Unit 3 My weekend plan第三課時（教案）人教PEP版英語六年級上冊

第三課時課時內(nèi)容Blet’slearnRole-play課時分析本次課程是人教版六年級上冊第三單元第四課時，與前一課時密切相連。以“活動計劃的地點和時間”為中心，通過對話學(xué)習(xí)詞組：“l(fā)otsof”，“halfprice”，“spacetravel”，以及句型：“Whereareyougoing?I’mgoingto...Whenareyougoing?”的表達(dá)。同時，了解到電影院通常在周二半價放映，從中獲取生活常識。前一課的學(xué)習(xí)為學(xué)生掌握本課內(nèi)容打下了基礎(chǔ)。本次課的關(guān)鍵是理解重點單詞和詞組，并能在實際情景中熟練運用句型：“Whereare/is...going?I’mgoing...He/Sheisgoingto...Whenare/is...going?”，以詢問活動計劃的時間和地點。本課程分為“Let’stry”和“Let’stalk”兩個部分?！癓et’stry”部分：通過John在回家的路上與Amy聊天的場景，引入新句型。學(xué)生通過聽力練習(xí)獲取“Let’stalk”部分中人物和情景信息，為正式的對話學(xué)習(xí)做準(zhǔn)備。這種情境設(shè)計緊密結(jié)合學(xué)生的生活，有助于激發(fā)學(xué)生的學(xué)習(xí)興趣?！癓et’stalk”部分：通過John和Amy在回家的路上的對話，引入句型：“Whereareyougoing?I’mgoingto...Whenareyougoing?”。這個情境設(shè)計讓學(xué)生在實際對話中運用所學(xué)句型，貼近生活，提高語言實際運用能力。在詞匯教學(xué)方面，要結(jié)合圖片和一定的語境等方法幫助學(xué)生理解單詞和詞組的意思和發(fā)音。通過自然拼讀法、分解拼讀法等方式進(jìn)行語音教學(xué)。在本次課中涉及的多個句型中，要著重放在句型的綜合運用上。為了讓學(xué)生能夠真實運用語言，可以創(chuàng)設(shè)真實情境，調(diào)動全體學(xué)生積極參與，將情境與實際操練相結(jié)合，達(dá)到運用語言并鞏固語言的目標(biāo)。課時目標(biāo)1.能夠聽、說、讀、寫單詞和詞組：dictionary,comicbook,wordbook,postcard2.能夠在情景中正確運用上述單詞和詞組討論或描述自己書店中可以購買的物品。3.能夠在情景中運用句型Whereareyougoing?I’mgoingtobuy...就購買計劃進(jìn)行詢問和作答。4.激發(fā)學(xué)生學(xué)習(xí)英語的熱情，保持對英語學(xué)習(xí)的興趣，樹立學(xué)習(xí)英語的信心。課時重難點1.重點（1）能夠聽、說、讀、寫單詞和詞組：dictionary,comicbook,wordbook,postcard（2）能夠在情景中正確運用上述單詞和詞組討論或描述自己書店中可以購買的物品。（3）能夠在情景中運用句型Whereareyougoing?I’mgoingtobuy...就購買計劃進(jìn)行詢問和作答。2.難點（1）單詞dictionary的發(fā)音。（2）能夠靈活運用四會單詞和詞組描述書店中可以購買的物品。教學(xué)準(zhǔn)備課件、詞卡、書籍、錄音機、磁帶教學(xué)過程Objective:Bytheendofthelesson,studentswillbeabletousenewvocabularyrelatedtothebookstore(comicbook,wordbook,dictionary,postcard)andpracticeaskingandansweringquestionsaboutplansusingthesentencepattern"Whereareyougoing?I’mgoingtobuy..."Step1:Warm-upGreetingandMoodCheck:T:Hello,everybody!Ss:Hi,Mrs/Mr/Miss...T:Howdoyoufeeltoday?Areyouhappyorsad?Ss:Happy.WeekendPlansDiscussion:T:Whatareyougoingtodothisweekend?S1:I’mgoingto...S2:...T:Wherearetheygoing?Whataretheygoingtodo?S3:He’s/She’sgoingto...Step2:Lead-inPictureGuessingGame:T:Ihavemanypictures.Canyouguesswhatplaceitis?(Showimagespartiallycoveredbyquestionmarks,e.g.,hospital,cinema,museum,park,postoffice,bookstore.)(Engagestudentsandintroducethetopicofbookstores.)Step3:PresentationIntroducingNewVocabulary:T:Let'sexploreabookstoreandlearnsomenewwords.(Showimagesofcomicbook,wordbook,dictionary,postcard.)a.T:Whatbookscanyoubuyinabookstore?(Elicitresponses,thenshowandteachcomicbookandwordbook.)b.T:Lookatthesedictionaries.Whatarethey?(Teachdictionary,bothsingularandplural.)c.T:Andthis?(Showapostcard.)What'sitcalled?(Engagestudentswithvisualaidsandphonics-basedlearning.)ListeningandUnderstanding:T:ListentoaconversationbetweenJohnandhiscousinJack.Answerthequestions.(Playtherecording,studentslistenandrespond.)T:Wherearetheygoing?Whataretheygoingtobuy?(Elicitanswersfromstudents,reinforcelisteningskills.)Step4:PracticeWordRecognitionActivities:a.GuesstheWord:Showwordswithpartscovered,havestudentsguessandreadaloud.b.WordChain:Studentssaythenextletterofawordinsequence.c.Riddles:Describeawordandhavestudentsguesstheword.Role-play-BookstoreScenario:Dividestudentsintogroupsoffour:oneasabookstorestaff,othersascustomers.Providepropbooksontables.Studentsrole-playaskingforandbuyingbooks.(Enhancepracticallanguageuseincontext.)Step5:SummaryT:Whathavewelearnedtoday?Studentsshareinsights:Welearnednewwords:comicbook,wordbook,dictionary,postcard.Wepracticedaskingandansweringaboutplansusing"Whereareyougoing?I’mgoingtobuy..."Closure:T:Greatjob,everyone!Keeppracticingyournewwordsandenjoyreadingyourfavoritebooks.Seeyounexttime!Homework:Chooseabookfromyourhomeandwriteasentenceaboutit.Imagineyouaregoingtoabookstore.Writeashortdialoguewithafriendaboutwhatyouaregoingtobuy.Reviewthenewwordsandsentencepatternforournextlesson.板書設(shè)計BLet’slearnA:Whereareyougoing________?B:I’mgoingtothe________.A:Whatareyougoingtobuy?B:I’mgoingtobuya/annew________.A:Where