集体备课教案 PEP小学英语六年级上册第三单元教学设计

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Teaching plan

教学内容: Unit 3 What are you going to do? Part B let’s talk. Pair work.
教学目标:
A、语言知识目标：  
1）Where, what when 引导的特殊疑问句并能做出相应的问答。   
2）能掌握句子：Where are you going? I’m going to … What are you going to buy(do)? I’m going to … When are you going? I’m going …并能在实际情景中运用。   
3）能在图文和场景下进行简单的交流和表演。
4）能够使用各种疑问句采访他人的计划并做记录。
B.情感态度目标
  通过本课的学习使学生达到运用英语交际的能力，培养学生的合作精神和创新意识。   
教学重、难点：
1、教学重点是三个特殊疑问句的问与答以及各种信息的替换和交流。
2、教学难点是学生能运用三个特殊疑问句进行真实的交际。
三、教学准备：
  录音机、本课的磁带、头饰、单词卡片、多媒体课件、表格
教学步骤
Step 1、热身 (Warm-up)
1、Say and do.
Shake your body.
Shake your shoulders, shua, shua, shua.
Shake your hands, ca, ca, ca.
Shake your hip, pia, pia, pia.
Shake your feet, dong, dong, dong.
（设计意图：该活动与本课授课内容无关，但在活跃课堂气氛，缓解学生紧张心理，拉近师生关系很有效，特别是在讲公开课时。）
2、T: Do you want to know me? Listen and tell me: What’s my name? What’s my hobby? (My name is Lily. I like reading books and shopping. I like eating fruits. Especially, I like pets. I have a pet. Its name is Sunny. I like it very much.)
（设计意图：快速把学生的注意力带到英语氛围中，同时为新课做好铺垫。）
Step 2、新课呈现及操练 (Presentation & Practice)
1. T: National Day is coming. Are you happy? I’m very happy. I’m going to do many things. Do you want to know where I am going and what I am going to do?
Ss: Yes.
T: But first you must guess some riddles. Do you want to guess?
Ss: Yes.
T：I have four riddles. This is a place. There are many kinds of books in it, you can buy or choose any books you want. Where is it?
Ss: It’s a bookstore.
同时板书句型：I’m going to the bookstore. 领读并提问：Where are you going? （板书）
找几名学生回答。
T: I’m going to buy a comic book. What are you going to buy? (我们去买吃的吗？)
Ss:
同桌练习。（where & what）
教师对学生给予及时的评价及表扬，给学生相应的小组加分。
2. T: 你们想不想知道老师还想去哪儿呀？引出下一个谜语。
T: This is a place. There are many beautiful shoes here. You can buy shoes. Where is it?
Ss:   (出示图片)
T: Yes, I’m going to the shoe store this weekend. Oh no, I’m going to the shoe store this afternoon. I’m going to buy a pair of shoes. (我已经等不及了，我急需一双新鞋。)I’m going at 5 o’clock. Do you want to buy new shoes? When are you going?(引出本课新句型)
练习： 师生        ------ 生生 ------同桌
教师依次说出另外两个谜语，引出本课的生词： fruit stand, pet shop, 为后面的句型替换做好准备。
（设计意图：利用小学生的好奇心理，设计谜语，调动学生的积极性，而且利用旧知识带出新知识，让学生在不只不觉中掌握新知识。）
2、用课件出示几幅图片，让学生练习
T：There are some places. Where are you going? What are you going to do? When are you going?
教师先给学生做示范，然后让学生两人一组练习，然后找几组学生展示他们的对话。
（设计意图：通过教师的范例让学生感知句意，知道如何询问和应答将要去哪里，去做什么，什么时候去。直击本课时的重点、化解本课时的难点。）
3、出示Chenjie头饰问：Who is she?
Ss: She is Chenjie.
T: Yes, she is Chenjie. She is going to buy something. Let’s listen and answer three questions. (课件出示问题同时教师把问题读一遍)
听完录音后让学生四人一组，讨论完成表格。
T：（指Chenjie）Where is she going this afternoon?
S1: She is going to the bookstore.
利用课件出示表格，出示问题答案。
T：What is she going to buy?
S5: She is going to buy a comic book.
T：When is she going?
Ss: She is going at 3 o’clock.
教师领读并用tomorrow, next week, on Monday等表示时间的词进行替换。问一到两名学生。
（设计意图：新课导入由易到难，层层深入，通过头饰让学生直观、有效地感受和理解新知识）
3、听录音，跟读。教师把学生分成两组（男女生）分角色表演对话，然后让学生两人一组分角色表演，并对做的好的组及个人给所在小组加分。
（设计意图：这一步，主要考虑到英语程度差一点的学生，最起码要让他们掌握课本上的内容，给他们一点自信心，觉得自己本节课学到了一些知识，并不是一无所获。）
Step3 Task(二选一)

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1、让学生四一小组，采访他人的周末计划并做记录，完成表格内容。最后让学生把他们的采访过程表演出来，教师对每组的表现给予及时的评价。（教师利用课件给出图片和关键词）

Name	Where	What	When
Chenjie

2、教师提供疑问词和场景，让学生随意选择任一场景四人小组对话。

1）Mother’s Day（母亲节）where / what / when

2）Children’s Day（儿童节）where / what / when

3）Festival Spring（春  节）where / what / when

4）National Day（国庆节）where / what / when

(设计意图：英语做为一门语言，会应用是关键，任务型教学活动设计实现了语言在实际情景中的灵活应用，为学生搭建了良好的学习平台，小组活动既培养了学生独立思考的能力，又促进了学生之间相互合作的意识。提供两项，这样可以兼顾到不同程度的学生，让他们都觉得自己在本节课有所收获。)

Step4 Consolidation

1、出示课件，教师把本课所学主要句型编成歌谣并领读。然后让学生自编歌谣。在学生说完后，对本节课学生的表现给予评价，并对优胜组给予表扬及鼓励。

（设计意图：编成歌谣便于学生记忆，朗朗上口）

2、Homework:

  * Copy B: copy the main sentences for 3 times; Read Let’s talk to your parents for 3 times; Interview your parents or friends’ weekend plan.

(设计意图：课内外衔接，课后的活动计划是课堂的延伸，在课堂上学生完成听说读演个环节的操练，课后通过正确地引导学生进行书写作业，能有效地巩固所学的新知识，以促使学生听说读写个项技能全面发展。)

板书设计：

Unit 3 What are you going to do?

Where are you going this weekend?

I’m going to the bookstore. (pet shop, bookstore, supermarket…)

What are you going to buy(do)?

I’m going to ……(magazine, newspaper, book, postcard…)

When are you going?

I’m going …… (at 3 o’clock, on Monday, in the morning…)