2022年PEP小学英语六年级上册《Unit3Myweekendplan》教案

1、Unit 3 My weekend plan 一、教材简析这一单元主要分为本单元主要学习询问并回答将来几天或周末的活动支配；主情境图, A,B 和 C 四个部分主情境图是对这一单元的学习内容做了一个总体的出现,让同学初步明白本单元要学的学问；A 部分主要包含 Lets try, Lets talk, Lets learn, Make a plan 四个环节；主要学习将来几天或周末的活动支配； 主要让同学在同伴合作、 小组合作中完成学习；B 部分主要包含 Lets try, Let talk, Let learn, Role-play, Read and write, Let s check,

2、Lets wrap it up 七个环节；主要学习 be going to 句型,涉及用疑问词 what, when, where 来获得进一步的具体信息；C 部分只有 Story time 一个环节；让同学在学习故事时再次复习所学的学问并告知我们一个小哲理；二、学情分析本单元主要学习 be going to 句型,让同学能够运用所学句型来表达将来几天或周末的活动支配； 老师应当让同学对其语法结构和意义有所明白,但不必过度讲解或蛮缠于语法； 本单元学习内容相当丰富, 我们在备课中没有以往那样环绕一个主题不断绽开各种大小方案, 由于觉得一个单元两星期教学下来觉得假如教学设计中支配同一主题的方案的

3、话,同学可能比较乏味、 缺乏新颖感, 估量会有点无聊,因此我们设计中尽量给每一堂课创设不同的主题情境,挖掘同学面对将 来不同的时间、 场景或同行人物时的活动方案、 准备,激发他们情愿表达的欲望,达到能在实际情境中敏捷地、 综合地运用语言的才能, 实现有效的课堂延长, 解 决课堂中未能完全解决的难点和问题；在教法上主要采纳引导法,点拨法；情形教学法；嬉戏教学法；任务型教学 法；对话交际法；合作学习法等；三、 单元教学目标一 学问目标：1. 能够把握 A、B 部分 Lets learn、Let s talk 中的四会单词与句子；能够听、说、认读 A、B 部分 Lets talk 和 Read an

4、d write中的三会单词和句1 子；3.能够独立完成 Lets check 和 Lets wrap it up 中的相关练习； 4能够懂得并会唱歌曲 what are you going to do . 5. 能够在 Story time 学习故事时复习所学的学问并知道一个小哲理；（二）才能目标1.能够娴熟运用 be going to do句型沟通行事方案；2.能够用 where 、when 替换句型 What are you going to do .中的疑问词 what,提问并赐予回答；3.能够明白他人的行事方案并进行转述；（三）情感目标1.培育同学合理支配自己活动时间的才能；2.培育同

5、学珍爱美好生活、树立远大抱负并为之努力的意识；四、课时支配：第一课时： Part A Let try Let talk 其次课时： Part A Let learn 第三课时： Part B Let try Let talk第四课时： Part B lets learn 第五课时： Part B Read and write第六课时： Part C story time/ let s check/let s wrap it up 2 课题Unit3 My weekend plan 课时第一课时Let s talk 一、教学目标：（一）认知目标1. 能够能听说重点句子:What are you

6、going to do tomorrow. I m going to have an art lesson. Were going to draw some pictures in Renmin Park. 3. 能够独立完成Lets try 部分的练习,在图片和老师的帮忙下懂得对话大意,并回答对话下面的问题；4. 能够用正确的语音、语调朗读对话,并能进行角色表演；（二）技能目标 1让同学明白 be going to 表示即将发生的动作,并在真实情境中运用所学语言进行真实沟通 和运用（能够表述自己预备在将来的某个时间里干某事）；（三）情感目标1乐于与他人谈论自己的方案,积极表达,在对话沟通中使

7、同学养成用英语沟通的习惯,培 养良好的语音语调和语感；2训练同学要合理支配好时间以及生活中的方案才能；教学重点和难点1. 教学重点：把握重点句子What are you going to do tomorrow. I m going to lesson. Were going to draw some Renmin Park. 2教学难点：运用 be going to do 句型描述自己的活动方案,并与他人进行沟通；教学预备：老师自制课件；词卡,教学光盘；教学过程：设计意图Step 1: Warming up 1. 动 词 词 组 的 复1.复习动词词组；（课件中以黑色为背景,出现双眼小图片,

8、 T：What do you 习主要为了本堂 课将要谈论的一 般将来时态中要 谈论到的活动做 铺垫；黑色的背景 为了下一环节的 情境创设的引出 做铺垫；2. 情 境 创 设 尽 量 简练有效, 快速进 入教学主题, 不要 拖泥带水、 娓娓道 来；本课设计以话 题 Helen keller 的see.点击出现单词,请同学认读抢答；）visit grandparents/play computer games/draw pictures/cook the meals/do house work/go hiking/watch TV/make the bed/ read books/wash clo

9、thes Step2Presentation/practice 1.情境创设：接上一环节,词组不再显现,T：What do you see.出现黑色背景（ I can see nothing.）T：The blind can t see anything. 从 blind 一词中老师引出人物简介： She is blind. She cant see and cant hear. She is a great writer .请同学猜一猜她是谁,然后出现美国闻名盲人女作家-Helen keller 海伦 凯勒图片；2.出现重点句型；课件出示海伦 凯勒的代表作图片 假如给我三天光明 ；（Thre

10、e Days to See）代 表 作Three 3 T: Did you read this book. Days to See 引出T（示范谈话, 课件引出重点句型） ：If I have only three days to see the world ,I 假如给我三天光am going to have a good time/the see明,我将要做点什T: What are you going to do. 么为谈论的焦点,请同学说一说,依据同学的回答准时评判, 用上教材对话材料里的Sounds 这比平常的生活great. 后天 话题你明天、周末、下周将要去3.操练句型；干什么,

11、更能激发T：In the book, it tells usWe have to have a good time. 同学想说的欲望,Let s plan for three days.today/tomorrow/the day after tomorrow也具有生命训练让我们为这三天方案一下吧；意义；由于lets 1课件出示：The first day is for yourself 自己 .talk的教 学目的出现一系列动词词组,请同学悄悄摸索后,挑选或自己说一说；是让同学感知、 了What are you going to do today. 解将来时态, 而不I m going to

12、是像 let s learn 的 教学目标那样要 把握懂得表示将 来时态的时间状（read books, watch TV, go hiking, go fishing, see a film, write an e-mail, play computer, draw pictures）（2）课件出示：The second day is for family 家庭 . T: What do you often do for your family. And What are you going to do tomorrow. 语,如next week/tomorrow 等；而这里的一个“ if

13、” 假设,就能 让同学意会这是 将来要做的事情,仍没发生, 因此能I m going to让同学摸索后再出现词组,帮助回答do housework, visit grandparents, make the bed, cook the meals, water the flowers, wash clothes（3）课件出示：The third day is for friends 伴侣 T： What are you going to do the day after tomorrow. 也能懂得将来时（I m going to / We are going to together）态,使

14、let s talk 的 谈论特别自然, 做 到教学无痕； 而我 们把具体的时间 教学放在其次课 时 lets learn 中；但是有个疑问：If 是虚拟语气, 一这一部分不再显现词组了,让同学自己依据之前的操练发挥想象说一说；特殊说明：以上（ 1）、（2）、（3）环节的三天方案谈话沟通中,教学方式不要显现“ 教师问同学答” 的单一形式,可以利用同伴互问、小组内沟通、30 秒内男女生计时抢答等形式开展；而且,老师要随时关注同学回答的内容,做好及时的评判,比如多用用教材里显现的Sounds great/have a good time,使难点表达方式随时破解、随时消化；另外,老师要随时挖掘本单元

15、跟第一单般 用if I were 元、其次单元相关的地点方位、交通方式等内容, 可以用How are you going. given only three days to see 或者 If I had only three Where is it ？等问题追问同学方案中的活动地点、出行方式,老师要随时捕 捉课堂生成,与同学沟通中多滚动复现已教学问,反复强化同学记忆,帮4 助大量听力的感知,新旧学问的构建；为了培育其他同学认真倾听的习惯,days to see,那么I 老师仍要适时反问其他同学,如 :What is he/she going to do tomorrow ？What 后面应当

16、是回答would . 但是让are they going to do . 并板书写下这些句型,即这一页教材最下面的那些句型；这样,我们在教学中紧密环绕教材编写的意图,通过沟通与追问,呈学校生用一般将现了一般将来时态的各种基本句型,帮忙同学在实际沟通中懂得与把握；来时态是不是错有些东西,光看教案是表达不出来,靠老师在课堂中随机应变、敏捷掌控,误了？假如不行但前提是我们平常的教学上始终要有这样的理念在；以的话,那么这个情境就不能用；4.学习 let s try 内容；1Listen and circle. 听 let s try 部分听力一遍,回答以下问题；（假如同学有困难可以听两遍）A. Can

17、 Mike go swimming today. A. Yes, he can. B. No, he cant.B. Why or why not. A. Because he has homework to do. B. Because he is fishing now. C. What is Mike going to do on Saturday afternoon. A. He is going fishing. B. He is going shopping. 反馈,校对；2听其次遍,补充对话题目； A: Saturday plan A: Saturday plan B: Sund

18、ay plan _ Mike: Hi, Sarah. 重视英语的听说 Sarah: Good morning, Mike. Today is so warm. Let s go swimming. 领先、整体感知理 Mike: Sorry. I cant. I have to do my homew ork now. 念；Sarah: OK. What about this afternoon. Mike: No, I cant. Im going fishing.这是第一单元教 学内容,做到准时 的学问构建、 以旧 带新；）5.学习 lets talk 内容；1 Listen and ans

19、wer. （初次听全篇对话,整体感知,回答疑题）T: How about their Sunday plan. What are Mike and Sarah going to do tomorrow. 听后反馈 1：Mike is going to see a film tomorrow. （结合课件的电影票懂得 see a film,教 师追问帮助懂得：So where is Mike going tomorrow. Ss: Cinema. 听后反馈 2：5 Sarah is going to have an art lesson. 关注连音,仿照跟读；区分 lessen与 发音的仿照是从

20、listen 的发音、懂得单词意思,替换 lesson 与 class、结合实际请同学说一说 精听仿照开头的；下节课将要去上什么课；所谓精听是表达（2）递进式分层朗读学习 在反复多遍的听；这里请同学认真 听、反复听, 然后 仿照发音、 不断跟 读,以巩固教材内 容,达成 lets talk 的教学目标； 老师 日常课堂上对发 音与朗读扎实教 学以及重视的程 度,其实正是向学 生传达了正确的 英语学习方法；Step3Consolidation/ Extension 1. 请同学同伴间结 合生活实际谈论 周末方案, 结合主 要本堂课的主要 句型,并挑选使用 表格中的一些表 达方式；2.Summar

21、y: （回忆总结）（1）The key sentences重点句型 : What are you going to do .I m going to（2）The difficult sentences 难点句型 ：Sounds great. 听起来很不错 . Have a good time. 过得高兴 . I have to我必需要去6 3. Do the exercises on the AB.完成课堂作业本练习；Step 4：Assessment and homework（1 评判小组学习及同学个人表现；（2 Listen, imitate the dialogue. 听音,跟读对话；板

22、书设计：Unit 3 My Weekend Plan What ar e you going to do tomorrow/ . I m going to have an art lesson. What _ _ going to do. He/She is going to We/They are going to Sounds great./Have a good time. 课后反思7 教学目标其次课时 Unit3 A Let s learn A Let learn Make a plan （一）认知目标1. 能够听、说、读、写四会单词 visit,film, trip, superma

23、rket, evening, tonight, tomorrow 及短语 see a film, take a trip, visit my grandparents, go to the supermarket 及句子 What are you going to do today. Im going to see a film.并能对其中的动词和时间短语进行替换操练；2. 能够听、说、读、写时间短语：tonight. next week, this morning/afternoon/evening, 3. 能够合理支配自己的活动时间并与他人进行沟通；（二）才能目标能娴熟运用 be goin

24、g to do句型；（三）情感目标培育同学合理支配自己活动时间的才能；教学重点把握四会短语及敏捷运用be going to do 句型；教学难点能用所学的动词和时间短语对将来的活动进行描述；设计意图 老师用 PPT 出示动词 短语及图片给同学作 参考,帮忙同学回忆以 前学过的动词短语；课前预备PPT,单词卡片,图片等教学道具；Step 1: Warm-up 1. Lets chant.: What do you do every weekend. 2. 老师问： what do you do on the weekend. 老师用 PPT 出示动词 短语及图片给同学作参考,帮忙同学回忆以前学过

25、的动词短语；Step 2: Presentation 1.用万年历展现,新课引入；出示 2022 年 9 月份的万年历 T：Today is Setp. 30 th, what day is tomorrow. S: Tomorrow is Oct. 1 st. 用万年历逐步引出十月 一日国庆节,然后引出张 鹏要欢庆国庆节,在国庆 节他要做的事情,以这个为线索,学习本课新单 老师用 PPT 向同学出示 this week, next week. 词；T: Tomorrow is Oct. 1 st. Its our National Day. Zhang Peng is going to 8

26、make a plan tonight. 告知同学： tonight=this evening Zhang Peng will have a busy National Day. 2.教学新词；1）教学 go to the supermarket T: What is he going to do on Oct. 1 st in the morning. PPT: In the morning, he is going to go to the supermarket. 同学用各种方式认读 go to the supermarket 用 chant 巩固所学学单词 Let s chant: S

27、upermarket, supermarket, go to the supermarket. I am supermarket,chant 郎朗 上口,同学易于记住；going to the supermarket this morning. 2）教学 visit my grandparents T: What is he going to do in the afternoon. 同学回答,老师用 PPT 出示：In the afternoon, he is going to visit his grandparents. 用对话操练,摆脱一味地 跟读, 把单词放入句子中 巩固；同学用各种

28、方式认读visit my grandparents 对话操练, A：What are you going to do in the afternoon. B：Im going to visit my grandparents. 3）教学 see a film T: What are you going to do in the evening. S: I am going to see a film. 通过不同电影海报,让学生 不 断 操 练 What an interesting film. ,摆脱同学认读 see a film. What an interesting film. 枯燥学单

29、词；出示各种影片,让同学用 PPT 出示各种电影海报,引出用所学单词来说句子；用 PPT 出示三个影片,对话操练：A：What are you going to see. B： Im going to see _. 4）教学 take a trip On October 2nd, Zhang Peng is going to Beijing. Hes going to take a 通过各个景点展现,让同学在情境中说句子；trip. 引出 take a trip,同学认读；9 PPT 出示几个旅行景点,操练 A: Where are you going for a trip. B: I am

30、going to _ for a trip. Step 3: Practice 1. 填写张鹏的国庆节方案；Zhang Pengs National Day plan 通过填写张鹏的国庆 节方案,巩固这节课所I am Zhang Peng. I made a plan for my National Day. On the first 学单词；day, I am going to the _supermarket in the morning. In the afternoon I am going to visit my grandparents. In the evening, I am

31、going to see a film. On the second day, I am going to Beijing to take a trip. I will have a happy holiday. 2. Magic eyes PPT出示本节课所学单词, 然后一个一个快速闪掉,请同学说出闪掉的单词；tonight next 用快闪法,巩固已学单词,同学较感爱好；go to the supermarket take a trip see a film week visit my grandparents this afternoon this evening this mornin

32、g tomorrow 3. Make a plan It is Saturday morning now. Make a plan and share it with your 制定自己的周末方案,学以致用；partner. 4.完成配套的课堂作业；Step 4 : Consolidation and extension 1. 把自己的周末活动支配用英语介绍给家长或伴侣听；2. 誊写本课的四会短语；10 板书设计：Unit3 My weekend plan visit my grandparent. see a film. What are you going to do_. I m goin

33、g to take a trip.goto the supermarket. 课这节课主要通过张鹏将要欢庆国庆节,他将要在国庆节做一些事情, 做的后 反 思事情就是本节课要学的新单词,这样就把单词放在了情境中进行教学；单词教学中通过把单词放在句子中进行操练,编相应的chant,通过类似的图片进行扩散训练,开展嬉戏教学等从而使单词教学不再显得枯燥、乏味；在巩固阶段让同学制定张鹏的国庆节方案,从而巩固所学单词, 并把单词从认读上升到书写层次；最终仍让同学制定周末方案, 让同学学以致用, 进一步巩固所学单词、句子；11 教学目标第三课时 Unit3 B Let s talk B Lets try L

34、ets talk（一）认知目标1. 能够听、说、认读三会单词space, travel, half, price ；2. 能够听、说、读、写四会句子Where are you going. Were going to the cinema. When are you going. 3. 能够听懂 Let s try部分的对话并完成练习；4. 学会唱英文歌曲 What are you going to do.（二）才能目标能运用各种疑问句来询问他人,明白他人的活动支配；（三）情感目标 培育同学合作学习的意识, 帮忙同学在完成任务的同时体验到英语学习的乐 趣；教学重点 三个特殊疑问句的问与答以及各

35、种信息的替换和沟通；教学难点 能运用 what, where, when引导的疑问句进行真实的交际；课前预备 PPT,单词卡片,图片等教学道具；Step 1: Warm-up 设计意图Brain storm 头脑风暴利用头脑风暴嬉戏,让1.Activities （活动） :see a film/play football/ do housework/take a 同学系统地复习trip/go to the supermarket/ . What are you going to do. Im going to.2.Time: tomorrow/next week/tonight/Monday/

36、. When are you going to do. Im going to.3.Place:school/hospital/nature park/cinema/bookstore. Step 2: Presentation 3.利用 Let s try 新课引入；T: John is on his way home. He sees Amy. Do you want to know what 利用 Let s try 引出新课,不仅复习了旧知,而且过they are talking about. First, lets have a look at the questions. 度自然；

37、1）.What is Amy going to do. 2）.Is the ice cream for John. 12 让同学猜猜话题,绽开联想,然后带着问题听录音做题目；老师核对答案后,可再次播放Let s try部分的录音,尽量让同学听懂对话,复述或概括对话；4.新授 1）.Listen and answer. T: What is John going to do next week.PPT突出 next week 引导同学说出 He is going to see a film.PPT 出示两张火星之旅的 电影票）用对话操练,摆脱一味地 跟读, 把单词放入句子中 巩固；PPT 出示）

38、Where are you going. Im going to the_.说出 cinema；PPT: I m going to see a film about space travel. 并出示“ 火星之旅”的海报；2）再次出示海报附上字,让同学懂得 Half price Name: Travel to Mars 利用 PPT 让同学直观Time: Tuesday 地懂得Half price 的Price: Half price 意思；40Yuan 20Yuan 3）同学整体感知课文 然后 PPT 消逝几句让同学填a.Where are you going. b.We are going

39、 to the cinema. c.Next Wednesday. 4Fill in the blanks. 通过让同学自己填消 失的句子,把重点句子 拎出来重点消化；John s cousin is going to _John next week. They re going to the _and see a film about _ _. They are going _ 让同学填空,更好地巩 固了重点单词；_. But next Tuesday is better. Because itthen. Step 3 ：Practice s _ _ 1）同学两人一组相互采访,然后把采访的内

40、容制成表格的形式,13 完成 Let s talk部分下面的图表；图表如 Questions Answers 1. Where are you going this afternoon. 2. What are you going to do there. 3. When are you going. 采访报告环节,更是让 师生依据表格中的三个问题做一个示范报告,如：T: Where are you going this afternoon. 同学在学中应用,在应S: I m going to the fruit shop. 用中获得了学习的乐T: What are you going to

41、do there. 趣；S: I m going to buy some oranges.T: When are you going. S: I m going at 5 oclock in the afternoon.同学每两组为一个单位,开展报告会,进行问答练习；2）读一读,挑选“where, what, when” . a._ are you going to do. I m going to visit my grandparents. b. _ are you going. Ic. _ are you going. Ihome. 3连词成句m going on Saturday mo

42、rning. m going to my grandparentsa、are,where, going,you（？）Where are you going. b、the, are, we, going, to, cinema（.） We are going to the cinema. 4完成配套练习；Step 4 : Consolidation and extension s talk 部分的录音读给家长或伴侣听；1. 把 Let 2. 誊写四会句子；14 板书设计：Unit 3 My weekend plan Where are you going. Were going to the c

43、inema. When are you going. Next Wednesday. 课本课时的重点是把握由what, where, when 三个特殊疑问词引导的特殊疑后 反 思问句；老师采纳师生对话的方式,自然引出句子,同学较简单接受,也能自然 地应用到实际生活中； 听是同学们猎取英语学问和仿照纯正美丽的语音语调的有效途径；老师让同学带着问题去听,给他们一个听的目的和方向,促使他们 集中精神去听,从听中明白课文的大致意思,并标记难点,养成良好的习惯；在引导同学初步明白课文以后,老师让同学通过听录音跟读对话、小组内操练对话来进一步懂得把握会话,这样以丰富多样的形式操练会话教学中的重难 点,充

44、分调动了同学的学习积极性；最终的采访报告环节,更是让同学在学中 应用,在应用中获得了学习的乐趣；15 课题名称 六年级下 Unit 3 B let s learn 编写执教学科 英语 年级 六 课 型 词汇课 课时 第 4 课时教 1.学问目标：同学能够听、说、读、写描述书店中常见物品的单词和词组：dictionary,comic book,word book,postcard；学2才能目标： 同学能够正确使用上述单词和词组描述书店中常见的物品；同学能正确运目 用 What are you going to buy？I m going to buy 描述想买的东西；标 3.情感目标：同学通过角

45、色扮演,产生“ 增人玫瑰,手留余香” 的助人情怀；重 教学重点：新授词汇以及句型：What are you going to buy？I m going to buy教学难点：小组合作进行角色扮演；难点活器材： 课件 、单词卡片6 人,人选要考虑男女生比列以及优中差生的比例；动留意：课前将班级进行分组,每组准备教Step 1 Warm-up: Free talk 备注：T: Hello, boys and girls. I m your new teacher today. You can call me Miss Ye. And I want to know you. What s your

46、 通过打招呼,问问题的name. S: My name is形式和同学拉近距离,T: How are you. Nice to meet you. What are you going to do this weekend. 同时复习旧知S: Step 2: Lead in （借班上课时的导入）学T: Well, Miss Ye is going to a shopping mall this weekend. Look. There are many stores in the shopping mall. What are they. 过T&Ss: pet shop, supermarke

47、t, shoe store, fruit store, clothes store and KFC. Wow so many, do you know what s in each stores. 程Group work: 抢答各个商店里有哪些物品出售,小组加分；T: Good job. Then where are you going. What are you going to 16 或buy. “buy”跟读；通过老师自己逛商场的S1: I m going to the supermarket. I m going to buy some milk. 步S2: 经受引入,增加同学对骤St

48、ep 3 Presentation 真实情形的体验,同时1. 教授 dictionary T: There is another store in the mall. Look. A . 激发同学的学习爱好；Ss: Bookstore. T: Yes. What s in the bookstore. S: Maybe 多叫几个同学推测 T: Lets see. Wow, a dictionary. 从老师自然地过渡到学 生自己,同学情愿表达 自己的喜好；同学跟读,板书,一边板书一边拼写,dic, tiona,ry,同时列举含有相同发音 a 的单词： cinema, about. 开火车读单词

49、；T: Look. We haveSs: Chinese dictionary, English dictionary. T: Good. Now we have threeSs: dictionaries. ppt出现复数 T: And we also haveSs: Chinese-English dictionary, English-Chinese dictionary, 教English-English dictionary. （ppt 出现图片,三轮）让 学 生 推测 书 店卖 什T: We open the dictionary, what s in it. Ss: words.

50、 么,引入新词的教授,T: right. There are many words in it. 2. 教授 word book 增加了同学对于课堂的学T: look at this book. There are also words in it. Is it a dictionary. 参加度；过Ss: yes, noT: No, it s a word book. 程跟读,板书,强调是两个单词,or 发音,开火车读单词反复出现不同的词典,T: Do you have word books. 或Ss: Yes. T: But I don t have word books. So I m

51、going to buy one. 步出现句子： What are you going to buy. I m going to buy a _ word book. Pair-work 骤3. 教授 comic book T: Look. Is this a word book. 遮住一部分图片 不断让同学操练单词的Ss: Yes. No T: Its a comic book. 发音；跟读,板书,强调是两个单词,o,i 发音,开火车读单词T: look. It s a comic book about Ss: school, animals, superman, friends依据图片 T

52、: I like a comic book about_. What about you. S: I like a comic book about_. 4. 教授 postcard 通过 word 的关联,自17 T: 出现一张邮票 Is it a postcard. Ss: yes 然地从 dictionary 的教T: I m sorry but no. its a stamp on a postcard. 学过渡到 word book 的 教学；跟读,板书,强调是一个单词,o, ar发音,开火车读单词T: when we have a postcard, we firstS: writ

53、e a postcard, then send a postcard. T: Great. I m going to send a postcard to you. I like you. Who are you going to send a postcard. S: I m going to send a postcard to_. I _ him/her. Step 4 Practice 1. Read the words quickly 2. 从同学处拿些书 T: I have some books, can you guess what do 词 汇 操 练应 用 到句 子 中,做到

54、“ 词不离句”,同I have. S: Do you have . 时操练重点句型；T: Yes, no . but I have no books, these are all yours. So I m going to buy some books for my family members. Can you help me pick books. Yes. 3. Read and match 4. Pair work T: I have bought my books, how about you. What are you going to buy. A: What are you

55、going to buy. B: I m going to buy a _. Step 5 Consolidation 抓住同学的爱好,使学 生乐于表达,增加同学T: Wow. You have so many books. But some children in Yunnan are very poor. They have noSs: books. 对与课堂的参加度；T: what can you do for them. Ss: . T: we can donate money to them. There is a flea market in our school. Everyth

56、ing isSs: half price. T: postcard. Postcard. Half price. Ss: _. _. Half price. Group work: A, B, C:_. _. Half price. D: What are you going to buy. E: Im going to buy_. What are you going to buy. F: Im going to buy_. D,E,F:Lets go. 18 T: The roses in her hand. The flavor in mine. 固词汇；从同学有许多书的优良 学习资源环

57、境动身,自 然地引到云南的许多小 伴侣没有书本的现状,引发同学的怜悯心,从 而创设开展爱心义卖活 动的情境；在义卖情境 中,询问你准备买点什 么也显得很自然贴切；而 且 大 声 吆 喝 “ Half price！Half price！” 具有 情境的真实感,激发学 生深厚的沟通欲望,同 时再次滚动复现了前面 一课 lets talk 的难点 表达方式,使教学前后19 紧密关联,同学学问不简单掉链子；最终,升华本课情感目标,培育同学乐于助人的情感；第（ 六 ）课时 Read and write 教学目标 .一、教学目标：（一）认知目标 1.同学能够读懂文章中的日记,并能够完成文中的信息表；二技能

58、目标 1. 同学能够把握良好的阅读策略,用正确语音语调朗读语篇；三情感目标1. 同学能够更多地明白Mid-autumn Festival 的节日特点,以及相关家人团聚的一些节日文化；教学重点. 能够听懂,读懂并内化Read and write 的内容,进展阅读技巧；能用正确的语音语调朗读文本, 培育同学良好的语感； 完成读后的信息 表填空,明白节日文化；一、教学难点新单词发音 festival/all/ get togetherholidays；以旧引新课前预备卡片、课件、 VCD 教学资源 、PPT二、Warm-up/Revision 1.课件逐一出现各种节日图片,复习五年级教学过的各种2.

59、整体出现各种holidays,复习： These are holidays；3.看课件,复习动词,说一说：What do your family do on these holidays. We often20 take a trip/buy gifts/go shopping get together 三、PresentationPre-reading 1. 教学： get together （1） 看图懂得、认读单词 这个嬉戏很形（2）Game：We get together！象而且短时高规章：听老师指令,如：6；然后立刻以 6 个同学为一组围成一起,效, 同学特别感完成任务后齐说：We

60、get together. 爱好,12 分钟嬉戏后表达学说：We get together. We are so happy. =We all be 时间就把 get together. We are so happy. together 的读音（3）句型巩固（图片显现4 个中外传统节日） ：与意思把握了；My family get together on_. We all be together. Yeah. 2. 教学： Mid-Autumn Festival （承上引出） T： In autumn, my family get together on this traditional f