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所屬欄目：小學英語優質課視頻
視頻課題：外研版小學英語五年級下冊Book6 Module 10 unit 1 Where are you going福建省 - 三明
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外研版小學英語五年級下冊Book6 Module 10 unit 1 Where are you going福建省 - 三明
外研社《新標準》三起Book6 Module 10 unit 1 Where are you going?
教學內容及學習者特點分析 1.教材分析
本節課是外語教學與研究出版社出版的《新標準英語》三年級起點第六冊Module10 Unit1。課文通過Daming和奶奶的電話談話，呈現教學的主要內容，即Daming旅行前的準備。本單元學習的主要目的是在深入理解課文內容的基礎上，使學生學會運用what,where,when,who,how等特殊疑問詞來談論旅行準備。
2.學情分析
五年級學生在四年級上冊的學習中已經學過I’m going to...表示一般將來時的句子,對本課的知識已經有過接觸，教師要充分利用學生已有的知識,積極調動學生參與的積極性,從學生的生活經驗和興趣為出發點,使學生“學以致用”。
教學目標
本節課是一節閱讀課,以trip為主線,通過閱讀激發學生的學習興趣，突出信息的交流和互動，培養學生的發散性思維能力，發展讀寫技能，使學生更加愉快地進行英語學習。所以結合本課教材及學情分析,本課的教學目標為：
1.學生能聽說、認讀和理解單詞nervous,ticket,passport, airport,safe.
2.能在恰當的語境中聽說、認讀和運用what,where,when,who,how等特殊疑問詞，并做出相應的回答。
3.能夠在真實的情境中運用所學知識談論旅行計劃。 教學重難點
1.能夠獲取信息，理解文本。 2.運用所學知識談論旅行計劃。 教法、學法分析
本節課通過獲取信息為主線，保證閱讀的基本因素，“Reading for pleasure.Reading for
information.Reading for language.”始終以激發學生真實的閱讀興趣和真實的學習動機為目標，通過閱讀前的信息喚起，激活學生的知識，讓學生在閱讀中自主、合作探究獲取信息，學習新知識，新技能。將新舊知識融合，信息再生，最后通過任務型活動促進學生真實的信息運用。通過信息喚起、信息獲取、信息再生、信息運用四步驟將閱讀教學推向深入。
教具準備：多媒體課件、單詞卡片、小組活動材料。 教學過程
Step 1 Warming up
1. Greeting and sing a song“Where did you go?” T: (After singing this song) Where did Lingling go? Ss: She went to London.
T: Yes. Lingling had a wonderful trip in London.板書trip
T: I like trip, too. I’m going to have a trip on May Day.板書I’m going to... I’m going to Hainan. I’m going to swim in the sea.I’m going to ride a
bike.I’m going to visit some places. I’m going to see a sunset.Wow! How beautiful! Boys and girls,Where are you going on May Day ?
Ss:I’m going to...
3.揭題并呈現任務：Talk about your trip plan.
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.
【設計意圖】引出本節課的話題,向學生介紹老師的旅行計劃，激活舊知I’m going to...為新課學習 做好鋪墊，也激起學生學習的欲望。
Step 2 Presentation and practice 1.Pre-reading
T: Our friend Daming is going to have a trip. What do you want to know about his trip? Do you have any questions?
T: Where…..? When…..? Who……?(引導學生去問和思考) 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?
T:Good questions.Let’s watch a video and choose.
【設計意圖】通過討論、預測策略，培養學生的發散思維能力。 2.While-reading
(1)Watch a video and choose Where’s Daming going to go ?
A: London B New York C. SanFranscio How is he going to go?
A. By train B. By bus C. By plane
Daming is going to New York by plane.So where is he going tomorrow? (2)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
學生當小老師教授單詞airport
板書airport，clothes, shoes, presents, ticket, passport. Teach:ticket
T:This is my train ticket.
This is ...出示bus ticket, ship ticket, plane ticket. Teach:passport. pass,sport. ---- passport.
(3)Read and answer
When is he going to the airport? Who is going to the airport with him?
板書At seven o’clock tomorrow morning. Mum.
【設計意圖】通過教師設計的活動培養學生泛讀，尋讀，細讀的閱讀方法，并通過一系列活動，在文本中由淺入深，在真實語境中習得語言知識，培養學生發散性思維。 (4)Listen and repeat. Teach:nervous safe (5)Read in pairs
T: Read in pairs.Any questions, you can put up your hands. (6)分角色，配音。 (7)Retell the story
【設計意圖】通過跟讀，自由讀，分角色朗讀，復述課文等活動回歸整體，助推語言的輸出。 3.Post-reading
T:This is Daming’s trip.How about my friend’s trip? 1.師與好友微信視頻對話交流，生聽。 2.師問，生答，完成以下清單。 T:Where is she going? Ss:...
T:What...? /When...? Yilla’s trip Where:______________ When:______________ Who:_______________ How:_______________ What:_______________
【設計意圖】信息再生，促進學生獲取信息、聽說能力的培養，為后面的任務搭建語言支架，同時起到示范鋪墊的作用。
2.Talk about trip.
(1)T: This is my friend’s trip.What about your friend’s trip? Please take out the paper .You can ask and answer with your friend.
_______’s trip Where:______________ When:______________ Who:_______________ How:_______________ What:_______________
(2)Show your trip
T:Who wants to show your friend’s trip. Ss：____is my friend. She/He is going to......
【設計意圖】任務升華，通過真實的信息差活動促進學生真實的運用語言，同時體現了核心素養中的自主發展，學生學會學習。
T:Our country’s so beautiful. And our life’s so wonderful. So we should enjoy life, enjoy trip.We can learn a lot from trip.Do you think so?
Step 3 Summary :
1. 評價總結。Today you all did a good job. You can talk about trip very well.Big hands. Step 4 Homework: 1.Read the text.
2. Make a list of trip with your parents. 板書設計：
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