六年级上册英语Unit 3教案.docx

1、六年级上册 英语Unit 3 教案Unit 3 My weekend planTopicUnit 3 Part A Lets learn & Lets talk Lesson 1 Aims知识能力目标：（1）能听懂、会说、认读并正确抄写单词tonight及词组visit my grandparents, see a film, take a trip, go to the supermarket, this morning, this afternoon, this evening, next week并能够正确使用来谈论自己的活动计划；能够在语境中理解生词tomorrow和lesson的意思

2、，并能正确发音。 （2）能听懂、会说、认读，正确抄写句型What are you going to do tomorrow? Im going to have an art lesson. （3）能在情景中运用句型：What are / is going to do? Were / Im going to He / She is going to 谈论活动计划的内容。（4）能在图片和教师的帮助下理解对话大意，并回答读后问题。（5）能按正确的语音、语调及意群朗读对话，并能进行角色扮演。情感态度目标：能够树立需要在活动前做好合理计划的意识，鼓励自己“做中学”。学习策略目标：学会划分音节；小组合作学

3、习Key Points听懂、会说、认读并正确抄写单词tonight，词组visit my grandparents, see a film, take a trip, go to the supermarket, this morning, this afternoon, this evening, next week， 句型What are you going to do tomorrow? Im going to have an art lesson. 并能在情景中运用。Difficult Points在情景中灵活运用所学新词、新句；能按正确的语音、语调及意群朗读对话，并能进行角色扮演。B

4、lackboard DesignUnit 3 My weekend planPart A lets learn & lets talkA: What are you going to do tomorrow? B: Im going to have and art lesson. this morning see a film this afternoon take a trip this evening visit my grandparents tonight go to the supermarket next weekStepsContentsPurposes.Warm-upII. P

5、resentation. Practice/ConsolidationHomework.Warm-up1、Enjoy the song: What are you going to do?2、Enjoy a picture: weekend plan3、Review the activity by word cards. Teach “visit my grandparents”4、出示小黑板，通过简易歌谣进一步巩固Morning morning， this morningAfternoon afternoon， this afternoonEvening evening， this even

6、ingWeek week， next week作息表诠释 this morning, this afternoon, this evening, 同时引出 tonight 日历诠释next week, today, tomorrow5、Free talk(对几个学生或全班进行问答)T：Can you make a plan for your days? What are you going to do today?Ss: Were going to school. We are gong to have Chinese class, math class, English class. T:

7、So, we are going to have lessons. Chinese lesson, math lesson, English lesson. and many lessons.What are you going to do this afternoon? Maybe you are going to play sports.S: Im going to play ping pong. T: What about this evening? Tomorrow? Next week? This evening Im going to visit my grandparents.

8、Tomorrow Im going to clean the bedroom. Next week, Im going to take a trip. Teach “take a trip”Ss: .T: What about our friends? What are their plans?1、教师介绍对话背景，听前预测2、教师播放录音，学生完成选择3、教师核对答案，到第二题时，可以通过提问学生：What is Mike going to do this afternoon?引出He is going fishing this afternoon. 让学生猜猜其表达的意思。4、Free t

9、alkT: Today is Saturday. What day is it tomorrow? 日历Ss: Tomorrow is Sunday. T: What are Mike and Sarah going to do tomorrow？先让学生猜，再引导学生根据插图猜猜Maybe they are going to the supermarket. Teach “go to the supermarket”Ss: Mike is going to. Sarah is going to .5、Listen and tick.see a filmgo fishinghave an ar

10、t lessongo swimmingMikeSarah Teach “see a film”6、Ask and answer.T: What is he / she going to do ? Ss: He / She is going to . 7、Listen, point and imitate “lets talk”. 8、Listen, point and imitate “lets learn”. 1、Read and regroup. He is going to see a film tomorrow. She is going to the cinema this afte

11、rnoon. We are going to take a trip next week. Im going to visit my grandparents this evening. They are going to the supermarket this morning. John and Robin are going to watch TV tonight. You are going to have an art lesson. 提炼 lets wrap it up. 2、“一闪而过”游戏，让学生利用以上句型造句。3、Pair work4、: Make a plan5、Grou

12、p work: Talk about your friends weekend plan.1.Copy the new words, each one 3 times.2.Finish the wok on page 30.3.Read “lets learn”, “lets talk”,有条件的要听读。4.练习册对应的练习。歌曲活跃气氛，扩大新语言输入量用CHANT等有趣的形式来复习词汇，激发学生一开始学习的热情并由旧引新。创设语境，巩固运用新知，词不离句。让学生通过听力练习获得talk板块的人物及场景信息，为进入正式对话学习做准备。形象教学有助于学生理解记忆。让学生带着问题阅读文本获取信息

13、，帮助学生理解文本。帮助学生对句型的理解。听指读培养学生地道的语音语调，加强训练学生的认读能力。帮助学生理清归纳不同人称和be动词的搭配。学生结合自己的实际情况，巩固运用所学词句。教后反思TopicUnit 3 Part B Lets learn & Lets talk Lesson 2 Aims知识能力目标：（1）能听懂、会说、认读并正确抄写单词dictionary, comic book, word book, postcard并能情景中正确运用；能够在语境中理解生词space travel，half, price的意思，并能正确发音。 （2）能听懂、会说、认读，正确抄写句型Where a

14、re you going ? Im going to the cinema. When are going? Next Wednesday. （3） 能在情景中运用句型：Where are / is going ? Were / Im going , He / She is going , When are / is going ? Were / Im going , He / She is going 谈论活动计划的地点和时间。（4）能在图片和教师的帮助下理解对话大意，并回答读后问题。（5）能按正确的语音、语调及意群朗读对话，并能进行角色扮演。情感态度目标：能够树立需要在活动前做好合理计划的

15、意识，鼓励自己“做中学”。学习策略目标：学会划分音节；小组合作学习文化意识目标：知道藏头诗的特点KeyPoints听懂、会说、认读并正确抄写单词dictionary, comic book, word book, postcard 句型Where are you going ? Im going to the cinema. When are going? Next Wednesday. 并能在情景中运用。Difficult Points在情景中灵活运用所学新词、新句；能按正确的语音、语调及意群朗读对话，并能进行角色扮演。Blackboard DesignUnit 3 My weekend p

16、lanPart B lets learn & lets talk A: Where are you going? B: Were going to the cinema. A: What are you going to do there? B: Were going to see a film about space travel. A: When are you going? B: Next Wednesday. StepsContentsPurposes.Warm-upII. Presentation and Practice. HomeworkWarm-up 1、Enjoy the s

17、ong: What are you going to do?2、快速认读活动3、组织学生以小组为单位对以上词分成三类，分完后引导学生找出三类对应的疑问代词what，where，when4、Sharp eyes: Review words sentences with picturesSs: What are you going to do?T: Im going to the bookstore.Ss: What are you going to do there?T: Im going to buy somethings there. Im going to buy a postcard.

18、Im going to buy a word book. Im going to buy a dictionary.Teach “postcard、word book、dictionary”渗透多音节词，音节划分post office postcard library cardword book Chinese book English book math book5、Free talkT：What about our friends? What are they going to do?1、教师介绍对话背景，学生读懂题目要求听前预测Who is he? Who is she?What is

19、Amy going to do? What is John going to do?She / He is going to .2、教师播放第一遍录音，学生学生回答第一个问题并追问Is John going to buy some fruit, too?3、教师播放第二遍录音。No, he is going to buy some ice cream. Is the ice cream for John? No. Its for Jack. Who is Jack? Why for Jack?John: My cousin Jack is going to visit me next week

20、. 4、学生对对话内容进行预测。呈现John, Jack的头像并介绍：They are going to do something interesting. What are they going to do?引导学生用They are going to .进行猜测5、学生带着问题阅读文本，请学生回答并订正答案。They are going to see a film. 教师可追问What film are they going to see? 6、再次阅读找出Where are they going? When are they going?学生回答问题后可追问 When does Amy

21、suggest they see a film? 渗透周二电影院半价的生活常识。7、出示下表，让学生填合适的疑问代词。cinemasee a filmTuesday8、Listen, point and imitate “lets talk”，角色扮演9、文本重构：挖空核心词汇、句型10、Read and find outT: After the film, where are they going? What are they going to do there?Teach “comic book”11、Listen，point and imitate “lets learn”12、Role

22、-play P2713、调查活动 P261. Copy the new words, each one 3 times.2. Finish the wok on page 30.3. Read “lets learn”, “lets talk”,有条件的要听读。4. 练习册对应的练习。歌曲活跃气氛，扩大新语言输入量激活学生已经学过的动词、时间、地点词，并与相应的疑问代词联系起来。Sharp eyes复习词汇句型，激发学生一开始学习的热情并由旧引新，自然过渡开展。让学生通过听力练习获得talk板块的人物及场景信息，为进入正式对话学习做准备。阅读前让学生预测，能调动学生思考，培养思维能力。让学生带

23、着问题阅读，针对性强，训练学生在语篇中寻找信息的能力。听指读培养学生地道的语音语调，加强训练学生的认读能力。学生结合自己的实际情况，巩固运用所学词句。教后反思TopicUnit 3 Part B Read and write Lesson 3 Aims知识能力目标：（1）能通过读前问题的引导，讨论哪些节日会有家庭聚会来回忆相关背景知识及相关话题词汇（2）能通过阅读问题训练在语篇中捕捉不同类型的信息，并提高思维能力（3）能从阅读中获取有用的句型，模仿日记口头描述自己家庭成员在中秋节的活动，并能运用核心句型写出自己的计划。（4）能根据例词提示在日记中找到更多双音节或多音节单词，知道重音位置，并能正

24、确朗读出来。（5）能在图片和教师的帮助下理解对话大意，并完成读后表格。（6）能按正确的语音、语调及意群朗读吴一凡的日记，并能运用本单元核心句型口头描述并写出自己的元旦的安排。情感态度目标：能够树立需要在活动前做好合理计划的意识，鼓励自己“做中学”。学习策略目标：学会划分音节；能够通读文段，获取主旨大意和细节信息文化意识目标： 了解中秋节的一些传统习俗；知道藏头诗的特点Key Points能按正确的语音、语调及意群朗读吴一凡的日记，并能运用本单元核心句型口头描述并写出自己的元旦的安排。Difficult Points能按正确的语音、语调及意群朗读吴一凡的日记，并能运用本单元核心句型口头描述并写出

25、自己的元旦的安排。Blackboard DesignUnit 3 My weekend planPart B Read and write For Mid-Autumn Festival, were going to get together. have a big dinner make mooncakes tell stories read a poemStepsContentsPurposes.Pre-reading .While-readingPost-readingHomework（1）看一看，说一说新 课 标 第 一 网1、教师呈现本部分的三幅插图，简要说明并提问：Here are

26、 some pictures for some holidays. What holidays are they? Do you know their English names?2、教师教读National Day, Spring Festival, Christmas后，组织学生讨论What do we often do on these holidays?交流在不同的节日不同的计划。（2）教师引导学生提炼出不同节日的共同点: family get-together。视学生情况，还可追问：When will your family get together? 要求学生简要回答。（1）第一次

27、阅读教师要求学生快速阅读，用横线画出吴一凡日记中提到的家庭成员，用波浪线画出他们进行的活动。（2）第二次阅读教师要求学生细读课文，完成读后表格，写下吴一凡家人的活动。（3）第三次阅读教师利用课件展示课文，播放录音。学生跟读，模仿录音中的停顿、语音和语调。（4）自由讨论教师提问：What about your Mid-Autumn Festival? What are you going to do? 要求学生和同桌讨论自己的中秋节会做什么。（5）个性化书写新 课 标 第 一 网讨论后，学生独立完成教材中的个性化书写活动。（1）拓展阅读，要求学生写出对应的节日。见教师用书 P52（2）Tips

28、for pronunciation.教师利用课件展示课文，播放录音。学生跟读，模仿录音中的停顿、重音，并在文中找出更多类似的词。（3）诗朗诵比赛。教师请学生自愿参加诗朗诵比赛，朗读吴一凡日记中的藏头诗。读完请学生评选出最佳朗读者，并请学生思考，这首诗的特别之处在哪里。1. Copy the key sentences, each one 2 times.2. Read “read and write”,有条件的要听读。3. 练习册对应的练习。通过讨论哪些节日有家庭聚会来激活相关背景知识和储备词汇。通过阅读问题，各种阅读技巧训练学生在语篇中捕捉不同类的信息和思考的能力。听指读培养学生地道的语音语

29、调，加强训练学生的认读能力。通过阅读获取有用的句型，口头表述自己家庭成员在中秋节的活动，最终进行个性化书写。让学生感受不同的节日有不同的庆祝方式。让学生知道单词可分音节，有重音现象。启发学生发现知道藏头诗的特点教后反思TopicUnit 3 Part B Lets check 练习册 Lesson 4 ProceduresContents.Let check.Lets wrap it up.练习册1、Listen and tick（1）请学生逐一看图，尝试用自己的话描述图片，然后播放录音，勾出所听到的图片。（2）核对答案，尽量说出录音内容。2、Listen again and fill the

30、 blanks.（1）请学生读各个句子，口头回忆并说出这里应该填什么词。（2）播放录音，听录音写词（3）核对答案，检查单词拼写是否正确。1、教师首先板书一个完整的句子：What are you going to do?请学生观察这个句子并将它分为五个部分。2、将句子分为五个部分后，教师以what为例，请学生思考可以用什么词来代替what，将它们写在what的下面。然后全班分小组讨论，另外的四个部分分别可以用什么来代替。3、学生说出自己的讨论结果，师生核对答案。4、教师请学生打开教材，对比与五个套娃上文字的异同。5、学生小组内根据五个套娃的内容进行造句，造得越多越好。教师抽查造句情况。如果学生造句时还能组合出其他句子，如一般疑问句Are you going .?等和陈述句He is going.等句子，教师也应及时鼓励和表扬。教后反思