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小学英语六年级Unit3 What Are You Going to Do三课时含反思


人教版 PEP 课标小学英语六年级六年级上册 Unit3 What Are You Going to Do

Unit3 What Are You Going to Do

第一课时 教学设计 一、学生分析:

1、小学生随着年级的增长举手回答问题的人越来越少,特别是六年 级学生不敢举手或者不愿意举手回答问题。原因是小学生在英语课堂上自 信心不足,从而导致不举手回答问题。

2、过三年多的学习已经拥有较强的自学能力,打下了较好的英语语 言基础,具备小组合作学习和探究学习的能力。可以开始培养他们的自主 学习。

二、内容分析:

本课时内容是将来时态”be going to”重点是询问并回答未来几天 或周末的活动安排,主要句型是:”What are you going to do? going to … ” 要求学生能在实际语言环境中熟练运用。 I’m

2.重点与难点

听、说、认读 Let’s read 部分的对话。

三、教学目标:
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1、能够听、说、认读 Let’s read 部分的对话;

2、能够根据对话内容回答文后的问题;

3、能够就自己 20 年后的理想状况进行讨论。

四、教学准备用具

小黑板、录音机、磁带、人物图片、职业卡片

教学实录

Step 1:温故知新,创设愉快学习氛围。,根据教材及小学生的年龄 特点,我在进入新课前先让学生唱自编歌谣。如:(Chant)

GS: What are going to do? (twice each time)Play football, Play football

BS: I’m going to ply football.(如此不断替换新词)这样不但可 复习大量旧词组:take pictures, play chess, play games, plant tree, watch TV, go chopping, go hiking and so on 且可较好操练新句型。 ”What are you going to do? I’m going to…

Step 2:站起来,你说我说大家说,提高自信心 自由问答(教师不点 名,让学生勇敢站起来 one by one 问答)

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Step 3:Game:Guessing:”What is she /he going to do? She /He is going to …” 增强学习的趣味性,导入新课。出示人名图片。(在背面 写将要干的事情)(John, Amy.WuYifan,Zhang Peng Sarah)

E.g. 一 What is Amy going to do this weekend? Guess!

一 She is going to…

T: What is Sarah going to do this afternoon? Let’s have a look.(卡片后没写任何东西)

Oh, There’s nothing. Today Let’s learn.

Unis 3 B Let’s read” and find out.

Step 4:学习新课,讲究方法

1、Read and circle your new words.(学生共同找出新单词,并板 书)

NW:need , else , use

plant trees

\

some plants

-----

对比学习

plant shop

/

3

2、Listen the tape and try to learn by yourself.

a.First time: Just listen.

b.Second time: listen and follow.

c. Third time:listen and follow loudly.

3、Learn the new words and sentences.(ss try .T help and explain)

4、Reading

a. Follow the teacher.

b. Read together

c.Read in group. (Use the way they like)

(小组内可选择自己喜欢的方式读,教师指导阅读方式,强调语音、 语调、语速)

d.小组读书比赛,突破“读”

5、Writing

Finish the exercises(课后练习和教师增加的课外题)

More exercises: 5)What are you going to do this weekend?

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6)What is your father going to do this afternoon?

7)What are you going to be in the future?

Step 5: 课外拓展,施展才华,真我风彩/你演我演大家乐!(改编 或照演 Let’s read 的对话)

Eg:(学生编的内容)

A:Hello,Peter,What are you going to do this weekend?

B:I’m going to the bookstore . I want to buy some comic books .What are you?

A:I’m going to the bookstore ,too. I want to buy some post cards.

B:Let’s go together.

A:Great!

B:When are we going?

A:On Saturday morning.

B:OK.

A:See you then.
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Step 6 :小结本课内容

教学反思

本节课的内容我选自人教版 PEP 六年级上册 Unit3 What are you going to do?的最后一课时;B Let’s read,在备课的过程中,我对教材进行 了一定的加工,根据学生的实际生活,延深、扩展了教材的内容。除了教 授课文中的重点句型外,还扩充了句型的多人称变化及特殊疑问句 what when where how 在一般将来时的运用,同时让学生自主创设情境,操练所 学过的语言文化知识。现将我对这节课的整体思路阐述如下:

一、 导入、呈现新内容较自然

在本节课中,我从轻松愉快的 chant 引入通过 chant 引出主要句型同 时复习大量的动词短语为本课所学的内容及拓展做好准备.让学生站起 来,你说我说大家说,提高自信心 自由问答,有效激发学生的学习兴趣 和信心!通过游戏 Guessing 增强学习的趣味性,自然导入新课。

二、 自主学习,发挥学生的表演才能,在真实的情景中灵活的运用 英语。

英语作为一门语言,应体现它的交际功能,我一贯认为学生会应用英 语是关键。给学生自由发挥的空间,通过小组合作学习新的语言,互相帮 助努力完成共同的任务。通过小组之间的竞争有效激发他们的学习热情。 让他们充分的发挥想象,运用所学的内容自编自演谈话场景。这样学生可

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以活学活用英语,同时也培养了学生的表演才能。有的学生极有想象力和 创造力,能够有一些新点子自创情境,而且往往不局限于本节的内容。学 生的表演的成功与否是我教学的落实与否的一大衡量标准。

第二课时 一、教学内容:PartB Let’s talk 二、教学目标: Pair work

1、通过单句练习,替换练习,实际表演,角色互换等方法熟练运用 be going to 句型,掌握 what、 where 、when 引导的特殊疑问句并能做 出相应回答。

2、 能够掌握四会句子: —Where are you going this afternoon?—I’m going to the bookstore.—What are you going to buy ?—I’m going to buy a comic book.

3、能够听懂 Let’s try 部分的对话并完成听音选图的练习。

4、利用调查活动,使学生能够使用各种疑问句采访他人的活动安排 并做记录。

5、有效培养学生合理安排自己的学习与生活的能力,乐于小组合作 与交流的情感,加强他们自主学习的能力。

三、教学重、难点
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重点是三个特殊疑问句 what 的替换与交流。

where

when 的问与答以及各种信息

难点是让学生能运用 what where when 疑问句进行真实的交际以及两 组四会句型的正确书写。

四、教学步骤

Step1 热身/复习 (Warm-up/Review)

1、全班一起吟唱 Let’s chant 的歌谣。

I’m going to buy a book .

I’m going to take a book .

I’m going to make a cake .

I’m going to walk near a lake….

学生看课件边拍手边吟唱。

2、Speel the words.采取小组间竞赛的方式,让学生快速拼写一些 短语与单词, 如: next week ,this moring/afternoon/evening,comic book , post card,newspaper

3、Brain storm:classify words by shops

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Magazine postcard newspaper

Ss:bookstore

Sneakers sandals slippers

Ss:shoestore

Apples

grapes banana

Ss:fruit shop

4、口语练习:T:What can you buy in the …?

在学生回答各商店所出售的物品时,教师根据其回答贴出物品的小卡 片,如:dictionary,comic book ,magazine, story book ,newspaper…

S:I can buy

Step2 呈现/操练

1、Let’s try

(1)先泛听一遍,教师指着课件中的书店及各店里所出售的物品说:

Look!There are so many goods in the store.Let’s listen to the tape and find out

听第 2 遍

Where is Sarah going ?

What is she going to buy?

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Who is she going with?

让学生继续在表格中完成。

(2)放 3 遍 Let’s try 中的内容,完成表格, 让学生选择 Let’s try 中的答案。

学生认真听录音,集中注意力并在发来的表格上完成 Sarah 的活动安 排。

2、Let’s talk

(1 ) 教师紧接上面的内容说: Sarah is going to the bookstore.She’s going to buy a dictionary.Where is Chen Jie going?Let’s listen to the tape.听录音,回答三个问题:

①Where is Chen Jie going this afternoon ?

②What is Chen Jie going to buy ?

③When is she going ?

让学生继续在上面的表格中完成。

第三课时 Teaching aims:

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Part A Let’s try, Let’s talk& Group work

II. Teaching points:

Four skills: What are you going to do on the weekend?

I’m going to visit my grandparents this weekend.

Three skills: Is it far?

So I’m going by train.

III. Teaching aids:

Pictures

word cards

CAI

Ⅳ.

Teaching procedures:

Step 1: Warm-up & Revision

a. let’s chant

I’m going to buy a book.

I’m going to take a look.

I’m going to bake a cake.

I’m going to walk near a lake.
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We are going to take a trip.

We are going to take a sip.

I’m going outside to play.

I’m going to have a good day.

b. Free talk

T: What day is it today?

Ss: It’s Tuesday.

T: What are you going to do this afternoon?

S: I’m going to read a magazine.

T: Practice one by one, please.

(T-S1-S2-S3…)

c. Review

When: this morning/afternoon/evening/…

tomorrow / tonight / next week…

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Activities: take a trip / read a magazine / go to the cinema/library…

do homework / watch TV / go hiking / go shopping / play sports / visit grandparents

设计理念:烘托学习英语的氛围,引导学生复习第一课时中学习的 be going to 句型和一些动作,时间短语,让学生学会灵活运用,巩固所学知 识,为本课时的学习做铺垫。开火车式的问答既可以让每个学生都有开口 说英语的机会,也方便让教师对学生的知识掌握情况做一个检测。

Step 2: Presentation

a. Lead in

T: Do you want to make more friends?

Ss: Yes, we do.

T: I have three friends. Listen, they are coming. (门铃声)

Oh! They are Mike, Sarah and John. They visit Miss White. And they will stay here on the weekend.

T: What are you going to do on the weekend, Sarah and Mike? Listen, please.

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( Let Ss listen to the song “ What are you going to do?” )

Now, you are Sarah. What are you going to do on the weekend?

S1: I’m going to the zoo.

T: Then you are Mike. What are you going to do on the weekend?

S2: I’m going to the park.

T: Great! Let’s sing the song together, OK?

设计理念:利用多媒体教学手段和学生喜欢交友的心理,以 Sarah, Mike 和 John 三位朋友从外地来这里过周末做引入。既是激发兴趣,也是 一根主线,把本课的教学内容串起来。同时为后面的 Let’s talk 学习埋 下伏笔。

b. Learn the dialogue

T: What is John going to do on the weekend?

Let’s listen, then answer the questions. (P26)

S: John is going to visit grandparents.

T: Look at the map. Where do his grandparents live?

S: They live in Wenzhou.
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T: Is it far?

S: Yes.

T: How does John go there, by plane or by train?

S: He is going by train.

设计理念:通过询问 John 这个周末准备做什么,让学生又自然进入 Let’s talk 这个环节的学习。在学习对话内容时,由实际活动操练转向 书本的学习,既不脱离教材,也不拘泥于教材,而且符合学生的认知规律, 提高学生的认读能力。

c. Listen to the tape, and then repeat.

d. Act the dialogue in group.

Step 3: Drills

a. Make the sentences

T: Now, look at these four-skill sentences carefully.

Please close your book. Let’s arrange the cards to make the right sentences.

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what to

going ?

on

weekend

are

the

you

do

______________________________________________________________

this

going weekend

I’m .

to

visit

grandparents

my

______________________________________________________________

b. Pair work

T: Look at the pictures. Let’s make conversations in group.

S1: What are you going to do _________?

S2: I’m going to ___________.

S1: Is it far?

S2: Yes / No, so I’m going ________. What are you going to do _______?

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S1: I’m going to _________.

设计理念:这一环节的设计体现了学以致用的教学观,学习语言的目 的是为了使用,因此,在学生基本理解与掌握了新单词和新句型之后,让 学生对对话进行拓展表演,不但巩固了本节课的内容,同时也给予学生自 由创造的空间。

c. Let’s try

T: John is our friend. Chen Jie is John’s friend in Shanghai. What is she going to do? Let’s listen to the tape and answer the questions:

Where is Chen Jie going?

How is she going there?

Who is she going with.

What is she going to buy?

Then read the passage and tick or cross.

设计理念:依据朋友这条主线,John 介绍朋友 Chen Jie 的假期来引 出 Let’s try 这个环节。先让学生听一遍回答,再让学生根据文章理解 意思做判断题。在核对答案时没有简单的对一对答案,而是进一步追根搠 源地向学生询问理由。目的是让学生在各种形式下反复练习操练,不断巩 固本课时内容。

Step4: Consolidation
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a. Task

T: Now Sarah and Mike come here now. They are going to visit our city this weekend. Can you help them? Please make a plan, write it on the paper. Finally let’s see whose plan is wonderful.

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