人教版PEP六年级英语上册Unit3：MyweekendplanReadandwrite部分教案设计

Unit3myweekendplan第5 课时一、教学目标：能够通过争论哪些节日会有家庭聚会来激活相关背景学问和储藏词汇；能够通过阅读问题训练在语篇中捕获不同类型的信息和思考的力量；能够从阅读中猎取有用的句型，能够口头描述自己家庭成员在中秋节的活动，并能最终写出一篇日记。二、教学内容：教材：Readandwrite三、教学重点：1、阅读图片和文段完成吴一凡和家人的时间安排表；2、补全句子并能口头描述吴一凡和自己的中秋节安排。四、教学预备：录音机、教学挂图或课件五、教学步骤：StepOne:warmingupandrevisionGreetingsFree-talks:Whereareyougoingnextweekend?Whatareyougoingtodo?Whenareyougoing?StepTwo:Pre-readingShowthestudentssomepicturesandask:Whataretheseholidays?DoyouknowtheirEnglishname?NationalHoliday SpringFestival Christmas教师教读后，组织学生争论：Whatdoyourfamilydoontheseholidays?沟通在不同的节日不同的打算。Givethemsomehintsandchoose:goshoppinggettogetherbuypresentshaveabigdinner教师引导学生提炼出不同节日的共同点：familyget-together。视学生状况，还可追问：Whenwillyourfamilygettogether?要求学生简要答复。StepThree:While-reading1、第一次阅读波浪线画出他们进展的活动。2、其次次阅读板上。教师通过提问，联系上下文等方式帮助学生推想词意义。课件呈现以下问题：〔1〕WhatareWuYifan’sfamilygoingtodo?学生阅读后对句子Hisfamilywillgettogether.讲解will=begoingtoWhatisWuYifan’sauntgoingtodo?WhatisWuYifan’sgrandmagoingtodo?WhatareWuYifanandRobingoingtodo?然后指导完成表格，写下吴一凡一家的活动安排。3、第三次阅读教师展现Readandwrite仿照正确的停顿、语音和语调。教师提问：WhataboutyourMid-autumnFestival?Whatareyougoingtodo?立完成教材中的共性化书写活动For Mid-Autumn Festival, I’m going to .My partner is going to .StepFour:postreading1.日有不同的庆祝方式。补充阅读材料1：DearDiary!Tomorrowisabigday!Iwillbeveryhappy.Inthemorning,I’mgoingtogoshoppingwithmyparents.Wearegoingtobuysomefood,freshorangesandflowers.Intheafternoon,my motherisgoingtocook.Wearegoingtohaveabigdinnertogetherintheevening.Afterdinner,mygrandparentswillgivemearedenvelope.Therewillbesomeluckymoneyinit.WearegoingtowatchTVthisevening,too.TherewillbeawonderfulshowonTV.We’llhavesomuchfun!(SpringFestival)2：DearDiary!Tomorrowisanimportantday!Ican’twait.Inthemorning,I’mgoingtogoshoppingwithmyparents.Wearegoingtobuysomegiftsforeachother.Intheafternoon,mymotherisgoingtocook.Wearegoingtohaveabigdinnertogether.Wearegoingtoeatturkey.Afterdinner,wearegoingtosingsongsandtalktogether.MygrandmawilltellstoriesaboutChristmasforus.WillIgetgiftsfromSantaClaus?(Christmas)2、完成《活动手册》中对应页面的活动。3、诗朗读竞赛。教师请学生自愿参与诗朗读竞赛，朗读吴一凡日记中的藏头诗。读完之后请学生评比出最正确朗读者，并请学生思考，这首诗的特别之处在哪里。4、视学生状况，教师可简要介绍藏头诗这种文体，并供给一两首藏头诗让学生进展朗读，还可以鼓舞学生自己创作。Stepfive:homework学生仿照教材文段，写一篇自己的节日打算。板书设计：Unit3 MyweekendplanReadandwriteWho begoingto/willWuYifan’s family get toget