Unit 7 What are you going to do?教学内容分析

教学目标]

1. 本单元内容分析

本单元内容旨在学习一般将来时中be going to的表达形式,能正确运用如“What are you going to do? I’m going to visit my grandparents. Where are you going? I’m going to the bookstore. When are you going? I’m going at 3 o’clock.”等句型与他人交流活动计划、地点和时间以及出行方式等。在此之前学生已经学习了一般现在时和现在进行时,在这个基础上开始接触be going to句型,有助于了解其语法功能和语言本身的意义。本单元设计了很多任务活动,如:拟订自己的周末活动、采访别人的活动安排、购书、当小导游如何安排合理的路线,以及设计自己的梦想等,充分体现语言学习的交际功能,培养学生的自主学习和合作学习能力。

2.学情分析

对于小学六年级的学生,在学习本单元之前学生已经积累了接近30个动作类和10个以上的时间类的单词或短语,以及一般现在时和现在进行时的用法,具备了一定的自主学习能力,能进行简单的语言交流。因其独立性和自主性,对本课内容比较感兴趣,愿意独立安排自己的活动,有强烈的求知欲和竞争意识。因此在教学过程中以学生熟悉的歌谣、歌曲、猜谜导入新课学习,设计了许多符合学生生活体验的任务活动如:拟订自己的周末活动、采访别人的活动安排、购书、当小导游如何安排合理的路线,以及设计自己的梦想等,引导学生感知、体验、实践、参与和探究,让每位学生都有学习语言、运用语言的机会,将所学的知识和技能转化为语言运用能力。同时发挥小组合作的精神,拓宽学生的创新思维能力和想象力。大部分学生能积极参与到英语游戏、比赛、唱歌等各种英语活动中,合作学习能力较强,能与其他同学团结协作,相互交流,共同完成各项学习任务。但也有部分学生随着英语学习的升级,学习兴趣逐渐降低,对英语学习丧失自信心,对课堂活动的参与也越来越被动,作为教师应始终注意对他们的鼓励和认可,尽量激发并保护他们学习英语的兴趣。

3. 教学目标

1)知识目标:

(1)能够熟练掌握A、B部分Let’s learn,Let’s talk中的四会单词和句子;

(2)能够听、说、认读A、B部分Let’s learn,Let’s t alk和Let’s read中的三会词汇和句子;

(3)能够了解pronunciation部分中所有音标的音和形,并完成相应练习;

(4)能够理解并会吟唱Let’s chant部分的歌谣;能够听懂、会唱歌曲“What Are You Going to Do?”;

(5)能够了解Story time,Good to know和Task time等内容。

2)能力目标:

(1)了解一般将来时be going to的表达形式,能够用What are you going to do? I’m going to th e cinema. Where are you going? I’m going to the bookstore. When are you going? I’m going at 3 o’clock. How are you going there? I’m going by bus.等句型与他人交流活动计划并完成简单的任务;

(2)能够用He/She is going to…等句型转述他人的行事计划,帮助他人制定活动计划;

3)情感目标:

(1)培养学生合理安排自己学习和生活,能按计划、有条理地做事情的能力;

(2)通过教学活动,让学生具有一定的团结合作竞争进取的优良品格。激发学生学习英语的兴趣,提高学生综合语言运用水平。

[课时安排]

5课时

第一课时

[教学内容分析]

本课时教学内容为Let’s chant,Section A部分的新单词和句型以及Pair work。学生通过学习句型What are you going to do? I’m going to the cinema. 能合理安排自己的时间、活动,并与他人进行交流,并能用动词短语go to the cinema,read a magazine和take a trip以及时间短语this morning / this afternoon / this evening,next week,tomorrow 和tonight进行替换。教学重难点是能正确运用一般将来时be going to的表达形式,并替换句型中的动词和时间短语进行表达,以及掌握四会单词。六年级学生有一定的独立性和自主性,愿意亲自安排自己的学习与生活活动。这样本课的内容,学生的兴趣还是比较浓厚的。因此设计了符合学生兴趣、符合生活实际的活动和任务——为本班的周末活动提出自己的建议。培养学生进行合作学习、自主学习,为学生创设一个较真实的英语氛围,教师在教学过程中合理引导,让学生自然地运用所学语言,帮助学生在完成任务的同时也体验到英语学习的乐趣。

[教学准备]

录音机、磁带、图片、不同颜色的棋子、表格、人物头饰、杂志、背包、太阳眼镜、笑脸印章、多媒体课件等

[教学流程与设计意图]

Step 1: Warm-up and revision

1. Listen to a song

T: Boys and girls, let’s listen to a song,“What Are You Going to Do?”, OK?

Ss: Ok.

T: Listen to the music!

[设计意图]

预先欣赏本单元的歌曲,使课堂一开始就处于英语氛围中,激发学生的积极性,让学生初步感知be going to do句型。

2. Chant

T: We have learned a nice chant, now listen to the chant.

(教师播放磁带pep 五年级上册Unit 4 B Let’s Chant)

Chant:

Cook the meals. Water the plants.

Wash the clothes. No time to dance!

Make the bed. Sweep the floor.

Empty the trash. And there is more.

Oh, please! No more!

T: Do you remember?

Ss: Yes.

T: Now let’s chant together.

(播放磁带, 学生跟着节奏边吟唱边做动作。)

[设计意图]

在此环节选择该Chant,一是它可以让学生在轻快的音乐节奏中,以积极的心态迎接新课的学习,鼓励全班学生都“动”起来,同时它也为本课学习内容打下伏笔,帮助学生进一步复习学过的动作短语,为接下来的学习I’m going to……做准备。

3. Free talk

T: Well done! Now please tell me, what day is it today?

Ss: It’s Friday.

T: What day is it tomorrow?

Ss: It’s Saturday.

T: Oh, a weekend is coming! I’m sure everybody has a good plan for it.

Step2: Presentation and practice

1. Lead in

T: Do you want to know the plan of Sarah? Let’s watch the screen.

(教师播放CAI:明天是周六,Sarah想约朋友去看电影,于是询问了Zhang Peng,John, Chen Jie,Mike和Amy的周末安排,最后和Amy约好一起去看电影。)

T: Boys and girls listen and watch carefully, please.

(教师播放两遍,先让学生认真地看和听。)

2. Learn the new sentences

T: Let’s read the two sentences follow me. (教师把“What are you going to do?” “I’m going to …….”板书在黑板上。)

T: Practice in boys and girls / Practice in groups / Practice in pairs.

T: Good. Now listen and watch the CAI again. Please read after that.(学生熟悉后让学生一边听、看CAI,一边跟读,学习新句型。)

[设计意图]

这两个主要句型从表面形式上看学生难以理解,多媒体课件克服了这个难点,让学生更为直观、准确、有效地理解了对话的含义,学生能够更容易掌握并且投入。先让学生认真看和听,让他们在初步感知理解的基础上,在听、观看的同时进行跟读训练,让学生在情景中学习本课时的新句型并加以操练,体现了教师对学生进行全方位能力培养的观点与意识。

T (戴上Mike的头饰): I am Mike. Tomorrow is Saturday. I’m going to fly kites. Who’s Zhang Peng? Who wants to try? (鼓励学生参与)

T (在S1的头上戴上Zhang Peng的头饰): You’re Zhang Peng now. What are you going to do tomorrow, Zhang Peng?

S1: I’m going to climb mountains.

T: Is he right?

Ss: Yes.

T: Cool! You can take a step forward on the chessboard.

(评价:各小组执不同颜色的棋子,优胜方在棋盘上每次前进一格,促进学生更为踊跃地参与学习,最先到达终点的小组为优胜小组,教师为该组成员盖上笑脸章。)

(同法再询问Zhang Peng, Chen Jie, Mike, Sarah 和Amy. )

T: What are you going to do, Sarah and Amy?

Let S5,S6 answer: I’m going to the cinema.

T: Excellent! You can take a step forward on the chessboard, too.

T: Now, let’s practice in groups. Then I’ll choose some groups show us in front of the class. (让学生分成小组进行角色扮演,练习这段对话。)

[设计意图]

利用头饰进行对话表演,体现了教师对于教具利用的重视,为学生营造一个相对真实的语言使用环境,让学生在模拟真实的语境中自然地进行有意义的操练,也避免单调而又机械地重复让学生感到枯燥烦闷,对英语失去兴趣。棋盘既是一个小组竞赛的评价工具,又是一种教学资源,也为下一个环节做好铺垫,既体现了教师对教学资源开发的灵活性,也体现了教师评价方法、评价工具的多样性。

3. Learn the new phrases

T: Let’s look at the chessboard. (教师让学生看黑板上的棋盘。)

T: Group3, what are you going to do this morning?

(让学生看该组的棋子在棋盘中所处的图片,并故意用this morning替换tomorrow提问。) Group3: I’m going to the cinema. (该组的棋子正好在去电影院的图片上。)

T: Are you going to the cinema this morning?

Group3: No. This evening. We are going to the cinema this evening,

T: You can also say “tonight”.

Help Ss say: We are going to the cinema tonight.

(介绍新词tonight,并把该词板书在黑板上。)

T: Let’s spell the word “tonight”.

Ss: T-O-N-I-G-H-T, tonight.

T: Now spell these words by yourself.

(给几分钟时间,让学生拼读这几个四会单词。)

T: Boys and girls, do y ou know? E, E, K, W is……?

Ss: W-E-E-K, week.

T: Perfect! Now please spell these words and phrases like this in groups.

(师生先拼读本节课四会单词,然后把字母打乱顺序再组合成正确的单词,最后在小组中进行拼单词、短语的游戏。)

[设计意图]

四会单词和短语是本课时的教学重、难点之一,在刚学习这些单词和短语后,就马上开展多种形式的记忆活动,使学生将它们的“音”和“意”与其“形”结合起来,学生印象深刻。

T: Group1, Look at the chessboard. What are you going to do? (此时第一组的棋子正好处在看杂志的图片上。)

Group1: We are going to read a book.

T: Oh, look at here. It’s a magazine. You are going to read a magazine.

(教师拿出杂志,引入新词magazine,引导学生说出短语read a magazine。)

Let Ss say: We are going to read a magazine.

T: Group 4, Look at the chessboard. What are you going to do? (此时第四组的棋子正好处在旅游的图片上。)

Group 4: We are going to go hiking.

T: Oh, you are going to hiking.

(教师有意强调going to hiking, 纠正学生的错误。)

T: Look at here. What are they?

Ss: They are bag, and sunglasses.

T: Look at the screen, and what is it?

Ss: It&r

(CAI显示一幅中国地图,教师拿出背包、太阳眼镜,指着北京和天安门,引出短语take a trip。) T: Look, I’m going to take a trip. So Group 4, you are going to take a trip.

Let Ss say: We are going to take a trip.

T: Let’s practice in pairs.

(两人看棋盘上的图片,用刚学的句型和短语对话。)

[设计意图]

充分挖掘可被利用的一切教学资源,在教学中设计进行“见机行事”活动,利用小组竞赛的棋盘作为教学资源,巧妙地引出本课的新短语。先让学生看图片猜,再通过运用实物,调动学生已有的知识储备,新旧联系、比较,进行学习,加深学生对新短语的认识。

4. Chant

T: Here we have a nice chant, too. Now listen to the chant.

(教师播放该书第三单元P26 磁带Let’s Chant)

Chant:

I’m going to buy a book.I’m going to take a look.

I’m going to bake a cake.I’m going to walk near a lake.

We are going to take a trip. We are going to take a sip.

I’m going outside to play.I’m going to have a good day!

T: Chant together, please. Are you ready?

Ss: Yes, we are.

(播放磁带, 学生跟着节奏吟唱。)

[设计意图]

学生经过一段时间的学习,有些疲劳。此处的Chant,朗朗上口,既可以活跃课堂气氛又巩固了所学的内容,学生乐学易学,很快就能掌握教学内容。

Step3: Task

T: What are you going to do this weekend? Please make a plan, write it on this paper. Then make a survey in your group. Finally let’s see what our class is going to do and whose plan is wonderful.

(这是一个调查任务。班级计划将在周末开展活动,活动怎么安排要看同学们的意愿。学生把拟订的计划写在纸上,然后调查小组内其他同学的计划,统计后进行汇报,班级活动将采纳人数最多的活动。)

Name Activities When

Tonight

Tomorrow

S7: Hello, S8. What are you going to do tonight?

S8: Hi, S7. I’m going to read magazine. What about you?

S7: I’m going to the cinema tonight. And I’m going to play sports tomorrow. Then what are you going to do tomorrow?

S8: Tomorrow I’m going to the science museum.

……

T: Now which one wants to show us your report? If you do a good job, your group can take a step forward on the chessboard. (每个小组选一名学生来汇报该组的调查报告。)

S9: In our group, seven students are going to the cinema tonight, two students are going to watch TV.

T: Well done! Who will be the next?

S10: Four students are going to climb the mountains tomorrow in our group. Three students are going to fly kites. Two students are going to swim in the pool. One student is going to visit his grandparents.

T: You did a good job.

……

What are you going to do this weekend?

When Number Activities Number Activities ……

Tonight

Tomorrow

(教师在黑板上的表格中填入学生汇报的内容,然后选择人数最多的那项活动。)

T: You are so excellent! OK, look at the blackboard, we are going to the cinema tonight and climb the mountains tomorrow. Great! You are going to have a good weekend.

T: Whose plan is wonderful? You can get a smiling face from me.

(学生个人的活动设计和班级最终活动一致,就获得最佳设计奖,教师给他们盖上笑脸章。) [设计意图]

让学生积极主动的参与课堂教学活动,学生对语言的习得不再仅仅是停留在机械地模仿与跟读,而是根据自身具体情况与需要,用所学英语来做事,让他们真正感知、体验、实践、参与和合作,在用中学,学中用。

Step4: Assessment and extension

1. Choose the winners of the groups and students

T: Let’s see. Which group arrives at the end of the game?

Ss: Group 2 Group 4 and Group 5.

T: Yes, Group 2 Group 4 and Group 5 win the game. I’ll give each of you a smiling face. Are you happy?

Ss: Yes.

T: Oh, so many kids get the smiling faces. You are winners too. You must learn a lot of things in this class, don’t you?

Ss: Yes.

T: We have learned……? Who wants to try?

S11: Let me try. We have learned: go to the cinema,read a magazine, take a trip.

S12: We have learned: this morning, this afternoon, this evening,next week,tomorrow and tonight.

S13: We have learned: What are you going to do this evening?

I’m going to the cinema.

T: Nice work! Now pay attention to your homework, please.

2. Homework

(1) Listen to the tape and read fluently, copy the four-skill words. Learn to sing the song “What Are You Going to Do?”

(2) Please make a weekend plan for yourselves and tell your parents or friends about your plan. Then finish the form and do as your plan.

(用表格拟订本周末计划,向家人介绍,并对照执行。)

Time Saturday Sunday

Morning

Afternoon

Evening