Module10-1 Where are you going （教学设计）

Module10-1 Where are you going?
（教学设计）
一.教学目标：
结合本课教材及学生实际情况,本课的教学目标为：
1、学生能听说、认读和理解以下单词
nervous,ticket,passport,airport,safe，when.
2.能在恰当的语境中听说、认读和运用what,where,when,who,how 等特殊疑问词，并做出相应的回答。

3.能够在真实的情境中运用所学知识谈论旅行计划。

二、教学重难点：
1.能够获取信息，理解文本。

2.运用所学知识谈论旅行计划。

三、教学方法：歌曲，游戏，任务教学
四、教具准备：多媒体课件、单词卡片、小组活动材料。

五、教学过程
Step 1 Warming up
1、师生互相问候！
唱英文歌“Where did you go?”
T:(After singing this song) Where did Lingling go? Ss:She went to L ondon.
T: Yes. Lingling had a wonderful trip in London.
板书trip
T: I like trip, too.
I’m going to have a trip this summer holiday.
播放微课：
I’m going to Hainan. I’m going to swim in the ’m going to ride ’m goi ng to visit some places. I’m going to see a sunset.
Wow!How beautiful!
Boys and girls,Where are you going on this holiday ?
Ss:I’m going to...
3.揭题并呈现任务：
T:Today we ’ll learn Module 10 unit 1 Where are you going?
After learning,I hope all of you can talk about
your trip plan.
【设计意图】引出本节课的话题,向学生介绍老师的旅行计划，激活旧知I’m going to...为新课学习做好铺垫，也激起学生学习的欲望。

Step 2 Presentation and practice
T: Our friend Daming is going to have a trip.
What do you want to know about his trip? Do you have any question s?
T: Where…..?When…..?Who……?(
引导学生去问和思考
)S1:Where is he going to go?
S2:What is he going to do/take?
S3:When is he going to go?
S4:Who is he going to go with him?
T:Good ’s watch a video
and choose.
（如果学生说不出，教师给与指导）
【设计意图】
通过讨论、预测策略，培养学生的发散思维能力。

任务一：Watch a video and choose
Where’s Daming going to go ?
A: London B New York C. SanFranscio
How is he going to go?
train B. By bus C. By plane
Daming is going to New York by where is he going tomorrow? 任务二：Read and answer.
Where is Daming going tomorrow?
What is Daming going to take?
T:Now talk about your answer in groups.
T:Let’s check the answer
Ss:answer
老师单词卡教授单词airport
教授ticket
Thisis…出示bus ticket, ship ticket, plane ticket.
教授passport.
任务三：Read and answer
When is he going to the airport?
Who is going to the airport with him?
学生小组回答问题
板书At seven o’clock tomorrow morning.
Mum.
【设计意图】通过教师设计的活动培养学生泛读，寻读，细读的阅读方法，并通过一系列活动，在文
本中由浅入深，在真实语境中习得语言知识，培养学生发散性思维。

任务四：Listen and repeat.
教授:nervous safe 用图片帮助学生深入理解这两个单词
任务五：Read in pairs
T:Read in questions, you can put up your hands.
任务六：分角色，配音。

任务七：Retell the story
【设计意图】通过跟读，自由读，分角色朗读，复述课文等活动回归整体，助推语言的输出。

1.Post-reading
任务八：
T:This is Daming’s about your trip?
1.教师找一个学生问，并完成任务单，同时板书特殊疑问句。

2.找一组学生问答，教师完成任务单。

______’s trip
Where:______________
When:______________
Who:_______________
How:_______________
What:_______________
【设计意图】信息再生，促进学生获取信息、听说能力的培养，为后面的任务搭建语言支架，同时起到示范铺垫的作用。

about trip.
小组问答完成任务单并在组内分享自己的旅行计划。

_______’s trip
Where:______________
When:______________
Who:_______________
How:_______________
What:_______________
任务九：Show your trip
T:Who wants to show your trip.
找学生分享
【设计意图】任务升华，通过真实的信息差活动促进学生真实的运用语言，同时体现了核心素养中的自主发展，学生学会学习。

T:Our country’s so beautiful. And our life’s so wonderful So we sho uld enjoy life, enjoy can learn a lot from you think so?
Step 3 Summary :
1. 评价总结。

Today you all did a good job. You can talk about trip very hands. Step 4 Homework:
the text.
2. Make a list of trip with your parents.。