六上Unit3Myweekendplan第二课时 第二课时 课时内容 A Let’s try; Let’s talk 课时分析 本课时是人教版六年级上册第三单元的第二课时,与第一课时紧密相连,继续围绕“Weekend Plan”这个话题展开。本节课主要是通过打电话的情景理解语言Sounds great. I have to...的大意以及掌握谈论周末活动计划的句型What are/is... going to do...? I’m...He/She is going to...引导学生合理的...
课时内容
A Let’s try; Let’s talk
课时分析
本课时是人教版六年级上册第三单元的第二课时,与第一课时紧密相连,继续围绕“Weekend Plan”这个话题展开。本节课主要是通过打电话的情景理解语言Sounds great. I have to...的大意以及掌握谈论周末活动计划的句型What are/is... going to do...? I’m...He/She is going to...引导学生合理的安排自己的周末。在第一课时中句型What are you going to do…? I’m going to…的学习,为本课时打下了基础。本课时的重点是能在情景中恰当的运用句型What are/is... going to do...? I’m...He/She is going to...谈论周末活动计划。
本课时包括Let’s try 和 Let’s talk 两个版块。Let’s try是听力训练,通过此练习获得A Let’s talk版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通过呈现Mike和Sarah打电话聊天的场景引出了谈论周末活动的句型。周末活动的话题是学生们非常感兴趣的,贴近学生生活的,更能激发学生想要用英语表达的愿望。
本课时要理解的语言Sounds great. I have to...要结合语境帮助学生理解。遵循以学生为主的原则,利用教材设置的情境,引导学生自主学习,培养学生独立思考的能力。
课时目标
1. 能够听、说、认、写句型:What are you going to do tomorrow? I’m going to have an art lesson.
We’re going to draw pictures in Renmin Park.
2. 能够在情景中运用句型What are/is... going to do...? I’m...He/She is going to...谈论周末活动计划。
3. 能够用正确的语音、语调朗读对话。
4. 能够理解Sounds great. I have to...
5. 了解be going to表示将来计划的用法。
6. 引导学生合理的安排周末计划。
课时重难点
1.重点
(1)能够听、说、认、写句型:What are you going to do tomorrow? I’m going to have an art lesson. We’re going to draw pictures in Renmin Park.
(2)能够在情景中运用句型What are/is... going to do...? I’m...He/She is going to...谈论周末活动计划。
(3)能够用正确的语音、语调朗读对话。
(4)了解be going to表示将来计划的用法。
2.难点
恰当的运用句型What are/is... going to do...? I’m...He/She is going to...谈论周末活动计划。
教学准备
多媒体课件、词卡、日历、录音机、磁带
教学过程
Step 1 Warm up
1. Greeting
T: Good morning, boys and girls.
Ss: Good morning, teacher.
T: How are you today?
Ss: Very well, thanks. And you?
T: I’m fine, too. Before our class, let’s enjoy a song.
(播放歌曲What are you going to do?,学生欣赏并跟唱。)
教学资源:课件
设计意图:歌曲的运用,激发学生的学习兴趣,复习上节课的句型。
2. Review some words and phrases.
a. 教师依次展示see a film, visit grandparents, take a trip, go to the supermarket,学生认读并说出汉语。例如:教师展示单词see a film,学生说出see, see a film 看电影。)
b. 课件展示“洗衣服、画画、踢足球、游泳、做作业、上钢琴课”等图片,学生说出短语,并做相应的动作。
c. 学生齐读短语,并说汉语。
教学资源:词卡、课件
设计意图:认读的活动复习和巩固了所学的短语,为对话的学习奠定了基础。
Step 2 Lead in
1.呈现日历,圈出本周周末日期。
T: The weekend is coming. What are you going to do?(板书句型。)
S1: I’m going to...(板书句型。)
S2: I’m going to...
...
(师生问答,生生问答。)
教学资源:日历
设计意图:日历很自然的引出周末这个话题,互相问答复习上节课的句型。
2. T: What am I going to do this weekend? Can you guess?
S1: Are you going to...?(引导学生用Are you going to...句型提问。)
...
T: I’m going to clean my room on Saturday morning. I’m going to wash my clothes on Saturday afternoon. I’m going to the hospital on Sunday morning. I’m going to see a film on Sunday evening. Oh, I’m going to have a busy weekend.
设计意图:猜测老师的周末活动,唤起了学生的注意力,激发了学生参与教学活动的兴趣。
Step 3 Presentation
1. Let’s try
a. T: Great, everyone. Listen, there is a phone call. It’s Saturday morning. Sarah is on the phone with Mike. They are talking about their plan for Saturday afternoon. Can Mike go swimming today? 学生先预测。
b. 播放录音,学生读题回答。
教学资源:录音机、磁带
设计意图:指导学生听前预测,掌握听力技巧,并通过听力活动获得Let’s talk 版块的相关信息,为进入对话学习做准备。
2. Let’s talk
(1) 利用日历,学生理解tomorrow。
T: Today is Saturday. What day is it tomorrow?
Ss: Sunday.(在日历标注tomorrow,帮助学生更好的理解。.)
T: What are Mike and Sarah going to do tomorrow?
(2)带着问题学生自读对话,并完成表格。
|
have an art lesson |
wash clothes |
see a film |
do homework |
Sarah |
|
|
|
|
Mike |
|
|
|
|
(3)根据文本内容引出句型,理解句型。
a. T: What is she going to do tomorrow?(板书is she,理解句子。)