Where are you going教学设计

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!。

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。

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。

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。

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。

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。

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。

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。