Recycle 1课件配套优秀教案设计

设计教师：郭楚苗

课题名称：六年级英语册一般将来时复习

教学年级：六年级

课时：第一课时

六年级学生对英语学习已经具备了一定的基础，上学期已经学习了一般将来时态，大部分学生都已掌握一般将来时态的定义、基本结构及用法，能简单描述自己及他人的活动计划。随着学习内容在深度广度上的扩展，学生分析

六年级学生对英语的学习兴趣有所下降，两级分化较严重，所以我们要有意识、有计划地培养学生阅读理解和说话、写话的能力，增强学生的自信心，帮助学生克服学习中的畏难情绪。

本节课是PEP小学英语六年级下册时态整合复习课的第一课时（一般将来时）。六年级的词汇，句型增多；出现了现在进行时、一般现在时、一般过去时、一般将来时，并且出现了形容词的比较级，教学容量多，难度大，四种时态是学生最容易产生混淆的地方，正确分析句子的时态很重要。本课时的教学主要是通过一系列的听、说、读、写练习，复习巩固一般将来时的定义、基本结构及用法，使知识得到系统的巩固，发展学生综合运用语言的能力，提高与他人合作、交往的能力。本节课的教学重点是一般将来时的定义、基本结构及用法；难点是如何正确分析句子的时态。

教材分析

语言知识目标：1）巩固一般将来时并能熟练运用。

2）通过听、说、读、写的训练，发展学生综合运用语言的能力。

语言技能：能用英语相互交流自己的计划，并在交际中培养他们的自信心和口语表达能力。

教学目标

学习策略：1）培养学生自觉复习和归纳知识的习惯。2）积极主动地运用自己所整理归纳的语法知识点进行交流，达到共同进步的目的

情感态度：1）通过活动、游戏使学生产生学习英语的兴趣，让学生敢于、乐于、擅于开口讲英语。2）增进师生之间和同学之间的友谊与情感，积极鼓励学生展现才能。

文化意识：培养学生从小树立远大理想并为之努力的思想意识。

教学策略

1. 创设一定的情景。

2. 采用PPT课件进行辅助教学。

3. 采用任务驱动型教学法。

4. 猜一猜游戏法。

教学过程的设计

教师活动

1. Greeting.（Good morning, boys and girls./How are you?）

2.（CAI）Let's chant：

What are you going to do? I am going to buy a book. What is he going to do? He's going to take a look. What is she going to do? She is going to the zoo. We are going to take a trip. We are going to have a good day. 学生活动

设计意图

教学环节

一、Warm -up.

学生有节奏地通过歌谣的引

吟唱，并做出入，调动学生的相应的动作。

学习兴趣，吸引

学生的注意力，向本课时进入主题做准备。

二.Revision. 1. Free talk: The teacher talks with 学生运用学过 师生自由交流，the students. 的句型自由问自然地复习了 Eg:What day is it today? 答,重点谈论学过的知识，唤 What's the date? 某个时间打算醒对一般将来 What do you have on …？

做的事情及将时态的记忆，为 What are you going to do after school? 来的理想。

本节课的复习 What are you going to do tonight? 做好准备，并营 What are you going to be in the future? 造英语氛围，引 Are you going to …? 导学生养成乐

于用英语开口 说话的习惯。

1.(CAI）Task 1：Answer the questions 学生看图，快

生动有趣的图

quickly 速抢答。

片，不但吸引学

T: Look at the picture. Can you 生的注意力，调

answer the question quickly? 动学生抢答的

1)(Show the picture :read a magazine) 积极性，而且复

T:What is she going to do tonight? 习了一般将来

S:She is going to …. 时态特殊疑问三.Present2)(Show the picture:the Great Wall) 句及答句，句子ation. T:Where are you going tomorrow? 中主语延伸到S:I am going to …. 第三人称单复3)(Show the picture:Tom) 数,对知识进行T:Who are you going with? 拓展，有利于培S:I am going with …. 养学生创造性4)(Show the picture:next week) 语言功能。

T:When are they going to play chess? S:They are going to …. 5)(Show the picture:by car) T:How is he going to the cinema? S:He is going to …. 2.(CAI）Task 2：Guessing game 学生看图，根

Ask the students to look at the 据否定句的提

pictures and the sentences then guess. 示用一般疑问

1)（出示人物半身图：go fishing） 句猜测图中人

T: I am not going to the cinema. What 物打算做的事

am I going to do? 情并做出回 S: Are you going to …? 答。

(Then show the whole picture and ask the students to answer:Yes./No.) 2)（出示人物半身图：ride a bike ）

T:She is not going to read a book.What is she going to do? S:Is she going to …? (Then show the whole picture and ask the students to answer:Yes./No.) 3)（出示人物半身图：play football）

T:He is not going swimming. What is he going to do? S: Is he going to…? (Then show the whole picture and ask the students to answer:Yes./No.) 4)（出示人物半身图：play basketball）

T: They are not going to plant trees. What are they going to do? S: Are they going …? (Then show the whole picture and ask the students to answer:Yes./No. ) 3.（CAI）Task 3:Grammar Focus 学生观察以上

1)T: Just now you talk about the 几组不同人称

pictures. During your talk, you use the 代词的陈述Simple Future Tense.Now you read the 句、特殊疑问sentences and tell me the general way of 句否定句和一judging the Simple Future Tense.(show 般疑问句

，归the sentences) 纳一般将来时A. What is she going to do tonight? 态的定义及用 She is going to read a magazine. 法。

B. Where are you going tomorrow? I am going to the Great Wall. C. Who are you going with? 以游戏方式帮助学生复习又一般将来时的否定句、一般疑问句及肯定和否定回答,既轻松又愉快。

句型的对比，有助于让学生更好的区分和掌握一般将来时态中不同句式的用法。

I am going with Tom. D. When are they going to play chess? They are going to play chess next week. E. How is he going to the cinema? He is going to the cinama by car. F. I am not going to the cinema. Are you going to the park? Yes，I am./ No, I am not. 2)Ask the students to try to find out the usage of the Simple Future Tense. (show the sentence structure) 一般将来时: 陈述句:主语+be going to+动(形)+…

否定句:主语+be not going to+动(形) +…

一般疑问句:Be+主语+going to +动(形)+…？

回答：Yes,代词+be. No,代词+be+not. 特殊疑问句:特殊疑问代词+be+主语+going+ …? 4.（CAI）Task 4：Change Sentences 学生口头练1)Ask the students to change the 习，按要求改sentences.(show the sentence one by 写句子。

one) 1)Amy is going to buy a book in the bookstore tomorrow.(改否定句) 2)Amy is going to buy a book in the bookstore tomorrow.(改一般疑问句）

3)Amy is going to buy a book 1 2 in the bookstore tomorrow. 3 4 (就划线部分提问) 2)Check the answers: .Amy isn't going to buy a book in the bookstore tomorrow. .Is Amy going to buy a book in the bookstore tomorrow？

.Who is going to buy a book in the bookstore tomorrow? .What is Amy going to do tomorrow?? .Where is Amy going to buy a book tomorrow? .When is Amy going to buy a book? 利用句型的不断变换与操练来训练学生使用一般将来时态的句式，提高学生理解和运用语言的能力，培养学生用英语表达的习惯。

1.（CAI）Task 5：Read the passage 学生拿出课堂

and finish the exercises. 练习，快速阅

Reading: Amy and LiuYun are going to 读，进行问答

have a busy day next Sunday. In the 擂台赛，并完

morning they are going to buy a 成笔头练习。

dictionary and a new CD in the

bookstore. Next, they are going to have

hamburgers and French fries for lunch.

After lunch, they are going to borrow

some comic books. Finally, they are

going to buy some fruit and going to go

home by subway.

1) Ask the students to read the passage

quickly and ask questions with What,

When, Where, How, Why, Who. 4.Practise2)Competition：Ask the students to ask . and answer in two groups.(问答擂台赛) 3) Ask the students to write down the answers. (1)What is Amy going to buy next Sunday? (2)Who is she going with? (3)Where are they going to buy a CD? (4)When are they going to borrow some comic books? (5)Are they going to buy some fruit? (6)How are they going to go home?

4) Check the answer. 2.（CAI）Task 6：Make dialogues 学生互编对1)T: Weekend is coming.Do you want to 话。

know your partner's weekend plan? Please talk about it with your partner.You can talk about it in this way. (show the model) A: Where _____this weekend? B:_____

A: What _____

there? B: _____

A: When _____

? B: _____

A: Who _____

? B: _____

A: How _____

? B: _____

1.通过擂台赛帮助学生复习更多将来时的句型。让学生来提问，能充分调动学生的主动性，推动学生克服困难主动学习，进一步提高学生的阅读能力。

2.本节课的设计是从听、说、读上升为写，层层递进，螺旋上升，让学生有比较完整的语言输出。

让学生在较短时间内互编一般将来时的对话，进一步加强了学生对这种时态的表达练习，培养学生的合作精神。

2）Ask the students to finish the dialogue on the paper 3）Show some students' dialogues and try to find out the mistake. 3.（CAI）Task 7: Writing. 学生看图写作（show some pictures of Wu Yifan's 并修改作文。

weekend activity ）

1）Ask the students to talk about the pictures and write it down. 2）Ask the students to discuss in groups and help each other correct the mistakes. 写一写吴一帆周末的活动计划，训练了学生的写作能力，提高了教学效率，让学生在听、说、读、写各方面都得到提高。

4、Summary. 在老师的引导引导学生总结1）T: What did we review today? 下总结本节课 本节课所复习 S:…

内容。

的内容，让学生2）板书: 加深对该语法一般将来时：be going to +动词(原)）

点的认识和理

标志性词：tomorrow, tonight, this 解。

morning，next weekend

五、

1.Review the simple future tense. 学生记好家庭课后收集一般Homework. 作业。

过去时的资料，2.Prepare the exercises on your paper. 为下节课做好

准备。

教学反思

这节课主要对一般将来时进行复习。一般将来时既是语法的重点也是难点之一，更是在日常生活中最常用的时态之一，所以学会正确运用一般将来时对学好英语起着重要作用。新课程标准要求语法教学不能再象过去一样枯燥乏味，要以学生为中心，充分调动学生的兴趣，提高其积极性。本课语法讲解用的是任务型教学法、归纳法、猜一猜游戏法和情景教学法。从各个句子操练中，引导学生自己发现总结，使知识得到系统的巩固。

本节课的课堂教学设计总体思路：学生自由问答、吟唱歌谣——（引入一般将来时基本用法）——不同形式句子的操练（复习一般将来时的几种基本句型及运用）——阅读、编对话（进一步巩固一般将来时的几种基本句型及运用）——看图写作（运用将来时进行写作）。这节课主要通过What are you going to do? When are you going? How are you going? Who are you going with? Where are you going? Are you going…?等师生对话之间对话，提高他们的口语能力。并通过游戏“快速抢答”、"“句型转换”、“猜一猜”等巩固课堂所学知识。从口语到书面语有层次地进行教学，教学总体设计较为清晰，层次性体现较为合理。

整堂课以体现学生为主体，让学生自己找变化，找规律，学生能积极参与。大部分学生能自行归纳总结一般将来时态的陈述句、否定句、一般疑问句及特殊疑问句。

整节课学生的注意力较集中，课堂气氛活跃，尤其自信的同学都能大胆地表现自己。

附件:1../My Documents/第一课时.doc/学生课堂练习.doc

学生课堂练习

附件../My Documents/第一课时.doc/学生家庭作业.doc:2

学生家庭作业

板书设计： Review the Tense(I)

一般将来时：be going to +动词(原)

标志性词： tomorrow, tonight, this morning，

next weekend,next month