五年级下册英语教案Module10Unit 1 Where are you goinｇ？外研版.docx

1、Module10 Unit 1 Where are you going？一 教材分析本节课是外语教学与研究出版社出版的新标准英语三年级起点五年级下册Module10 Unit1Where are you going? 的课文教学，课文通过Daming和奶奶的电话谈话，呈现教学的主要内容，即Daming旅行前的准备。课型为新授课。本单元学习的主要目的是在深入理解课文内容的基础上，使学生学会运用what, where, when, who等特殊疑问词来谈论旅行准备；使学生通过合作学习体验荣誉感和成就感，从而树立自信心，发展自主学习的能力，形成用英语进行简单日常交际的能力。同时让学生学会一种正确对待

2、生活的方式，明白做任何事都要有计划，避免盲目性，体现了英语学科与生活实际的紧密结合。二、学情分析五年级的学生对英语学习已经有了一定的经验并养成了良好的学习习惯，他们对英语学习有着浓厚的兴趣。他们渴望获得更多的锻炼机会。经过前几个模块的学习， 学生已经初步掌握了如何询问他人已做过的事情，这样，学生已掌握的知识和心理状态为本节课的自主探究学习打下了基础。三教学目标1. 语言知识目标（1）能够听懂、会说并认读单词when、ticket、airport、passport、safe，nervous（2） 通过学习让学生熟练掌握句型：Where are you going to go？ What are

3、you going to take？When are you going to go to the airport？Whos going to go to the airport?（3）能听懂、认读以“where、what、when、who”四个单词开头的疑问句。2. 语言技能目标（1）能听、说、读、写、单词：when、ticket、airport、passport、safe，nervous（2）能用句型：Where are you going？ What are you going to take？When are you going tothe airport？Whos going to

4、the airport with you? 询问家人或朋友外出旅行的情况3、情感态度（1）积极参与课堂活动，有兴趣与别人交流。（2）让学生学会一种正确对待生活的方式，明白做任何事都要有计划，避免盲目性，体现了英语学科与生活实际的紧密结合。四教学重点难点1.教学重点：（1）掌握新单词when、ticket、airport、passport、safe，nervo能正确认读。（2）熟练掌握句型Where are you going？ What are you going to take？When are you going tothe airport？Whos going to the airpor

5、t with you? 询问家人或朋友外出旅行的情况2.教学难点：学会表达询问家人或朋友外出旅行的情况五教学方法：TPR法、情景假设法、直观演示法、游戏法 教具准备：多媒体，光盘，单词卡片六教学过程(一 )、热身1、Greetings. Good morning, boys and girls.2、Free talk：T：How are you? S: Im fine, thank you.T: Do you feel nervous? (学习单词nervous)S: Yes，I feel nervous.(学习句型)T： It will be all right.（二）、导入1.T: Do

6、you like traveling?S: T: The summer holiday is coming. Im going to Guilin. Where are you going?S: Im going toT: When I go to Guilin, Im going to takesomethingNow they are in the bag. Who can guess: Whats in my bag? ：clothes, shoes, ticket.(学习单词when, ticket) ：What are you going to take?S: Im going to

7、 takeT: Are you going to take the passport? (学习单词passport)：Whos going to go with you?：2.Chant: Where, Where, Where are you going to go?What, what, what are you going to take?When, when, when are you going to go?Who, who, whos going to go with you?（三）、理解课文1.T:TommorrowDamingisgoingtogotoNewYork.What

8、are they doing? (大明和奶奶打电话的图片)S:They areonthephone. 2. T: Listen and underline sentences with “where what when who” Can you find them?3、 Listen again and find the answers.Where are you going?-To the air port.What are you going to take? -Clothes, shoes, presents, ticket and passport.When are you going

9、 to the airport? -At seven oclock tomorrow morning.Whos going to the airport with you?-Mum.4、Check the answers.板书：where - To the airport What - Clothes,shoes ,present,ticket,passport, toothbrush When - At 7 oclock tomorrow morningWho - Daming5、 Listen and repeat.全班齐读课文。 6、Now，I want to be grandma，Yo

10、u want to be Daming. I ask You answer.7、Practice in pairs.T: Practice the text with your partner.8、分角色表演.（四）、巩固运用1. Practice:（练习） Have two students talk about their trip. Use these sentences.T: Practice with your partner to talk about your trip. You can use the sentences. Where are you going to go?W

11、hat are you going to take?When are you going to go?Whos going to go with you?2、Practice in pairs.3、选词填空。 What Where Who When1. _ are you going to go? -Im going to go to the zoo.2. _ are you going to take? - Im going to take some food and water.3. _ are you going to go? - Im going to go at eight oclo

12、ck.4. _is going to go with you?-Mum is going to go with me.（五）Summary: Look at the blackboard and sum up the words and structures. (六) Homework: 1. Read the text. 2.Talk about your trip with your friends.（七）板书语文课本中的文章都是精选的比较优秀的文章,还有不少名家名篇。如果有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对提高学生的水平会大有裨益。现在,不少语文教师在分析课文时,把文章解

13、体的支离破碎,总在文章的技巧方面下功夫。结果教师费劲,学生头疼。分析完之后,学生收效甚微,没过几天便忘的一干二净。造成这种事倍功半的尴尬局面的关键就是对文章读的不熟。常言道“书读百遍,其义自见”,如果有目的、有计划地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便可以在读中自然领悟文章的思想内容和写作技巧,可以在读中自然加强语感,增强语言的感受力。久而久之,这种思想内容、写作技巧和语感就会自然渗透到学生的语言意识之中,就会在写作中自觉不自觉地加以运用、创造和发展。板书：where - To the airport单靠“死”记还不行,还得“活”用,姑且称之为“先死

14、后活”吧。让学生把一周看到或听到的新鲜事记下来,摒弃那些假话套话空话,写出自己的真情实感,篇幅可长可短,并要求运用积累的成语、名言警句等,定期检查点评,选择优秀篇目在班里朗读或展出。这样,即巩固了所学的材料,又锻炼了学生的写作能力,同时还培养了学生的观察能力、思维能力等等,达到“一石多鸟”的效果。 What - Clothes,shoes ,present,ticket,passport, toothbrush 观察内容的选择，我本着先静后动，由近及远的原则，有目的、有计划的先安排与幼儿生活接近的，能理解的观察内容。随机观察也是不可少的，是相当有趣的，如蜻蜓、蚯蚓、毛毛虫等，孩子一边观察，一边

15、提问，兴趣很浓。我提供的观察对象，注意形象逼真，色彩鲜明，大小适中，引导幼儿多角度多层面地进行观察，保证每个幼儿看得到，看得清。看得清才能说得正确。在观察过程中指导。我注意帮助幼儿学习正确的观察方法，即按顺序观察和抓住事物的不同特征重点观察，观察与说话相结合，在观察中积累词汇，理解词汇，如一次我抓住时机，引导幼儿观察雷雨，雷雨前天空急剧变化，乌云密布，我问幼儿乌云是什么样子的，有的孩子说：乌云像大海的波浪。有的孩子说“乌云跑得飞快。”我加以肯定说“这是乌云滚滚。”当幼儿看到闪电时，我告诉他“这叫电光闪闪。”接着幼儿听到雷声惊叫起来，我抓住时机说：“这就是雷声隆隆。”一会儿下起了大雨，我问：“雨下得怎样?”幼儿说大极了，我就舀一盆水往下一倒，作比较观察，让幼儿掌握“倾盆大雨”这个词。雨后，我又带幼儿观察晴朗的天空，朗诵自编的一首儿歌：“蓝天高，白云飘，鸟儿飞，树儿摇，太阳公公咪咪笑。”这样抓住特征见景生情，幼儿不仅印象深刻，对雷雨前后气象变化的词语学得快，记得牢，而且会应用。我还在观察的基础上，引导幼儿联想，让他们与以往学的词语、生活经验联系起来，在发展想象力中发展语言。如啄木鸟的嘴是长长的，尖尖的，硬硬的，像医生用的手术刀样，给大树开刀治病。通过联想，幼儿能够生动形象地描述观察对象。When - At 7 oclock tomorrow morningWho - Daming