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教材分析1. 本课的教学内容要求学生掌握where, what 及 when引导的特殊疑问句并能做出相应的回答以及各种信息的替换和交流;且能运用疑问句进行真实的交际。2. 本案例是第三单元的第五课时,学生在前面已学过where, what 及 when特殊疑问句,因此,这节课的教学任务是如何在学习新知识的基础上,利用和拓展所学的旧知识,真正达到学以致用。学情分析1.本班大部分学生基础扎实,学习英语的积极性高,学习习惯好,少数部分学生学习自觉性、主动性差,比较懒惰,学习成绩和效果不太理想,如何调动他们学习的积极性和主动性是本节课教学策略研究的重点。2.学生通过五年级上册Unit 3 及本册书Unit 1 和Unit 2的学习,对where, what 及 when三个疑问词引导的特殊疑问句的问与答有较好的掌握,这为本单元的教学提供了有利的基础。本单元的教学内容是询问未来几天或周末活动安排,要求学生能对句型中的具体信息进行替换,并能联系实际,进行真实语言交际。在教学时,通过创设情景,运用多种教学手段,开展灵活多样的教学活动,适时引导学生合作学习,探究学习等学习方法,将新旧知识有机结合,并对本单元知识加以强化,从而让学生更好地掌握和拓展“未来计划安排”这一知识点,实现有效的课堂延伸。教学目标1.知识与技能目标: a. 能听,说,读where, what 及 when引导的特殊疑问句并能做出相应的回答。 b. 能综合运用四会句子: Whereareyougoingthisafternoon ? Imgoingtothe bookstore . Whatareyougoingto buy ? Imgoingtobuyacomic book .2.情感态度目标: 培养学生合理安排自己的学习与生活的能力以及从小树立远大理想并为之努力的思想意识。3.文化目标: 了解有关计划制定方面的知识。教学重点和难点1.重点:三个特殊疑问句的问与答以及各种信息的替换和交流。2.难点:学生能用where, what 及 when引导的特殊疑问句进行真实的交际以及两组四会句子的正确书写。Teaching Plan教学目标1.能够听,说,认读what, where, when引导的特殊疑问句并能做出相应的回答.2.能够听,说,读,写四会句子: Where are you going this afternoon? Im going to the bookstore. What are you going to buy? Im going to buy a comic book.3.能够听懂Lets try部分的对话并完成听音选图的练习.4.能够使用各种疑问句采访他人的活动安排并做记录.教学重,难点分析1.本课时的教学重点是三个特殊疑问句的问与答以及各种信息的替换和交流.2.本课时的教学难点是学生能运用what, where, when疑问句进行真实的交际以及两组四会句型的正确书写.课前准备教师准备相关的课件,录音机及磁带. 教学步骤Warm-up1.Song “What are you going to do?”2.听一听,连一连.出示图表连线.老师先和一名学生示范,再请两位学生连线,要求学生在十秒中内完成.buy a magazinein the parktomorrowbuy a post cardin the KFCthis afternoonIm going tobuy a pair of shoesin the bookstorethis morningeat hot dogsin the post officetonightplay footballin the shoestorethis evening(通过课前的热身活动,调整学生的思维,让他们快速地融入英语课中来,调动学习兴趣,为本课教学创造积极的条件. )Lead-inT: Great! Its a warm day. Lets go to Jie Fangbei, will you come with me?S1: Miss Zhao , my shoes are broken.T:Oh, now, where are you going first?S1: Im going to the shoestore.T: What are you going to buy?S1: Im going to buy a pair of shoes.T: When are you going?S1: Im going at two oclock.老师带学生游览解放碑,可是一个学生鞋子破了无法行走,因此先去鞋店买鞋,引出句型“Where are you going first?”“What are you going to do?” “ When are you going?(让学生试着表达自己的意见,学习新知识.)Presentation1.学生发挥自己的想象力进行猜测: “What are you going to buy?教师出示句子: Where are you going this afternoon? Guess, how to answer.学生猜测: Im going to the bookstore.教师出示句子: What are you going to buy?学生猜测: Im going to buy a comic book.教师出示句子: When are you going?学生猜测: Im going at 3 oclock.(回归课本,但又不受缚于课本,有自己的创造.)2.Read and act读对话,分角色表演,指导学生结合表格中的购物地点,时间及商品三项提示制定购物计划.Practice1.教师要求学生转动转轮,转到哪一个词,就用这个词造句,并请同桌回答问题.Eg. S1: When. When are you going to do?S2: Im going at 3 oclock.(给学生尽量多的说话机会,让他们说得开心,说得流利)2. Lets try听录音,选择正确的图片.学生用手势A, B, C, D来表达自己的选择.3.使用CAI课件,采访你的同学并填在表格内.T: Look, We are in Jie Fangbei, here is Chong Qing bookstore, here is GuoTai cinema, here is a surpermarket, KFC and so on, choose one place to make a dialogue. Maybe you can use “what, where, when, how”.用解放碑的重庆书城,国泰影院等来练习where, what, when, how是学生感兴趣的活动,具有真实性.同时运用老师和同学掌声的大小来进行评价.NamewherewhenwhathowT: Jie Fangbei is the center of Chong Qing, there are many interesting places. Do you like it?Ss: Yes, we like Jie Fangbei, we like Chong Qing.(运用任务驱动的方式,向学生交代任务,使学生在有意义的情景中开展认知活动,同时贯穿始终的比赛,不仅巩固了新知识,而且学生之间进行相互评价,学习的气氛浓厚,体现了自主和公平竞争,使学生们始终都乐于参与语言实践.通过对这一课的学习,让学生增强对自己城市的热爱.)Consolidation and extension1.师生再次唱起“What are you going to do?”.2.老师改编歌曲学生欣赏.3.学生发挥自己的想象,创作歌曲.T: Just now we have sang the song, can you make a new song?(由歌曲巩固所学,缓解学习压力.)
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