Unit 3 My weekend plan（教案）人教PEP版英语六年级上册
展开英语学科教学设计（简案1）
课 题 | Unit 3 A let’s talk | 课时 | 1 | ||||||||||||||||||
学习目标 | 1.能朗读，表演Main scene和Let’s talk中的对话。 2.能了解be going to表示即将发生的动作，并在真实场景中运用所学语言进行真实交流和运用。 3.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。 | ||||||||||||||||||||
教学重难点 | 重点: 学生能够表演Main scene和Let’s talk中的对话。 难点: 了解be going to表示将来发生的动作的基本用法，并能加以简单运用。 | ||||||||||||||||||||
过程设计 | Step1. Warm-up and Revision Let’s read and chant Picture,picture,I will take a picture. Film,film,I’m going to see a film. Comic book,comic book,I will buy a comic book. Lesson,lesson,I’m going to have alesson. What are you going to do? What are you going to do? |
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Step2. Presentation and Practice
(1)出示Main scene部分的教学图片，让学生观摩，提问问题:Who are they? What are they talking about? 教师组织学生分为3-4人一组，尝试着猜想一下他们在讨论什么，进而对课文和本单元将要讨论的话题有一个初步的认识。 (2)教师引导学生将讨论的结果展示交流。 (3)教师领读对话，学生模仿，齐读练习，生生对话，小组展示。
2.Let’s try和Let’s talk的学习 (1)播放Let’s try中的录音，指导学生完成听力任务：判断正T误F ( )①Sarah is going to have an English lesson tomorrow. ( )②Mike is going to see a movie tomorrow. ( )③Mike has some homework to do now. (2) 播放Let’s try中的录音，给出学生题目中的情境，指导学生完成Let’s try中的听力选择。 (3) 读Let’s talk部分的对话，回答下列问题，即完成探究学习2中的任务：读对话，回答下列问题(问题驱动） ①Who are they? What are they talking?(guess) ②What is Mike going to do? What is Sarah going to do? Can they see a film together? Why? ③What does Mike have to do now? (4) 播放录音，让学生跟读、模仿，训练发音，教师提炼对话中的重点知识，让学生通过编对话的形式加以操练，进而表演，教师给予指导，即完成探究学习3中的内容。
（4）运用下列重点句子，小组内创编对话并表演 What are you going to do tomorrow?I’m going to…We’re going to…I have to do…. |
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Step3. Consolidation and Extension 1.Mike有两张电影票，那他接下来找谁一起看电影呢？学生展开想象，模仿课本对话 谈论自己和朋友的周末计划 （1）展示一些重要的动词词组加以学习：go ice skating,wash clothes,draw pictures,make a snowman,go for a picnic （2）指导学生运用一些重点句型，加以be going to的运用，操练所学句型。 What is…going to do?What are…going to do?He/She is going to…They are going to… 2.指导学生做一个组内调查，完成探究学习1中的内容。 给出要求：小组内运用本节课所学习的句型What are you going to do?和I’m going to…做一个小调查，询问她人即将做的活动是什么，完成下列表格。
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作业设计 | 必做作业：
选做作业： 背诵课本P24。 | ||||||||||||||||||||
注：过程设计采用板块方式。
英语学科教学设计（简案2）
课 题 | Unit3 A let’s learn | 课时 | 1 | ||||||||||||||||||
学习目标 | 1． 掌握四组重要短语，visit my grandparents, see a film, take a trip, go to the supermarket 2． 掌握重点句子What are you going to do？I am going to…进行简单地提问与回答关于计划的相关动作，并在真实场景中运用所学语言进行真实交流和运用。 3.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。 | ||||||||||||||||||||
教学重难点 | 重点:学生能够掌握四组重点词组和重点句子。 难点:运用含有be going to的问答句谈论简单的周末计划。 | ||||||||||||||||||||
过程设计 | Step1. Warm-up and Revision
教师与学生进行简单对话与交流，用提问回答的方式问 学生喜欢的事物等，进而问上节课的重点句型：What are you going to do? I’m going to…引导学生说出一些简单的近期计划，教师尽量提问更多的学生，让更多的学生参与口语交流，说出自己的计划，并熟练此重点句型的运用。 |
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Step2. Presentation and Practice 复习talk 学生猜测引出learn的学习 学生通过听录音，了解Chengjie要去see a film.借此学生猜时间，Sunday afternoon。 通过看图片中Sarah的祖父母，猜测What is Sarah going to do?角度visit grandparents.When is she going to see her grandpanrents?引出将来时间的学习及句子操练 教师组织学生3-4人一小组，尝试着猜想一下他们讨论什么，从而引出本节课讨论的有关be going to表示将来时简单计划的话题。 （1）教师展示本节课的短语图片，引领学生学习这些重要的短语，并引导学生利用多种方法记忆短语。 （2）听录音，指导学生完成内容，并指导学生记忆关键词。 听Let’s learn部分的短语，完成下列填空任务。 ① ____my grandparents. ②see a ____ ③take a ____ ④go to the ____ （3）听力小练习，播放教师自制的录音，指导学生完成探究学习2中的内容。 听录音，完成下列句子，选出短语的正确序号，填在横线上，可重复选择。 A．visit my grandparents B.see a film C.take a trip D.go to the supermarket E.this morning F.this afternoon G.this evening H.tonight I.tomorrow J.next week ①What are you going to do___? I’m going to_____. ②What are you going to do _____? I’m going to_____. ③What are you going to do_____? I’m going to_____. ④ What are you going to do_____? I’m going to_____. ⑤ What are you going to do_____? I’m going to_____. ⑥ What are you going to do_____? I’m going to_____.
(1)根据上部分的内容，指导学生加以总结，再次出示重点语句，带学生朗读并翻译，理解其功能用法。 （2）创编对话，指导学生制订一个简单的周末计划，即完成探究学习3中的任务。 （3）小组内展示对话。 |
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板块三. Consolidation and Extension 布置学生任务，把上节刚刚完成的对话加以总结，完成下面的采访记录表，记录下周末将要进行的活动和计划，完成采访记录卡，记录下组内小伙伴的周末计划。(点拨展示）
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作业设计 | 必做作业：
选做作业： 背诵课本P25。 | ||||||||||||||||||||
注：过程设计采用板块方式。
英语学科教学设计（简案3）
课 题 | Unit3 B let’s talk | 课时 | 1 | |
学习目标 | 1.学生能够听、说、认读句型：Where are you going? We’re going to… When are you going? We’re going to… We’re going to see a film about space travel. 2. 学生能够运用句型What are you going to do? Where are you going? When are you going?进行某项活动计划的讨论。 3. 学生能够用正确的语音、语调朗读对话，并能进行角色表演 | |||
教学重难点 | 重点:学生能够区分并熟练运用句型What are you going to do? Where are you going? When are you going? 难点:能在实际情景中灵活运用以及正确的回答。 | |||
过程设计 | 板块一. Warm-up and Revision 1. Sing a song: What are you going to do? 2. Read the words quickly: tonight, this morning, this evening, this afternoon, see a film 3. Free talks: What are you going to do tonight? I’m going to … |
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板块二. Presentation and Practice
(1) listen and answer: John is on his way home. He sees Amy. What is Amy going to do? ________________ Is there ice crea for John?_________________ (2) 校对检查，课件出示答案。
2．Let’s talk (1) 承接Let’s try 部分，导入对话学习。John为Jack的到来还准备了什么活动？学生展开想象：see a film, buy some fruit, visit the science museum等。 看视频学生了解John做了什么安排 听第一次录音回答What 听第二次录音回答Where and when 阅读对话，回答When why T: What is John going to do next week? (2) Watch and answer 课件出示问题：What is John going to do next week?(问题驱动） Watch the video (3) 校对答案 He is going to see a film. (4) About the film, Show the students the post of the film讨论关于电影的更多细节 The name of the film : Travel to Mars What time? Tuesday. The price is half.了解half price (5)Watch it again and answer the other questions? 教师板书到黑板 Where are they going? When are they going? (6)Read after the tape and imitate it. (7) Practice with the partner. (8) A report about John’s next weekend plan.（复述有一定的难度，需要教师逐步引导）。 John’s cousin is going to ______ John next week. They’re going to _________ and see a film about ________ ________. They are going ________ _________. But next Tuesday is better. Because it’s_____ ________ then. |
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板块三. Consolidation and Extension 1. Talk about “ What? Where? When?” 教师示范填写表格 T: Where are you going this weekend? S: I’m going to… T: What are you going to do?
S: I’m going to ________. T: When are you going? S: I’m going at…
_______ are you going to do? I’m going to visit my grandparents. _______ are you going ? I’m going on Saturday morning. ________ are you going? I’m going to my grandparents’ home. |
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作业设计 | 必做作业：
选做作业： 背诵课本P26。 | |||
注：过程设计采用板块方式。
英语学科教学设计（简案4）
课 题 | Unit3 B let’s learn | 课时 | 1 | |
学习目标 | 1. 学生能够听、说、读、写本课的五个新单词： dictionary, comic book, word book, postcard; 2. 学生能够掌握并运用句型：Where are we going? To the bookstore. What are you going to buy? I’m going to buy … 3. 能够用What are you going to do? Where/when…?进行自由地表达与交流。 | |||
教学重难点 | 重点:dictionary的拼写 难点:区分what where when并作自由的交流与运用 | |||
过程设计 | 板块一. Warm-up and Revision 1Sing a song: What are you going to do? 2. Free talks: talk about your weekend plan讨论上一节课填写的周末计划表格 |
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板块二. Presentation and Practice 1. 情境导入 (1) Questions: After John and his cousin seeing the film, where are they going? Guess! A. bookstore B. school C. supermarket (2) Listen and check the answer. They are going to the bookstore. 听录音获取信息，John is going to buy a comic book. Show them some comic books. What is Jack going to buy? Learn the new words (1) 学生猜测postcard，因为要送给自己的朋友 (2) Present “ postcard” Show some pictures, can you tell me which one is the postcard?
present “dictionary” Show them a thick book, listen to the tape. 拆音读：dic—tion—ary 听音填单词。 Read after the tape. Spell the words and write them on the board. (3) Present “word book” Show them a word book: “ Is this a dictionary?” “No, it’s a word book.” Spell together: w—or—d b-oo-k Listen to the tape. Spell the word.
Listen to the tape and read after it. 4. Listen and write the words: 任务书写：
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板块三. Consolidation and Extension 1.任务展示：(点拨展示） Today, Zhangpeng sarah and Amy are going to the bookstore. John is the shop assisstant. What are they talking? Listen and answer. What is Zhang peng going to buy? What is Sarah going to buy? 2.任务布置：Now you are going to the bookstore. What are you going to buy? Let’s perform in the four-student group. 3.Feedback. |
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作业设计 | 必做作业：
选做作业： 背诵课本P27。 | |||
注：过程设计采用板块方式。
英语学科教学设计（简案5）
课 题 | Unit3 B Read and write | 课时 | 1 | |
教材分析 | 学生到本单元为止已经学过一般现在时，正在进行时，一般将来时。学生在运用中开始有点混淆，特别是be going to 会与be doing。如何让学生能比较清晰地运用be going to do 句型，需要一定的句型操练，和仿写练习。本届六年级的学生在听上还需要一定量的练习。
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学情分析 | 本课时内容是对be going to句型的复习并进行综合运用。同时拓展到will的用法。课文内容是容易理解，并容易朗读，但是后进生读流利，理解短文，并运用句型仿写是难点。需要激发后进生课堂参与的积极性。
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学习目标 | 1.学生能够读懂文章中的日记，并能够完成文中的信息表。 2. 学生能够用正确语音语调朗读语篇，并能够知道日记的格式。 3. 学生能够更多地了解Mid-autumn Festival的节日特征，以及相关家人团聚的一些节日文化。
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教学重难点 | 重点:能朗读，简单讲述本节课的小短文 难点:通过阅读问题训练学生在语篇中寻找关键词的能力，学会通过细节进行推理的能力 | |||
过程设计 | Step One: Pre-reading 1. Free-talks: Where are you going next weekend? What are you going to do? When are you going? 2.Leed-in
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Step Two: while-reading 出示表格
解决问题 精读指导
What are these holidays? National Holiday Spring Festival Christmas What do your family do on these holidays? Give them some hints and choose: Set fire works go shopping get together buy presents have a big dinner. (1) Show them another picture of “Mid-autumn Festival” What holiday is it? What do your family do on this holiday? （2 ）Read and answer. 教师This is Wu Yifan’s diary. Let’s read the diary. 教师课件呈现以下问题： What are Wu Yifan’s family going to do? 学生阅读后对问题 His family will get together. 讲解will = be going to （2）Read and finish the table. What are Wu Yifan and Robin going to do? What is Wu’s aunt going to do? What is Wu’s grandma going to do? (3) Check the answers 2. 课文朗读（Listen and Read） (1) Have Ss listen to the tape. Tips: 仔细听录音，体会录音中的升降调、重音和意群的停顿。 (2) Listen again and read after the tape.. Tips: 听录音跟读, 听一听单词：lesson dinner tonight tomorrow 语音指导：单词的重音 (3) 重点指导 Poem F is for family. A is for autumn. M is for moon. I is for “I”. L is for love. Y is for you. Who can read it beautifully. 新 课 标 第 一 网 (4) Read the whole poem in pairs. Step Four: Post-reading当堂评价 巩固练习 1. 课本个性化书写活动 (1) Discuss with your partner. What are you going to do for Mid-autumn Festival? 先让学生同桌口头交流。 教师将最后一位学生的回答在投影仪下示范书写，然后提出一星和两星要求，请学生个性化书写。 (2) Write down your plan. For Mid-Autumn Festival, I’m going to ___________ ___________________. My partner is going to _________________________ ___________________. 2.尝试仿写其他节日
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作业设计 | 必做作业：
选做作业： 背诵课本P28。 | |||
注：过程设计采用板块方式。
英语学科教学设计（简案6）
课 题 | Unit3 B story time&check&wrap it up | 课时 | 1 | |
学习目标 | 1.复习一般将来时态的三个核心问句以及回答：What are you going to do? When are you going? Where are you going? 2.巩固一般将来时的句法要点，能够用不同的主语进行be going to的造句以及自由表达。 3.能理解、听懂并讲Story time中的故事。 | |||
教学重难点 | 重点:一般将来时的语法要点复习。 难点:能在实际情景中灵活运用以及正确的回答 | |||
过程设计 | 板块一. Warm-up and Revision
2. Free talks: |
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板块二. Presentation and Practice Wrap it up
（1）be going to Review: I am going to/ He/She is going to/ We/They/You are going to… (2)时间状语：this morning this afternoon this evening tonight tomorrow next week
2. How many sentences can you make? （1）Talk about it in pairs. （2）Feedback.
Story Time 1. Watch the video and answer the questions: What is Zoom going to do tomorrow? Where are they going to learn? 2. Watch it again and learn some new words (1) disturb me (2) be afraid of (3) learn by doing 3. Watch the video and read along 合口读
5.What have your learned from the story? A. Go to the swimming pool. B. Learning by doing C.What are you going to do tomorrow? |
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板块三. Consolidation and Extension 1、小组内朗读并表演小故事的内容和情境，编写故事中的对话，利用本单元的重点句子，增加人物和情节，小组内展示。 （1）让学生交流看法，谈谈学后的感受，尤其是对于“learn by doing”的深刻理解，让他们说一说在自己的学习中怎样做到。 （2）带领学生在小组内简单说一说，总结本单元的重要知识从而提学生的总结和反思能力。 |
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作业设计 | 必做作业： 课堂p18。 | |||
注：过程设计采用板块方式。
