2019-2020年新版PEP六年级英语上册Unit3 my weekend plan教案.doc

2019-2020年新版PEP六年级英语上册Unit3 my weekend plan教案教学要求：1.学生能够听、说、认读句型：What are you going to do tomorrow? Im going to have an art lesson. I have to do my homework now.2. 学生能够运用句型讨论自己的活动计划：What are you going to do tomorrow? Im going to3. 学生能够用正确的语音、语调朗读对话，并能进行角色表演4. 学生能够合理计划自己的活动。教学重点：学生能够听、说、认读句型：What are you going to do tomorrow? Im going to have an art lesson. I have to do my homework now.教学难点：能够运用句型讨论自己的活动计划 教学媒体：Pictures, CAI,教学过程：Step One: Warming up and revisionFree talks: What do you often do on the weekend?I oftenWhat are you going to do this weekend?如果有学生回答，那么引出本单元的话题 My weekend plan.Step Two: Presentation1. Lets try(1)T: Its Saturday moring. Sarah in on the phone with Mike. Listen and cirle the right answer.(2) Check the answers.2. New sentence learning (1) What is Sarah going to do? She is going to(2) 讲解：be going to 的意识是“打算做什么事情” (3) I have 5 weekend activities: go ice-skating; wash clothes; draw pictures; make a snowman; go for a picnic. Which activiy do you like? Please answer my question:T:What are you going to do this weekend? S: Im going to3. Lets talk(1) T: Mike is on the phone with Sarah now. Watch the video and answer the questions:a. What is Sarah going to do tomorrow?b.What is Mike going to do tomorrow?(2)Watch it again and fill in the blanksa. Sarah and her classmates are going to _ in Renmin Park.b. Mike have to _now.(3) Read the dialogue after the tape.(4) Lets act as Mike and Sarah.Step Three: Consolidation and extension1. 情境设计：Its Friday, you are talking the weekend plan with your friend.(1) A demo with a studentWhat are you going to do this weekend/tomorrow?Im going toWhat about you?(Lets together.)(2) Practise with the partner(3) Feedback2. Talk about our classmates weekend plan根据刚才同学们的反馈信息，进行提问What is going to do?What aregoing to do?3. Lets wrap it up 语法小结(1) Be going to 表达的意思 “打算要做的事情”(2) Be 动词的用法复习 What _ Sarah going to do? _ _ going to play the piano. What _ John and Mike going to do? _ _ _ to do homework.Step Four: Assessment and homework1.Do the exercises on the AB.2.Homework: 板书设计： Unit 3 My Weekend PlanWhat are you going to do tomorrow? Im going to have an art lesson.What _ _ going to do?He/She is going to We/They are going to 作业设计： 教学反思：Unit 3 my weekend plan第 2 课时教学要求:1. 学生能够听、说、读、写本课核心词组：visit my grandparents,see a film, take a trip, go th the supermarket2. 学生能够运用核心句型What are you going to do today? Im going to see a film.在真实的情境中进行交流周末计划。3.学生能够合理安排和计划自己的周末生活。教学重点：三个四会词组和两个句型。教学难点：能够合理和科学地安排自己的周末生活教学媒体Pictures, CAI,教学过程：Step One: warming up and revision1.Sing a song together: What are you going to do?2.Free talk: What are you going to do tomorrow? Im going toStep Two: Presentation and practice1.Present “ this morning, this afternoon, this evening”(1)What are you going to do this morning/ this afternoon/ evening?S: Im going to(2)Make the students understand the meaning.(3)Write the words on the board, and spell the words.2.Present “tonight”(1)Im going to read a book tonight. What are you going to do tonight?(2)Understand the meaning: 通过日期和实践的选择让他们明白意思。(3)Write the work on the board.3.Ask the sentence What are you going to do _? Im going to _.在课件中给出单词银行，让学生进行句型操练。(1)Read the words or phrases in the word bank.(2)Practice in pairs.(3)Feedback 4.Sarah and Chen are talking about their plan, too. Lets listen and answer.(1)What is Chen Jie going to do today?She is going to see a film.Choose the picture of “ see a film”Learn to say.Write it on the board.(2)What is she going to do next week?She is going to _. ( take a trip)Choose the right picture of “take a trip”Read it and write it on the board.(3)What is Sarah going to do this afternoon?She is going to _.( the supermarket)go to the supermarket- be going to the supermarketSpell the word and write it on the board.(4)What is she going to do tomorrow?She is going to visit her grandparents Write the words on the board.5. Read the new words after the tape.Step Three: Cosolidation and extension1.A task: Its Saturday morning now. Two girls are asking the planLets help them make a plan.(1)Fill in when and what?(2)Talk about the weekend plan2. Do the exercises on the AB. What are you going to do?this morningthis afternoonthis eveningtonighttomorrow板书设计：What are you going to do?Im going to see a filmtake a tripgo to the supermarketvisit grandparents作业设计： 教学反思：Unit 3 my weekend plan第 3 课时教学要求：1.学生能够听、说、认读句型：Where are you going? Were going to When are you going? Were going to Were going to see a film about space travel.2. 学生能够运用句型What are you going to do? Where are you going? When are you going?进行某项活动计划的讨论。教学重点：学生能够用正确的语音、语调朗读对话，并能进行角色表演。学生能够区分并熟练运用句型What are you going to do? Where are you going? When are you going? 教学难点：能在实际情景中灵活运用以及正确的回答教学媒体：Pictures, CAI,教学过程：Step One: warming up and revision:Brainstorm1. Sing a song: What are you going to do?2. Read the words quickly: tonight, this morning, this evening, this afternoon, see a film3. Free talks: What are you going to do tonight? Im going to Step Two: Presentation1. Lets try(1) listen and answer: John is on his way home. He sees Amy. What is Amy going to do? _Is there ice crea for John? _(2) 校对检查，课件出示答案。2Lets talk (1) 承接Lets try 部分，导入对话学习。T: What is John going to do next week?(2) Watch and answer课件出示问题：What is John going to do next week?Watch the video(3) 校对答案 He is going to see a film.(4) About the film, Show the students the post of the film讨论关于电影的更多细节The name of the film : Travel to MarsWhat time? Tuesday.The price is half. 40, Now the half price is 20.(5)Watch it again and answer the other questions? 教师板书到黑板 Where are they going? When are they going?(6)Read after the tape and imitate it.(7) Practice with the partner.(8) A report about Johns next weekend plan. Johns cousin is going to _ John next week. Theyre going to _ and see a film about _ _. They are going _ _. But next Tuesday is better. Because its _ _ then.Step Three: Extension1. Talk about “ What? Where? When?” 教师示范填写表格T: Where are you going this weekend?S: Im going toT: What are you going to do?S: Im going to T: When are you going?S: Im going at2.Talk about with your partner and fill in the form.3.Feedback4.An exercises: choose “where, what , when”_ are you going to do? Im going to visit my grandparents. _ are you going ? Im going on Saturday morning. _ are you going? Im going to my grandparents home.板书设计： Unit 3 Part B Lets talk Where are you going? Im/ WereWhat are you going to do? Im/Were.When are you going? Im/Were.作业设计： 教学反思：Unit 3 my weekend plan第 4 课时教学要求：1. 学生能够听、说、读、写本课的五个新单词： dictionary, ic book, word book, postcard;2. 学生能够掌握并运用句型：Where are we going? To the bookstore. What are you going to buy? Im going to buy 3. 能够用What are you going to do? Where/when?进行自由地表达与交流。教学重点：dictionary的拼写教学难点：区分what where when并作自由的交流与运用教学媒体：Pictures, CAI,教学过程：Step One: warming up and revision1Sing a song: What are you going to do?2. Free talks: talk about your weekend plan讨论上一节课填写的周末计划表格Step Two: Presentation1. 情境导入(1) Questions:After John and his cousin seeing the film, where are they going? Guess!A. bookstore B. school C. supermarket(2) Listen and check the answer.They are going to the bookstore.2. Learn the new words(1) present “dictionary”Show them a thick book, listen to the tape.拆音读：dictionary听音填单词。(2)Present “ ic book”Show them some ic books.Read after the tape.Spell the words and write them on the board.(3)Present “word book”Show them a word book: “ Is this a dictionary?”“No, its a word book.”Spell together: word b-oo-k(4)Present “ postcard”Show some pictures, can you tell me which one is the postcard?Listen to the tape.Spell the word.3. Practice the wordsListen to the tape and read after it.4. Listen and write the words:任务书写：John is going to buy a _.Johns cousin is going to buy a _, a _ and a _ _ for his sister.1.任务展示：Today, Zhangpeng sarah and Amy are going to the bookstore. John is the shop assisstant. What are they talking? Listen and answer.What is Zhang peng going to buy?What is Sarah going to buy?2.任务布置：Now you are going to the bookstore. What are you going to buy?Lets perform in the four-student group.3.Feedback.Step Three: Assessment1. Do exercises on the AB book.2. Homeowork: listen to the tape, copy the new words板书设计：What are you going to do?Where are you going?When are you going?dictionary ic book word bank postcard作业设计： 教学反思：Unit 3 my weekend plan第 5 课时教学要求：1.学生能够读懂文章中的日记，并能够完成文中的信息表。2. 学生能够用正确语音语调朗读语篇，并能够知道日记的格式。3. 学生能够更多地了解Mid-autumn Festival的节日特征，以及相关家人团聚的一些节日文化。教学重点：学生能够理解短文。教学难点：完成读后的信息表填空，了解节日文化。教学媒体：Pictures, CAI,Step One: warming up and revision1.Greetings2.Free-talks: Where are you going next weekend? What are you going to do? When are you going?Step Two: Pre-reading1. Show the students some pictures and ask: What are these holidays? National Holiday Spring Festival Christmas What do your family do on these holidays? Give them some hints and choose: Set fire works go shopping get together buy presents have a big dinner.Step Three: While-reading (1) Show them another picture of “Mid-autumn Festival” What holiday is it? What do your family do on this holiday?（2 ）Read and answer. 教师This is Wu Yifans diary. Lets read the diary.教师课件呈现以下问题：What are Wu Yifans family going to do?学生阅读后对问题His family will get together.讲解will = be going to （2）Read and finish the table. What are Wu Yifan and Robin going to do? What is Wus aunt going to do? What is Wus grandma going to do? (3) Check the answersStep Four: post reading1. 课文朗读（Listen and Read）(1) Have Ss listen to the tape.Tips: 仔细听录音，体会录音中的升降调、重音和意群的停顿。(2) Listen again and read after the tape. Tips: 听录音跟读, 听一听单词：lesson dinner tonight tomorrow 语音指导：单词的重音(3) 重点指导 PoemF is for family. A is for autumn. M is for moon. I is for “I”. L is for love. Y is for you.Who can read it beautifully. (4) Read the whole poem in pairs.2. 课本个性化书写活动(1) Discuss with your partner. What are you going to do for Mid-autumn Festival? 先让学生同桌口头交流。 教师将最后一位学生的回答在投影仪下示范书写，然后提出一星和两星要求，请学生个性化书写。(2) Write down your plan.For Mid-Autumn Festival, Im going to _ _.My partner is going to _ _.Step five: homeworkListen and read the text.板书设计：Unit 3 What would you like? B. Read and write 作业设计： 教学反思：Unit 3 my weekend plan第 6 课时教学要求：1.复习一般将来时态的三个核心问句以及回答：What are you going to do? When are you going? Where are you going?2.巩固一般将来时的句法要点，能够用不同的主语进行be going to的造句以及自由表达。3.能理解、听懂并讲Story time中的故事。教学重点：一般将来时的语法要点复习。教学难点：能在实际情景中灵活运用以及正确的回答教学媒体：Pictures, CAI,Step One: warming up 1. Free talks: What are you going to do? When are you going? Where are you going?Step Two: Wrap it up1.教师将提到的三个问题写到黑板上，并询问一般将来时的特点。（1）be going to Review: I am going to/ He/She is going to/ We/They/You are going toPractice: I _ going to He _ going to see a film. They _going to watch TV.(2)时间状语：this morning this afternoon this evening tonight tomorrow next week2. How many sentences can you make?（1）Talk about it in pairs.（2）Feedback.3.Do the exercises on the English book(1)Listen and tick.(2)Fill in the blanks: 1. John is going to _ _ _ tomorrow afternoon.2. This evening the boy is going to _ _ _ _.3. The boy is _ _ _ _.4. The woman is going to _ _ _.Step Three: Story Time1. Watch the video and answer the questions:What is Zoom going to do tomorrow?Where are they going to learn?2. Watch it again and learn some new words(1) disturb me (2) be afraid of (3) learn by doing3. Watch the video and read along 合口读4.Perform the story.5.What have your learned from the story? A. Go to the swimming pool. B. Learning by doing C.What are you going to do tomorrow?Step Four: Assessment1. Review Unit 3, and prepare the unit test.2. Prepare to have the oral test.板书设计：Unit 3 What would you like? What are you going to do? When are you going? Where are you going? I/ We/ He/She/you/They be going to 作业设计： 教学反思：附送：2019-2020年新版pep四年级英语上册Unit5单元教案课题：Unit 5 Dinners ready! A Lets talk Lets survey Lets spell设计者单位：东疏镇刘茂完小 姓名：范满教学目标：1能听、说、认读句型：Whats for dinner?What would you like (for )? Id like some.,please. 2能在情境中运用句型What would you like for dinner? Id like .进行相互调查。3.掌握字母e不同情况下读音。教学重点、难点：1. 句型What would you like（for ）? Id like some2. 字母e不同情况下读音。教学准备：录音机 、单词卡 、多媒体课件预习提纲（学案）：预习内容：Unit 5 P48 A Lets talk Lets survey P50 Lets spell 预习要求： 1. 听Lets talk 录音两遍。注意hungry，soup，bread和vegetables的读音。2. 自读Lets talk对话，将不会读的单词和不理解的句子标出来。 3. 写出对话中主要学习的句型，并参照课本P75写出相应汉语意思。 4. 阅读以下单词，感受字母e的发音。i: me he she we be e bed red pen pencil get let教学时间：共4课时 第1课时教学过程：一、热身（Warm-up）1. 预习展示：Listen to the tape:让学生听Lets talk录音两遍，说一说对话中主要学习的句型，拼出不会读的单词，由教师板书以便教读。（预计板书：句子What would you like ? Id like some,please.单词hungry,dinner,would,soup,bread,vegetables,ready）二、新课呈现与操练 （Presentation and practice）Lets talk1. 教师呈现Mike和妈妈在厨房的情景，并播放对话录音中Mike的语言：“Mum,Im hungry.Whats for dinner?”让学生模仿朗读和表演理解句型“Whats for dinner?”的意义,教读hungry和dinner，解释dinner的意义中午或晚上吃的正餐。2.教师呈现汤和面包的图片，问：Whats this?根据学生回答作出反应，如：Yes,its bread and its soup.教读soup和bread.Now,Mum asks Mike: What would you like? Whats her meaning?Can you guess?学生通过预习能够回答：你想吃什么？教师及时点播：用来征求用餐意愿。How does Mike answer ? “Id like some soup and bread,please.”教师点播：Id like对What would you like?进行回答，用来表达用餐意愿。教师呈现一组食物图片，让学生借助图片运用句型What would you like? Id like some练习对话。3.教师呈现Mum和Mikes father 对话的情景。Now, Its time for dinner.Mikes father es back home, What would he like for dinner?学生根据课文回答：Some fish and vegetables.教读单词vegetable,分音节领读vege-ta-ble,强调v的发音位置。4. 教师完整播放对话视频，学生跟读，引导学生在语境中理解Dinners ready的意义，并教学这句话。5. 请学生回答问题： What would Mike like for dinner? What would Mikes father like for dinner?6.教师说：Now Im Mum,who wants to be MikeDad?找两名学生和自己做示范，师生对话。7. 三人一组做课文对话表演。8. 让学生到前面表演对话，进行评比。 Lets spell1.教师播放Read ,listen and chant部分四个单词的录音，学生跟读并准确模仿-e的发音。2.出示歌谣文本，学生听录音跟读，请几个小组单独朗读，关注学生-e的发音是否到位。3.播放Read ,listen and tick录音，勾出听到的单词，进一步巩固-e的发音规则，并复习-e-的发音规则。4.完成Listen,circle and tick活动。三、扩展延伸（Consolidation and extension）1.Letsurvey教师说：Suppose its dinner time.What would you like for dinner?Let me make a survey.教师手拿调查表，写好一学生姓名，然后问What would you like for dinner?学生回答Id like教师在相应的食物下面打勾。然后请学生在小组内完成Lets survy.并说一说组内最受欢迎的晚餐食物，对比Mike 的晚餐，说一说中西方饮食中主食的区别。2.Bingo or Uh-oh教师朗读一系列包含-e或-e-的单词，过塑学生听到认为含有-e的单词说Bingo！认为不是的说Uh-oh.学生认真听音作出判断。四、总结（Sum-up）Through the study of this lesson, what knowledge have you learned?限时作业：一、 看一看，选一选，说一说。A. Dinners ready!B. B.What would you like?C.Some fish and vegetables,please.二、 圈出与所给单词划线字母读音相同的单词。(1)me he get pen (2)rice pig fish white(3)cake cat face fat (4)nose long boy home板书设计：hungry Whats for dinner?dinner What would you like(for dinner)? soup and bread Id like some,please.vegetables Dinners ready!i: me he she we be e bed red pen pencil get let四年级英语学科上册第五单元第二课课题：Unit 5 Dinners ready! A Lets learn Lets play B Lets sing C Story time设计者单位：东疏镇刘茂完小 姓名：范满教学目标：1. 能够听、说、认、读 beef，chicken ，noodles, soup, vegetable等单词。2. 能够熟练运用句型What would you like ? Id like some-.征求和表达用餐意愿。3. 正确理解欣赏story time。教学重点、难点：1. 能够正确读单词vegetable.2. 运用句型What would you like? Id like some.OK. Here you are.教学准备：录音机 单词卡 多媒体课件 英语配套练习册预习提纲（学案）：预习内容：Unit 5 P49 A Lets learn Lets play P54 Lets sing P55 C Story time 预习要求：1.欣赏本单元歌曲P54“What would you like?” 2.结合图片，参照单元词汇表写出下列单词的汉语意思，听录音跟读单词3遍。beef chicken noodles soup vegetables rice fish juice milk bread 3.用句型What would you like? Id like some,please.编一组对话写在下面。OK.Here you are.(给你。)4.看一看，读一读P55 Story time,了解故事大意。教学时间：共4课时 第 2 课时教学过程：一、热身（Warm-up）Lets sing欣赏本单元歌曲“What would you like?”二、新课呈现与操练 （Presentation and practice）1.复习A部分对话之后教师问：What would Mike like for dinner?学生根据对话回答：Some soup and bread.教师板书soup，在ou下面加下划线，强调u：的发音，学生模仿朗读soup，巩固对话中学过的soup读音。2.教师呈现各种汤的图片，引导学生说egg soup ,fish soup ,vegetable soup操练soup的音、形、义。3.教师问：What would Dad like for dinner?学生根据对话回答：Some fish and vegetables.教师板书vegetable，然后分音节教学发音ve di-t-bl ,强调唇齿音v的发音方法。学生模仿朗读，并按发音规律拼读，提示学生vegetable一般用复数，所以末尾通常加s.4.教师呈现以颜色分类的各种蔬菜的图片，介绍说：Look ,there are many kinds of vegetables.引导学生通过说The vegetables are greenyellowred.进一步操练vegetable的音、形、义。5.教师呈现面条图片说：They are usually long and white .What are they?学生通过预习能够回答：Noodles.教师板书noodles，并在oo下面划线，强调u:的发音，并用红笔描写s,提示学生noodles一词一般用复数。6.教师说：Zhang Peng would like noodles for dinner .Look ,there are many kinds of noodles ,egg noodles(图)，vegetable noodles（图），beef noodles（图），chicken noodles(图)。板书beef和chicken，引导学生说出汉语意思，在ee下面加下划线，强调i:的发音，学生模仿朗读beef。然后分音节教学chicken，t-i-k-i-n ,强调t的读法，学生模仿朗读。7.教师将chicken，fish，milk放在一起，noodles,juice,soup放在一起，让学生通过朗读单词总结发音规律。教师点拨：前一组都有元音音素i,后一组都有元音音素u:。三、扩展延伸（Consolidation and extension）Lets play1.Suppose its dinner time .Im the waitress .Who wants to have dinner in my restaurant ?Now lets act.教师把已学的食物类单词图片放在讲台上，邀请三名学生到讲台前和自己做对话示范。示例对话如下：T: What would you like?S1: Id likeT: OK. Here you are. What would you like?S2: Id likeT: OK. Here you are. What would you like?S3: Id like2.同桌两人利用单词卡进行练习，建议互换角色，还可以给食物标上价格，运用Learn板块句型完成对话。3.请几组学生上台表演，选出最佳点菜顾客，渗透科学饮食。Story time1.教师播放Story time动画，请学生联系对话情景和上下文猜测Anything else?和Heres your bill.的意思，教师带着学生朗读句子。2.学生听看故事15图，完成Zip的账单。价格参照49页Lets learn.3.教师引导学生观察最后一幅图片，问：Where is the bill?帮助学生回答：Its in the birds mouth.教师追问：How does Miss Cat feel?学生可用中文表达出Miss Cat焦急无奈的心情。然后请学生有感情地朗读“You!”体验Miss Cat的心情。4.学生给故事加结尾。What would you say if you were Zip?学生小组内讨论，教师帮助给出以下答案：A: Oh,no bill.Haha.B: Oh ,Im sorry, Miss Cat .Heres the money.四、总结（Sum-up）Through the study of this lesson, what knowledge have you learned?限时作业：一、将实物图与相应单词连起来。chicken soup rice noodles beef vegetables二、配套练习册P37 、题。板书设计：u: soup noodles juice i chicken fish milkbeef vegetables rice breadWhat would you like ? Id like some，please.T: OK. Here you are. Five yuan,please.四年级英语学科上册第五单元第三课课题：Unit 5 Dinners ready!B Lets talk Lets play Lets learn Lets do 设计者单位：东疏镇刘茂完小 姓名：范满教学目标：1. 能够理解对话大意，能用正确的语音、语调朗读对话。2. 能够在情景中恰当运用句型Would you like? No ,thanks .I c