Where are you going教学设计
问路技巧——whereareyougoing的英语教案
Possible teaching plan on asking for directions: "Where Are You Going?"Learning objectives:-To be able to ask for and provide directions in English.-To develop listening, speaking, and reading skills through communicative activities.-To enhance cultural awareness by exploring some differences in the way directions are given in different English-speakingcountries.Materials:- A map (printed, projected, or online)-Flashcards or pictures of common places and landmarks (e.g., bank, hospital, library, park)-Sentences strips or cue cards with different ways of asking and answering for directions (see examples below)-Audio or video materials featuring spoken dialogs or narratives related to directions (e.g., a tourist asking a local fordirections, a driver following GPS instructions, a student giving directions to a new classmate)Procedure:1.Warm-up activity (10-15 minutes)Show the class a map of a familiar or unfamiliar place (e.g., the school, the downtown area, a nearby park). Ask them some general questions to activate prior knowledge and vocabulary:-What do you notice about this map? (e.g., the scale, the symbols, the orientation)-Which places do you know or recognize on this map? (e.g., the streets, the buildings, the landmarks)-Have you ever been to any of these places? What did you do there?How did you get there?Then, elicit some basic phrases for asking and giving directions, using a context or a role-play:-Excuse me, could you tell me how to get to...?-Can you show me on the map where... is?-I'm looking for... Is it nearby/faraway?-Turn left/right at the corner, and walk/drive for...-Cross the street/bridge/park, and you'll see it on your... side.-Go straight ahead for a... block/meter/minute.-Take the... bus/train/taxi to get there.-It's on the opposite side of the road/river/hill.Distribute the cue cards or sentence strips to pairs or small groups of students, and have them practice some of the phrases in a shortdialog. Encourage them to use natural intonation, gestures, and body language to make the dialog more realistic.2. Input and practice (20-30 minutes)Play or distribute some audio or video materials that illustrate different types of directions, such as:- A GPS voice giving turn-by-turn instructions (e.g., "In 100 meters, turn left onto Main Street.")- A tourist asking a local for directions (e.g., "Excuse me, do you know where the nearest pharmacy is?")- A driver following a road sign or a landmark (e.g., "Oh, there's the gas station. I must be on the right track.")- A pedestrian using a map or a mobile app (e.g., "Let me check my phone. It says the library is two blocks east of here.")- A teacher explaining a route to a new student (e.g., "From the main entrance, walk straight ahead until you see the ScienceBuilding on your left. Then turn right and walk past thecafet...")After each material, ask the students to share their observations or responses, such as:-What kind of directions did you hear? Were they clear and helpful? -How did the speaker use different markers, such as prepositions, conjunctions, and reference words, to indicate direction andlocation?-Did you notice any differences in the way people give directions in different countries or cultures? For example, do people tend to use compass directions, street names, or landmarks more often in the US, the UK, or Australia?Then, have the students work in pairs or small groups to createtheir own dialogs or scripts using the phrases and patterns they learned. They can choose a scenario from a set of options (e.g., alost tourist, a confused driver, a new student, a store clerk) or invent their own. You can provide some guidelines and criteria for their dialogs, such as:-Use at least three different ways of asking for directions and responding to them.-Include some idioms or colloquial expressions related to directions (e.g., "I'm afraid you missed your turn", "You can't miss it", "It's just around the corner").-Use some of the landmarks or features of the map.3. Production and feedback (15-20 minutes)Ask some volunteers to perform their dialogs in front of the class, using props, gestures, and expressions to make it more engaging.After each performance, ask the other students to give feedback on some aspects, such as:-Did the speakers use the phrases and patterns correctly and clearly?-Did the dialog have a clear purpose and flow?-Did the speakers use some creative or humorous elements to make the dialog more interesting?-Did the dialog reflect some cultural or linguistic differences related to directions?You can also give some feedback or corrections on some common errors or misconceptions, such as:-Confusing left and right, or using the wrong side reference word(e.g., "It's on your right", "Turn to your left").-Ignoring or misinterpreting some landmarks or signals (e.g., "It's behind the yellow building", but there are two yellowbuildings).-Using incomplete or vague instructions (e.g., "It's over there", without specifying the distance or direction).-Pronouncing or stressin words incorrectly (e.g., "library"instead of "library", "turn right" instead of "turn right").4. Extension and self-evaluation (10-15 minutes)Ask the students to reflect on their learning process and outcomes, and share some strategies or feedback with their peers, such as:-What challenges or difficulties did you encounter while learning about directions in English?-What strategies or resources did you use to overcome those challenges?-What are some areas of strengths or weaknesses in your ability to ask for and give directions in English?-What can you do to improve your ability in those areas?You can also provide some self-evaluation checklists or rubrics for the students to use, such as:-Asking for directions:-Uses appropriate level of formality and politeness-Uses clear and specific phrases and patterns-Gives adequate context and information-Shows confidence and fluency-Giving directions:-Uses varied and accurate markers of direction and location-Uses appropriate vocabulary and syntax-Provides clear and sufficient instructions-Uses natural and effective communication strategiesConclusion:In this lesson, we have learned some basic phrases and patterns for asking and giving directions in English, as well as some cultural and linguistic differences related to directions in differentcontexts and countries. We have also practiced our listening, speaking, reading, and cultural awareness skills through communicative and creative activities. Keep practicing and exploring the world around you!。
五年级下册英语教案--Module10--Unit-1-Where-are-you-going？外研版
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 you going to take？When are you going to go to the airport？Who’s 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？Who’s going to 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。
小学四年级英语Unit5 Where Are You Going教学设计教案
四年级班英语(学科)教学设计主备人授课人授课时间课题Unit5 Where Are You Going?授课课时第课时总课时共课时教学目标知识与能力1. 能听懂、会用句型：What are you going to do? I’mgoing 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。
过程与方法采用自主学习和小组合作探究的方式进行教学情感态度与价值观能理解并准确运用“Happy Children’s Day!”在儿童节当天对同学或朋友表达祝福。
教学重点能灵活运用所学be going to句型对将要做的事情进行描述教学难点运用所学be going to句型能进行相应的替换练习，达到学以致用的目的。
教学方法采用自主学习和小组合作探究的方式进行教学教学准备教师(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。
学生学生准备本单元有关场所的词汇卡片教学过程教学活动二次备课(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。
外研社小学英语五年级下Module 10 Unit 1 Where are you going 教案
Module 10Unit 1Where are you going?【知识目标】1. 能熟练听说，认读本课对话内容；2. 能口头运“Where are you going to go?”“What are you going to take?”“When are you going to go?”“Who's going to go with you?”谈论旅行前的准备。
3. 能在实际情景中灵活运用本课知识。
【技能目标】通过学习能较好的掌握如何用将来时询问别人的旅行计划，并学会回答。
【情感态度价值观】1. 能乐于开口说英语。
2. 能良好的与同伴沟通、合作。
3. 积极参与课堂活动。
4. 通过学习，教育学生要做一个有计划的人，树立“成功是属于有准备的人”的思想观念评论。
【学情分析】本模块的教学内容是关于为旅行做准备的教学。
本课教学内容“Where are you going to go?”是五年级下册Module 10 Unit 1第二课时的内容。
五年级学生是小学英语高年级的学习者，五年级的学生已经有了一定的英语基础。
学生在学习本节课之前已经掌握了本课的新单词和新句型，因此，本节课是关于阅读课型的教学。
【教学重难点】重点：1. 新句子的听、说、认读和写。
2. 关于旅行的将来时句型的表达。
难点：1. 区分四个疑问词where，when，what，who的问与答。
2. 对关于旅行的将来时句型在实际生活中的灵活运用。
【课前准备】1. 单词卡片/时间展示图；2. 教学光盘或其他录音机设备；3. 教学课件。
【教学过程】Step 1：Warmup1. Greeting，创设努力赢取机票去迪士尼旅行的情景，介绍分组，将全班分成A，B，C三组。
2. 通过拍掌，拍肩，拍腿，拍桌面Chant，复习关于四个疑问词的句子，为新课作铺垫。
3. 复习本节课已学新单词，播放闪过的图片，同时引导学生读出本课新单词。
(两次)4. Ask and answer，“看看谁的周末计划最吸引你”？，复习本课重点句子的问与答。
Lesson7 Where are you going？ 教案(表格式)
Where are they going? They are going to the…
3.在语境中会说，认读句子：
Where are you going? I am going to the…
We are going to the…
Where are they going? They are going to the…
S1 and S2: We are going to the...
T: Miss Li knows Lingling’s plan and she wants to join her. But firstly she wants to go somewhere. Where are they going? Let’s listen and fill.
教学内容：接力小学英语（三年级起点）四年级下册
Lesson 7 Where are you going?第一课
教学设计
教学内容
接力小学英语（三年级起点）四年级下册
Lesson 7 Where are you going?第一课
整体设计思路
本课根据英语学科核心素养的基本理念设计，帮助学生提高语言能力，注重培养“学生思维的逻辑性、陈述计划性和创造性”的教学思维，渗透和培养需升级及养成良好的学习习惯和感恩情感。本课以教学文本为载体，针对四年级学生的语言能力特点，循序渐进地创设生动、真实的语言环境；在激发学生发散思维、敢于表达的同时，不断渗透学习策略，培养学生对文本的观察力和理解力。
Step2:
Presentation
一、通过看梧州地图，追问地点的内容。复习相关单词park/zoo/hospital等;学习新单词cinema/ library.
小学英语《Module10 Unit1 Where are you going》优质课教学设计、教案
Module10Unit1 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》三年级起点第六册Module10 Unit1 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,how 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、教学目标（1）知识目标：能听，读单词nervous、all right、airport、shoe、ticket、passport、safe.（2）能力目标：能口头运用Where are you going? What are you going to take? When are you going? Who’s going with you? 谈论旅行前的准备。
（3）情感目标：激发学生学习英语的兴趣，使学生树立学习英语的自信心；培养学生的合作交流能力。
重点：能听说认读本课所学的有关单词；灵活运用句型。
难点：学会运用句型“Where are you going? What are you going to take? When are you going?Who’s going with you?”谈论旅行前的准备。
根据对教材分析，同时针对学生学习外语的实际情况，首先通过做游戏给学生创设学习英语的氛围，使学生感到身临其境；其次激发学生学习英语的兴趣，使学生在一系列的活动中掌握知识；最后通过小记者活动，将知识联系到实际生活中，让学生在真实语境下运用语言，从而达到巩固语言习得的目的。
小学四年级英语教学设计范文5篇
小学四年级英语教学设计范文5篇好的教学设计可以为教学活动提供科学的行动纲领，使教师在教学工作中事半功倍，取得良好的教学效果。
下面是小编为大家整理的小学四年级英语教学设计，希望能对大家有所帮助。
小学四年级英语教学设计1Where are you going一、【教材分析】(一)教学内容本节课是外语教学与研究出版社出版的《新标准英语》三年级起点第六册Module10 Unit1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,how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)教学目标新英语课程标准指出，基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。
而综合语言运用能力又以学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的综合素养为基础。
以此为依据设定以下目标。
1、语言知识目标(1) 让学生能听、说、认、读list, airport、shoes ticket, toothbrush. 等单词。
(2) 通过学习让学生熟练掌握句型：Where are you going to go? What are you going to take?When are you going to go to the airport?Who’s 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。
M10U1Where are you going教学设计-2021-2022学年外研版英语五年级下册
教师上课1. 热身导入(1) Look and say.Hello, boys and girls. Look at the picture. What is the boy doing？What’s the meaning of “the end”?同学们好。
看看这幅图片，你能告诉我这个小男孩在干什么吗？“the end”这个单词是什么意思？11. 热身导入(2) Watch and say.Now Let’s watch the video, and guess what“the end” means.下面请看动画，告诉我the end的含义。
1. 热身导入(3) Listen and say.Yes, it means“结尾，剧终”. Do you know why mum says “I don’t know.”? Because the boy is not polite. So we should be polite to others.21. 热身导入(3)Watch and repeat.Let’s watch the video and repeat the sentences.下面我们来跟读对话。
3out what they are talking about.Daming打算去旅行。
他很紧张。
外婆打电话给他。
下面请看动画，回答他们在讨论什么？2. 新知呈现4他们在讨论大明这次旅行的计划。
下面请听第一部分对话并回答问题：他们将要在哪里见面？2. 新知呈现(3) Listen and answer.Yes, they are going to meet in New York. Now please listen to the second part and answer thequestions:2.Where is Daming going to go?3.What is Daming going to take?图片：jpg004.jpg音频：mp3002.mp3通过听录音回答问题能够理解文章大意。
小学英语《Where are you going》优质教案、教学设计
一、整体设计思路（一）教学内容分析本模块包含两个单元，分别是Unit1 Where are you going?和Unit2 I’m in New York now.其中Unit1 Where are you going?教学内容围绕大明和奶奶的通话内容展开，讲述了大明赴美旅行前的准备工作，这既承接了Module8 的学习内容，又为Module10 Unit2 I’m in New York now.的学习做了背景铺垫。
本课中学生要学习理解并运用与“旅行前准备”相关的词汇以及能听懂并运用where, what, when, who…特殊疑问词来谈论旅行前的准备，基于对模块主题trip 的解读和教学内容的整体分析，我们将本模块的教学划分为两个课时，本课时围绕“A plan for a trip”开展有序的、递进的教学活动，帮助学生学会表达自己旅行计划。
（二）教学设计思路1.基于话题建构语言假期将至，外出旅行成了当今学生假期生活的一部分。
因此本课时话题“preparing for a trip” 的设定不仅能激发学生交流的兴趣，还能让学生感受到旅行前的准备工作很重要。
与此话题相匹配的语言表达上，本话题还蕴含了三方面表达内容：旅行前的心情、旅行前的准备和旅行中的安全。
学生在本课的学习中，能运用恰当的语言建构意义性的语言输出，交流真实的想法，语言交际就有了意义。
2.基于目标设计活动本课教学中设计了多层次的语言训练活动。
在帮助学生理解对话内容的活动中，教师设计了Where is Daming going tomorrow? What is he going to take? When is he going to the airport? Who’s going to the airport?四个问题，层层推进帮助学生理解对话的语言内容，并逐渐走入人物内心，借助I am going…等语言，辅助学生进行丰富多元的语言表达，为检测学生的语言理解和学习，教师又设计了listen and answer, listen and imitate, listen and underline，read and find 等活动，让学生从感知理解语言到模仿操练语言，再到尝试运用语言，有序的语言教学过程设计体现了语言学习的基本规律，真实体现了语言学习的积累过程。
小学英语《1Where are you going》优质教案、教学设计
外研版（三年级起点）五年级下册Module10 Unit 1Where are you going?教学设计Where are you going?教学设计一.教学目标1.语言知识目标(1) 语句学习目标：能自如运用Where are you going? I’m going to the airport. What are you going to take? When are you going to the airport? Who’s going to the airport?复习强化Be going to 结构，能达到熟练运用。
(2) 词语学习目标：全面参与学习when, end, nervous, airport, all right, ticket, passport, safe,能灵活运用。
2.语言技能目标能听懂本模块句型，能灵活运用所学结构谈论、制定和调查周末计划。
3.情感态度目标在日常生活中，懂得尊重他人、礼貌待人。
注意观察媒体或生活中使用的简单英语。
在日常交际中多用英语交流。
在谈论、制定和调查计划中，增强与人交际的能力和合作的能力。
4.学习策略目标通过迁移、自然拼读等方法认读单词的能力。
通过带着问题看动画、听录音，学会捕捉文中重要信息的技巧。
通过用英语谈论、制定和调查计划，增强对所学英语的体验，努力做到学以致用。
二.教学重、难点分析教学重点：1. 复习b e going to 表将来时的用法。
2. 掌握由w here , what, when, who 引导的特殊疑问句与答语的逻辑关系。
3. w hen, end , nervous, ticket, passport, safe, all right 达到听、说、读三会。
三会。
4. 制定、谈论自己的周末计划和调查朋友的周末计划。
教学难点：能熟练运用所学句型谈论和制定计划三.目标达成评价通过“Make a dialoge.”检验目标1，2通过“Luna’s plan.”检验目标2，3通过“My plan.”检验目标1，2，3，4四.教学策略从生活经验和已有的知识点出发，创设真实的教学情境，采用任务教学，在合作、交流，探究活动中掌握基本的知识和技能，养成良好的学习习惯，体验“用英语做事情”的乐趣。
五年级下英语教学设计-Whereareyougoing-外研社(三起)
五年级下英语教学设计Where are you going外研社（三起）教学内容本节课的教学内容选自外研社《英语》五年级下册，模块2中的“Where are you going？”部分。
课程围绕询问和回答目的地这一日常交流场景展开，包括相关的词汇如“cinema, park, library”，以及句型“Where are you going? I'm going to”。
教学目标1. 知识目标：学生能够理解并运用新词汇“cinema, park, library”，并掌握询问和回答目的地的句型“Where are you going? I'm going to”。
2. 能力目标：培养学生运用所学句型和词汇进行实际交流的能力，提高听说技能。
3. 情感目标：激发学生对英语学习的兴趣，培养合作意识和交际能力。
教学难点1. 正确运用新词汇和句型进行交流。
2. 理解并记忆不同地点的英语表达。
教具学具准备1. 课本及教学课件。
2. 地点词汇卡片。
3. 录音机及音频材料。
4. 小组活动用的工作表。
教学过程导入利用图片和实物引导学生复习之前学过的地点词汇，如“school, hospital”等。
通过简单的日常对话，如“Where is the?”，自然过渡到本节课的主题。
新课呈现通过课件展示新词汇“cinema, park, library”，并引导学生跟读。
利用情景模拟，展示如何使用句型“Where are you going? I'm going to”进行交流。
实践活动分组练习：学生分组，利用新学的词汇和句型进行角色扮演，模拟日常对话。
教师巡回指导，纠正发音和语法错误。
巩固延伸通过听力练习，让学生听录音并回答问题，加深对句型的理解。
设计小组讨论活动，让学生讨论周末计划，用英语表达。
学生分享学习心得，互相评价。
板书设计中心位置展示关键句型“Where are you going? I'm going to”。
Lesson7Whereareyougoing？Period2单元整体教学设计
科目
授课时间节次
--年—月—日（星期——）第—节
指导教师
授课班级、授课课时
授课题目
（包括教材及章节名称）
Lesson 7 Where are you going？Period 2单元整体教学设计
教材分析
《Lesson 7 Where are you going？Period 2》选自人教版新目标英语七年级下册，本单元围绕“询问和描述出行目的地”这一主题展开，涉及一般将来时态的应用。课程内容与学生的生活紧密相关，旨在帮助学生掌握日常出行交流的句型和词汇，培养学生在实际场景中运用英语进行沟通的能力。教材设计注重语言实践，通过丰富多样的对话和活动，提高学生的听说读写技能，同时拓展学生的文化视野，了解不同国家和地区的生活方式。本节课将在此基础上，进行单元整体教学设计，确保教学内容与课本紧密关联，符合七年级学生的知识深度和实际需求。
过程：
各组进行角色扮演，展示出行计划的讨论成果。
其他学生和教师对展示内容进行提问和点评，促进互动交流。
教师总结各组的亮点和不足，并提出进一步的建议和改进方向。
6.课堂小结（5分钟）
目标：回顾本节课的主要内容，强调一般将来时在出行计划中的应用。
过程：
简要回顾一般将来时的基本概念、案例分析和小组讨论。
强调一般将来时在日常交流中的重要性，鼓励学生在实际中运用。
- Destination
- Plan
- Activity
- Useful Sentences
- What are you going to do?
- Where are you going?
where-are-you-going-教学设计-Word-文档
Module 10 Unit1 Where are you going to go? 教学设计一、Teaching aims:1.Function: Preparing for a trip.2.Vocabulary:⑴ticket nervous airport passport safe all right⑵Question words: who, what, where, when3. Target Language:Where are you going? I’m goi ng to the airport.When are you going to the airport?What are you going to take?Who’s going to go to the airport with you?二、Important and difficult points:Ss can use the sentences to make preparations for trips.三、Teaching aids:CD-ROM cards PPT四、Teaching process:(一)Organizations:1.Greetings.2.T:Look at the pictures.And talk about “trip”Teach “trip”3.T:I like trip. Do you like trip?Ss: Yes.T:I’m going to go to Xiamen and visit my friend at the weekend.How about you ? Where are you going to go?Ss: I’m going to go to …4.Ask and answer.5.Show the title: Module 10 Unit 1 Where are you going to go?（二）Presentations1.T:I’m going to take something to Xiamen, look , what are they?Ss: ……Teach the new words: shoe ticket2.T:My case is too s mall. I can’t carry them all. Can you help me?3.T：Thank you for your help. Now let’s make a list together.Teach “list” “make a list”Ss: I’m going to take ……4.T：I’m ready for my trip now. Look, this is my visiting plan.Show my visiting plan.5.Show the task:Prepare for our sping outing next weekend.（三）New lesson1.Look at the picture.T:Who are they?Ss:Daming and his grandma.T:They are talking on the phone.What are they talking about?Open your books and listen.2.Listen to the dialogue3.Answer the questions4.Listen and repeat.5.Read and match.And learn the new words:“airport”“passport”6.Read the key sentences together.7.Play a game8.Read the dialogue together.9.Retell Daming’s trip.(四)Prepare for the sping outing.(五)Summary(六)Homework。
Where are you going教学设计
Unit 4 Where are you going ?教学设计一、教材与学情分析本课内容源于剑桥大学出版社出版的Super Minds教材第二册第4单元第三课时Where are you going ？，涉及到一般将来时和动词不定式的用法。
本节课围绕假期计划这一主题，通过各种活动形式，习旧学新，根据小学生生理和心理特点，从词句到篇再到交际运用，继续加强听说读写能力的培养。
四年级学生的思维能力、分析能力和理解能力也在不断提高，已经能够用英语大量表达自己的意愿和思想。
因此，在教学过程中力求创设良好的英语环境，以灵活新颖的教学形式，调动学生的积极性，主动参与英语知识的学习、操练并运用英语进行交际。
二、教学设计思路1、核心任务。
（1）Be able to express purpose with going to.（2）Be able to talk about their plans.（3）Get students motivated to talk and cooperate with each other.（4）Build up self-confidence through activities.2、语言任务。
在教学中，教师是组织者和参与者，学生是活动的主体。
本课虽然涉及到一般将来时和动词不定式语法知识，但课堂设计并没有为了语法而教语法，而是让学生大量体验感知，从而习得语法。
整个教学围绕假期计划的主题，以活动的形式展开，采用猜测、讨论和合作等方式，从动口到动手，从写句子到短文，体现了从易到难、步步提高的原则。
3、信息技术在本课的作用：1）、借助多媒体播放课本对话录音，学生听音选图，能让学生直观地感知地道语言；2）、学生借助实物投影仪，向同学们介绍自己的假期计划，展示本节课的学习成果；3）、在互联网上搜索了计时器软件并下载，在课堂上使用，让学生在规定的时间内完成学习任务，进一步提高了学习效率，也营造了一种良性竞争的氛围；4）、课中播放歌曲Happy New Year，师生演唱，热身课堂，也为接下来写元旦假期计划做好情景铺垫。
小学英语whereareyougoing教案
小学英语Where are you going 教案一、学习重点:主题: UNIT SIX Where are you going?词汇：park, museum, cinema, theatre, music hall, contest, know, luck,be good at, supermarket, shop, hospital, post office.句型：1. Where are you going?I’m going to…Where is he/she going?He/ she is going to…Where are they going?They are going to….步骤：一、Lead in.师: Say hello to the childrenAll right, what are we going to learn today? 好了,今天我们来学习什么呢? Today we are going to learn Unit Six. Where are you going? 第六单元：你要去哪里? 同学们你们将书准备好了吗? OK. Let’s begin our lesson. Now children, do you like to travel in the holidays? OK. 我已经听到很多的同学在告诉王老师：Yes, I do. Gogo likes travel very much. Now please watch a cartoon and try to answer this question: where is gogo going?(放卡通片,引出Where are you going?这个句型.使学生初步感知本课的主句型.)二、新课讲解：1. 师: Gogo 的理想很大呀！同学们如果你在假期里，你会去哪里呢？Are yougoing to the zoo? / Are you going around the world?你会像gogo那样环游世界吗？Where are you going? 这里有一些好的地方介绍给你。
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外研版五年级英语下册
Module10
Unit 1 Where are you going ?
吉县东关小学张亚丽
教学目标：
根据学生的整体认识水平和教材特点，我确立本课时的教学目标为：
（1）知识目标：能听，读单词list、airport、shoe、ticket、passport。
（2）能力目标：能口头运用Where are you going ? What are you going to take? When are you going to the airport? Who’s going to the airport with you? 谈论旅行前的准备。
（3）情感目标：激发学生学习英语的兴趣，使学生树立学习英语的自信心；培养学生的合作交流能力。
3.教学重点与难点：
重点：能听说认读本课所学的有关单词；灵活运用句型。
难点：学会运用句型“Where are you going ? What are you going to take? When are you going to the airport? Who’s going to the airport with you?”谈论旅行前的准备。
【学法指导】
通过大明和奶奶的对话来掌握带有疑问词“who, where, what, when”的句子和一般将来的用法。
【自学导航】
【基础知识】
词汇及句型重要单词：
1.list 清单
2.airport机场
3.shoe鞋
4. tiket票
5.passport 护照
2.重点短语：
1.为......做准备________________
2. 在纽约_____________
3.制作清单____________
4. 去机场________________ 2.重点句子：（自己翻译，并勾画每个句子中的考点）: Unit1 Everyone will study at home.
1. Are you ready for your trip tomorrow?.
2. Where are you going ?
3. What are you going to take?
4. When are you going to go to the airport?
5. Who’s going to go to the airport?
【教学设计】
1．预热活动：让学生演唱五年级上册模块三的歌曲《Where did you go?》，引出疑问词where ,what,who.为今天的课文学
习做铺垫。
Free talk:(1)Where are you going this weekend?⑵What are you going to take?⑶When are you going there?⑷Who’s going with you?
2. 课文学习
T: Daming is going to travel. Let’s have a look what he is going to do.
学生听第一遍录音,找出不认识的单词.整体感知课文大意。
Listen to the tape and underline the new words.
学生听完第一遍录音，有一个“火眼金睛”游戏，让学生比比眼力，看看谁能最快认出本课新单词，以巩固新单词。
学生听第二遍录音学生跟读.要求:边听边指,注意模仿语音语调.找出带有疑问词“who/where/what/when”的句子和含有一般将来时的句子 Be going to。
Listen to the tape-recorder and read follow it .
听第三遍录音,让学生回答：
①Where is Daming going to go?
②What is Daming going to take?
③When is Daming going to the airport?
④Who’s going to the airport with you ?
学生两人一组练习对话,并分角色表演。
4.学生活动
让学生用以下的句子谈论一下他们的旅行
⑴Where are you going this weekend?
⑵What are you going to take?
⑶When are you going there?
⑷Who’s going with you?
5.点评总结，谈论旅行前的准备，可以用这四个句型询问
6.Homework
Talk about your trip plan with your friend.(和你的朋友谈论你的旅行计划）
7 .板书设计:
Module 10 Unit 1 Where are you going ?
Words: sentences:
list Where are you going?
airport What are you going to take? shoe When are you going to go? ticket Who’s going to go with you? passport
《Where are you going?》教学设计
张
亚
丽
吉县东关小学
2007.11。