Recycle 1名师教学视频（文字实录）

Unit 3 My weekend plan B Let’s talk 教学案例

一、资料研读 1、教师教学用书、特级教案与课时作业新设计

2、网络资源

3、课例参考教案如附件一

二、教材分析 本课时是小学六年级第一学期英语PEP版Unit 3 的第三课时，本单元学习的主题是My weekend plan，本课时是B Let’s talk。本部分学习的核心句型是：Where are you going? What are you going to do?和When are you going?的问与答。教材通过John和Amy回家路上聊天的情景，让学生感知上述句型的语义及语用情景。

教学内容如下图所示：

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三、教学目标

【知识目标】

能够理解对话大意，听懂会读对话。

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【能力目标】

1．能够听、说、认读what，where，when引导的特殊疑问句并能做出相应回答, 并能在适当的情境中合理运用核心句型谈论计划的时间和地点。

2. 能够通过对话学习了解周二通常有半价电影票的生活常识。

3．能够按照正确的语音语调朗读对话。

【情感目标】

学会制定计划，合理安排时间的能力。

四、教学重难点

1．重点：四个特殊疑问句的问与答以及各种信息的替换和交流。

2．难点：学生能运用what，where，when, How疑问句进行真实的交际。

五、教学评价

1、口头评价，如Good!/Well done!/Excellent!/Terrific!/... 2、奖励机制,得电影票换礼品。

六、教学流程

Step 1: Warm-up About Miss LV T: As you know, I’m an English teacher. I’m 30 years old. I like cooking and traveling. I’m going to take a trip. I’m going to the Great Wall. I’m going next Saturday. What is Miss Lv going to do?

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Ss: She is going to take a trip. T: Where is Miss Lv going? Ss: She is going to the Great Wall. T: When is Miss Lv going? Ss: Next Saturday. (开课伊始，通过老师自己的信息卡来增加学生对老师的了解，拉近学生与教师之间的距离，并且让学生复习了be going to句型，还感知了What...?, Where...?和When...?问句。）

Step 2: Guess (1) Guess 1: what T: I am very busy. So I want to have a relax. I have made a plan for next week. First, can you guess what I am going to do? S1: You’re going to... T:(nod or shake head) S2:... Finally: Ss： What are you going to do, Miss Lv? T: I’m going to see a film. (教授句型What are you going to do? I am going to +V.) (2)Guess 2: where T: Try to guess where I am going? S1: You’re going to...

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T:(nod or shake head) S2:... Finally: Ss： Where are you going, Miss Lv? T: I’m going to the cinema.

(3)Guess 3: when T: Now please guess when I am going to see a film. S1: ... T:(nod or shake head) S2:... Finally: Ss： When are you going, Miss Lv? T: Next Tuesday evening. (4)Guess 4: how T: Please guess how I am going? S1: You’re going ... T:(nod or shake head) S2:... Finally: Ss： How are you going, Miss Lv? T: By bus.

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（设计意图：通过让学生猜老师的计划自然地引出今天要学的四个特殊疑问句型，并且让学生自主的猜，培养他们敢于开口说英语的习惯。）

Step 3: Look and guess T: Look at the poster and guess. Where is John going? Ss: To the cinema. T: What is John going to do? Ss: See a film. T: What’s the film about? Ss: It’s about space travel. (教授了重点句型后，立刻进行对话，做到及时巩固。）

Step 4: Learn the new word “space”and ”travel”. spaceship travel & trip Step 5: Learn the usage of “about”. Sentences in the text: We are going to a book about words a book about animals I am going to buy some books about science. I have lots of books about cars. Step 6: Learn “half price”.

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It’s half price then. Step 7: Learn “Why not + V.?”

Step 8: Listen and repeat. Step 9: Read the text together. Step 10: Role play. Step 11: Fill in the blanks in a group of 4. (group work) Step 12: Do some exercises.(individual work) Step 13： Complete the table in pairs.(pair work) Step 14 : Summary. Step 15: Homework. 1.

Read the dialogue for 3 times. 2.

Act out the dialogue with classmate after class. 七、教学反思

这节课我将从以下几个方面谈谈自己的想法。

在课堂纪律方面，虽然比起平时的课堂纪律有所提高但依然存在讲小话甚至打闹的情况，尤其是小组的后半部分学生，而我却没有留意到，更没有适时进行调控。像Miss Yang说的，不能因为公开课就无视他们的纪律问题，在任何课堂，纪律都应该是第一位的。以后会更加注意课堂纪律的调控，继续摸索实践。

在学生参与度方面，虽然是在红色纸片的利益驱使下才实现的，但确实是很多平时课堂上从不举手的、从不回答问题的学生都举了手，这让我感到一点点惊喜。后续会想方设法让平时的课堂也多点学生举手和参与到

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课堂活动中来。

在老师教态方面，我没有注意到自己更多的时候是背对学生，以后会注意多面对学生，如果需要同时看向黑板要侧身看，尽量不背对学生。在课堂上微笑不多，课堂氛围没有那么轻松，再加上，本人语速和课堂节奏方面比较快，课堂会比较沉闷。我会想办法让自己的急性子在课堂上，适当地慢下来，给学生更多接收和思考的时间，相信效果会更好。

在教的方面，虽然我在课前布置过了这个部分的一起作业跟读，但是从课堂表现上看学生的朗读效果没有想象中的好，所以在时间充裕的情况下，我临时增加了一遍课文齐读。本课的重点三个Wh-?问答，并没有达到预期的教学目标，在做小组活动中我发现，依然有部分学生没有掌握Where are you going? 和When are you going?的回答，或者回答时会混淆。所以下节课要再花点时间在Where 和When的问答教学上。学生在回答When are you going？时，总是不自觉地就把to加到了going后面，画蛇添足。一方面是受到I am going to do sth 和 I am going to sw句型的影响，另一方面是我没有让让学生了解到When are you going?是在有上下文的前提下的一个省略句，完整的句子是When are you going to do sth? I am going to do sth +将来的时间。为了不把问题复杂化，我想When are you going?直接用时间短语来回答，学生就能尽量避免这种情况的发生。而且课本也是这样展示的。当时虽然也是这样设想，但是在Brainstorm这个部分过得太快，没有利用起来。如果可以再来一次，我想多花点时间在这个部分，不仅仅当成是一个warm up, 而想作为一个重点来操练三个Wh-?的问答，尤其是where 和when。在课本的表格练习中，我的课堂示范不够，也是学

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生无法很好完成这项练习的一个重要原因。如何换成我来问其中一位同学，并在电子书上写上他的回答，再总结成He is going to sw to do sth + at... this afternoon.效果会更好吗？很多学生没有把这三个问题联系在一起，而把它们当成了独立的问题来回答。用露婷的版本，找学生提前录制对话展示，让学生填表格，再给出... is going to sw to do sth + at... this afternoon.句型，让学生总结。

附件一：（课例一）

Title Unit 3 My weekend plan

第3课时

总课时

6 Teaching aims (1). Be able to say: “Where are we going? To the bookstore. What are you going to buy? I’m going to buy ”

(2). Be able to master those words: dictionary, comic book, word book, post card, in four skills. (3). Apply the sentences to the real situation. Key points

Master the words:

dictionary, comic book, word book, post card, in four skills. Difficult points

Replace the words:

dictionary, comic book, word book, post card,

according to the sentence. English cards,

pictures, ppt

Teaching steps

TPR

Groupwork

Pairwork

Key points Difficult points Measures Teaching aids

Step

I

Warming

up 1Sing a song: What are you going to do? 2. Free talks: talk about your weekend plan.

Step II

Presentation 1. John and his cousin.

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(1) Questions: Preview After John and his cousin seeing the film, where are they going? Glisten to the words and dialogue on P27. homework uess! homework A. bookstore B. school C. supermarket 1. Read the words on P27. (2) Listen and check the answer. They are going to the bookstore. homework 2. Play the game with your friends.

2. Learn the new words Unit 3 My weekend plan

(1) present “dictionary” B let’s learn Show them a thick book, listen to the tape. Board Read and spell：dic—tion—ary . Where are you going? (2)Present “ comic book” design What are you going to buy? Show them some comic books. Read after the tape. Spell the words and write them on the board. dictionary comic book word bank postcard (3) Present “word

book” Show them a word book: “ Is this a dictionary?”

“No,

it’s a word book.”

Spell together: w—or—d 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 words Listen to the tape and read after it.

4. Listen and write the words: John is going to buy a ___________.

John’s cousin is going to buy a _______, a ________ and a _______ ______ for his sister.

Step Ⅲ Consolidation and extension 1.Role-play in the group. 1.Show the task： 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.Do the task：Now you are going to the bookstore. What are you going to buy? Let’s perform in the four-student group. 3.Feedback.

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