人教版六年级上册小学英语 Unit 3 My weekend plan 教案

1、第一课时课时内容 A Lets learn； Listen, answer and write 课时分析本课时是人教版六年级上册第三单元第一课时。围绕Chen Jies weekend plan这一话题展开，主要通过对话学习词组visit my grandparents, see a film, take a trip, go to the supermarket, this morning, this afternoon, this evening, tonight, tomorrow, next week及句型What are you going to do .? Im going to.

2、的表达。持续培养学生学习英语的兴趣，激发学生学习英语的热情，树立学好英语的自信。第一课时是本单元的基础，学会了本课时所要掌握的知识，为学习其他课时做好铺垫。本课时的重点是词组的掌握以及能够运用核心句型谈论周末计划。本课时包括Lets learn 和Make a plan 两个版块。Lets learn通过Sarah和陈杰对话的情景，呈现单词和词组的词形和意义。此版块呈现的对话情境是Sarah和陈杰谈论陈杰的周末计划，自然的引出“你打算去干什么？我打算”的句型。谈论周末是学生们感兴趣的话题，很贴近学生的生活，也更能激发学生学习的兴趣。Make a plan版块是一个综合性的语用活动，可以通过本活

3、动结合自己的实际情况，巩固A Lets learn所学的词汇和句型。本课时的单词和词组visit grandparents, see, take, next week, morning, afternoon, evening, tomorrow，虽然没有集中涉及过，但是学生曾经学生，有一定的基础。在设计教学过程时，先用游戏、简笔画猜一猜的活动激活旧知，然后结合教材设置的情境学习新知，运用听、说、读、 写、玩等多种教学手段帮助学生理解和巩固所学新知，全面调动学生的积极参与，让学生在快乐的氛围中学会知识。课时目标 （1）能够听、说、读、写单词和词组：visit my grandparents, s

4、ee a film, take a trip, go to the supermarket, this morning, this afternoon, this evening, tonight, tomorrow, next week （2）能够运用上述单词和词组谈论和描述自己的活动计划。（3）能够在情景中运用句型What are you going to .? Im going to.就计划进行询问和作答。（4）持续培养学生学习英语的兴趣，树立学好英语的信心。课时重难点1.重点（1）能够听、说、读、写单词和词组：visit my grandparents, see a film, tak

5、e a trip, go to the supermarket, this morning, this afternoon, this evening, tonight, tomorrow, next week（2）能够运用上述单词和词组谈论和描述自己的活动计划。2.难点能够在情景中运用句型What are you going to .? Im going to.就计划进行询问和作答。教学准备 多媒体课件、录音机、磁带、卡片教学过程Step 1 Warm up 1. GreetingT: Good morning, everyone. Ss：Good morning, teacher.T: H

6、ow are you today? Ss：Im fine, thank you. And you?T: Very well, thanks. What do you do on the weekend?S1: I often watch TV/play footballS2: I usually. 设计意图：师生间的交流，可以加深教师对学生的了解，激活周末活动的短语。2. Play a game Guess, what is he/she doing?(课件呈现听音乐、弹琵琶、放风筝、画卡通等图片，并遮住图片的一部分，学生用现在进行时态猜测某人正在做的事情。）教学资源：课件设计意图：猜一猜的游

7、戏，活跃了课堂气氛，激发了学生学习的兴趣，复习了已学的短语和句型。Step 2 Lead in教师利用简笔画呈现太阳在天上的不同位置，引导学生猜测morning, afternoon, evening,教学资源：简笔画设计意图：简笔画吸引了学生的注意力，有效的引出时间短语为下文做好准备。 Step 3 Presentation1. Teaching the new phrases “this morning, this afternoon, this evening, tonight”.(1) T: We are having English class now. What are you g

8、oing to do this afternoon? Ss: We are going to .（引导学生回答，板书this afternoon, 理解词义。）(2)用同样的方法教学this morning, this evening，板书短语，指名读，理解词义。呈现同义词tonight，先让学生读出night，然后强调to的发音，教师带读，指名读，齐读。(3)带读时间短语。(4)总结表示将来时间的短语。 next week, tomorrow（指名说，并板书。）(5)按时间的先后顺序齐读时间短语。设计意图：结合真实的情景引出时间短语，加深学生对短语的理解。2. Teaching “visit

9、 my grandparents, see a film, take a trip, go to the supermarket”(1) T: Who is she?（呈现陈杰的头像。） Ss: Chen Jie. T: What is Chen Jie going to do this weekend? Lets have a look.(2) 呈现“看望外祖父母、看电影、去旅行、去超市”的图片，学习短语。 a. T: Look at picture 1. Chen Jie is going to.Ss: Visit grandparents. T: Shes going to visit

10、her grandparents.（板书visit my grandparents，指名读，拼读visit，齐读短语。） b. T: Look at picture 2. Chen Jie is going to. Ss: See a film.（引导学生回答, 板书短语，带读短语，拼读短语，理解短语。） T: Look at picture 3. Chen Jie is.Ss: Going to take a trip.（板书短语take a trip，指名拼读take, 强调a的发音。联系字母组合tr, 字母i的发音，自己尝试读出单词trip，然后教师带读，理解短语。） T: Look a

11、t picture 3. Chen Jie is. going to the .Ss: Supermarket.（板书短语go to the supermarket, 强调supermarket是由super和market两个单词组成，是合成词。带读单词，指名读，齐读，理解短语。） c. Listen to the tape and follow the tape. 听录音跟读这四个短语。 d. 小组练读这四个短语。教学资源：课件、录音机、磁带设计意图：利用教材设置的情境自然的展开对短语的教学。3. Teaching “What are you going to do . Im going t

12、o .”(1)课件呈现陈杰自制的每个时间段要做的事情的表格。When Whatthis morning visit my grandparents this afternoonsee a filmthis evening go to the supermarket tomorrow clean the roomnext week take a trip (2)教师头戴陈杰的头饰，扮演陈杰，引出句型。 T: Hello, boys and girls. Im Chen Jie now. Do you want to know what Im going to do this morning? S

13、1: What are you going to do this morning? （引导学生用句型What are you going to do this morning?提问，并板书句子，理解句子。） T: Im going to visit my grandparents.（板书句子，理解句子。）(3).带读板书句子。 (4)请两名学生，一名学生扮演陈杰，另一名学生向其提问，模仿练习。 What are you going to do_ ? Im going to _. (4)同桌两人一组，利用表格呈现的内容模仿对话，然后指组练习。 (5)学生根据表格内容描述陈杰的活动计划。Ss: C

14、hen Jie is going to visit her grandparents this morning. Chen Jie is going to .教学资源：课件设计意图：通过角色扮演，自然的引出核心句型。 4. Teaching “What is xxx/he/she going to do.? He /She is going to.”。教师用句型What are you going to do.?问班里的几名学生。然后适时问其他学生What is xxx/he/she going to do.?学生用句型He /She is going to.回答。设计意图：提问多个学生，然后

15、教师适时提问某个学生将要做的事情，考查学生的记忆力，培养学生的注意力，同时扩展句型，拓展知识面。Step 4 Practice 1. 单词认读活动(1)快速抢答全班分成男生，女生两大组。教师出示单词词卡，用白纸遮住单词的一部分，学生快速猜测并抢答。答对一个，给本组加一分。(2)炸弹游戏。 教师在黑板上其中两个单词下方画上炸弹，学生读单词和短语，遇到炸弹的地方就爆头，否则炸弹会爆炸。 教学资源：词卡设计意图：有趣的游戏，激发了学生们的兴趣，学生们都积极的参与，既活跃了课堂气氛，又巩固了所学的单词和短语。2. Make a plan.Its Saturday morning now. Make a

16、 plan and share it with your partner.When Whatthis morning this afternoontonight tomorrow next week 参考短语：play football, go to the cinema, draw pictures, do kung fu,go hiking, listen to music, have .class.参考句型：A: What are you going to do .?B: Im going to .教学资源：自制表格设计意图：通过说、写的活动，巩固所学的词汇和句型。Step 5 Summ

17、aryT: What did you learn about this lesson? 1. 学习了四个短语：visit my grandparents, see a film, take a trip, go to the supermarket2. 学习了表示将来时间的短语：this morning, this afternoon, this evening, tonight, tomorrow, next week3. 学习了询问对方活动计划的句型及回答：What are you going to do.?Im going to.设计意图：学生们自己总结、归纳本节课所学的知识，加深对知识

18、的理解和记忆。课堂作业一、找规律，写单词。1. morning evening _ 2. hospital supermarket _ 3. am are _ 4. play take _ 二、将栏与栏连线，组成短语，并写出汉语。 栏 栏1. see A .a film _2. visit B. grandparents _3 take C. to the supermarket _4. go D. a trip _ a .b. c. d.三、仿照例子写句子。例： this afternoon What are you going to do this afternoon? Im going

19、to read books this afternoon. 1. tonight _ _ next week2. _ _Answers:一、符合题意即可。二、1.A，a 2. B, c 3. D, d, 4. C, b三、1.What are you going to do tonight? Im going to the bookstore tonight. 2.What are you going to do next week? Im going to see a film next week.板书设计 Unit 3 My weekend plan A Lets learn 表示将来的时

20、间this morningthis afternoonthis evening tonighttomorrownext week What are you going to do this morning? visit my grandparents. Im going to see a film take a tripIm going to the supermarket 第二课时课时内容A Lets try； Lets 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Sou

21、nds 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.? Im.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? Im 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.? Im.He/She is going to.谈论周末活动计划。本课时包括Lets try 和 Lets talk 两个版块。Lets try是听力训练，通过此练习获得A Lets ta

22、lk版块的人物及场景信息，为进入正式的对话学习做准备。Lets 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? Im going to have an art lesson. Were going to

23、 draw pictures in Renmin Park.2. 能够在情景中运用句型What are/is. going to do.? Im.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? Im going to have an art lesson. Were going to d

24、raw pictures in Renmin Park.（2）能够在情景中运用句型What are/is. going to do.? Im.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.? Im.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 up1. GreetingT: Good morning, boys and girls.Ss:

25、 Good morning, teacher.T: How are you today?Ss: Very well, thanks. And you?T: Im fine, too. Before our class, lets 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 t

26、he 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: Im going to.（板书句型。）S2: Im

27、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: Im going to clean my room on Saturday morning. Im going to wash my clothes on Saturday afternoon. Im going to the hospital on

28、Sunday morning. Im going to see a film on Sunday evening. Oh, Im 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 Presentation1. Lets try a. T: Great, everyone. Listen, there is a phone call. Its Saturday morning. Sarah is on the phone with Mike. They are talking about th

29、eir 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Lets talk 版块的相关信息，为进入对话学习做准备。2. Lets 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 g

30、oing 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 homeworkSarah 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。) S1: Shes going to have an art lesson.（教读lesson，指名读，理解句子，齐读句子。） T: What is he going to do tomorrow?（板书is he，理解句子。） S2:

31、 Hes going to see a film. b. 齐读板书句子。 (4)播放录音，跟读录音。 在跟读过程中，理解Sounds good, I have to do my homework now.A: What are you going to do _?B: Im going to have _ lesson.A: What are you going to do in your lesson?B: Were going to _.A: That sounds good! Im going to_.B: Have a good time.A: You too. I have to_

32、now. ByeB: Bye. (5)分角色朗读对话，表演对话。 (6)两人一组仿编对话。参考对话示例： .教学资源：课件、录音机、磁带设计意图：在整个的对话教学中引导学生自主学习，积极参与教学活动。3. be going to 的用法(1)小组讨论be going to 的用法。(2)指名说，引导学生归纳。设计意图：引导学生自己归纳，培养学生的独立思考的意识和自学能力。Step 4 Practice1. 排句子。 两人一组活动。学生两人一组，每人在纸条上写三个主语不用的一般将来时态的句子，然后把句子中的单词用手撕开，互相交换。比赛谁先把同伴的两个句子排列好。设计意图：学生们撕一撕，排一排，在

33、游戏中强化对be going to句型的认识及be动词和不同的人称搭配。2. Making funny sentences. 教师准备四个纸箱，其中分别装着写有人物、动作、时间和地点的纸条。请学生分别从纸箱里抽出纸条，根据抽到的纸条造句，造出来的句子如果符合逻辑就加分或奖励。 例如：Zhang Ling wash clothes this evening in the classroom Zhang Ling is going to wash clothes in the classroom this evening.（不合逻辑，不加分或不奖励）设计意图：训练学生掌握和使用四要素造句子。3.

34、Do a survey. What are you going to do this weekend? What is your partner going to do? Lets do a survey. 学生调查并介绍自己和同伴的周末活动计划。设计意图：调查活动，锻炼了学生的思维能力，培养学生在真实的语境中运用语言的能力，Step 5 SummaryT: What did you learn about this class?学生们自由说。1. 学习了be going to 的用法。3. 学习了谈论周末活动计划的句型：What are/is. going to do.? Im.He/She

35、 is going to.设计意图：学生共同归纳和整理知识点，有助于对知识的理解和记忆。课堂作业一、英汉互译。1. have to _ 2. lesson _3.看电影 _ 4. 明天 _5. Have a good time. _二、用am, is, are 填空。 1. I _ going to take a trip tomorrow. 2. Mike _ going to read books. 3. They _ going to watch TV this evening. 4. She _ going to draw pictures this weekend. 三、单项选择。(

36、 )1. We _ going to the supermarket tonight. A. am B. is C. are( )2. What are you going to do _ tomorrow? A. in B. this C. /( )3. Hes going to _ his grandparents.A. visit B. visits C. visiting四、选择合适的句子补全对话。Bob: What are you going to do this afternoon?Tim: 1._Bob: What are you going to do in your less

37、on?Tim: 2. _Bob: 3. _Im going to play ping-pong with my friends.Tim: Have a good time. Bob: You too. 4._ ByeTim: 5. _A. Were going to draw pictures in Renmin Park.B. I have to do my homework now.C. Bye.D. Im going to have an art lesson.E. Sounds good! Answers:一、1.不得不2.课程3.see a film 4. tomorrow 5.玩的

38、开心。二、1.am 2. is 3. are 4. is三、1.C 2.C 3.A四、1.D2.A3.E4.B5.C板书设计 A Lets talkA: What are you going to do tomorrow? is she/heB: Im/Shes /Hes going to. 主语+be(am, is, are) going to+动原 表示计划、打算三课时课时内容 B lets learn Role-play课时分析本课时是人教版六年级上册第三单元第三课时。围绕“要够买的物品”这个话题展开，主要通过对话学习单词和词组dictionary, comic book, word b

39、ook, postcard及句型Where are you going? Im going to buy.的表达。激发学生学习英语的热情，保持对英语学习的兴趣，树立学习英语的信心。本课时的学习是为第四课时的学习做好铺垫。本课时的重点是四会单词和词组的掌握以及能够运用四会单词和词组谈论和描述书店中自己要购买的物品。本课时包括Lets learn 和Role-play两个版块。Lets learn通过John和Jack在电影院前讨论下一步的计划的场景，呈现了单词及词组的词形和意义。此话题与我们的学生的生活很密切，很能激起学生学习的兴趣。Role-play版块是用于操练B Lets learn版块中

40、有关书籍的单词及词组。通过学生在书店购书、买书的角色扮演，达到在真实的语境中交流的目的。本课时的词汇中的词汇教学，要利用学生的迁移能力，结合学过的单词，用同类词归类或自然拼读法掌握。句型的教学，不只是本课书上的知识，还要拓展句型，发散学生的思维。在整个教学过程中，以激发学生学习兴趣为主，采用儿歌、游戏、猜谜、角色扮演等多种教学手段调动全体学生的参与，让学生在愉悦的环境下，自主的学习。课时目标1. 能够听、说、读、写单词和词组：dictionary, comic book, word book, postcard2. 能够在情景中正确运用上述单词和词组讨论或描述自己书店中可以购买的物品。3. 能

41、够在情景中运用句型Where are you going? Im going to buy.就购买计划进行询问和作答。4. 激发学生学习英语的热情，保持对英语学习的兴趣，树立学习英语的信心。课时重难点1. 重点（1）能够听、说、读、写单词和词组：dictionary, comic book, word book, postcard（2）能够在情景中正确运用上述单词和词组讨论或描述自己书店中可以购买的物品。（3）能够在情景中运用句型Where are you going? Im going to buy.就购买计划进行询问和作答。2. 难点（1）单词dictionary的发音。（2）能够灵活运用

42、四会单词和词组描述书店中可以购买的物品。教学准备 课件、词卡、书籍、录音机、磁带教学过程Step 1 Warm up 1. Greeting T: Hello, everybody. Ss: Hi, Mrs /Mr /Miss.T: How do you feel today? Happy or sad?Ss: Happy. 2. Ask and answer. T: What are you going to do this weekend? S1: Im going to. S2: . T: What is S1 going to do this weekend? S3: Hes/Shes

43、 going to . .设计意图：问答练习帮助学生复习和巩固上节课的知识。Step 2 Lead in2. Play a game. T: I have many pictures. Guess what place it is.（课件上的图片被问号遮住一部分，学生猜测地店。如：hospital, cinema, museum, park, post office, bookstore.）教学资源：课件设计意图：猜一猜的游戏激发了学生的学习兴趣，同时引出了书店这个场景。Step 3 Presentation1. Teaching the new words and phrases “comi

44、c book, word book, dictionary, postcard”(1)Teaching “comic book, word book” a. T: This is a bookstore. What books can you buy in a bookstore? Ss: Chinese book, English book, maths book.（学生回答出一种书，教师用实物展示。） b. 教师继续用实物展示漫画书、单词书，并板书comic book, word book，学生自己拼读出单词，教师带读。(2)Teaching “dictionary” T: Whats t

45、his?（教师呈现一本词典。） Ss: Its a dictionary.（板书单词dictionary，用拆读法拆分的音节，教师教读。指名读，小组读，齐读。） T: Look at these dictionaries.（呈现不同种类的词典，并板书dictionary的复数形式，学生拼读。）This is a .（教师拿起语文词典，引导学生说出。） Ss: Chinese dictionary. T: Do you have a Chinese dictionary? Ss: Yes. T: Look! This is .（教师拿起英语词典，引导学生说出） Ss: An English di

46、ctionary.(3) Teaching “postcard” T: Whats this?（呈现明信片的实物） Ss: Its a post card.（板书post card，联系词组post office, birthday card, 学生自己拼读出单词）(4)Listen to the tape and follow the tape.听录音，跟读板书的单词和词组。(5)Read the words and phrases in pairs.(6)Remember the ic book, comic book,漫画书word book, word book,单词书postcard

47、, postcard,明信片dictionary, dictionary,词典教学资源：课件、录音机、磁带设计意图：利用肢体语言、图片引出词汇，吸引学生的兴趣。然后利用学生的迁移能力，自己总结发音规律，读出单词，培养学生的思维能力。接着听录音，跟读录音，模仿录音，最后儿歌记忆。在教学单词和短语中还穿插了有趣的游戏，让学生在轻松的环境下掌握知识。2. Teaching “Where are you going? Im going to buy.”(1) T: Look at the pictures. This is John and Johns cousin, Jack. Where are

48、they going? What are they going to buy?（板书Where are they going? What are they going to buy?）(2) Listen to the tape and answer the questions. 播放对话内容，学生带着问题听录音。(3)指名回答。(板书They are going to the bookstore. They are going to buy a new comic book.)(4)分角色朗读对话。(5)指组朗读对话，理解对话。(6)两人一组，仿编对话。 将板书句型稍作调整，学生根据板书句型

49、仿编对话。A: Where are you going _?B: Im going to the_.A: What are you going to buy?B: Im going to buy a/an new_.(7)齐读板书句型，理解句型。教学资源：课件、录音机、设计意图：教学句型，由简单到复杂，逐步学习，层层递进。Step 4 Practice1. 单词认读活动。(1)猜单词和词组。 课件呈现单词dictionary, comic book, word book, postcard，将开头或结尾被遮住，学生快速猜测并读出单词。(2)单词接龙。 教师说出某个单词的第一个字母，学生依次说出

50、第二个字母，第三个字母等。(3)猜谜语。 Its a useful book. You can look for the meanings of the words you dont know. Its a _. Its a book. Its very funny. You can see pictures and stories. Its a_. Its a book. You can see different kinds of words in it. Its a_. Its a card. You can send it to your friend. Its a _.教学资源：课件

51、设计意图：通过不同的游戏，训练学生对Lets learn中的单词和词组的掌握。2. Role-play (1)四人一组，一名学生扮演书店店员，其余三人扮演顾客。 (2)准备好书籍摆在桌子上当道具。 (3)小组创编对话。参考句型：Can I help you? Do you have .? Here they are. What are you going to buy? Im going to buy. (4)指组表演对话。教学资源：学生自备书籍等设计意图：训练学生在真实的语境中交流语言的目的。Step 5 SummaryT: What did you learn about this les

52、son?学生自由发言，教师总结。1.学习了单词和词组：dictionary, comic book, word book, postcard2.学习了就购买计划进行问答的句型：Where are you going? Im going to .Im going to buy. 设计意图：帮助学生整理和归纳，加深对知识的理解和记忆。课堂作业一、看图写出单词和词组。 1. 2. 3. _ _ _ 二、单项选择。( )1._ are you going?To the cinema.A. What B. Where C. Who( )2. Im going to buy a _ in the book

53、store . A. word book B. watermelon C. T-shirt( )3._ you have story books? Yes. Here they are.A. Do B. Are C. Can三、给下列句子排列。( )Im going to the supermarket.( )Where are you going this afternoon?( )My mum.( )Im going to buy some fruit.( )Who are you going with?( )What are you going to buy?Answers:一、1. d

54、ictionary 2. comic book 3. postcard二、1.B2.A 3.A三、2、1、6、4、5、3板书设计 B Lets learnA: Where are you going _?B: Im going to the_.A: What are you going to buy?B: Im going to buy a/an new_. comic book 漫画书 word book 单词书 postcard 明信片 dictionary 词典 第四课时课时内容B Lets try； Lets talk课时分析本课时是人教版六年级上册第三单元第四课时，与第三课时紧密相连

55、。围绕“活动计划的地点和时间”的话题展开，主要通过对话学习词组lots of, half price, space travel及句型Where are you going? Im going to .When are you going?.的表达，了解电影院一般在周二半价的生活常识。第三课时句型Where are you going? Im going to.的学习为本课的学习奠定了一定的基础。本课时的重点是理解重点单词和词组以及能够在情景中灵活运用句型Where are/is. going? Im going .He/She is going to.When are/is. going?

56、询问计划的时间和地点。本课时包括Lets try和Lets talk两个版块。Lets try呈现了John回家路上遇见Amy聊天的场景呈现新句型。学生通过听力练习获得Lets talk版块的人物及场景信息，为进入正式的对话学习做准备。Lets talk 版块通过John和Amy回家路上聊天，引出句型Where are you going? Im going to. When are you going? 此情境的设计，贴近学生的生活，能够激起学生的学习兴趣。本课时的单词和词组的理解和发音对于学生有一定的难度，要结合图片、一定的语境等方法帮助学生理解。利用自然拼读法、拆读法等教学语音。本课时涉

57、及的句型较多，要重点放在句型的综合运用上。给学生创设真实的情境，调动全体学生的积极参与，做到情境与操练相结合，达到运用语言、巩固语言的目的。课时目标1. 能够听、说、认读词组：lots of, half price, space travel2. 能够理解语境语言Why not go on Tuesday?的意义。3. 能够理解对话大意；能够按照正确的意群及语音、语调朗读对话。4. 能够在情景中运用句型Where are/is. going? Im going .He/She is going to.When are/is. going? 谈论计划的时间和地点。5. 知道电影院一般在周二半价的

58、生活常识。课时重难点1. 重点（1）能够听、说、认读词组：lots of, half price, space travel（2）能够理解对话大意。能够按照正确的意群及语音、语调朗读对话。（3）能够在情景中运用句型Where are/is. going? Im going .He/She is going to.When are/is. going? 谈论计划的时间和地点。2. 难点（1）句型Where are/is. going? Im going .He/She is going to.When are/is. going? 的灵活运用。（2）能够理解语境语言Why not go on T

59、uesday?的意义。教学准备：课件、录音机、磁带教学过程Step 1 Warm up1. GreetingT: Good morning, boys and girls.Ss: Good morning, /Miss/Mr. .T: Are you ready for English class? Ss: Yes. T: Ok. Lets begin our class. Before our class, lets play a game first.2. Play a game 课件呈现被遮住一部分的词典、漫画书、单词书、明信片的图片，学生猜出单词，并拼读出来。教学资源：课件设计意图：通

60、过游戏复习和巩固上节课的知识。Step 2 Lead in1.认读活动课件快速呈动词类、地点类、时间类三组单词和词语，学生认读。 动词类：visit my grandparents, play sports, play basketball, read books, do homework, watch TV, make a snowman, see a film, take a trip.地点类：cinema, supermarket, school, park, zoo, bedroom, kitchen. 时间类：this afternoon, next week, tomorrow,