C教学设计与反思

Teaching plan 伍家岗区实验小学

唐琴

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PEP义务教育课程标准实验教科书《英语》

Unit 3 My weekend plan Grade 6 Let’s try Let’s talk 教学目标

知识目标：

1、能够理解对话大意；

2、能够按照正确的意群及语音、语调朗读对话；

3、能够在课堂教学中创设语境，让学生在情景中体验并运用What are /is …

going to do? I’m going to…

He/She is going to …或 They are going to …

提问及回答，尝试完成有意义的语言输出。

能力目标：理解功能句的语言意义，并能与五年级学过的“What do you do on the weekend? I usually/often …”区别开来，在创设的Make a survey情景中运用所学完成文本对话的改变拓展（这也是本课时的重难点突破点）。

情感目标：在教学过程中，进一步培养学生自主学习、合作学习的能力；能根据提示做出听前预测。

教学过程

Step1:Warm-up. 1、Introduce the assessment. T:There are 4 groups. If you’re good, a smiling face is for you. The winner can choose the homework firstly. （丰富完成作业的方式，学生可以通过给老师打电话、QQ留言、发e-mail和作业本上留言的方式沟通自己的周末计划。E时代的联通工具能激发学生的学习图1

兴趣，完善学生的沟通技能。同时为后面的情景埋下伏笔。）

2、Let’s chant. What do you do on the weekend? 3、Look an say.(PPT 出示13张周末活动图片) T: What do you do on the weekend? S1: I usually …

S2: I often …

（通过chant和Free talk，激活学生旧知，积累语言素材。）

Step2: Presentation. 1. T: Sounds great! You are busy on the weekend. I usually clean rooms on Saturdays. I cook meals and go shopping on Sundays. So I love weekend, Do you love weekend? Ss: Yes. T: This weekend is coming. Today is Nov. 11th, this Saturday is Nov. 21st, and this Sunday is …

Ss: Nov. 22nd. 图2 T: Yes, this Saturday and this Sunday mean this …

Ss: Weekend. Teach weekend. 2、T:I usually clean rooms on Saturdays. But, I’m going to read books this Sunday. I cook meals and go shopping on Sundays. But, I’m going to … (Ss: draw pictures and see a film this Sunday) T: If you’re Miss Tang. Let’s say together. Ss: I’m going to read books this Sunday. I cook meals and go shopping 图3

on Sundays. T: Can we say a short one? Ss: I’m going to read books, draw pictures and see a film this weekend. 3、T:What about you? What are you going to do this weekend? (板书)

I’m going to …

Pair works, then act out. （由谈论老师的周末导入，自然将be going to 渗透到与学生的free talk 中，通过对比帮助学生理解功能句的语言意义，并初步尝试运用句型与同桌交流。）Step3: Let’s try 1、Listen and circle. T: I think you are going to do many things this weekend. What about Mike and Sarah? Now, they are talking about weekend plans on the phone. Let’s listen and circle . Q1: Can Mike go swimming today? Q2: Why or why not? 2、Listen again and answer. Q3: What is Mike going to do on Saturday afternoon? 解读：He is going fishing. = Hi is going to go fishing. …is going shopping. …are going hiking. 3、Finish the table. Then encourage the Ss retell. T: What is Mike going to do this Saturday? Ss: He is going to …

She is going to…(板书) （设计时间表格，引导学生梳理所听到的信息，填完表格后的复述旨在强化功能句的语言意义，帮助学生搭建语言支架，为后面环节的语言输出奠定基础。）

Step4: Let’s talk. 图4

1、Let’s forest.（整体预测对话信息）

T: What are Mike and Sarah going to this Sunday? Can you forecast? S: Maybe Mike is going to …

Maybe Sarah is going to …

T: Really? Let’s listen and answer. Q1: What is Mike going to do tomorrow? Q2: What is Sarah going to do tomorrow? Teach: see a film have an art lesson （预设：如果在学生Q2时出现两种答案：“She is going to draw pictures.”“She is going to have an art lesson.”,均可，并可以引导学生合二为一“She is going to draw pictures in art lesson.”）

2、Let’s choose. Q3: What does Mike have to do now?（看图选择）

(帮助学生理解have to, 并适当的渗透习惯教育：Work before play.) 3、Finish the table and retell the talk. 图5 （再次梳理对话信，完成表格，在完整复述中内化文本信息。）

T: T: What is Mike going to do this weekend? Ss: He is going to …

4、Let’s order. 请学生排列打乱顺序的对话。

5、Let’s read. 朗读指导：重读 have an 连读

图6

Step5: Production 1、Talk in pairs. Ss can read the dialogue or act it out.（学生自由选择对话方式。）

2、Make a survey in groups. ①Talk about weekend plans.（6人小组讨论、记录各自的weekend plan）②Report weekend plans.（推选一名同学播报调查结果）

（将对话方式和调查任务均设计成两个层次，意在关注不同起点的学生，激发他们完成任务的兴趣，达成综合运用功能语言的目的。）

Step6: Summary and homework. 小结评价结果，按优胜顺序依次选择沟通方式。