小学英语外研版 (一年级起点)四年级下册Unit 2 I’m going to visit London.教案

新标准外研版（一年级起点）四年级（下）

Module 10   Unit 2   I’m going to visit London.

教学目标

Objectives:

1. To know and use the words: Museum, restaurant.

2. To listen, read and understand the text.

3.To make a plan and communicate with:

What are you going to do?   I’m going to ...       I’ll…

教材分析

本课是M10U1的延伸，巩固复习一般将来时的用法。Unit 1主要通过一般将来时的will句型：We /I will do something. Will you …?描述假期所从事的活动及其回答他人的提问，而本课则重点复习巩固一般将来时的be going to 句型，这是整个新标准教材第二次同时出现两种表达将来时的句型。本课运用be going to对将来要做的事情进行计划交流安排，对于大多数学生来说比较容易掌握。但是，要灵活自如地运用重点句型进行语言交流、制定计划，还需要大量的操练。

学情分析

新课程强调学生主体，尊重个体差异。四年级是形象思维到抽象思维的过渡期，学生具有一定语言表达能力，但灵活运用语言的能力不够。他们已有四年的英语学习积累，已经具备了一定的英语基础和语法功底, 而且学生在本册教材M6和M10U1对将来时已有一定的接触与了解，积累了一定的动词短语和将来时态的句型,可以进行简单的交流, 有初步的英语思维能力。所以绝大部分能用will 和be going to谈论自己Holiday plan。这为本课的学习打下了一定的基础。

教学重点

  1. 全体学生能够听懂并能运用单词museums, restaurant,

  2. 能运用一般将来时的will, going to描述即将做的或打算做的事。  

 3. 全体学生能理解、复述信件内容。

教学难点

  一般将来时的运用。

学时安排     第一学时

Teaching Aids:

Word cards, CD-ROM, PPT, video

教学过程

Step I. Warming-up

Sing the song “ the London Eye”.

设计意图：带动作唱有London标志性建筑London Eye的歌曲，悠扬的曲调能尽快把孩子们带入本课课堂。

T: Good morning, class. How are you today? I am fantastic, because I am having a great time with you now.               Are you ready for our English class? OK, let’s start from a very famous English song: The London Eye.

Step II. Leading-in and show the title of this lesson.

1. Show the title.

T: What can you hear in this song? Yes, the London Eye. Where is the London Eye? It’s in London, of course. Today we are going to learn M10U2 I’m going to visit London.

 设计意图：以London Eye 为导入口，干脆利索得导入本课题，不拖泥带水。

2. Leading in the text.

T: London is a very famous city in the world. Let’s watch a video about it.

T: What do you think of London?

 Step III. Presentation. Listen and say.

1. Watch and choose

Where is Lingling now? A. She is in the USA. B. She is in the UK.

T: Look, who’s this? It’s Lingling. Where is Lingling now? Let’s watch and choose the right answer.

设计意图：通过直观形象的课文FLASH 观看，先找出首要信息。

2. Read and answer

Q1: What is Lingling going to do tomorrow?

T: Then what is she going to do tomorrow? Please open your books and turn to M10U2, please read and tell me the answer.

Q2: What will Lingling see in London? During this period, teach the new word “museum” with the word card and some pictures.

T: What will she see in London?

T: Yes, she will see Big Ben and some museums. What is the museum? (Ask the students to try to explain in English.)

T: Please read the word two by two. (Stick the word on the board.)

T: Look, this is Luoyang Museum, do you know it? Yes, how about Luoyang Museum? And what other museums do you know? ( Ask them to say like this “I want to see …museum, maybe one day I will see …museum.)

T: Look, this is the British museum, and is there only one museum in London? I don’t think so. There are lots of museums there. So Lingling will see Big Ben and some museums.

Extension a little bit: Maybe she will see…

T: Will she only see Big Ben and some museums tomorrow? There are many interesting places in London, maybe she will see… Let’s guess

设计意图：通过读，回答两个相对比较简单的问题，在问题解决的过程中，讲授生词museum, 通过自然拼读法让学生知其音，通过和生活实际相结合的语用训练和生动形象的图片展示，使学生能快速掌握词意并能灵活运用。

3. Watch, read and answer the next questions. Learn another new word: restaurant.

Q3: Where is she going to eat?

T: Tomorrow she will visit London, she will see Big Ben and some museums, maybe she will see…, it is a busy day, she will be tired and hungry, then where is she going to eat?  And what is she going to eat? Let’s watch, read and find the answer.

T: Got it? Yes, she is going to eat in an English restaurant. What is the restaurant? ( Teach the pronunciation and stick it on the board)

T: Do you often eat in the restaurant? I often eat in different kinds of restaurant. Because I am not good at cooking. Look, this is Lao Luoyang restaurant. Yes, the noodles there is very tasty. Sometimes I go to eat in …restaurant. Maybe I will eat in …restaurant at the weekend.

T: This is the English restaurant. How about the English restaurant? I think the English restaurant is…

设计意图：类似的方法教授新词，尽量和学生的生活入手，看一看我们居住的城市里很熟悉的restaurant，或曾经去过的。无需汉语解释，一目了然，然后交流分享一下自己知道的其它restaurant，再欣赏英国London的饭店，一气呵成!同时跨文化意识渗透贯穿其中。

Q4: Why is she going to eat in an English restaurant?

T: Only because the English restaurant is clean and beautiful, she will eat there? Why?

 T: Yes, because the English food is very nice. And she likes the English food very much. Look, this is the English food. They look so yummy.  I want to eat some. Maybe I will eat some salad. How about you? You can say: I like the English food. I want to eat some, maybe I will eat some…

设计意图：通过大量看上去美味的English food图片，使孩子们大开眼界，理解课文中所说的“English food is very nice!”控制不住地“哇！哇”，并顺势让他们用所学英语进行简单辨识和表述,比如“Look at the…”, “ That is …”, “I like…” “ I want to eat…”.

Step IV Practice

1. Watch and repeat

T: Well, it’s done. Do you have any other questions about the text? Ok, it’s time for us to practice our pronunciation and intonation, let’s watch and repeat sentence by sentence. (Pick up the students one by one in line or row)  Pay attention to the tone, the emotion, the stress and the pause.

2.Read by yourselves.

3.Dub the passage.

4.Sum and draw the Big Ben on the board, while retell the passage.

T: You did a great job. I’d like to draw something for you. Please look. What’s this? Yes, it the Big Ben. Lingling is going to visit London tomorrow. She will see Big Ben and some museums, she is going to eat in an English restaurant, she likes the English food very much, it’s very nice.

设计意图：模仿跟读的语音训练，一定注意在“读”方面的具体指导，如何停顿，升降调，如何强调等，还要注意语速快慢等，每句话先全部跟读，再挑人起来跟读，通过读的好的孩子的再三示范引领，使绝大多数孩子能真正掌握模仿跟读的技巧，真正提升自己的语音语调。通过看画面配音，以及自读精读，乃至最后的展示，检测学生听读模仿练习的学习效果，还能层层递进，提升语言说和读方面的基本功能力水平。

5.Act it out

T: It’s not easy for you to act the text out, but obviously, you like acting so much, so I will give you five minutes and try to act it out as possible as you can!

设计意图：学生特别喜爱表演，本课虽然不容易演出来，情节性不明显，但只要给学生尝试的机会，他们总不会令人失望。通过排练的过程，使他们进一步加深对课文的理解和掌握。为下一步的转述打好基础。

6.Try to report the passage your way.

T: That’s amazing, I am so proud of you! Now here is a challenge, who can report the passage in your way, remember you are not Lingling! Please practice in pairs.

设计意图：练习有梯度有层次，由易到难，最后转述课文，以第三人称，层层递进，学生学会水到渠成。在上一步骤里已经逐渐让孩子们进行了大量的听读训练，从模仿跟读到内化为自己的语音语调，这一环节更加突出语用功能，根据提示进行复述课文的尝试，水到渠成，完成整篇课文的复述，从而更好的掌握语篇学习。难度适度。

Step V. Extension and Task

1. Leading in according to a song: I will go on holiday

T: Good for you, children. Let’s have a rest. Please enjoy a beautiful song.

2. Pair work, try to make a dialogue as much you can.What are you going to do on holiday? I’m going to… Maybe I will…(Write the three sentences on the board.)

T: Summer vocation is coming, what are you going to do on holiday? (Ask two to tell us)  Ok, now try to ask your desk mates.

3. Leading in the holiday plan with the help of a video about travel.

T: Good to know that you will go to such interesting places on holiday. China is a very beautiful country, there are lots of famous places in it, next let’s enjoy some beautiful pictures about travel.

设计意图：通过介绍中国特色美景的英文视频，激发孩子们热爱祖国大好河山的感情，和设计安排自己行程的欲望，看听学相结合,为下一步制定自己的假期计划铺路。

4. Make the holiday plan (Two preparations: Oral and writing if time possible)

In the …holiday I am going to visit… with…,  I will take …

(Maybe) we will see…  We will go by …

I’m going to  eat …  I will… there.

I think I will have a good (great, wonderful, excellent, nice) holiday!  

T: Do you like the video? Better plan better life, I think if you make a plan for your trip, you will have a better life in your holiday, so please think about it and try to make your own holiday plan,  then write it down on your notebooks!

T: Al-right. Who can share with us? (Ask two or three)

设计意图：先同伴交流自己假期要做什么，去哪儿，再最后拓展至制定自己的计划，动静结合，通过前面的层层铺垫，最后落到自己的语用拓展上，根据提示完成自己的假期旅游计划安排，通过合作互助，加上所给的提示，降低难度，再自己写出来，最后全班分享，语篇的完成水到渠成。

Step VI. Homework

1. Listen, repeat and recite the passage.
2. Finish your holiday plan and talk  with your family.

T: You blow my mind, that’s amazing. Some of you have already finished your plan, if you haven’t, never mind, just finish it after class, OK? Today’s homework.

Step VII. Ending by “ Better plan  better life”

T: So much for this lesson, better plan, better life, let’s make our life better by better plans, OK? Class is over, bye!

Step VII.  Board design

      Module 10 Unit 1     I’m going to visit London.

          What are you going to do?

          I’m going to…    I  will…