy a story book，并熟练运用。

教学难点:引导学生完成Part C Read and complete 部分的内容.教学环节:学习目标出示学习目标：以学习Let‘s learn 部分所列举的场所名称为主，要求学生能听说、读、写词汇：park, cinema, shop， hos pital， bus stop, buy a story book, 并熟练运用。

（二）学生齐读学习目标，明确本节课任务。

自主学习（一）温故知新复习以前学过的描述日常生活的词汇；复习一般现在时态中主语是第三人称单数时的句子；（二）阅读方法听录音，看图片，学习本课单词。

（三)互助释疑同桌间一边指着图片,一边读出单词，交流不会读的单词。

（四）探究出招同桌间练习书写，可以互相检查拼写。

展示交流（一）小组展示小组内练习用英语说说自己喜欢去的地方或者经常去的地方。

（二)班级展示指名学生用英语说说自己喜欢去的地方或者经常去的地方..点拨升华(一）教师放录音，学生跟读，纠正读音。

（二)学生开火车读单词。

（三）用句子I want to go…表达自己想去的地方.课堂作业作业当堂清Part C Read and completeThey want to see a film. They are going to the ______ .Kevin wants to buy some books. He is going to the ______ 。

陕旅版英语四年级下册Unit5 Where Are You Going教学设计

2.能够正确模仿Let‘s talk中的对话，做到语音语调自然。
能力目标：
能运用be going to句型在创设的情景中灵活自如地进行交流。
情感目标：培养学生热爱公共场所的意识。
过程与方法：情境教学法、游戏法、小组合作探究
教学重点
能正确使用Where is he/she going? He/She is going to … Where are they/you going? They/We are/ I amgoing to …等be going to结构的句型，就他人将要去的地点进行问答，并掌握其一般疑问句形式Is he/shegoing to …?/ Are they/you going to …? Yes/No…
教学内容
Unit5 Where Are You Going？
<第二课时>
教学目标
知识目标：
1.能正确使用Where is he/she going? He/She is going tothe … Where are they/you going? They/We are/ I amgoing to the …等be going to结构的句型，就他人将要去的地点进行问答，并掌握其一般疑问句形式Is he/shegoing to the …?/ Are they/you going to the …? Yes/No…
教学难点
能够正确模仿Let‘s talk中的对话，做到语音语调自然。
能运用be going to句型在创设的情景中灵活自如地进行流。
教学准备
课件光盘单词卡片奖券
教学环节
演演
1、Greeting.
2、“闪卡”day.Tomorrow is weekend.Where are you going?

(新编版)四年级英语下册 Unit5 Where Are You Going教案陕旅版

Where Are You Going?第一课时教学目标：1. 以学习Let‘s learn 部分所列举的场所名称为主，要求学生能听、说、读、写词汇：park, cinema, shop, hospital, bus stop, buy a story book, 并熟练运用。

2. 引导学生完成Part C Read and complete 部分的内容。

教学重点：以学习Let‘s learn 部分所列举的场所名称为主，要求学生能听说、读、写词汇：park, cinema, shop, hospital, bus stop, buy a story book, 并熟练运用。

教学难点：引导学生完成Part C Read and complete 部分的内容。

教学环节：学习目标（2分钟）出示学习目标：以学习Let‘s learn 部分所列举的场所名称为主，要求学生能听说、读、写词汇：park, cinema, shop, hospital, bus stop, buy a story book, 并熟练运用。

（二）学生齐读学习目标，明确本节课任务。

自主学习（15分钟）（一）温故知新复习以前学过的描述日常生活的词汇；复习一般现在时态中主语是第三人称单数时的句子；（二）阅读方法听录音，看图片，学习本课单词。

（三）互助释疑同桌间一边指着图片，一边读出单词，交流不会读的单词。

（四）探究出招同桌间练习书写，可以互相检查拼写。

展示交流（10分钟）（一）小组展示小组内练习用英语说说自己喜欢去的地方或者经常去的地方。

（二）班级展示指名学生用英语说说自己喜欢去的地方或者经常去的地方。

点拨升华（8分钟）（一）教师放录音，学生跟读，纠正读音。

（二）学生开火车读单词。

（三）用句子I want to go…表达自己想去的地方。

课堂作业（5分钟）作业当堂清Part C Read and completeThey want to see a film. They are going to the ______ .Kevin wants to buy some books. He is going to the ______ .The children are going to the ______ to fly kites.The students is going to the ______ to buy a pencil.板书设计：Unit 5 Where Do You Want to Go?— Where are you want to go?— I want to go …park, cinema, shop, hospital,bus stop, buy a story book课后反思：第二课时教学目标：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。

陕旅版小学英语四年级下册Unit5WhereAreYouGoingword教案

Unit 5 Where are you going?Period 2 Part A Let’s talk陕旅版小学英语四年级下册教学目标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Is he / she going to the …? / Are they / you going to the …? Yes. / No, …2、能正确表演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的进行交流。

教学重点1、掌握一般疑问句形式Is he / she going to the …? / Are they / you going to the …? Yes, he (she)is. / No,he (she) isn’t.2、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。

教学难点1、能够正确模仿Let’s talk 中的对话，做到语音语调自然。

2、能运用be going to 句型在创设的情景中灵活自如地进行交流。

教学环节Step one: Warming upLet’s singLittle mouse, little mouseRun so fast, run so fastWhere are you going?Where are you going?Tell me now. Let me know.…Step two: Leading in1、课前热身Guess then drive a traina)教师出示上一课时所学的场所图片，但只露出图片的一部分，让学生猜一猜是哪一场所。

四年级英语下册Unit 5 Where are you going教学设计

Unit 5 Where are you going?教学设计一、教材分析本课是陕旅版四年级英语下册Unit 5 Where are you going?中的第一课时，本课通过创设情境，让学生在轻松愉快的环境中表达语言，感受语言，理解语言，从而学习语言。

经过本课时的学习，学生懂得和运用地方名词并能够询问别人打算去哪里。

二、学情分析四年级的学生有一定的基础，对英语学习有着浓厚的兴趣，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。

三、教学目标1、知识与技能（1）认读新词组和新句型，培养学生正确模仿语音语调的能力。

（2）通过创设情景和大量练习，让学生能够用句型I’m going to the...来表达自己的打算。

2、过程与方法联系本班学生的实际，从学生的学习兴趣出发，采取任务型教学法，穿插游戏教学法，和情景交际法。

通过对话、小组讨论、交流、游戏等手段达到熟练运用重点句型的要求。

3、情感态度与价值观在学生两两交流和小组合作交流中，培养学生的合作能力、竞争意识和综合运用语言知识的能力。

4、教学重、难点：能熟练运用句型：Where are you going? 向别人提出问题，熟练运用I’m going to the ……进行回答。

5、教学准备：（1）.教师准备Let’s learn部分的图片。

（2）.教师准备Let’s learn部分的同步学及课件。

（3）.教师准备实物:一本故事书和一张一百元的人民币。

四、教学过程:Step1. 课程导入(Leading In)一，课前问答1.师生问答,复习以前学过的描述日常活动的词汇:T:Good morning!Boys and girls,Nice to meet you !Before our class I have some questions to ask you !Q1,What do you often do on Monday?Q2,Do you fly a kite on Monday?Q3,Do you read books on Tuesday?Q4,Do you see a film on Sunday?S1: I often...S2: Yes,I do / No, I don’t.S3: Yes,I do / No, I don’t.S4: Yes,I do / No, I don’t.二，新课导入:教师承接上一环节,继续问答,并描述自己的活动,引入新内容:T:Summer holiday is coming.I am going to Beijing with myfamily.look!Beijing is a big and beautiful city.There are many places of interests and delicious food.(幻灯片展示北京的名胜古迹和美食)What about you? Where are you going?Ss: I am going to ...(板书课题)Step2.课程展示活动和过程的设计建议:(Presentation)I.新课展示: Part A Let’s learn教师创设情境，今天喜洋洋要来我们洛南县，他想去四处参观参观。

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Unit 5 Where are you going
1教学目标
1.Help Ss learn the following new words by heart. By reading and practice to enable
Ss to master the pronunciation and the meaning of them.
Such as: bus stop park shop hospital cinema bookstore buy a story book
2.Enable the Ss to master the following target languages and can with them make their own dialogues proficiently.
Such as: (1).A: Where are you going ?
B: We/They are /I am going to …
(2).A: Where is he/she going ?
B: He/She is going to …
3.To develop Ss’ablities of w ith the target languages freely in their spoken conversation.
2重点难点
1.How to help Ss master the function of these words and target languages and can use them freely in their spoken conversation.
2.How to help Ss use the target languages to express their opinions and demands. 3教学过程
3.1 第一学时
3.1.1教学目标
1.Help Ss learn the following new words by heart. By reading and practice to enable Ss to master the pronunciation and the meaning of them.
Such as: bus stop park shop hospital cinema bookstore buy a story book
2.Enable the Ss to master the following target languages and can with them make their own dialogues proficiently.
Such as: (1).A: Where are you going ?
B: We/They are /I am going to …
(2).A: Where is he/she going ?
B: He/She is going to …
3.To develop Ss’ablities of with the target languages freely in their spoken conversation.
3.1.2学时重点
How to help Ss master the function of these words and target languages and can use them freely in their spoken conversation.
3.1.3学时难点
How to help Ss use the target languages to express their opinions and demands.
3.1.4教学活动
活动1【导入】Ⅰ.Warming up：
It will goes like this:
T: Do you like the weekend ?
Ss: …
T: What do you often do on the weekend ?
Ss: I often…
T: Today is Friday. The wddkend is coming . I want to travel. Would you like to go with me ?
Ss: …
T: Where are you going ?
活动2【讲授】Ⅱ.New Presentation：
Learn new words and sentence patterns. It will goes like this:
T: First, Let’s take a bus. Where is it ?
Ss: bus stop.
T: We are going to the bus stop.
Use the same way to learn new words and sentence patterns.
活动3【活动】Ⅲ.Activity
Sing a song.
Little mouse,little mouse;
Run so fast,run so fast;
Where are you going?
Where are you going?
Tell me now, let me know
活动4【练习】Ⅳ.Practice：
ⅰ.Listenandrea d:PlaythetapefortheSs.LetSsreadwordsafterthetape.HelpSstospellan dpronouncethewordscorrectly.
ⅱ.Askandanswer:Usethepicturestoaskandanswerinpairs.
(1).A:Whereareyou/theygoing?
B:We/Theyare/Iamgoingto…
(2).A:Whereishe/shegoing?
B:He/Sheisgoingto…
ⅲ.Playagame.
ⅳ.Doasurveyandreport:
Thesummerholidayiscoming?Whereareyougoingonholiday?
活动5【测试】Ⅴ.Consolidation：
ⅰ.Read and fill in the blanks.
1.they to are school the going(连词成句)
_____________________________________?
2.He is going the park.(翻译)
_______________________________________。

3.你打算去哪?(补全句子)
_______are you_______?
4.他们打算去书店。

(补全句子)
They________the bookstore.
ⅱ.Read and match.
see a film shop
buy a story book park
fly a kite cinema
take a bus bus stop
buy a pencil bookstore
活动6【作业】Ⅵ.Home Work：
※ P racitice the new words and sentences. ※ Prepar the following part of this lesson.。