Lesson7 Where are you going？初中英語教案課件

教學內(nèi)容：接力小學英語（三年級起點）四年級下冊Lesson7Whereareyougoing?第一課 教學設計教學內(nèi)容接力小學英語（三年級起點）四年級下冊Lesson7Whereareyougoing?第一課 整體設計思路本課根據(jù)英語學科核心素養(yǎng)的基本理念設計，幫助學生提高語言能力，注重培養(yǎng)“學生思維的邏輯性、陳述計劃性和創(chuàng)造性”的教學思維，滲透和培養(yǎng)需升級及養(yǎng)成良好的學習習慣和感恩情感。本課以教學文本為載體，針對四年級學生的語言能力特點，循序漸進地創(chuàng)設生動、真實的語言環(huán)境；在激發(fā)學生發(fā)散思維、敢于表達的同時，不斷滲透學習策略，培養(yǎng)學生對文本的觀察力和理解力。教學背景學生們在本課前已經(jīng)學過“Ican…”句型以及一些地點的單詞。主情景圖通過展示地點呈現(xiàn)本單元要學習的核心詞匯和句型。教學目標語言能力能夠聽、說、讀、寫單詞：playground、shop、library、cinema能夠在認讀，會說句子：Whereareyougoing?Iamgoingtothe…Wearegoingtothe…Wherearetheygoing?Theyaregoingtothe…在語境中會說，認讀句子：Whereareyougoing?Iamgoingtothe…Wearegoingtothe…Wherearetheygoing?Theyaregoingtothe…文化品格培養(yǎng)學生學習英語的興趣和自信樂觀的精神；培養(yǎng)學生的團隊精神和合作意識；培養(yǎng)學生觀察力、創(chuàng)造力等思維能力。思維品質(zhì)學生學會有計劃地出行；學生感受到路上注意安全的重要性；實用英語去交流信息；學生用獨特的思維提出路上的安全事項。學習能力使用小組合作學習并開展競賽的方式，發(fā)展學生的學習能力，激發(fā)學生的合作意識；熟悉語言材料，創(chuàng)設語言環(huán)境，提高寫作及語言表達能力。通過多種形式的語音訓練活動，使學生在快樂學習中感受語音之美，感受英語學習的樂趣.重點在語境中運用句型：Whereareyougoing?Iamgoingtothe…Wearegoingtothe…Wherearetheygoing?Theyaregoingtothe…難點playground/library的發(fā)音；熟練運用句型表達將要做的事與計劃。Iamgoingtothe…Wearegoingtothe…Theyaregoingtothe…教具單詞、句子卡片與詞條，小組活動道具：門票、圖片等，激勵卡片和多媒體課件。教法學法TPR、情景教學，小組合作交流等。教學過程Step1:Warmingup&LedinGreeting.分小組，告知獎勵機制。T:I’lldivideyouintofourgroups.You’regroup1and2.You’regroup3andyou’regroup4.Tryyourbesttobehigher.Thehigheryouare,thebetteryouwillbe.Ss:OK!Let’schant!T:Iamsohappytoseeyouhere.AndIlikechanting.Canwechanttogether?OK!Let’schant!(ChantbyVerb、Verb、IcanVerb.)(設計意圖：運用獎勵機制激發(fā)學生學習英語的積極性與課堂的參與性。通過chant活躍課堂氣氛并能讓學生復習學過的知識，為本節(jié)新授內(nèi)容做好鋪墊。)Step2:Presentation通過看梧州地圖，追問地點的內(nèi)容。復習相關單詞park/zoo/hospital等;學習新單詞cinema/library.T:Wuzhouisaverybeautifulcity.Therearemanygoodplaces.Let’ssee.Whatisit?S1:It’s______.T:Whatcanyoudothere?S1:Ican...復習地點的單詞?？此脑碌陌才疟?，學習單詞playground和shop，學習目標句型并用小練習鞏固句型。Whereareyougoing?Iamgoingtothe…Wearegoingtothe…Wherearetheygoing?Theyaregoingtothe…Watchavideoaboutweekendplan.Therearetwogirlsaretalkingabouttheirplan.Wherearetheygoing?Let’slisten.T:HowdoesZhangask?Ss:Whereareyougoing?T:Readafterher(him).T:Howabouttheanswer?S1:Iamgoingtothe...T:Readafterher(him).T:Youhavegoldeneyes.Let’sreadittogether.T:Theirplanisperfect.Howaboutyours?Whereareyougoing?S1:Iamgoingtothe...T:Whatcanyoudothere?S1:Ican...學習文本Look,listenandsay.1.T：Ouroldfriendsaremakingaweekendplan.Lookwhotheyare?S1:TheyareLinglingandMary…T:WhatdoesLinglingask?S1:Whereareyougoing?(Wholeclassreaditloudly.)T:Whocanguesstheanswer?Ss:Iamgoingtothe...T:Let’slookatthepictureandguess.Andthenlistenandcheck.Afterlisteningandcheck.Readafterthetape.Payattentiontotheintonationandpronunciation.Trytoimitateit.Wholeclassreadittogether.T:Look,Tom、PeterandJohnarethere.Doyouwanttoknowtheirplan?Howtoaskthem?Ss:Whereareyougoing?T:Whocanguess?Ss:Iamgoingtothe...Ss:Wearegoingtothe...Listenandcheck.T:Playground?Whatisit?Showthepictureaboutground.Atthisgroundwecanplay.Soitisaplayground.play+ground=playgroundT:Whatcanyoudothere?Ss:Wecan…T:AfterlisteningaboutTom’sandLingling’splans.Youmayhavemoregoodideasaboutyourplan.AndIhavesometicketsaboutlibrary、zoo、cinemaandpark.Ifyouwanttogetit,pleasediscusswithyourpartneraboutyourplanandsharewithus.T:Timeislimited.Whichonewantstoshowfirstly?Andthewholeclasstoask.Ifyouaregoingtothesameplace,pleasestandclosely.Class:Whereareyougoing?S1:Iamgoingtothe...S2:Iamgoingtothe...TgivethetickettoSsT:Letmesee.Wowyoutwoaregoingtothesameplace.Sowhereareyougoing?S1andS2:Wearegoingtothe...T:MissLiknowsLingling’splanandshewantstojoinher.Butfirstlyshewantstogosomewhere.Wherearetheygoing?Let’slistenandfill.AfterlisteningT:Wherearetheygoing?Ss:Theyaregoingtotheshop.T:Shop?Whatisit?Showthepicturesaboutshipandshop.Comparethedifferencebetweenthem.T:Therearedifferentshopsinourdailylife.Showdifferentkindsofshops.T:Whichonedoyoulike?Whatcanyoudothere?S1:Ilikeflowershop.Icanbuyflowersformymum.S2:Ilikeicecreamshop.Ilikeicecream.（設計意圖：本環(huán)節(jié)設計以課文LinglingAnn和Tom等小朋友的出行圖為主線，學習新單詞與句子，用begoingto談論計劃。采用視、聽和學生自己找答案的動靜結(jié)合訓練方式，讓學生讀懂文本大意，培養(yǎng)多種手段學生提取關鍵信息的能力。跟錄音學讀原文，教師根據(jù)實際情況糾正發(fā)音，讓學生以正確的語音語調(diào)輸出文本去說去演文本。）Step3:Practice結(jié)對練習。T:listenandreadafterthetape.T:Youaregoodatacting.Ithinkyoucanchooseoneofitandactitout.Ss:…Youalldidagoodjob.Theseareallwelearntoday.Let’schanttogether.（設計意圖：在完成文本的學習，用課本分作練習去鞏固，讓學生大膽去與同桌表演文本內(nèi)容。培養(yǎng)學生口頭交流能力與他人交換信息的能力。為拔高文本作鋪墊,同時以chant的形式總結(jié)文本的學習，提高學生學習的積極性。）Step4:consolidation1.鞏固拓展。在學習小組內(nèi)談論即將到來的周末計劃，并展示給全班。T：Ilovegoingoutside.Andweekendiscoming.AndIamgoingtothepark.AndIcantakepicturesthere.Iliketakingphotos.Howaboutyou?Now,talkaboutyourplanbyusingthesesentences.Andthenshowuswhereyouaregoing.Ifyouhaveagoodperformance,youwillgetstars.Timeislimited.Whichonewantstoshowfirstly?Andthewholeclasstoask.Aretheygood?Yes,Ithinkso.2.情感升華，引導學生注意出行安全。T：youaregoodatmakingplan.Ibelieveyouwillhaveagoodday.Butbeforeyourbeginning,Ihopeyoucanrememberthefollowingtips.（設計意圖：本環(huán)節(jié)的設計是給學生創(chuàng)設出真實的語境，談論出自己的計劃。能讓學生在組內(nèi)用所學知識表達自己的意愿，又能針對學齡愛表演的特點激發(fā)學生的興趣。整體的鞏固輸出，拔高文本，讓學生學以致用。）Step5:Summary總結(jié)今日所學。T:Youguyshavegoodperformance.Iamproudofyou.Let’sseewhatwehavelearnedtoday?Thesefourwordsandthes