2014新版PEP六年级上册第三单元教案.doc

UnitThreeMy Weekend Plan第一课时学习目标：（一）认知目标1. 能够掌握四会句子:Whatare you going to do tomorrow? Im going to have an art lesson. Were going to draw some pictures in Renmin Park.2. 能够独立完成Lets try部分的练习。3. 能够表述自己准备在将来的某个时间里干某事。（二）能力目标培养学生综合运用语言的能力。（三）情感目标 教育学生要合理安排好时间学习重点：掌握四会句子What are you going to do tomorrow? Im going to lesson. We re going to draw some Renmin Park.突破方法：反复朗读，培养语感，从而突破重点。 学习难点：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。突破方法：反复朗读，在熟读的基础上：尝试替换练习，从而突破难点。课前准备：1教师准备动词短语卡2教师准备本课时班班通教学资源。教法学法指导：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；合作学习法学习过程：1热身(Warm-up)师生进行日常会话。如：T: What do you do from Monday to Friday? S1: I often do homework and read books.T: What do you usually do on Saturdays?S2: I usually read books. S3: I usually watch TV.S4: I usually do homework. Step 2： PresentationLets tryT: Its Saturday morning. Sarah is on the phone with Mike. Lets listen to what they are going to do.教师先让学生看问题，画出关键词，然后播放Lets try部分的录音，学生选择正确答案，并 从听觉上进一步感知课时话题。Lets talk1. 教师出示当天的日历及课程表，与学生进行如下问答：T: What day is it today?S: Its Monday.T: What day is it tomorrow?教师引导学生回答：Tomorrow is Tuesday. 然后板书并教读单词：tomorrow，可采用拆分法教读。T: What time is it now?S: Its eight oclock.T: What are you doing?S: We are having an English class.教师指着日历问学生：What are you going to do tomorrow? 板书并教读句子：What are you going to do tomorrow? 同时教师适当讲述一般将来时的语法：一般将来时表示将来某一时刻将要发生的动作、行为或存在的状态，或将来某一段时间内经常发生的动作或状态；一般将来时的句子结构：be going to动词原形可采用如下方式操练：T: be going to do S: be going to do T: Whatareyougoing todo?S: What are you going to do?T: What are yo ugoing to do tomorrow?S: What are you going to do tomorrow?2. 教师拿着画板，问：What are you going to do tomorrow? 引导学生回答：Im going to have an art lesson.板书并教读句子：Im going to have an art lesson.可采用男生问女生答再交换的形式练习句型。如：Boys: What are you going to do tomorrow?Girls: Im going to have an art lesson.Girls: What are you going to do tomorrow?Boys: I m going to have an art lesson.3. 教师做画画的动作，说：What am I going to do? 学生回答：You are going to draw some pictures. 教师回答并板书：Yes, we are going to draw some pictures in Renmin Park.4. 教师拿着两张电影票或出示电影图片，说：Im going to see a film tomorrow.板书并教读短语：see a film。让学生注意film的发音。5. 播放Lets talk部分的录音，先让学生带着问题静听两遍，问题如下：What are Mike and Sarah going to do tomorrow?核对答案后，再次播放录音，学生跟读对话中的句子，然后分角色朗读对话。可让学生进行小组与小组之间的朗读比赛。鼓励学生替换对话中的时间和地点信息进行练习。6. 教师示范书写四会句子，学生仿写。Step 3 ：Practice1. 教师出示图片，师生一起猜相应短语。短语如：go ice-skating, wash clothes, draw pictures,2. 教师将学生分成四人一组，让学生讨论周末计划并写出相应短语。运用如下句型：What is . going to do? What are . going to do? He /She is going to . They are going to .教师可和几位学生做示范对话。3. 教师将学生分成四组，每组围成一圈，一名学生站在中间充当老虎。游戏开始，其他学生问：What are you going to do? “老虎”回答：Im going to read books.学生继续问。而当“老虎”回答：Im going to eat you.时，“老虎”就开始设法抓住一名学生，被抓到的学生接着充当老虎，继续游戏。课堂小结：这是第三单元的第一课时，我们要达成的学习目标很多，下面我们逐一对照，看看我们呢是否完成了。板书设计：Unit 3 My weekend plantomorrow see a filmWhat are you going to do tomorrow?Im going to have an art lesson.Were going to draw some pictures in Renmin Park.作业布置：1. 背诵Lets talk并签字。2. 抄写四会句子。3. 做活动手册上的配套练习。UnitThreeMy Weekend Plan第二课时学习目标：（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。学习重点：掌握四会短语及灵活运用be going to do 句型。突破方法：反复练习朗读，进行情景对话，突破重点。学习难点：能用所学的动词和时间短语对将来的活动进行描述。突破方法：表演情景对话，师生互动，小组交流，突破难点。课前准备：1.教师准备多媒体课件、班班通中本课时教学资源2.课文情景动画或音频MP33.单词卡片，图片，小球，盒子，电影票等教学道具。教法学法指导：讲授法；情景教学法；游戏教学法；任务型教学法；对话交际学习法；合作学习法学习过程：1热身(Warm-up)1. 教师出示动词短语图片，要求学生根据图片内容做动作并说出该短语，然后听写这些短语，可请几名学生在黑板上示范书写。如：read books, watch TV, do homework, clean the room, wash the clothes .2. 教师准备好一个盒子，里面装有写着不同动词短语的小纸条。学生十人左右围成一圈，教师播放音乐，学生开始传递这个盒子，音乐停止，拿盒子以外的学生问：What are you going to do? 拿着盒子的学生从盒子里取出一张纸条，根据纸条上的文字回答：Im going to read a book. 如此循环下去，直到学生把所有的动词短语说完为止。Step 2: Presentation Lets learn1. 教师拿出祖父母的图片，请一名学生搭档进行问答练习。如：S1: Who are they?T: They are my grandparents.S1: What are you going to do tomorrow?T: Im going to visit my grandparents.教师板书并教读句子：What are you going to do tomorrow? I m going to visit my grandparents. 注意单词visit的发音，可用拆分法先教单词visit可采取从单词到短语的形式进行操练。如：Visit，visit, visit, visit my grandparents.2. 教师拿出一张电影票，问：Whatare you going to do tonight? 引导学生回答: Im going to see a film. 教师板书并教读句子。注意可用拆分法教读单词tonight。教师讲述时间状语 this morning, this afternoon, this evening, next week, 注意单词evening 的发音和拼写。可详细讲解next的用法，如：next year, next Sunday, next Monday等。3. 教师拿出事先准备好的旅游图片，让学生用中文说一说图片上的内容。教师教新短语 take a trip,可采取从单词到短语的形式进行操练。如：Trip, trip, trip, take a trip.让学生一边说 短语一边拍打图片。教师在黑板上板书take a trip, 问学生：What are you going to do next week? 引导学生回答：Im going to take a trip.4. 教师让一名学生提着一个购物袋装作逛超市的样子，请其他学生猜一猜这表示什么短语，可能有的学生会说：go shopping。教师借机引入新短语go to the supermarket。注意纠正单词supermarket 的发音，可用拆分法来教单词。由单调到短语进行操练，如：Supermarket, supermarket, supermarket, go to the supermarket.教师在黑板上板书短语 go to the supermarket。师生进行连锁对话练习。如：T: What are you going to do this evening?S1: Im going to go to the supermarket. What are you going to do this evening?S2: Im going to go to the supermarket. What are you going to do this evening?S3: I m going to go to the supermarket. What are you going to do this evening?5.教师播放Lets learn部分的录音，学生静听一遍后跟读，随后学生两人一组进行练习。教师引导学生主动替换对话中的时间和动词短语，进行更为广泛的操练。Step 3: Practice1.教师左手拿动词短语卡片，右手拿时间短语卡片，把全班学生分成两组，播放音乐，两组同时传小球，音乐一停，小球在谁手里谁就到教师那儿抽短语卡片。一个组抽动词短语卡片，另一个组抽时间短语卡片，然后两组学生进行问答。如：S1: What are you going to do tomorrow?S2: Im going to take a trip.S3: What are you going to do tonight?S4: I m going to go to the supermarket.Make a plan教师引导学生设计星期六的行程，在书本上Make a plan的表格中填上动词短语。然后教师和一位学生示范对话。示范完毕后，学生找搭档进行自由练习。最后请几组学生上台展示，鼓励学生自由发挥，多运用已学语言。课堂小结：有哪位同学愿意来分享一下他今天的学习所得呢？板书设计：Unit3 My weekend plan tomorrow? visit my grandparent. tonight? see a film.What are you going to do this morning ? Im going to take a trip. this afternoon? go to the supermarket. this evening? next week? 作业布置：1. 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。3. 做活动手册上的配套练习。4.完成一起作业网上老师布置的作业。UnitThree My Weekend Plan 第三课时学习目标：（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。学习重点：三个特殊疑问句的问与答以及各种信息的替换和交流。突破方法：反复朗读，情景对话，替 换练习，突破重点。学习难点：能运用what, where, when引导的疑问句进行真实的交际。 表演，突破难点。课前准备：1准备若干张表格(形式见教学过程说明)。2教师准备本课时班班通教学资源。教法学法指导：讲授法；情景教学法；游戏教学法；任务型教学法；对话交际学习法；合作学习法学习过程：1热身(Warm-up)教师播放歌曲What are you going to do?学生先静听感受旋律，教师适当讲解学生不理解的地方。然后师生一起跟着音乐学唱歌曲，最后配上动作合唱。Step 2 ：PresentationLet s tryT: 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。Lets talk1. T: What are you going to do? (手拿电影票) Ss: Were going to see a film.T: Great! Where can you see a film?Ss: At the cinema.T: Right! So, where are you going?教师引导学生回答：Were going to the cinema. 板书并教读句子：Where are you going? Were going to the cinema.可采用替换地点的方式操练句型，如：Where are you going?Were going to the cinema. Where are you going?Were going to the hospital. Where are you going?Were going to the park.2. T: Im going to see a film, too. Im going to the cinema on Saturday. What about you? When are you going? 教师引导学生回答：Next Wednesday.教师板书并教读句子：When are you going? Next Wednesday.教师将句型编成chant的形式说唱：Where are you going? Where are you going?Were going to the cinema. Were going to the cinema.When are you going? When are you going?Next Wednesday. Next Wednesday.What are you going to do? What are you going to do?See a film. See a film.What, where, when.Fun story, Fun story.3. 教师播放Lets talk部分的录音，学生先静听，并画出重点句型和不理解的地方，如：space, travel, half, price等，教师可出示相关实物或图片帮助学生加以理解。然后带着如下问题再次听课文录音：Where are John and Jack going next week?全班核对答案。再次播放录音，学生跟读。然后分角色大声朗读课文，分小组自由练习， 并展开小组竞赛，看哪组模仿得最贴切。 4. 教师示范书写四会句子，学生仿写。Step 3 ：Practice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。 课堂小结：同学们通过本课时的学习能够读懂Lets read中的段落，并根据段落内容写出提纲式的LiuYuns weekend plan.能够模仿文段内容陈述自己的周末活动安排。大家能做到这些要求吗？本课时的学习难点是转述时第一人称与第三人称的人称代词与物主代词的变换。这一学习难点大家突破了没有？板书设计：Unit 3 My weekend planWhere are you going? Were going to the cinema. When are you going?Next Wednesday.作业布置：1. 背诵Lets talk，家长签字。2. 抄写四会句子。3. 做活动手册上的配套练习。4.完成一起作业网上老师布置的作业。UnitThree My Weekend Plan第四课时学习目标：（一）认知目标1. 能够听、说、读、写单词或词组：dictionary, comic book, word book, postcard 。2. 能够听、说、读、写句子Whereare we going? To the bookstore. Im going to buy a new comic book. 并能进行关键词的替换练习。3. 能够运用所学语言完成角色扮演任务。（二）能力目标培养学生综合运用语言的能力。（三）情感目标培养学生合作学习、自主学习的能力。学习重点：听、说、读、写四会单词和短语。 突破方法：反复练习朗读，进行情景对话，突破重点。 学习难点：掌握单词dictionary的发音和在真实情景中灵活运用所学语言。突破方法：采用拆分法、模仿朗读的方式熟悉单词，创造真实情景并以小组合作形式进行角色扮演，突破难点。课前准备：1.教师准备多媒体课件、课文情景动画或音频MP3。2.单词卡、教学挂图、词典、明信片等。 3.班班通中本课时教学资源。教法学法指导：讲授法；情景教学法；游戏教学法；任务型教学法；对话交际学习法；合作学习法学习过程：1热身(Warm-up)1. 教师播放歌曲What are you going to do?学生一边唱一边做动作。2. 师生说唱chant：Where are you going? Where are you going?Were going to the cinema. Were going to the cinema.When are you going? When are you going?Next Wednesday. Next Wednesday.What are you going to do? What are you going to do?See a film. See a film.What, where, when.Fun story. Fun story.3. 请几名学生根据自己列的提纲表述自己周末的活动安排。表格内容如下：on Saturdayon Sundaywatch TVsee a filmread booksvisit grandparentsclean the roomgo to the supermarket教师根据其中一名学生的表述内容进行提问，如：T: What is he going to do on Saturday?S: He is going towatch TV.He is going to read books.He is going to clean the room.T: Whatis he going to do on Sunday?S: He is going tosee a film.He is going to visit his grandparents.He is going to go to the supermarket.Step 2 : Presentation Let s learn1. 教师引导学生进行日常对话。如：T: What are you going to do on Saturday?S: I m going to buy a book. What about you?T: I m going to buy a book, too. Where can you buy a book? S: In the bookstore.T: What are you going to buy in the bookstore?S1: Im going to buy an English book. S2: Im going to buy a Chinese bookS3: Im going to buy a maths book.S4: Im going to buya music book.S5: Im going to buya science book.教师手拿一本漫画说：Im going to buy a comic book. 教师板书并教读短语comic book。可分小组操练该单词，然后问学生：Do you have comic books? 请有漫画书的学生举起手中的书说 comic book，没有漫画书的学生也跟着一起说comic book。2. 教师拿出一本词典说：Im going to buy a dictionary. 教读单词dictionary。可用拆分法来教读。请学生一边读单词一边掂一掂词典的重量。教师说单词，学生说出该词的拼写，或请一名学生说单词，全班学生分成小组进行拼写单词比赛。3. 教师拿出一本单词书说：Imgoing to buy a word book.板书并教读单词word book。可按如下方式操练：单词，word，单词书，word book。4. 教师出示一张明信片问：Whats this? 学生可能会说：明信片。教师板书单词postcard，请学生一边说单词一边传递postcard。5. 教师把所有的单词卡片放在一起，让学生进行单词拼写比赛。可以口头进行，还可以利用单词卡片背面的灰体词进行描红比赛，学生边描红边拼读，看谁既快又好地记住了本课的四会单词。6. 播放Lets learn部分的录音，第一遍学生静听，然后学生跟读，再对其中的书籍名词进行替换练习。Step 3：PracticeRole-play教师布置学生每人带两到三本图书，并按Role-play部分的情景图中所示，在教室里设六个卖书点。每个卖书点由三名学生扮演销售员，其他学生自由购书。如：S1: What are you going to buy, Sarah?S2: Im going to buy some comic books.S3: Can I help you?S2: Yes. Do you have comic books?S3: Yes! Here they are!教师也可以引导学生用有关购物的句型进行对话拓展。如：T: What are you going to buy?S: Im going to buy a comic book,T: OK! Its 10 yuan.S: Ill take it. Thanks.教师在购书活动中评出“最佳销售员奖”，并及时鼓励表现出色的学生。课堂小结：本课时的学习难点是三会单词dictionary的发音、四会单词的拼写和Pronunciation 部分字母组合th的两种发音。不知道大家通过学习有没有突破这一难点啊？今天的学习目标都通过努力实现了吗？板书设计：Unit 3 My weekend plandictionary comic book word book postcard Where are we going?To the bookstore. Im going to buy a new comic book.作业布置： (1)学生抄写本课时四会词汇。(2)学生做活动手册本部分的配套练习。(3)完成一起作业网上老师布置的作业。UnitThree My Weekend Plan 第五课时学习目标：（一）认知目标1. 能够听、说、认读Read and write 部分的信件，并根据信件内容回答文后的问题。2. 能够掌握单词在发音上的重读技巧。3. 能够完成Lets check, Lets wrap it up部分的练习。（二）能力目标培养学生口头表达能力及动手能力。（三）情感目标让学生了解中国的传统节日，热爱祖国热爱家庭。学习重点：读懂、理解Read and write部分的信件，完成相应练习。突破方法：反复听、读，小组对话 交流，突破重点。学习难点：能复述Read and write 部分的信件，掌握单词重读技巧。突破方法：教师点拨，学生反复操练，突破难点。课前准备：1教师准备本课时班班通教学资源。2教师准备多媒体课件、课文情景动画或音频MP33.本课时所需的图片。教法学法指导：讲授法；情景教学法；游戏教学法；任务型教学法；对话交际学习法；合作学习法学习过程：1热身(Warm-up)1. 教师说单词，学生拼写单词。可采取小组合作接龙拼写，也可以选取组内一名学生拼写全部单词。拼出单词最快最多的小组获胜。2. 教师出示postcard, word book, dictionary, comic book的图片，要求学生根据图片内容迅速说出单词并拼写该单词，然后运用这些单词进行对话练习。如：T: What are you going to do?S: Im going to buy a dictionary in the bookstore.T: When are you going?S: This afternoon.Step 2: Presentation Read and write1. 教师出示节日图片，如：国庆节、春节、圣诞节等，问：What are these holidays? What do your family do on these days? 每说到一个中国传统节日，教师可适当介绍此节日的发展史、典故、特殊的庆祝方式等等。最后让学生分组讨论：Another time when your family get together.并请几位学生主动说一说。2. 当学生提到Mid-AutumnFestival时，教师引入信件，可回顾一下信件书写格式。引导学生阅读信件和课后习题，指导学生画出不理解的单词和句子。然后教师播放Rear and write部分的录音，静听两遍后，给学生几分钟完成课后习题，要求学生在短文中找出信息点。教师请几位学生代表回答问题，核对答案。再次播放录音，学生一边听录音一边跟读句子，然后让学生提出不懂的单词或句子，如 moon cake, poem, get together 教师答疑。最后全班大声朗读课文。3. 学生两人一组，讨论：Whatare you going to do for Mid-Autumn Festival? 并将计划写在书本相应的位置。然后请几组上台展示讨论结果。4. 教师引导学生观看Tips for pronunciation部分的单词，自己读一读，猜一猜单词的重音在哪。然后播放此部分录音，核对重音。再次播放录音，学生跟读，读到重音部分时拍手，注意重音的模仿。请几位学生上台大声朗读，其他学生当小评委，提建议。在书本28页找出更多有重音的单词，并读一读。Step 3: Practice Lets check1. 教师引导学生观看图片，猜一猜图片可能涉及哪些话题。然后播放Lets check部分的录音，学生根据录音内容选出与录音匹配的图片。2. 再播放两次录音，学生完成填空练习。3. 教师核对答案。学生重复听录音，尽量听出对话内容。 Lets wrap it up教师请五个学生分别朗读五个娃娃里的单词，然后将单词分类，如：第三个娃娃里的What, Where，When都是特殊疑问词，应当位于句首。然后教师将学生分成六人一组，展开小组竞赛，比一比哪个组造句造得最多最正确，句子不得重复，可采取计分方式。教师先示范造句。如：What are you going to do?本节课的重点是阅读和练习。教师很好地抓住了课堂重点，围绕阅读和练习开展一系列 教学活动。同时打破了传统的阅读和练习方式，利用图片、录音、小组讨论、竞赛等多种形式避免了传统方式的枯燥性，学生化被动为主动。这堂课的精髓还在于对学生综合能力的培养，教给学生阅读方法和听力技巧，让学生在潜移默化中将教师教授的方式转变为自己今后阅读和听力的惯性方式。这样，学生就能够渐渐独立而准确地完成复杂繁琐的练习，并且不会产生畏难感，这对学生是很有帮助的。教师也很好地拓展了课外知识，让学生更加了解中国的传统文化，虽然是英语课，但这一任务贯穿学生的整个学习过程。课堂小结：同学们，通过今天的学习，你们能运用what，where，when疑问句进行真实的交际吗？几组四会句型大家会默写吗？板书设计：Unit 3 My weekend planNational Day Spring Festival Christmas Mid-Autumn Festival Tomorrow is Mid-Autumn Festival.My families are going to get together and have a big dinner.My aunt is going to make moon cakes.Robin and I are going to read a poem.作业布置： (1) 背诵Read and write家长签字。(2)完成一起作业网上老师布置的作业。(3)完成活动手册中的配套练习。UnitThreeMy Weekend Plan第六课时学习目标：（一）认知目标1. 能够理解Story time的故事，领悟一个哲理Learn by doing.2. 能够分角色自如表演Story time中的故事。（二）能力目标培养学生的阅读理解能力和表演能力。（三）情感目标教育学生要细心生活，互帮互助，大胆尝试，学会在做中学。学习重点：能够理解故事的意思。突破方法：采用分层阅读法，进行故事教学；教师和学生列举生活实例，理解Learn by doing, 突破重点。学习难点：能自如表演故事。突破方法：教师示范，学生模仿，反复听录音，反复练习，创设真实情景突破点。课