PEP小学英语六年级上册《Unit-3-My-weekend-plan》教案.doc

Unit 3 My weekend plan 一、 教材简析本单元主要学习询问并回答未来几天或周末的活动安排。这一单元主要分为主情境图，A，B和C四个部分主情境图是对这一单元的学习内容做了一个总体的呈现，让学生初步了解本单元要学的知识。A部分主要包含Lets try, Lets talk, Lets learn, Make a plan 四个环节。主要学习未来几天或周末的活动安排。主要让学生在同伴合作、小组合作中完成学习。B部分主要包含Lets try, Lets talk, Lets learn, Role-play, Read and write, Lets check, Lets wrap it up 七个环节。主要学习be going to 句型，涉及用疑问词what, when, where 来获得进一步的详细信息。C部分只有Story time 一个环节。让学生在学习故事时再次复习所学的知识并告诉我们一个小哲理。二、学情分析本单元主要学习be going to句型，让学生能够运用所学句型来表达未来几天或周末的活动安排。教师应该让学生对其语法结构和意义有所了解，但不必过度讲解或纠缠于语法。本单元学习内容相当丰富，我们在备课中没有以往那样围绕一个主题不断展开各种大小计划，因为觉得一个单元两星期教学下来觉得如果教学设计中安排同一主题的计划的话，学生可能比较乏味、缺乏新奇感，估计会有点无聊，因此我们设计中尽量给每一堂课创设不同的主题情境，挖掘学生面对将来不同的时间、场景或同行人物时的活动计划、打算，激发他们愿意表达的欲望，达到能在实际情境中灵活地、综合地运用语言的能力，实现有效的课堂延伸，解决课堂中未能完全解决的难点和问题。在教法上主要采用引导法，点拨法；情景教学法；游戏教学法；任务型教学法；对话交际法；合作学习法等。三、 单元教学目标(一) 知识目标：1. 能够掌握A、B部分Lets learn、Lets talk中的四会单词与句子。 能够听、说、认读A、B部分Lets talk和Read and write中的三会单词和句子。3.能够独立完成Lets check 和Lets wrap it up 中的相关练习。4能够理解并会唱歌曲what are you going to do ?5. 能够在Story time学习故事时复习所学的知识并知道一个小哲理。 （二）能力目标1.能够熟练运用be going to do句型交流行事计划。2.能够用where 、when替换句型What are you going to do ?中的疑问词what，提问并给予回答。3.能够了解他人的行事计划并进行转述。（三）情感目标1.培养学生合理安排自己活动时间的能力。2.培养学生珍爱美好生活、树立远大理想并为之努力的意识。四、课时安排：第一课时：Part A Lets try Lets talk 第二课时：Part A Lets learn第三课时：Part B Lets try Lets talk 第四课时：Part B lets learn第五课时：Part B Read and write第六课时：Part C story time/ lets check/lets wrap it up课题Unit3 My weekend plan课时第一课时Lets talk一、教学目标：（一）认知目标1. 能够能听说重点句子:What are you going to do tomorrow? Im going to have an art lesson. Were going to draw some pictures in Renmin Park. 3. 能够独立完成Lets try部分的练习，在图片和教师的帮助下理解对话大意，并回答对话下面的问题。4. 能够用正确的语音、语调朗读对话，并能进行角色表演。 （二）技能目标1让学生了解be going to表示即将发生的动作，并在真实情境中运用所学语言进行真实交流和运用（能够表述自己准备在将来的某个时间里干某事）。（三）情感目标1乐于与他人谈论自己的计划，积极表达，在对话交流中使学生养成用英语交流的习惯，培养良好的语音语调和语感。2教育学生要合理安排好时间以及生活中的计划能力。 教学重点和难点1. 教学重点：掌握重点句子What are you going to do tomorrow? Im going to lesson. We re going to draw some Renmin Park. 2教学难点：运用be going to do句型描述自己的活动计划，并与他人进行交流。教学准备：教师自制课件。词卡，教学光盘。教学过程：Step 1: Warming up 1.复习动词词组。（课件中以黑色为背景，呈现双眼小图片，T：What do you see?点击呈现单词，请学生认读抢答。）visit grandparents/play computer games/draw pictures/cook the meals/do house work/go hiking/watch TV/make the bed/ read books/wash clothesStep2Presentation/practice 1.情境创设：接上一环节，词组不再出现，T：What do you see?呈现黑色背景（I can see nothing.）T：The blind cant see anything. 从blind一词中教师引出人物简介：She is blind. She cant see and cant hear. She is a great writer.请学生猜一猜她是谁，然后呈现美国著名盲人女作家-Helenkeller 海伦凯勒图片。2.呈现重点句型。课件出示海伦凯勒的代表作图片假如给我三天光明。（Three Days to See）T: Did you read this book?T（示范谈话，课件引出重点句型）：If I have only three days to see the world ,I am going to have a good time/the seeT: What are you going to do?请学生说一说，根据学生的回答及时评价, 用上教材对话材料里的 Sounds great.3.操练句型。T：In the book, it tells us We have to have a good time.Lets plan for three days.(today/tomorrow/the day after tomorrow(后天) 让我们为这三天计划一下吧。(1)课件出示： The first day is for yourself(自己).呈现一系列动词词组，请学生静静思考后，选择或自己说一说。What are you going to do today?Im going to（read books, watch TV, go hiking, go fishing, see a film, write an e-mail, play computer, draw pictures）（2）课件出示： The second day is for family(家庭).T: What do you often do for your family? And What are you going to do tomorrow?Im going to让学生思考后再呈现词组，辅助回答 do housework, visit grandparents, make the bed, cook the meals, water the flowers, wash clothes（3）课件出示： The third day is for friends(朋友)T： What are you going to do the day after tomorrow?（Im going to/ We are going totogether）这一部分不再出现词组了，让学生自己根据之前的操练发挥想象说一说。特别说明：以上（1）、（2）、（3）环节的三天计划谈话交流中，教学方式不要出现“教师问学生答”的单一形式，可以利用同伴互问、小组内交流、30秒内男女生计时抢答等形式开展。而且，教师要随时关注学生回答的内容，做好及时的评价，比如多用用教材里出现的 Sounds great/have a good time，使难点表达方式随时破解、随时消化；另外，教师要随时挖掘本单元跟第一单元、第二单元相关的地点方位、交通方式等内容，可以用 How are you going? Where is it？等问题追问学生计划中的活动地点、出行方式，教师要随时捕捉课堂生成，与学生交流中多滚动复现已教知识，反复强化学生记忆，帮助大量听力的感知,新旧知识的构建。为了培养其他学生认真倾听的习惯，教师还要适时反问其他学生,如:What is he/she going to do tomorrow？What are they going to do ?并板书写下这些句型，即这一页教材最下面的那些句型。这样，我们在教学中紧密围绕教材编写的意图，通过交流与追问，呈现了一般将来时态的各种基本句型，帮助学生在实际交流中理解与掌握。 有些东西，光看教案是体现不出来，靠教师在课堂中随机应变、灵活掌控，但前提是我们平时的教学上一直要有这样的理念在。4. 学习lets try 内容。(1)Listen and circle.听lets try部分听力一遍，回答下列问题。（如果学生有困难可以听两遍）A. Can Mike go swimming today? A. Yes, he can. B. No, he cant.B. Why or why not? A. Because he has homework to do. B. Because he is fishing now.C. What is Mike going to do on Saturday afternoon? A. He is going fishing. B. He is going shopping.反馈，校对。(2)听第二遍，补充对话题目。( A: Saturday plan)A: Saturday plan B: Sunday plan _Mike: Hi, Sarah.Sarah: Good morning, Mike. Today is so warm. Lets go swimming!Mike: Sorry! I cant. I have to do my homework now.Sarah: OK! What about this afternoon?Mike: No, I cant. Im going fishing.5.学习lets talk 内容。(1) Listen and answer.（初次听全篇对话，整体感知，回答问题）T: How about their Sunday plan? What are Mike and Sarah going to do tomorrow?听后反馈1：Mike is going to see a film tomorrow.（结合课件的电影票理解see a film，教师追问辅助理解：So where is Mike going tomorrow? Ss: Cinema.听后反馈2：Sarah is going to have an art lesson. 关注连音，模仿跟读；区别lessen与listen的发音、理解单词意思，替换lesson与class、结合实际请学生说一说下节课将要去上什么课。（2）递进式分层朗读学习 Step3Consolidation/ Extension1.2.Summary: （回顾总结）（1）The key sentences(重点句型): What are you going to do?Im going to（2）The difficult sentences(难点句型)：Sounds great! 听起来很不错.Have a good time. 过得开心.I have to 我必须要去3. Do the exercises on the AB.完成课堂作业本练习。Step 4：Assessment and homework（1) 评价小组学习及学生个人表现。（2) Listen, imitate the dialogue. 听音，跟读对话。 设计意图1.动词词组的复习主要为了本堂课将要谈论的一般将来时态中要谈论到的活动做铺垫。黑色的背景为了下一环节的情境创设的引出做铺垫。2.情境创设尽量简练有效，快速进入教学主题，不要拖泥带水、娓娓道来。本课设计以话题Helenkeller的代表作 Three Days to See引出假如给我三天光明，我将要做点什么为谈论的焦点，这比寻常的生活话题你明天、周末、下周将要去干什么，更能激发学生想说的欲望，也具有生命教育意义。因为lets talk的教学目的是让学生感知、了解将来时态，而不是像lets learn的教学目标那样要掌握理解表示将来时态的时间状语，如next week/tomorrow等。而这里的一个“if”假设，就能让学生意会这是将来要做的事情，还没发生，因此能也能理解将来时态，使lets talk 的谈论非常自然，做到教学无痕。而我们把具体的时间教学放在第二课时lets learn 中。但是有个疑问：If是虚拟语气，一般用if I were given only three days to see或者 If I had only three days to see,那么后面应该是回答I would .但是让小学生用一般将来时态是不是错误了？如果不可以的话，那么这个情境就不能用。 重视英语的听说领先、整体感知理念。这是第一单元教学内容，做到及时的知识构建、以旧带新。）发音的模仿是从精听模仿开始的。所谓精听是体现在反复多遍的听。这里请学生仔细听、反复听，然后模仿发音、不断跟读，以巩固教材内容，达成lets talk 的教学目标。教师日常课堂上对发音与朗读扎实教学以及重视的程度，其实正是向学生传达了正确的英语学习方法。请学生同伴间结合生活实际谈论周末计划，结合主要本堂课的主要句型，并选择使用表格中的一些表达方式。板书设计：Unit 3 My Weekend PlanWhat are you going to do tomorrow/? Im going to have an art lesson.What _ _ going to do?He/She is going to We/They are going to Sounds great!/Have a good time! 课后反思第二课时Unit3 A Lets learn (A Lets learn Make a plan)教学目标（一）认知目标1. 能够听、说、读、写四会单词visit，film, trip, supermarket, evening, tonight, tomorrow及短语see a film, take a trip, visit my grandparents, go to the supermarket 及句子What are you going to do today? Im going to see a film.并能对其中的动词和时间短语进行替换操练。2. 能够听、说、读、写时间短语：next week, this morning/afternoon/evening, tonight.3. 能够合理安排自己的活动时间并与他人进行交流。（二）能力目标能熟练运用be going to do句型。（三）情感目标培养学生合理安排自己活动时间的能力。教学重点掌握四会短语及灵活运用be going to do 句型。教学难点能用所学的动词和时间短语对将来的活动进行描述。课前准备 PPT，单词卡片，图片等教学道具。Step 1: Warm-up1. Lets chant.: What do you do every weekend?2. 教师问：what do you do on the weekend? 教师用PPT出示动词短语及图片给学生作参考，帮助学生回忆以前学过的动词短语。Step 2: Presentation 1. 用万年历展示，新课引入。出示2016年9月份的万年历T：Today is Setp. 30th, what day is tomorrow? S: Tomorrow is Oct. 1st.教师用PPT向学生出示this week, next week.T: Tomorrow is Oct. 1st. Its our National Day. Zhang Peng is going to make a plan tonight. 告诉学生：tonight=this eveningZhang Peng will have a busy National Day!2. 教学新词。1）教学go to the supermarketT: What is he going to do on Oct. 1st in the morning?PPT: In the morning, he is going to go to the supermarket. 学生用各种方式认读go to the supermarketLets chant: Supermarket, supermarket, go to the supermarket. I am going to the supermarket this morning.2） 教学visit my grandparentsT: What is he going to do in the afternoon? 学生回答，教师用PPT出示：In the afternoon, he is going to visit his grandparents.学生用各种方式认读visit my grandparents对话操练，A：What are you going to do in the afternoon? B：Im going to visit my grandparents.3） 教学see a filmT: What are you going to do in the evening?S: I am going to see a film.学生认读see a film. 用PPT出示各种电影海报，引出What an interesting film!用PPT出示三个影片，对话操练：A：What are you going to see?B：Im going to see _.4） 教学take a tripOn October 2nd, Zhang Peng is going to Beijing. Hes going to take a trip.引出take a trip，学生认读。PPT出示几个旅游景点，操练A: Where are you going for a trip?B: I am going to _ for a trip.Step 3: Practice1. 填写张鹏的国庆节计划。Zhang Pengs National Day planI am Zhang Peng. I made a plan for my National Day. On the first day, I am going to the _supermarket in the morning. In the afternoon I am going to visit my grandparents. In the evening, I am going to see a film. On the second day, I am going to Beijing to take a trip. I will have a happy holiday.2. Magic eyes PPT出示本节课所学单词，然后一个一个快速闪掉，请学生说出闪掉的单词。go to the supermarket take a trip see a film tonight next week visit my grandparents this afternoon this evening this morning tomorrow3. Make a planIt is Saturday morning now. Make a plan and share it with your partner. 4.完成配套的课堂作业。Step 4 : Consolidation and extension1. 把自己的周末活动安排用英语介绍给家长或朋友听。2. 抄写本课的四会短语。设计意图教师用PPT出示动词短语及图片给学生作参考，帮助学生回忆以前学过的动词短语。用万年历逐渐引出十月一日国庆节，然后引出张鹏要欢度国庆节，在国庆节他要做的事情，以这个为线索，学习本课新单词。用chant巩固所学学单词supermarket，chant郎朗上口，学生易于记住。用对话操练，摆脱一味地跟读，把单词放入句子中巩固。通过不同电影海报，让学生不断操练What an interesting film!，摆脱枯燥学单词。出示各种影片，让学生用所学单词来说句子。通过各个景点展示，让学生在情境中说句子。通过填写张鹏的国庆节计划，巩固这节课所学单词。用快闪法，巩固已学单词，学生较感兴趣。制定自己的周末计划，学以致用。板书设计：Unit3 My weekend plan visit my grandparent. see a film.What are you going to do_? Im going to take a trip. goto the supermarket.课后反思这节课主要通过张鹏将要欢度国庆节，他将要在国庆节做一些事情，做的事情就是本节课要学的新单词，这样就把单词放在了情境中进行教学。单词教学中通过把单词放在句子中进行操练，编相应的chant，通过类似的图片进行扩散训练，开展游戏教学等从而使单词教学不再显得枯燥、乏味。在巩固阶段让学生制定张鹏的国庆节计划，从而巩固所学单词，并把单词从认读上升到书写层次。最后还让学生制定周末计划，让学生学以致用，进一步巩固所学单词、句子。第三课时Unit3 B Lets talk (B Lets try Lets talk)教学目标（一）认知目标1. 能够听、说、认读三会单词space, travel, half, price 。2. 能够听、说、读、写四会句子Where are you going? Were going to the cinema. When are you going?3. 能够听懂Lets try部分的对话并完成练习。4. 学会唱英文歌曲What are you going to do?（二）能力目标能运用各种疑问句来询问他人，了解他人的活动安排。（三）情感目标培养学生合作学习的意识，帮助学生在完成任务的同时体验到英语学习的乐趣。教学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。教学难点能运用what, where, when引导的疑问句进行真实的交际。课前准备 PPT，单词卡片，图片等教学道具。Step 1: Warm-upBrain storm头脑风暴1. Activities（活动）:see a film/play football/ do housework/take a trip/go to the supermarket/ .What are you going to do? Im going to.2. Time: tomorrow/next week/tonight/Monday/.When are you going to do? Im going to.3. Place:school/hospital/nature park/cinema/bookstore.Step 2: Presentation 3. 利用Lets try新课引入。T: John is on his way home. He sees Amy. Do you want to know what they are talking about? First, lets have a look at the questions.1）.What is Amy going to do?2）.Is the ice cream for John?让学生猜猜话题，展开联想，然后带着问题听录音做题目。教师核对答案后，可再次播放 Lets try部分的录音，尽量让学生听懂对话，复述或概括对话。4. 新授1）.Listen and answer.T: What is John going to do next week?(PPT突出next week) 引导学生说出He is going to see a film.(PPT出示两张火星之旅的电影票）(PPT 出示）Where are you going? Im going to the_.引导生说出cinema。PPT: Im going to see a film about space travel.并出示“火星之旅”的海报。2）再次出示海报附上字，让学生理解Half priceName: Travel to MarsTime: Tuesday Price: Half price40Yuan20Yuan3） 学生整体感知课文然后PPT消失几句让学生填a. Where are you going?b. We are going to the cinema.c. Next Wednesday.4)Fill in the blanks.Johns cousin is going to _John next week. Theyre going to the _and see a film about _ _. They are going _ _. But next Tuesday is better. Because its _ _ then.Step 3 ：Practice1）学生两人一组相互采访，然后把采访的内容制成表格的形式，完成Lets talk部分下面的图表。图表如QuestionsAnswers1. Where are you going this afternoon?2. What are you going to do there?3. When are you going?师生根据表格中的三个问题做一个示范报告，如：T: Where are you going this afternoon?S: I m going to the fruit shop.T: What are you going to do there?S: I m going to buy some oranges.T: When are you going?S: Im going at 5 oclock in the afternoon.学生每两组为一个单位，开展报告会，进行问答练习。2） 读一读，选择“where, what, when”.a._ are you going to do? Im going to visit my grandparents.b. _ are you going? Im going on Saturday morning.c. _ are you going? Im going to my grandparents home.3)连词成句a、are，where，going，you（？） (Where are you going?)b、the, are, we, going, to, cinema（.）( We are going to the cinema.)4)完成配套练习。Step 4 : Consolidation and extension1. 把Lets talk部分的录音读给家长或朋友听。2. 抄写四会句子。设计意图利用头脑风暴游戏，让学生系统地复习利用Lets try 引出新课，不仅复习了旧知，而且过度自然。用对话操练，摆脱一味地跟读，把单词放入句子中巩固。利用PPT让学生直观地理解 Half price的意思。通过让学生自己填消失的句子，把重点句子拎出来重点消化。让学生填空，更好地巩固了重点单词。采访报告环节，更是让学生在学中应用，在应用中获得了学习的乐趣。板书设计：Unit 3 My weekend planWhere are you going? Were going to the cinema. When are you going?Next Wednesday.课后反思本课时的重点是掌握由what, where, when三个特殊疑问词引导的特殊疑问句。教师采用师生对话的方式，自然引出句子，学生较容易接受，也能自然地应用到实际生活中。听是学生们获取英语知识和模仿纯正优美的语音语调的有效途径。教师让学生带着问题去听，给他们一个听的目的和方向，促使他们集中精神去听，从听中了解课文的大概意思，并标记难点，养成良好的习惯。在引导学生初步了解课文以后，教师让学生通过听录音跟读对话、小组内操练对话来进一步理解掌握会话，这样以丰富多样的形式操练会话教学中的重难点，充分调动了学生的学习积极性。最后的采访报告环节，更是让学生在学中应用，在应用中获得了学习的乐趣。课题名称六年级下Unit 3 B lets learn编写执教学科英语年级六课 型词汇课课时第 4 课时教学目标1.知识目标：学生能够听、说、读、写描述书店中常见物品的单词和词组：dictionary，comic book，word book，postcard。2能力目标：学生能够正确使用上述单词和词组描述书店中常见的物品；学生能正确运用What are you going to buy？Im going to buy描述想买的东西。3.情感目标：学生通过角色扮演，产生“增人玫瑰，手留余香”的助人情怀。重难点教学重点：新授词汇以及句型：What are you going to buy？Im going to buy教学难点： 小组合作进行角色扮演。活动准备器材： 课件 、单词卡片 注意：课前将班级进行分组，每组6人，人选要考虑男女生比列以及优中差生的比例。教学过程或步骤教学过程或步骤Step 1 Warm-up: Free talkT: Hello, boys and girls. Im your new teacher today.You can call me Miss Ye. And I want to know you. Whats your name?S