六年级英语上册Unit3Myweekendplan教学设计Period3人教PEP.docx

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1、Unit 3 My weekend plan 教学设计（Period 3）一、教材内容分析本课时提供学生要学习的Let? s try和Lei s talk的两部分内容。Lei s 1门，通过 John回家路上遇见Amy的聊天场景来呈现新句型。学生通过听力练习获得Let s talk板 块的人物及场景信息，为正式的对话学习做准备。Let s talk部分的核心句型是：Where are you going? 1 m going to When are you going?教材通过 John 和 Amy 回家聊天的情 景，让学生感知核心句型的语义及语用情景。二、学生情况分析学生已学习A部分的Let

2、/ s talk &Lel s learn,对本单元的话题背景基本了解。本 节将学习B部分的Let s try和Let s talk,在A部分已学What arc you going to do? 这 一主句型的基础上，Where are you going? When are you going?将是本节课的重点学习 句型，区分*hat, where, when这三个特殊疑问词引导的特殊疑问句及其回答将是本节课学 习和重点和难点。教师可运用创设情景法、表演法等帮助学生理解对话，达到在真实情景中 运用的目的。三、教学目标学生能够读懂题目要求，并能在听前预测听力重点内容；能通过听力练习预测后续故

3、事； 能运用基本听力技巧完成主旨题和细节题。学生能理解对话大意；能按照正确的意群及语音、语调读对话；能够在情境中运用句型 谈论计划的时间与地点；还能通过对话学习了解电影院周二通常有半价电影票的生活常识。四、教学重难点教学重点：能听、说、读、写和运用核心句型：Where are you going? We re going to the cinema. When are you going? Next Wednesday.教学难点：能借助Where are you going? When are you going? 这两个核心句型， 了解他人或自己的行事计划。五、教学步骤1.热身环节（1）师生

4、问候，用英语打招呼。（2）师生用学过的核心句型来谈论一下行事计划。设计意图：师生间很自然的课前交流既复习了前两节课所学的核心句型，巩固旧知识， 又为本课新知识的学习做好了铺垫。T: Im going to see a film What about you?51: I m going to .T: What is/are going to do?52: He/She is going to . / They re going to .（3）听录音，完成Let s try（教师引导学生进行听前预测，提示学生通过插图猜测答案，然后让通过录音获取主旨信 息和详细信息，完成听力任务。设计意图：教师引导

5、学生仔细观察图片，从图片中获取信息，进行初步预测，在此基础 上听懂录音材料，学生通过完成听力练习预测后续故事，获得人物及场景信息，为进入正式 的对话学习做准备。T: Look at the children. Who arc they?Ss: John and Amy.T: Yes. John is on his way home. He meets Amy. What is Amy going to do? Please guess.SI: She s going toT: Maybe. Look at the picture carefully. Maybe it can help you

6、.SI: She* s going to buy some apples.T: Maybe you are right. Please 1 isten to the tape careful ly, to find the right answers.2.新授环节承接上一环节，T: Is the ice cream for John?Ss: No, for Jack.T: Who is Jack?55: Johnr s cousin.T: Jack is going to visit John next week. Maybe Jack likes ice cream. So John is

7、going to buy some ice cream for Jack.(1)课件呈现Let，stalk的课本情境图，让学生自由谈论，获取更多的信息。猜测： Where are John and Jack going next week?设计意图：通过观察和分析图片培养学生的想象力。同时为新课文的学习做铺垫。T: After the film, John and Jack are going to the bookstore. What are they going to buy? Can you guess?56: English book?T: Maybe.57: Math book?T

8、: Maybe. (2)带着问题：Where arc John and Jack going next week?观看对话视频订正答案：They are going to the cinema.教师板书：Where are you going? We re 设计意图：让学生带着问题去看视频，培养学生有目的的进行听、看和思考，获取信息, 分析信息的能力。(3)提出问题：When are they going? Read and choose:A. Next Wednesday.B. Next Tuesday.设计意图：通过寻找问题答案，深入理解文本内容，引导学生找出答案依据，培养他们 在阅读中获

9、取信息的能力，同时帮助学生理解Why not .句子大意，了解周二电影院通常 半价。T: Please read and choose the answers.Underline the key sentences . Maybe the picture can help you, too.T: When are they going? A or B?SI: B, next Tuesday.T: How do you know?51 : Why not go on Tuesday? It s half price then!52 : Look at the poster, it s half

10、price on Tuesday!T: Look at the screen, look at the poster. It s half price on Tuesday.(4)听音模仿（5）角色扮演设计噫图：原版的听力和模仿跟读，能帮助学生用正确的语音语调进行朗读并养成按意 群停顿朗读的习惯；分角色朗读和表演读能帮助学生进一步理解和巩固对话内容。53 操练环节（1）同伴活动：完成课本第26页下方的练习。设计意图：学生结合自己的实际生活，在真实的情境下运用本课的核心句型，达到语言 的综合运用。（2）游戏：小记者采访：学生首先分组讨论沟通准备采访的问题及采访的对象，然后 分头进行采访，最后小组内进行总结，形成采访报告.54 课后小结T: What have you learned this class? Who wants to share?51: I can say 52: I know how to ask some questions about the weekend plan. 设计意图：让学生分享本节课的收获，鼓励学生进行归纳和梳理。5.作业布置1 .听音跟读Let s talk对话。2 .采访家人或朋友，了解他们的周末计划。