六年級上冊英語素材unit 3 說課稿2人教

Unit 3 My weekend planA Lets talk說課稿一、說學(xué)情在教單詞的時(shí)候，把以前所學(xué)的動(dòng)詞詞組復(fù)習(xí)了，還有這節(jié)課的重點(diǎn)句型也操練過，基本沒有難的，重點(diǎn)是培養(yǎng)學(xué)生的朗讀技巧和運(yùn)用能力。二、說教學(xué)目標(biāo)1能夠在情景中運(yùn)用What are/isgoing to do? Im,He/She is going to談?wù)撝苣┗顒?dòng)計(jì)劃。2. 在小組合作中了解be going to表示將來計(jì)劃的用法。3. 能夠樹立需要在活動(dòng)前做好合理計(jì)劃的意識。三、說重難點(diǎn)重點(diǎn)：能夠在情景中運(yùn)用What are/isgoing to do? Im,He/She is going to談?wù)撝苣┗顒?dòng)計(jì)劃。難點(diǎn)：了解be going to表示將來計(jì)劃的用法。四、說教法創(chuàng)設(shè)情景，小組合作五、說教學(xué)過程Step1 warm-up1. Lets sing. What are you going to do?學(xué)生拍手齊唱。2. 復(fù)習(xí)單詞。圖片: take a trip see a filmgo to the supermarketvisit grandparents this morning 3. Free talk.T: Tomorrow is Saturday. Lets make a weekend plan. Im going to wash my clothes this Saturday morning. What are you going to do, XXX? Step2 Presentation1.接著學(xué)生的話說;You have a busy/happy day.課件呈現(xiàn)A Lets talk的插圖，介紹對話背景:Its Saturday morning. Sarah is on the phone with Mike, They are talking about their plan for tomorrow.What is Mike going to do tomorrow?What is Sarah going to do tomorrow?Look at the picture, can you guess?2.Read the talk by yourself (完成表格)see a film go fishing have an art lesson go swimming 師提問:What is he going to do tomorrow?He is going toWhat is she going to do tomorrow?She is going to(板書句子并解釋：be going to的用法) 放動(dòng)畫，隱藏句子，讓學(xué)生感知。 再放一次，出示句子，聽 聽并跟讀倆次。 同桌分角色朗讀。解釋句子：Sounds great! I have to do my homework now!（合理安排自己的周末計(jì)劃） 匯報(bào)表演。出示評價(jià)標(biāo)準(zhǔn)，師生評價(jià)，能得幾顆星呢？3.Work in pairsTalk about your friends weekend plan.What is going to do this weekend?What are going to do?He/she isgoing to They are going to4出示Sarah圖片：Im going to clean my room on Saturday.出示Mike圖片：Im going to read some books on Saturday“教書先生”恐怕是市井百姓最為熟悉的一種稱呼，從最初的門館、私塾到晚清的學(xué)堂，“教書先生”那一行當(dāng)怎么說也算是讓國人景仰甚或敬畏的一種社會(huì)職業(yè)。只是更早的“先生”概念并非源于教書，最初出現(xiàn)的“先生”一詞也并非有傳授知識那般的含義。孟子中的“先生何為出此言也？”；論語中的“有酒食，先生饌”；國策中的“先生坐，何至于此？”等等，均指“先生”為父兄或有學(xué)問、有德行的長輩。其實(shí)國策中本身就有“先生長者，有德之稱”的說法。可見“先生”之原意非真正的“教師”之意，倒是與當(dāng)今“先生”的稱呼更接近?？磥?，“先生”之本源含義在于禮貌和尊稱，并非具學(xué)問者的專稱。稱“老師”為“先生”的記載，首見于禮記?曲禮，有“從于先生，不越禮而與人言”，其中之“先生”意為“年長、資深之傳授知識者”，與教師、老師之意基本一致。.5. Work in group小組合作談?wù)撝芰?jì)劃。一般說來，“教師”概念之形成經(jīng)歷了十分漫長的歷史。楊士勛（唐初學(xué)者，四門博士）春秋谷梁傳疏曰：“師者教人以不及，故謂師為師資也”。這兒的“師資”，其實(shí)就是先秦而后歷代對教師的別稱之一。韓非子也有云：“今有不才之子師長教之弗為變”其“師長”當(dāng)然也指教師。這兒的“師資”和“師長”可稱為“教師”概念的雛形，但仍說不上是名副其實(shí)的“教師”，因?yàn)椤敖處煛北仨氁忻鞔_的傳授知識的對象和本身明確的職責(zé)。6. Homework:單靠“死”記還不行,還得“活”用,姑且稱之為“先死后活”吧。讓學(xué)生把一周看到或聽到的新鮮事記下來,摒棄那些假話套話空話,寫出自己的真情實(shí)感,篇幅可長可短,并要求運(yùn)用積累的成語