where_areyou_going_to_go谭燕

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where_are_you_going_to_go__课件

Hello！I’m your friend John. I’m going to go to Beijing this weekend .I want you to come with me .Reply me ,ok?See you !JohnI’m going to have a trip to Beijing.But I don’t know what I can take ,can you help me ?clothes shoesjuicetickettoothbrushlist (清单)foodclothes shoestoothbrush juice ticket返回Useful structures:Where are you going to go ？I am going to go ……What are you going to take ？I am going to take ……When are you going to go there?I am going to go there at ……Who is going to go with you ？……is/are going to go with me.1234Name Where areyou going togo?What areyou going totake?When areyou going togo?Who’sgoing togo withyou?Mrwang Beijing clothesshoes milk…thisweekendMyfriend•Where are you going to go?•I’m going to go to the zoo.•What are you going to do?•I’m going to take a photo . •When are you going to go?•I’m going to go at nine .•Who’s going to go with you?•I’m going to go with you .l s t a i rp t s h s t ck t t thbr shi or o e i e o o u 1、Finish the words.2、Finish the sentences.1、Are you ready your trip tomorrow?2、I ’m going to you in New York.3、—are you going to go?—To the airport.4、Make a for things to do.wherefor meetlistMake a list for your trip onthe summer.。

M10U1Where are you going to go教案

展示要求：请全组同学大声的说出你们组的计划。
Step 5: Summary总结(30 seconds)
当堂测评展示任务小纸条二：
展示的内容：展示本组的假期计划
展示的步骤：1、请派出一名主持人，主持人展示提示语言：请关注我们，你们想知道我们本组的假期计划吗？快来询问我们吧！
2、全组同学齐声回答，We are going to go to…..
（1）Whereare yougoing to go ?To the airport
（2）Whatare yougoing to take ?clothes , shoes, present,ticket, passport, toothbrush..
（3）Whenare yougoing to go to the airport?At seven o’clock tomorrow
( My parents My friends My teachers)
2、展示（6分钟）
由两组同学展示
当堂测评展示任务小纸条一：
展示的内容：展示本组的假期计划
展示的步骤：1、请派出一名主持人，主持人展示提示语言：请关注我们，你们想知道我们本组的假期计划吗？快来询问我们吧！
2、全组同学齐声回答，We are going to go to…..
Our plan
组名
Where are you going to go？
We are going to go to__________
(Beihai Guilin Liuzhou…)
What are you going to take？
We are going to take_________ A (clothes shoes present)

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!。

Where_are_you_going_to_go？

Homework:
1.询问朋友或家人外出旅游的准备情况,下节课汇报。
2.小组完成第一单元活动3。请学生两人一组制订周末活动计划表，并以问答的形式向全班汇报本组的活动。
Daming : At seven o’clock tomorrow morning.
Grandma : Who’s going to go to the airport? Daming: Grandma : Daming: Who? I don’t know. It’s you. Oh ,me! I’m going.
My parents.
clothes ,shoes , toothbrush. Food and juice .
My friends.
3
To school.
School bag and water .
同学的名字例如：大明 My mother .
4
To the supermaket.
Money(钱) and a At ten o’clock tomorrow. shopping list(购物单）.
• • • • 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?
4小组讨论答案------小组展示（比一比）
Grandma: What are you going to take？ Daming:
Clothes, shoes present, ticket , , passport, toothbrush .

简单启蒙英语儿歌-Where are you going

简单启蒙英语儿歌-Where are you going Where are you going? I am going to the bakery. What are you going to do there?I am gonna buy some bread.Where are you going? I am going to the park.What are you going to do there?I am gonna play ball.Where are you going? I am going to the store. What are you going to do there?I am gonna buy some apples.Where are you going? I am going to school.What are you going to do there?I am gonna read and write.Where are you going? I am going to the beach.What are you going to do there?I am gonna swimming the sea.Where are you going? I am going home.What are you going to do there?I am gonna go to bed.你要去哪里？我去面包房。

你去那边想要做什么？我要去买些面包。

你要去哪里？我去公园。

你去那边想要做什么？我要去打球。

你要去哪里？我要去商店。

你去那边想要做什么？我要去买些苹果。

你要去哪里？我要去学校了。

你去那边想要做什么？我要去读取和写入。

你要去哪里？我去海边。

你去那边想要做什么？我要去游泳的大海。

你要去哪里？我正在回家。

你去那边想要做什么？我要去睡觉了。

人教版小学英语五年级上册第四单元教案5篇

人教版小学英语五年级上册第四单元教案5篇人教版小学英语五年级上册第四单元教案5篇教案可以恰当地选择和运用教学方法，调动学生学习的积极性，面向大多数学生，同时注意培养优秀生和提高后进生，使全体学生都得到发展。

想要学生英语成绩好，就来看看以下内容吧。

以下是带来的人教版小学英语五年级上册第四单元教案内容，感谢您的阅读，希望能帮助到您!人教版小学英语五年级上册第四单元教案1where are you going to go教学目标：1、能够识别单词：list airport shoe ticket toothbrush.2、学习目标语句：Where are you going to go? What are you going to take? When areyou going to go? Who’s going to go with you?3、功能：能够谈论旅行前的准备和具体事宜。

教学重点：1、掌握新单词，并能够理解旅行所准备的物品。

2、能够口头运用Where are you going to go? What are you going to take?When are yougoing to go to the airport?Who’s going to go to the airport?这类问句就具体信息提问。

能够和同学用“where、what、when、who”这四个单词开头的疑问句谈论旅行前的准备。

教学用具：录音机、PPT教学过程：Step1、Warm-up师生之间相互问候Step2、Presentation Free talkT：the summer holiday is coming ,so Where are you going to go in yoursummerholidays? When are you going to go there? What are you going to take? Whatare you going to do there? Who is going to go with you ? (生逐一回答后,师总结):I thinkyou had a lovely time, Yes? 由此活动引出Where, When, What, Who?等特殊疑问词，并带领同学们复习一般将来时的用法。

《Where are you going to go_》PPT课件(第2课时)

外研版·英语·五年级下册
Module 10 Unit 1 Where are you going?
第二课时
第二课时
Let’s chant
Where are you, where are you going? I’m going, I’m going to the airport.
What are you, what are you going to take? Clothes, shoes, presents, the ticket, my passport… When are you, when are you going to the airport?
Daming: To the airport. Grandma: What are you going to
take?
Daming: Clothes, shoes, presents,
the ticket, my passpoandma: When are you going to
tomorrow?
Daming: I think so. But I feel nervous. Grandma: It will be all right. I'm going to
meet you in New York.
Role play.
Grandma: You can make a list of
A: When are you going to the airport? B: At seven o’clock tomorrow morning.
A: Who’s going with you?
to
the
airport
B: Who? Mum.

PEP下Unit3-Where-did-you-go-Read-and-write——晏燕花

rode a bike
for three people . They
pictures b、ought
gifts 、
and ate delicious food. But in the afternoon, his mum ate
bad fruit and didn’t feel well, so they stayed in the hotel.
To make his mum happy, they
dressed up _____ and
__m_adea funny play. Robin played the part of a dog. Malikxed
him so much, he jumped __ on Robin and licked him.
played the part （角色）of a dog He dressed up （打扮）and made a funny play （表演）.
Read and number the pictures on P29.
1. 2.
2
3
3.
1
RWeraidteaYnidfacni’rsclfeamWiluy’Ys igfaono’ds nfaemwislya’ns dgoboadd nneewwss aonndPb2a9d. news.
stayed at home
IHt wowaswaasgmooydlawstewekeeeknedndb?ut also a bad weekend!
She took pictures of the beautiful countryside. She didn't feel well.

小学五年级英语第一单元教案

小学五年级英语第一单元教案小学五年级英语第一单元教案1教学目标：1、充分认识安全工作的重要意义。

2、在学习和生活中注意人身安全，饮食安全，交通安全等。

3、进行预防灾害，防肺结核的教育。

教学过程：一、导入：列举出生活中的安全事例。

二、安全工作的重要性1、芦南公路上的交通事故时有发生，是因为安全意识不强。

2、班级举例学校发生的事故及后果。

3、国家、政府狠抓安全教育工作。

4、目前学校抓的几项工作。

三、小学生应注意安全的地方：1、学生讨论。

2、集体归纳。

(1)人身安全，在校园内或公路上不追逐打闹，不爬围墙，不爬树，不接近有电等危险地点，劳动时，注意安全，不与社会上不三不四的人交往，特别是吸毒者，课外不玩火，不玩火。

(2)交通安全，在公路上不追逐打闹，自觉遵守交通规则，交叉路口要注意行人车辆，骑自行车宁慢勿快，上、下坡要下车，通过公路要做到一停二看三通过。

(3) 财产安全，保管好自己的物品、钱财，如有遗失或遇偷盗、敲诈等应向老师及时反映或报警。

(4) 饮食安全，不饮生水，不吃不卫生的食品，不吃有病的鸡肉、猪肉等，饭前便后要洗手，不吃霉变或过期食品。

四、学生自查哪些方面未做好，今后要加强注意。

五、安全教育总结新学期开学以来，为提高四年级一班全体学生的安全意识和自护自救能力，预防和杜绝各类事故的发生，我积极采取有效措施，认真上好新学期第一堂安全课：在开学第一天对学生进行安全教育。

安全教育内容紧扣学生实际，主要从以下三方面展开教育：一是教育学生时刻注意交通安全，平时外出严格遵守交通规则，不乘坐无安全保障的黑车、病车等。

二是教育学生谨防发生在身边的伤害事故，用血淋淋的事例教育学生平时严格遵守《守则》《规范》，远离学生伤害事故。

三是教育学生做好个人卫生，严防水痘、腮腺炎等春季传染病的发生，若有发烧症状的及时自觉就医等。

同时，给学生上的安全第一课，坚持安全第一，落实安全措施的原则，着重进行防水、防电、防火、防毒、防骗、防病等知识的宣传及交通法规、卫生知识、安全常规等知识教育，切实提高了孩子们的安全意识和安全防范的能力，为全学期学校教育教学工作的顺利开展打下了扎实的基础。

外研社五年级英语上册教案范文

外研社五年级英语上册教案范文英语教案设计是改善课堂教学的一种更高层次的探究，是提高课堂教学质量和效率的一项必要工作，它可以促进教学的系统化，使教师驾驭讲课节奏。

以下是我带来的外研社五年级英语上册教案内容，感谢您的阅读，盼望能协助到您！外研社五年级英语上册教案1Module 1短语：1、come back 回来come back from+某地从某地回来2、look at sb/stn 看某人/某物3、wait for sb 等候某人4、hurry up 赶快5、by bus 乘公交车6、phone sb=call sb 给某人打电话7、动词过去式：go---went meet------metsee---- saw come----came buy---boughtrun----ran drop----dropped句子：1、--Did you come back yesterday?--No,we came back last Sunday.2、Let’s buy some.(Let’s+动词原形我们做去吧。

)3、Wait for me.4、I dropped my ice cream.5、We bought ice cream.6、We went home by bus.语法：一般过去时一般过去时(动词+ed)动词过去式(动词+ed)规那么：1)、干脆加-ed2)、去e 加-ed3)、变y为i 加-ed4)、双写加-ed5)、不规那么改变确定句：Sb +动词ed.否认句：Sb +didn’t+动词原形.一般疑问句：Did+sb +动词原形?Yes,sb did./No,sb didn’t.Module 21、buy some fruit 买一些水果2、make a shopping list 制定一个购物清单3、also也，放句中too也，放句末4、some“一些”，接可数名词复数或不行数名词，用在确定句中any“一些”，接可数名词复数或不行数名词，用在否认句中I have apples.I don’t have apples.Do you have apples?5、half a kilo 半公斤6、a lot of=lots of 很多接可数名词复数或不行数名词7、over there 那边8、动词过去式：buy---bought eat---atedrink---drank1、--What did you buy?---I bought some apples.2、--How many bananas did you buy?--We didn’t buy any bananas.注：How many +可数名词复数+一般疑问句?3、--How much cheese did you buy?--Half a kilo.注：How much +不行数名词+一般疑问句?答复用half a kilo / 数词+kilo(s) / 数词+bottle(s) 语法：特别疑问句特别疑问句构成：特别疑问词+一般疑问句?答复时，依据详细状况答复。

小学英语《Unit1Whereareyougoing》优质教案、教学设计

Module 10 教学设计Unit 1 Where are you going ?一、教学目标：1、认知目标：能听懂、会读、会说airport , shoe ,ticket,toothbrush ,nervous ,list 等单词。

2、技能目标：能口头运用Where are you going to go ? What areyou going to take? When are you going to go to the airport?Who’s going to go to the airport? 对将来的计划进行问答。

3、情感目标：学会制定计划,培养积极筹划未来的策略。

养成有备无患的生活意识和态度。

二、教学重点与难点：学会使用特殊疑问词进行问答：Who---? What---? Where---？When---?三、课前准备教师准备课件、录音机、磁带、单词卡片等。

四、教学过程：Step1. Warm-up：根据课本第一部分Look ,listen and say.播放动画与录音，学生边听边看，并且跟读模仿发音。

Step2. Greetings：T：Good afternoon，boys and girls！Ss：Goodafternoon，Ms LiT：How are you？Ss：Fine，thank you.同学之间用这种方式互相致以简单的问候。

[课堂开始的问候语，既可以集中学生的注意力，培养学生的合作精神，又复习了用How are you？进行问候，以及如何对这一问候语进行回答。

]Step3. Lead in:1 、播放图片并向学生介绍，This summer holiday ,Tutu isgoing to go to Qingdao to play with his father and mother.Tutu is very happy ,Because they are going to go by plane. 之后呈现图图去海边游泳与海鲜的图片并向大家介绍He is going to swim in the sea and eat some delicious seafood.然后向同学们介绍：I am going to go to Shanghai on my summer holiday,because it is very beautiful.并向大家呈现上海美丽的图片。

人教PEP版英语六年级下册Unit3《Wheredidyougo》(Lookandsay)说课稿

人教PEP版英语六年级下册Unit 3《Where did you go》（Look and say）说课稿一. 教材分析《人教PEP版英语六年级下册》Unit 3《Where did you go》（看图说话）是本册书的第三单元，本单元的主题是询问别人去哪里了。

通过本节课，学生可以掌握询问别人去向的疑问词“Where did you go?”及其回答，同时学习与地点相关的词汇如“library”，“cinema”等。

教材通过图片和情景对话的形式，让学生在真实的情境中学习并运用英语。

二. 学情分析通过前期的教学，学生已经掌握了基本的日常英语对话，对疑问词“Where”有一定的了解，同时也学会了如何用英语描述物品和地点。

但是，部分学生对英语口语表达的流利程度还不够，需要老师在课堂上给予更多的引导和鼓励。

三. 说教学目标1.知识目标：学生能够听懂、会说、会读疑问词“Where did you go?”及其回答，学会与地点相关的词汇如“library”，“cinema”等。

2.能力目标：学生能够在真实情境中运用所学知识进行交流，提高英语口语表达能力。

3.情感目标：培养学生热爱生活，乐于交流的良好情感态度。

四. 说教学重难点1.教学重点：学生能够掌握疑问词“Where did you go?”及其回答，学会与地点相关的词汇。

2.教学难点：如何引导学生运用所学知识进行实际交流，提高口语表达能力。

五. 说教学方法与手段1.教学方法：采用情境教学法、交际教学法和任务型教学法，让学生在真实的情境中学习并运用英语。

2.教学手段：利用多媒体课件、图片、卡片等辅助教学，提高学生的学习兴趣和参与度。

六. 说教学过程1.热身（5分钟）：通过播放英语歌曲，让学生放松心情，同时复习前期学过的相关词汇和句型。

2.导入（10分钟）：老师展示图片，引导学生用英语描述图片中的地点，为新课的学习做好铺垫。

3.新课展示（15分钟）：老师通过情景对话，引入疑问词“Where didyou go?”及其回答，教授与地点相关的词汇。

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。

《Where Are You Going_》PPT教学课件(第1课时)

Our teacher likes to read stories for us. 我们老师喜欢给我们讲故事。
游戏时间
bookstore bus stop hospital
park
cinema buy a story book
shop
Rea>d>aPnrdacctiosemplete
①They want to see a film. They are going to the ___. A ② Kevin wants to buy some books. He is going to the
I ofen...
I ofen...
I often...
>>Review
Do you watch TV on Sunday? Yes,I do. /No,I don't.
Do you swim on Sunday? Yes,I do. /No,I don't.
Presentation
park (名词)公园
buy a story book
买故事书
【例句】 I go to the bookstore to buy a story book. 我去书店买了一本故事书。【拓展】 read a story book看故事书
buy
(动词)买
【短语】 buy sth for sb=buy sb sth 给某人买某物
___. D ③ The children are going to the ___ tBo fly kites. ④The students is going to the ___ Cto buy a pencil.
答案
A. cinema B. park C. shop D. bookstore

剑桥少儿英语预备级下_Unit11where_are_you_going

剑桥少儿英语预备级下 _Unit11where_are_you_going
第一页，共47页。
Unit 11 Where are you going?
第二页，共47页。
train
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Remove
plane
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Remove
ship
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Remove
car
第四十页，共47页。
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THANK YOU!
第四十七页，共47页。
bike
第十五页，共47页。
train
第十六页，共47页。
ship
第十七页，共47页。
foot
第十八页，共47页。
by bus
第十九页，共47页。
第二十页，共47页。
第二十一页，共47页。
by bike
第二十二页，共47页。
by train
第二十三页，共47页。
by ship
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ship
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boat
第三十五页，共47页。
第三十六页，共47页。
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Where are you going?
We are going to… I am going to ...
第三十八页，共47页。
by
on foot
第三十九页，共47页。
How are you going there? I'm going there by /on...

Module10-Unit1Where-are-you-going-to-go教案

S4：Who’s going to go to the airport?
(学生回答，老师同时板书)
2、answer these questions.
3、学生讨论以上句子有何异同？（生：都是疑问句，都有be going to，但意思不同，疑问词不同。）
4、explain the text
5、Read the dialogue (男女分角色读，小组赛读，指名分角色表演)
【教学重难点】
重点：
1、掌握新单词ticket,toothbrush,leave airport，能正确认读。
2、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?并做出相应的回答。
三、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。
1、listen and underline sentences with“Where What when who”
S1: Where are you going to go？

人教版经典英语教案

人教版经典英语教案（实用版）编制人：__________________审核人：__________________审批人：__________________编制单位：__________________编制时间：____年____月____日序言下载提示：该文档是本店铺精心编制而成的，希望大家下载后，能够帮助大家解决实际问题。

文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的实用范文，如工作资料、合同协议、条据文书、方案大全、职场资料、个人写作、教学资料、经典美文、作文大全、其他范文等等，想了解不同范文格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor.I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!In addition, this store provides various types of practical sample essays for everyone, such as work materials, contracts and agreements, clauses, documents, plans, workplace materials, personal writing, teaching materials, classic American essays, essays, other essays, etc. Please pay attention to the different formats and writing methods of the model essay!人教版经典英语教案人教版经典英语教案5篇教案是我们现在教学中必不可少的，在你的教案设计中，如何设计课堂形成性评价?在你的教案设计中，是否用到学习需求分析?下面本店铺给大家带来关于人教版经典英语教案，方便大家学习人教版经典英语教案1We lived in a small house.教学目标：1、知识目标：(1)New words: life ,different, ago, any, television, grandchildren, us, grandmother, lady(2)New sentences：There were/weren’t …. There are….We lived…many years ago. We live…now.2、能力目标：(1)能根据情境正确使用There be ……,We lived…many years ago. We live…now.句型谈论生活、学习中的事物(2)培养学生听、说、读、写的能力。

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。

Where are you going to go

Clothes, shoes, present,ticket,passport, toothbrush…
2.What is he going to take?
To the airport.
Daming. At seven o’clock tomorrow morning.
3.When is he going to go to the airport?
A good beginning is half done.
良好的开端是成功的一半。
Homework: 1.Listen and repeat the text for three times. 2.Talk about your trip plan with your friend.
Thank
4.Who is going to go to the airport?
Talk about your trip. Use these sentences.
●Where
are you going to go this weekend? ● When are you going to go there? ● What are you going to take? ● Who is going to go with you?
Hale Waihona Puke 1.Where is Daming going to go?
2.What is he going to take?
3.When is he going to go to the airport?
4.Who is going to go to the airport?
1.Where is Daming going to go?

where are you going to go

Module 10 Where are you going to go?教学目标：1、知识目标：（1）能听说认读单词list、airport、 shoes、 ticket、 toothbrush（2）能听懂，会说：Where are you going to go? I’m going to go …What are you going to do? I’m going to …When are you going to go? I’m going to go at... Who’re going to go with you?2、语言技能目标：（1）能够用英语简单谈论 your trip（2）能运用特殊疑问代词where、 what、 when、 who谈论旅行前的准备。

3、情感态度目标：培养学生友好协作的精神和乐观自信的学习态度。

4、学习策略目标：积极运用所学的语言进行表达和交流；注意观察生活和媒体中使用的简单英语；鼓励自主、合作、探究的学习行为。

5、文化意识目标：利用谈论your trip，了解不同国家的名胜，自然风光，感受世界风情，适当了解一些旅游小知识。

教学重点：认读并掌握list、airport、 shoes、 ticket、 toothbrush等词汇，能运用特殊疑问词：where 、what、 when 、who + be going to进行问答。

教学难点：运用特殊疑问词：where 、what、 when 、who + be going to进行问答。

教学策略：注重师生交互、生生交互，让学生在协作活动中充分运用探究方式自主学习，任务型教学途径、情境教学法等。

教学过程：Step1、GreetingT: Hello ,everyone. Stand up, do, follow me.Clap your hand! Good! Good! Good!Raise your hand！ Let me try!Put down your hand！ One! Two!Look! Listen! Point! Say!(设计意图：组织全班同学一起说唱chant，并配合做相应的动作加以表演。