Whatareyougoingtodo.doc

What are you going to do？ 教学设计一、教学内容 本课时的教学内容是PEP小学英语（供三年级起始用）六年级上册第三单元A部分中Lets Talk 及Lets Try 板块。二、教学目标 1、知识目标 理解并认读词组on the Nation Holiday、the theme park、Shanghai Happy Valley、Shenzhen Window of the World、Hong Kong Disneyland、theGreat Wall及句子“Is it far? Yes, its far. No, its not far.” 2、能力目标 询问他人的周末安排；并描述自己的周末安排。三、教学重点和难点得体、合理地使用“What are you going to do on the weekend? Is it far? Yes, its far. No, its not far. How are you going?”, 能围绕周末安排进行提问和作答。四、教学准备 课件、教学录音带五、教学过程Step 1.Free talk and lead in(1)头脑风暴教师用课件快速展现图片。T: Children, we do many things every day. What are they?S1: Watch TV.S2: Play computer games.S3: Play football.S4: Listen to music.【设计意图：通过头脑风暴活动快速调动学生的思维，让学生回忆与本节课话题相关的动词词组，为后面讨论周末计划做铺垫。】（2）游戏：要做什么？T: Lets play a game: What to do? You are the one in the pictures. Say something about what you are going to do?教师用课件呈现图片，并针对图片内容进行师生问答。T: What are you going to do tomorrow?Ss: Im going to do sports. / Im going to do morning exercises.T: What are you going to do this afternoon?S1: Im going to wear my new clothes.T: What are you going to do next week?S2: Im going to play outside.【设计意图：师生根据图中的文字信息进行问答，其目的在于复习本节课讨论周末计划时要使用到的表示打算的句型：be going to do。由于学生已学过此句型，所以选用可爱的动物图片，让学生运用句型描述图片，而动物要做的事情的语言表达也抓住了学生的思维。在这种图片留有想象空间的情况下，教师再图中配上文字，实际上是给学生一个示范，有利于培养学生的发散性思维，防止学生的语言运用活动局限于课本中现有的动词词组。】（3）自由交谈T: What am I going to do this evening? Look, this is a picture of me. Im dancing on the square. I like dancing. So I am going to dance this evening. What are you going o do this evening?S1: Im going to do my homework at home.S2: Im going to do my homework and read a comic book.T: What are you going to do on the weekend?S1: Im going to do my homework and play computer games.S2: Im going to play basketball.S3: Im going to Tianru Park.【设计意图：教师的真实表达拉近了师生之间的距离，也调动了学生说的积极性。在这种主动学习的氛围中，学生真实表达自己要做的事，也为谈论周末活动安排拉开了序幕。】Step 2.Presentation and practice（1）谈话引入新授内容T: Are you going to the Great Wall on the weekend?教师通过课件引入新语言点: the Great WallS1 S2: No.T: Are you going to Fanta Park in Zhuzhou on the weekend?Ss: No.教师点击课件，呈现株洲方特公园。T: In fact, Fanta Park is a theme park(主题公园). Look, we have many theme parks in China. Lets learn to say their names.T Ss: Fanta Park is a theme park. Shanghai Happy Valley is a theme park. Shenzhen Window of the World is a theme park. Hong Kong Disneyland is a theme park.教师用课件呈现主题公园的图片，以领说的方式进入新语言点theme park的教学。学生通过练说活动操练新语言点theme park。T: Fanta Park is a theme park. Its near. If I go there, Im going to by bus. Hong Kong Disneyland is a theme park. Its far. If I go there,Im going by plane.教师边说边播放课件，因为学生在前面第一单元中已经学习了有关交通方式的表达，此时通过形象化的图片和语言的对比描述，学生很容易理解了新语言点far的意思。T: Look, what is it?Ss: Shanghai Happy Valley.T: Is it far?Ss: Yes, its far.T: How are you going?Ss: Im going by train.T: How else could you be going there?Ss: Im going by plane / by bus / by car. 教师用课件呈现路程和交通工具图片，通过提问启发学生思考去上海欢乐谷（Shanghai Happy Valley）的交通方式，避免了机械操练，让学生在情景中灵活使用了已学语言。T: What is it?Ss: Tianru Park.T: Is it far?Ss: No, its not far.T: How are you going?Ss: Im going on foot / by bike. 教师播放莲花天如公园一景图片，又以连续提问的方式让学生对far和Im going on foot / by bike.进行意义操练，实现课堂教学与学生生活的融合。 教师通过课件呈现图片，要求学生两人一组选一幅图进行对话。 【设计意图：教师用谈话的形式自然引入新的语言点。这一步在基于教材、紧扣教材新语言点（Is it far? the Great Wall、the theme park）的同时，适当拓展（Shanghai Happy Valley、Shenzhen Window of the World 、 Hong Kong Disneyland、Tianru Park、Yuhu Mountain）,把家乡本地的天如公园和玉壶山融入教学，与北京、上海、香港、深圳等地的景观做距离上的对比，让学生很好地理解far的词义，并使教学重难点在合理的、有逻辑的教学过程中得以处理，为后面的周末计划的教学作必要的语言铺垫。】（2）学习对话文本回答问题T: What is John going to do on the weekend? Lets listen and answer the questions. What is John going to do on the weekend? Is it far? How is he going there?教师通过课件展现需要回答的问题，让学生带着问题去听录音。师生一起检测听力理解的情况，然后学生朗读文本。口头填空练习教师用课件展示下面的文字，要求学生根据对话进行口头填空。Wu: What are you going to do on the weekend?John: Im going to _ this weekend.Wu: ?John: Yes, it is.Wu: ?John: Im going by train.（3）谈论周末计划师生谈论周末计划T: Like John, we have our weekend plans. Whod like to have a try? What are you going to do on the weekend?S1: Im going to Shenquan.T: Is it far?S1: Yes, its far.T: How are you going?S1: Im going by car.S1: Im going to pick oranges. 学生结对进行问答活动。 学生汇报对子活动的情况学生写出各自的周末计划学生首先朗读周末计划示例。教师用课件展示如下的周末计划，学生朗读由对话改编而成的周末计划。接着，教师要求学生替换句子中的黑体词，至少写出一句话表达自己的周末打算，学有余力的学生可以参照例子多写。Step 3.Consolidation and extensionT: We know our weekend plans. Lets listen to a plan for the National Holiday. October 1st is the Nation Day. We have no class from Oct. 1st to 7th. Thats the Nation Holiday. What is the girl going to do? Lets do an exercises. 学生听Lets try部分的录音，判断后打钩或打叉，然后师生一起核对正确答案。T: Lets try to write down the plan for the girl. The title is My National Holiday.Ss: Im going to Beijing on the National Holiday. Im going by plane with my mom and dad. Were going to buy a new computer. I cantwait.教师再课件中呈现听力材料的标题，学生回答后在呈现听力材料全文。教师用课件展示润色后的文本，引导学生感知如何整合所学语言，如何注意表达的层次性和逻辑性。学生朗读文本。【设计意图：教材中的听力材料（Lets try）是关于国庆节的安排，只要求学生听后判断。本环节的教学设计为：师生一起回忆计划的主要内容，再对其进行语言补充，使得文段中句与句之间过渡自然，层次分明，把听力材料演变成教学的拓展延伸材料，抓住时机培养高年级学生的英语表达能力。】Step 4.三选一：模仿Lets talk 编写一组对话，修改自己的周末计划，或者写一篇题为“我的新年假日计划”的小短文。六、教学反思本节课的教学立足于高年级对话教学，以发展学生的综合语言运用能力为宗旨，笔者在教学中做到了以下几点：1. 抓好基础， 着眼发展本节课以谈论周末打算为核心，内容涉及面很广，以前学过的动词均有可能成为使用的词汇。上课伊始进行了必要的谈话复习，突出基础性的教学任务。笔者意识到新的语言知识教学（theme park, the Great Wall,“Is it far?” ）是充实学生语言储备的重要环节，因此在这个环节中，抓住语言点theme park及时拓展、补充更多的主题公园，并结合“Is it far?”进行问答，使学生不仅可谈论家乡的公园，还能谈一谈其它有名的主题公园。这样的教学设计既符合学生对新事物感兴趣的心理需求，