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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.
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。
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.
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。
Read and answer
Q1: What is Lingling going to do tomorrow?