Recycle 1教学目标设计

My weekend plan 教学设计（Period 1）

小学英语（PEP）六年级上册 迁安市建昌营镇军屯完全小学 李秀娟

一、教材内容分析 本课时提供学生要学习的内容是人教新版小学英语六年级上册第三单元第一课时，包含Let’s try和Let’s talk两个环节。 Let’s try主要是通过Mike和Sarah电话聊天的场景呈现本课时新句型。学生通过听力练习获得Part A Let’s talk板块的人物及场景信息，为进入正式的对话学习做准备。 Let’s talk部分学习的核心句型是What are you going to do „? I’m going to „

教材通过Mike和Sarah打电话的情景，让学生感知上述句型的语义及语用情境。

二、学生情况分析 在五年级下册第三单元，学生已经接触了What will you do? 对一般将来时的用法有一定的了解。本节课句型中所涉及的词汇也都是较容易表达的，所以教学中重点是要创设情景，帮助学生理解并运用本节课的句型。

三、教学目标

（一）知识目标 1. 能听、说、读、写核心句型：What are you going to do tomorrow? I’m going to have an art lesson. We are going to draw some pictures. 2. 能听懂对话大意，并正确、流利地朗读对话。

（二）技能目标 1. 能在图片和教师的帮助下理解对话大意，并回答读后问题。 2. 按照正确的意群及语音、语调朗读对话。 3. 能在恰当情境中运用核心句型完成简单的问答。

（三）学习策略目标 1. 能够学会合理安排时间。 2. 能够在通过同桌活动或小组活动中培养自主和合作学习的能力。

四、教学重难点

（一）教学重点 1. 能听懂对话大意；能按照正确的一群及语音、语调朗读对话。 2. 能够听、说、读、写句型：What are you going to do tomorrow? I’m going to have an art lesson. We are going to draw some pictures. 3. 能在适当的情境中恰当运用核心句型What are/is „ going to do tomorrow? We’re/I’m going to „

就活动计划的内容、地点和时间进行提问及回答。

（二）教学难点 能够在语境中理解情景生词tomorrow和lesson的意思，以及语言Sounds great! I have to „

的大意。

五、教学步骤 1. 热身（对话） 师生对话主题：What do you do on the weekend? 以此复习曾经学过的动词词组，也为后面新内容的教学打下基础。 T: Good morning, boys and girls. S: Good morning, Miss Li. T: Before we begin, let’s talk about your weekend. For example, I often stay at home on weekend. How about you? What do you do on weekend? S: I often do homework. S: I often play football. „ T: This weekend is coming, what are you going to do this weekend? S: Play sports. S: Read books. 设计意图：师生交流周末所做的事情，可以帮助学生复习前面所学的一些动词词组，如do homework, play basketball, play football, go to the park等，为本课时的新句型和后续课时中的一般将来时学习做好词汇铺垫。 2. 呈现 （1）Let’s try 教师直接出示问题，学生对听取内容做预测，听取录音后完成Let’s try部分的练习。 T: It’s on Saturday morning. Sarah is on the phone with Mike. Look at these questions, guess what do you know from the questions? S: Mike can go swimming today. S: Mike can’t go swimming today. S: He does homework. S: He is fishing. „ T: OK. Let’s listen to the tape and find the answers to these questions.

播放录音后，教师进一步回顾Look and say的问题，并用课件展示Mike的日记内容：It’s Saturday morning now. I have to __ __ ______. I’m going to __ ______ this afternoon. T: This is Mike’s diary. What does he want to write? After listening, you know something about Mike’s plan now. So, can you help him finish his diary? 设计意图：通过录音内容了解Mike的周六活动后，教师指导学生将Mike的日记补充完整。学生不仅能够体验新句型，还能获取对话内容的人物及场景信息，为进入对话的正式学习做好充分准备。同时培养学生的阅读能力以及有目的的听的能力。

（2）Watch and answer 教师使用课件展示问题：What is Mike going to do on Sunday? What is Sarah going to do Sunday? 然后播放Let’s talk的对话视频，学生观看对话视频。 T: You know something about Mike’s Saturday. And Sarah is on the phone with Mike again. T: What is Mike going to do tomorrow? What is Sarah going to do tomorrow? Do you know tomorrow? What does tomorrow mean? （若学生能够回答tomorrow的意思，教师只需重复、肯定学生的回答。） T: Yes! Tomorrow means 明天。 （若学生无法准确回答，教师需举例讲解。） T: OK. What does tomorrow mean? Listen to me carefully. If I say, today is Saturday, tomorrow is Sunday. Then can you guess what does tomorrow mean? S: 明天！ T: Yes! Good! Tomorrow means 明天。Now look at the pictures, read the questions, watch the video, and answer. 学生观看对话视频后，回答两个问题，教师针对学生的回答给予反馈。 T: Great, you can find the answer. T: How do you know the answer? Can you read the dialogue and underline the sentences? 教师提出问题：How do you know the answers? 学生在教材对话中划出答案的原句，重复回答。教师反馈答案并板书、教读。

设计意图：学生带着问题阅读对话，找出问题答案，培养学生有目的性、针对性的阅读能力。

（3）Solution 引导学生提出疑问并解答，同时理解Sounds great! I have to „

的大意。 T: Have you any questions? S: Sounds great! 什么意思？I have to 是什么意思？ T: firstly, what does great mean? Sarah is going to have an art lesson, and she is going to draw some pictures in the park. How do you think about it? Is it good? Do you think it is fun? S: Great! Good! … T: OK. How about sounds? What does sounds mean? Look at me, look at what I do. （教师可将手放置耳旁，做出“听”的动作） T: Can you guess what does sounds mean? S: 听。 T: Good! So, sounds great! Great means good, sounds great 意思就是“听起来很好、不错”。 S: I have to是什么意思？ T: Mike is going to see a film, but now, can he do that? S: No, he can’t. T: 就是说，Mike想去做件事，但做不了，只能去做另一件事。So, I have to „ means 我必须要、不得不。

设计意图：培养学生树立学会提问的意识；引导学生形成通过上下文梳理的方法解决问题的能力。 （4）Listen, imitate, and role-play 教师再次播放对话录音，学生模仿录音跟读、分角色朗读。 设计意图：学生跟读录音，按照正确的意群及语音、语调朗读对话，帮助学生形成正确的语音面貌。

（5）Role-play 教师再次播放录音，学生跟读后进行分组、分角色朗读练习。 设计意图：教师播放录音或动画，学生跟读，训练学生用正确的语音语调进行朗读，进一步理解和巩固课文内容。

（6）Read and number T: Now we know Mike and Sarah are going to do many things on Saturday and on Sunday. Can you arrange their activities? Try to number their things by yourselves, and talk about it with your partners. T: You all did a good job. And I hope you can arrange your time well. 设计意图：通过为Mike和Saran两天的活动排序，教师帮助学生进行时间规划，实现引导学生要合理安排时间的情感渗透，也为学生使用本课时重点句型的交流提供真实语境。 3. 操练 （1）游戏练习 Game: More and more. I’m going to ... Sarah is going to ... 教师使用课件呈现本课主要句型I/A/B „ am/is going to„

和部分动词词组，将3—4名学生分为一组，参考课件提供的动词词组，用小组同学的信息进行替换，练习重点句型。

（2）表格练习 Write down your friend’s and your weekend plan. 教师展示表格，学生按小组同学在游戏练习环节中的陈述信息完成表格。完成表格后，每组选代表来陈述各组的表格信息，陈述的语言表达需运用本课时的重点句型。 4. 作业 话题讨论：Talk about you and your friends’ weekend plan. 课后使用表格，记录自己和好友的周末计划，并在下节课按表格信息进行陈述。

六、板书设计 Unit 3 My weekend plan What are you going to do tomorrow? on the weekend I’m going to have an art lesson. sounds great! We are going to draw some pictures. have to