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(2)能在图片的帮助下或在真实情境中，运用句型“Where are you / they going? I am /We are/ They are going to the."”询问某人将要去哪里及其回答。
3.情感态度、文化知识、学习策略。
培养学生观察和表达的能力，引导学生初步形成英语思维意识。
三、教学重难点
1.教学目标。
在实际情境中运用目标语言“Where are you / they going? I am /We are/ They are going to the.”询问某人将要去哪里及其回答以及能听懂、会说和认 读单词 playground，shop，library。
2.教学难点。
“be going to+地点名词”的语用功能与现在进行时的区别以及单词library 的发音。
四、教学准备
1.教师准备。
单词卡、配套音响、多媒体课件、教学挂图、转盘、骰子等。
2.学生准备。
课本。
五、教学流程设计
1.热身活动。
(1)师生互相问好。
(2)游戏:火眼金睛。
呈现学生学过的一些地点图片，让学生快看快说，复习地点名词，例如：park，zoo, street, school hospital 等。
（3）Let’s chant.
2.新知呈现与操练。
(1)教师呈现一张公园图片，向学生介绍：“Look，this is Renmin Park. It’s very beautiful. I want to go to Renmin Park. I am going to the park.”同时板书 “I am going to the park.”询问学生:“Amy in the park now?”学生回答：“No, you are at school.”接着，教师说:“Yes. I am at school now，but after school，I am going to the park. Where are you going after school?”板书句型 “Where are you going?”引导学生回答：I am going to the...”
(2)多媒体课件呈现地点图片，进行师生问答或生生问答。
(3)教师出示操场图片，询问学生:“Look，our playground is big. Let’s go to the playground.”学生回答“OK.”后教师继续提问学生：“Where are you going after class?”引导学生回答：“We are going to the playground.”教师出示单词卡并教读playground，板书此单词，让学生两人一组朗读。
(4)教师出示商场图片说.‘I want to buy some fruits. Let’s go to the shop.”学生回答“OK.”后，教师问一部分学生.Where are you going?”引导学生回答:“We are going to the shop.”出示单词卡片shop并教读，板书此单词，学生朗读。
(5)教师指着刚才要去商场的学生询问另外一部分学生：“Where are they going?”引导他们回答.They are going to the shop.”板书这两个句型并教读。
(6)教师先出示板块一的教学挂图，让学生预测.‘Where is she going? Where are they going?”学生猜测回答：“She is /They are going to the…”
(7)教师播放录音，学生听并验证答案。
(8)学生听音模仿、跟读后学生分小组朗读并进行小组朗读展示。
(9)教师出示Ask and answer板块的教学挂图，指着图书馆的图片，说：
“Look! This is the library. There are many books in the library.I am going to read books. I am going to the library.”出示 library 的单词图片与卡片教读该单词并板书，注意让学生看清楚老师口型，听清发音，学生以开火车的形式朗读。