1、人教版PEP六年级上册三年级起点英语人教版PEP六年级上册(三年级起点)英语Unit3 What are you going to do?第三课时一、教学内容: 人教版PEP六年级上册(三年级起点) Unit 3 教案 第三课时 (共6课时)二、教学目标:语言知识:一、学生能够读懂lets read 中的段路,并依照段落内容写出Lin Yuns weekend plan。二、认读音标: : ,并把握相关音标的发音要领。3、了解Good to know的内容。语言技术:学生能够依照段落内容陈述自己的周末活动安排。学习策略:让学生踊跃运用所学英语进行表达和交流,感受自我价值,体验成功的喜悦。情感态
2、度:激发学生学习英语的爱好,使学生乐于参与,勇于进行交际实践。文化意识:了解书籍的演变进程,体验祖国悠长的文化历史,培育学生的爱国热情。三、学情分析:学生学习英语的爱好较浓,但在课堂上由于担忧显现错误而不敢斗胆发言,口语表达能力一样,因此没有良好的英语学习适应。但书写适应较好,有学好英语的愿望,有专门大的进展空间。四、教学重难点分析: 1本课时的教学重点是阅读段落并依照段落内容进行第三人称的转述,把握第三人称时be going to句型的用法。 2本课时的教学难点是转述时第一人称与第三人称的人称代词的变换。五、教具预备 1教师预备假设干张表格(形式见教学进程说明)。 2师生预备第一、2课时中显
3、现过的图片(read a magazine , go to the cinema, take a trip, theme park, the Great Wall) 3. 投影仪(呈现音标)六、教学进程: 热身(Warm-up) (1)师生问好T:Good morning, everyone!Ss:Good morning, Miss Zhang!T: How are you today?Ss:We are fine. Thank you!T: Sit down, please!二、师生同唱歌曲:“What are you going to do?”3、师出示图片(如The Great Wal
4、l)并提出问题,先请一名学生示范作答:(dialogue 1)T: What are you going to do this weekend?S1: Im going to the Great Wall.T: How do you get there?S1: By plane.学生利用手中的图片(go to the cinema, theme park等)两人一组仿照dialogue1进行对话练习。4、请学生演出对话。S1:What are you going to do on Monday?S2: (手举go to the cinema 图片)Im going to the cinema.
5、S1: How do you get there?S2: On foot.T: I think you practice very well. Thank you (竖起大拇指)请3-5组学生演出,师给予适当的评判。设计用意:引导学生温习第一、2课时中显现的单词和be going to句型,让学生学会灵活运用,巩固所学知识。、预习(Preview)一、 (dialogue2) T(手指一学生) : Now, please tell me what are you going to do this weekend?S1: Im going to take a trip this weekend.
6、T: Where are you going?S1: Beijing.T: I hope youll have a wonderful trip.T(师面向全班学生): What is he/she(手指S1)going to do this weekend?Ss: He is going to take a trip this weekend.T: Yes, youre right.二、学生3人1组仿照dialogue2对话练习。3、师将预备好的表格发给学生以小组(3人)为单位,彼此询问那个周末去干什么,并在表格中记录下来。(如下图所示)TimeNameActivitiesSaturdaym
7、orningSusango to the supermarketafternooneveningJohnbuy a CDSundaymorningafternoonevening4、汇报结果:T : Now tell me your results.S1: A is going to the supermarket on Saturday morning.B is going to buy a CD on Saturday evening.S2: C is going to read books on Sunday morning. D is going to watch TV on Sund
8、ay evening.S3:设计用意:通过师生对话和学生练习,引导学生将“Im going to ”自然地转换为“He/She is going to ”那个句型,而且通过学生互动以后再汇报结果,完成由第一人称向第三人称的转述进程,为后面的内容作了专门好的铺垫。、新课呈现(Presentation)Lets read:一、学生完成汇报活动以后,师问:T: What are you going to do on Saturday afternoon?确认学生能正确利用句型:“Im going to ”二、T: Liu Yun is going to have a busy weekend. (师
9、在黑板上板书have busy 说明并领读。)What is she going to do ? DO you know?Ss: sorry, we dont know.T: Now please read the passage on page 30 and answer my questions.(给学生十分钟时刻预习课文,并将问题板书于黑板)一、What is Liu Yun going to do on Saturday?二、What is she going to buy?3、What is she going to do on Sunday?4、Who is she going w
10、ith?五、What is she going to do in the evening?(十分钟后)T :What is Liu Yun going to do on Saturday? Who can tell me your answer?S1: Im going to the bookstore by subway, Im going to buy a new CD and some story-books. Then Im going to go home and read the new booksT : Do you agree with her answer?Ss: No.T
11、: Who has different answer?S2: I think the right answer is “she is going to the bookstore by subway. she is going to”3、师逐个检查答案,确认学生会正确利用句型:“she is going to”T:Now lets listen to the tape and repeat.4、学生自由朗诵课文两遍。5、T:Fill in the blanks on page 30 about “Liu Yuns weekend plan”.五分钟后师生一起交流与校对。6、“找伙伴”活动:a
12、: T: Please write your weekend plan on the paper.For example: Im going to play computer games on the weekend.(生在纸上写下他们成心义的周末打算)b : 作调查(在班上找到和自己活动相同的伙伴)。c : 找出伙伴最多的一组,并在班内评出最成心义的活动。设计用意:由实际活动操练转向书本知识的教授,既不离开教材,也不拘泥于教材,符合学生的认知规律,使书本知识深切浅出,最后又让学生互动起来,让学生学习生活的英语,有趣的英语,使英语学习更进一步生活化,交际化。Pronunciation:一、通过
13、投影仪呈现本课时的音标: T:Please read these pronunciations, pay attention to the rules of pronunciation.(师作示范,学生跟读)二、投影呈现含有所学音标的单词: (学生先找出所学的新音标,然后试着朗诵,最后教师检查发音是不是准确,并纠正不正确的发音)3、Listen to the tape and repeat.4、Read and match.设计用意:让学生看音标会读单词,而且能依照音标经历单词,找出其中的规律,使学生记单词更易些。Good to know:1: T: Do you know people wr
14、ite words on different things? Let me show you procedureOn bones on bamboo slips on paper on computer(师在黑板上画出相应的简笔画:石头,竹简,纸,电脑)二、师讲解:从古至今中国的文字在不同历史时期的表现形式和人类的创新发明和社会进步。设计用意:让学生了解书籍的演变进程,从中体验祖国的文化历史悠长,感受时期的进步,培育学生的爱国热情,激发学生学习的踊跃性和制造性。、巩固与扩展(Consolidation and extension)一、学生仿照跟读Lets read 的录音内容。二、学生仿照课文
15、内容描述自己的周末活动安排。设计用意:完本钱堂课的教学目标,使学生会说会灵活运用所学知识,让学生由知识的同意者转为实践者。七、教学反思:本课时我主若是想让学生通过学习Lets read部份的内容,依照Liu Yun 联系实际陈述自己的周末活动安排,从而让学生踊跃运用所学英语进行表达和交流。从学生课堂上的反映来看,学生参与意识很强,专门想表现自己,希望取得教师和同窗们的认可。从课后反馈情形看,发觉有少数成绩差的学生,上口操练还存在必然困难,可不能把讲义知识灵活运用到实际生活中。尔后我的备课中还要着眼于引导学生如何在“学”上面下功夫,尽力寻觅教师与学生的契合点。使学生成为英语学习的实践者、探讨者和策划者,而不单单是同意者,切实感受到英语实践性的魅力,感受到英语并非局限于书本上,它的“身影”活跃于生活的每一个角落,它的价值表现于你我的生活中。 磨市中心校 张小红