Unit 3 My Weekend Plan全英教案（含教学反思）
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| 名称 | Unit 3 My Weekend Plan全英教案（含教学反思） |  | |
| 格式 | docx | ||
| 文件大小 | 18.9MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版(PEP) | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-02-04 14:53:13 | ||
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文档简介
Teaching Design of Unit 3
课题 人教版小学英语六年级上册Book 7 -Unit 3. My Weekend Plan
教材
Unit 3 My Weekend plan 复习整合课教学内容
I. The Analysis of the Teaching Materials:
Primary English by PEP is a course for children learning English as a foreign
language. It creates good circumstances of language for students by making use of
useful or funny themes and situations in their daily life, which are familiar to children.
So students will be happy to learn it. The topic of Unit 3 is about weekend plan which
are not very hard for students. After learning this unit, the students should be able to
make their weekend plans and discuss about the plan with the future tense “be going
to”. In this lesson, why did the teacher choose to change the teaching material, the
reasons are as follows: First, the phrases and the expressions about activities in the
PEP material had been mentioned in Grade 5, so the students are familiar with them.
Second, the students in Grade 6 may not very interested in the situation of the
dialogues, even the textbook. Moreover, the teacher aims to create an authentic
situation which can help students put the ones what they learnt into use. The last but
not least, due to the time when the students had had their week-long holiday, most of
them may enjoy the journey which were prepared by their parents. The topic about
travel plan may stimulate their desire and activate their experience.
Ⅱ. The Analysis of the Students
The teaching objects of this period are the pupils of Grade 6. They have learned
English for over five years and they have known a lot about the natural and social
circumstances around them in their daily life. Most of them are greatly enthusiastic
about English and English learning. However, kids of the primary can’t be able to
focus their attention on monotonous thing for long time. And meanwhile, kids in
Grade 6 are not very interested in simple games or activities while they like to
challenge. As a result, the teacher should try their best to design various kinds of
vivid, interesting and creative activities with the help of Smart Notebook in teaching
process, in order to arouse their attention. e.g. some imaginative pictures, some
challengeable tasks or some vivid videos which can make them think and imagine.
Besides, the language items about travel plan should be predicted in context and used
to communicate with others. And it is very important to help students feel the ways of
making a plan.
III. Teaching Aims:
Aims on Language Competence :
1. Students should be able to understand how to ask and answer the questions about
plan: What are you going to do on the weekend I am going to ...
2. Students should be able to understand and use the phrases about activities: visit
friends, go shopping, climb mountains, eat delicious food, watch the show, buy some
presents, take photos...
3. Students should be able to listen and talk about the travel plan using the future
1
tense.
Aims on Learning Abilities:
1. Students should be able to read an email with the help of the reading skills and
make a travel plan using the thinking map.
2. Students should be able to communicate with others in different ways through the
task-based activities.
3. Students should be able to learn to be cooperative and competitive in group work.
Aims on Cultural Characters:
Students should be able to appreciate the distinctive features in Anhui and feel the
splendid culture of their hometown.
Aims on Thinking Quality:
1. Students should be able to think and plan for their travel.
2. Students should be able to judge things objectively and share their own plan with
others.
IV. Teaching Key Points:
1. To understand and use the sentence pattern about the future tense for
communication in real situations.
2. To understand, listen, read and speak the phrases about travelling.
3. To try to retell and make a plan with the help of the Special Interrogatives.
V. Teaching Difficult Points:
Some of the students may find it a little difficult to use the main sentence structure
elastically to describe their plans in the actual situations.
VI. Teaching Methods:
Situational Teaching Method, Task-based Teaching Approach, Communicative
Approach, Direct Method, TPR, Multi-media Approach, Pair work, Group work.
VII. Teaching Aids:
CAI, smart-notebook, some pictures, paper or flashcards.
VIII. Teaching Procedures:
Step I. Pre-task
1. Greet the class and make a simple self-introduction.
2. Play a game called “Three truths and one lie” about herself to activate the prior
knowledge to feel the Special Interrogatives and enliven the atmosphere of the
classroom. （At first，the teacher can give some clues for students to reduce the
difficulties of the guessing games.）
(白板设计意图：Three truths and one lie 通过利用白板的对象属性中的
“飞出”功能和遮盖功能<文本笔的笔刷设置为和背景同色来遮盖句子后的判断
>使得答案的呈现更为简单。)
Step II. While-task
1. Lead-in
Use a calendar to elicit the topic of this lesson.
(白板设计意图：利用Smart Notebook 自带日历及魔术笔圈化凸显功能自然引出
本课课题。)
2
2. Watch a video about “I am going to Disney” to make students get familiar with the
sentence pattern “I am going to ...” and meanwhile get the students to perceive the
sentence pattern” Where/What are ... going to do ”
（设计意图：本部分呈现 Disney 视频，视频中不断重复的语句“I am going
to Disney”旨在为孩子提供习得语言的机会，同时让学生感知问
句”Where/What are ... going to do ”）
3. Play a turntable game to learn the sentence pattern “What are you going to do I am
going to ...” and get to know more phrases about activities and talk in pairs with the
sentence pattern.
(白板设计功能：将转盘中放入可视化的图片中实现游戏功能，不仅能让学生在
玩中学，还能检测学生对于活动词组的掌握，为后面的制作计划埋下伏笔。)
4. Reading an email
A. Pre-reading
Draw students’ attention to guess “What am I going to do this weekend ” and learn to
use “You are going to ...”
（白板设计意图：利用白板遮盖下拉功能引起学生注意句型中人称的转换。）
B. While-reading
a. Fast -reading
Students read the email quickly and find the answer to the question: What is Monet
going to do this weekend And make students know who the email is from/to.
b. Scanning
Students read the email carefully and put the phrases into the table to finish the travel
plan. And meanwhile, remind students to pay more attention to the linking
words(First, next, then, at last ) --Linking words can make them do the task more
easily and quickly.
(白板设计意图：利用白板的遮盖、无限克隆、表格拖拽功能检查学生对于文本的
理解，同时，为下一步retell 做铺垫。)
c. Listen and read
Students listen, read the email and circle or underline the difficult words they met
with. Remind the students that they should predict the meaning of the words in
context.
C. Post-reading
Students retell the text according to the table with the help of thinking map.
5. Activity: Make a travel plan.
A. Free talk with students about Anhui.
B. Enjoy a video about Anhui to prepare for making the travel plan in Anhui.
C. Guide students to discuss and make a plan in groups of four.
3
D. Give the words scaffolding for students to write their plan.
E. Choose one or two groups to show their plan and act them out.
(白板设计意图：利用放大镜功能显示世界地图，并定位安徽位置，同时运用链
接功能播放视频, 逐步推进使得学生对于安徽的了解更加可视化。)
Step III. Post-task
1. Give some warming hints before and during the travelling.
2. Assign the task after class.
Make your travel plan.
Read the picture book "Are you ready to play outside ” by Mo Willems.
（设计意图：1.学生利用思维导图制作计划，不仅考察学生对学习内容的记忆
和理解,训练学生的逻辑思维能力，又能提高学习技能，同时还能改善学生对学
习的态度。2.绘本《Are you ready to play outside 》不仅让学生在轻松愉悦
有趣的氛围中复习所学知识，而且拓宽学生的知识面，培养学生“预则立不预
则废”的意识。）
IX. Blackboard design:
X. Teaching Reflection:
笔者执教的教学内容源于人教版《英语》六年级上册第三单元，围绕
“My
weekend plan”的话题展开。在备课过程中，笔者聚焦师生的共同学习、共同成
长，关注师生的思维理念和精神信念。在课例研讨中，突出学生的主体地位，关
注教师自我的专业发展。教师和学生要成为真正的学习者，必须转变角色，通过
合作和探索的方式，在学习过程中加深对知识的理解，提升对语言的运用能力。
4
本课教学中，笔者尝试设计了小组合作探究完成任务单，在任务单的填写过程
中，小组成员之间必须在明确任务的情况下，先进行自主思考而后合理分工。小
组成员之间可以进行探讨、取长补短，最后得出最佳问题解决方案。
为了进一步提高教学效果，笔者尝试预先从广泛的课程资源中开发出可供
学生使用的各种可见性资源，即利用一切可使用的资源来帮助学生更加有效学
习。如教材、视频、百度查找、携程APP、绘本、学生已有的关于旅行的经验。将
“学生”本身作为一种资源，通过与学生的谈话，基于立足学生的实际生活创
编文本。同时，为了践行教师和学生成为真正学习者的精神，笔者选择了以
smart 白板作为教学工具，它不同于PPT那样的演示文稿，其优势在于其互动性、
易用性、现场即时生成及人性化设计。如，笔者尝试利用Smart Notebook 自带日
历及魔术笔圈化凸显功能自然引出本课课题；将转盘中放入可视化的图片中实
现游戏功能，不仅能让学生在玩中学，还能检测学生对于活动词组的掌握，为
后面的制作计划埋下伏笔；利用白板遮盖下拉功能引起学生注意句型中人称的
转换；利用白板的遮盖、无限克隆、表格拖拽功能检查学生对于文本的理解，同
时，为下一步retell 做铺垫。白板的利用不仅能够激发学生的学习兴趣，还能增
加课堂互动。教师在白板教学的过程中，学生也需集中注意力进行白板的学习。
在本课教学中，为了使得“美好安徽”视频更加符合学生的认知需求，笔者学习
了photoshop、flash 软件，学会了视频图片剪辑并通过该软件添加契合的背景音
乐，同时利用爱剪辑去掉屏幕文字。由于教师在教学中利用的资源深受学生喜爱
笔者发现热爱信息技术的学生还自学了Smart 软件，更有甚者技术超越了教师。
作为学习的参与者，与学生分享自己的想法，以完成共同的任务为载体，以促
进全面成长为目的，师生俨然发展成为在学习中相互作用、相互影响、相互促进
的共同体。
5
课题 人教版小学英语六年级上册Book 7 -Unit 3. My Weekend Plan
教材
Unit 3 My Weekend plan 复习整合课教学内容
I. The Analysis of the Teaching Materials:
Primary English by PEP is a course for children learning English as a foreign
language. It creates good circumstances of language for students by making use of
useful or funny themes and situations in their daily life, which are familiar to children.
So students will be happy to learn it. The topic of Unit 3 is about weekend plan which
are not very hard for students. After learning this unit, the students should be able to
make their weekend plans and discuss about the plan with the future tense “be going
to”. In this lesson, why did the teacher choose to change the teaching material, the
reasons are as follows: First, the phrases and the expressions about activities in the
PEP material had been mentioned in Grade 5, so the students are familiar with them.
Second, the students in Grade 6 may not very interested in the situation of the
dialogues, even the textbook. Moreover, the teacher aims to create an authentic
situation which can help students put the ones what they learnt into use. The last but
not least, due to the time when the students had had their week-long holiday, most of
them may enjoy the journey which were prepared by their parents. The topic about
travel plan may stimulate their desire and activate their experience.
Ⅱ. The Analysis of the Students
The teaching objects of this period are the pupils of Grade 6. They have learned
English for over five years and they have known a lot about the natural and social
circumstances around them in their daily life. Most of them are greatly enthusiastic
about English and English learning. However, kids of the primary can’t be able to
focus their attention on monotonous thing for long time. And meanwhile, kids in
Grade 6 are not very interested in simple games or activities while they like to
challenge. As a result, the teacher should try their best to design various kinds of
vivid, interesting and creative activities with the help of Smart Notebook in teaching
process, in order to arouse their attention. e.g. some imaginative pictures, some
challengeable tasks or some vivid videos which can make them think and imagine.
Besides, the language items about travel plan should be predicted in context and used
to communicate with others. And it is very important to help students feel the ways of
making a plan.
III. Teaching Aims:
Aims on Language Competence :
1. Students should be able to understand how to ask and answer the questions about
plan: What are you going to do on the weekend I am going to ...
2. Students should be able to understand and use the phrases about activities: visit
friends, go shopping, climb mountains, eat delicious food, watch the show, buy some
presents, take photos...
3. Students should be able to listen and talk about the travel plan using the future
1
tense.
Aims on Learning Abilities:
1. Students should be able to read an email with the help of the reading skills and
make a travel plan using the thinking map.
2. Students should be able to communicate with others in different ways through the
task-based activities.
3. Students should be able to learn to be cooperative and competitive in group work.
Aims on Cultural Characters:
Students should be able to appreciate the distinctive features in Anhui and feel the
splendid culture of their hometown.
Aims on Thinking Quality:
1. Students should be able to think and plan for their travel.
2. Students should be able to judge things objectively and share their own plan with
others.
IV. Teaching Key Points:
1. To understand and use the sentence pattern about the future tense for
communication in real situations.
2. To understand, listen, read and speak the phrases about travelling.
3. To try to retell and make a plan with the help of the Special Interrogatives.
V. Teaching Difficult Points:
Some of the students may find it a little difficult to use the main sentence structure
elastically to describe their plans in the actual situations.
VI. Teaching Methods:
Situational Teaching Method, Task-based Teaching Approach, Communicative
Approach, Direct Method, TPR, Multi-media Approach, Pair work, Group work.
VII. Teaching Aids:
CAI, smart-notebook, some pictures, paper or flashcards.
VIII. Teaching Procedures:
Step I. Pre-task
1. Greet the class and make a simple self-introduction.
2. Play a game called “Three truths and one lie” about herself to activate the prior
knowledge to feel the Special Interrogatives and enliven the atmosphere of the
classroom. （At first，the teacher can give some clues for students to reduce the
difficulties of the guessing games.）
(白板设计意图：Three truths and one lie 通过利用白板的对象属性中的
“飞出”功能和遮盖功能<文本笔的笔刷设置为和背景同色来遮盖句子后的判断
>使得答案的呈现更为简单。)
Step II. While-task
1. Lead-in
Use a calendar to elicit the topic of this lesson.
(白板设计意图：利用Smart Notebook 自带日历及魔术笔圈化凸显功能自然引出
本课课题。)
2
2. Watch a video about “I am going to Disney” to make students get familiar with the
sentence pattern “I am going to ...” and meanwhile get the students to perceive the
sentence pattern” Where/What are ... going to do ”
（设计意图：本部分呈现 Disney 视频，视频中不断重复的语句“I am going
to Disney”旨在为孩子提供习得语言的机会，同时让学生感知问
句”Where/What are ... going to do ”）
3. Play a turntable game to learn the sentence pattern “What are you going to do I am
going to ...” and get to know more phrases about activities and talk in pairs with the
sentence pattern.
(白板设计功能：将转盘中放入可视化的图片中实现游戏功能，不仅能让学生在
玩中学，还能检测学生对于活动词组的掌握，为后面的制作计划埋下伏笔。)
4. Reading an email
A. Pre-reading
Draw students’ attention to guess “What am I going to do this weekend ” and learn to
use “You are going to ...”
（白板设计意图：利用白板遮盖下拉功能引起学生注意句型中人称的转换。）
B. While-reading
a. Fast -reading
Students read the email quickly and find the answer to the question: What is Monet
going to do this weekend And make students know who the email is from/to.
b. Scanning
Students read the email carefully and put the phrases into the table to finish the travel
plan. And meanwhile, remind students to pay more attention to the linking
words(First, next, then, at last ) --Linking words can make them do the task more
easily and quickly.
(白板设计意图：利用白板的遮盖、无限克隆、表格拖拽功能检查学生对于文本的
理解，同时，为下一步retell 做铺垫。)
c. Listen and read
Students listen, read the email and circle or underline the difficult words they met
with. Remind the students that they should predict the meaning of the words in
context.
C. Post-reading
Students retell the text according to the table with the help of thinking map.
5. Activity: Make a travel plan.
A. Free talk with students about Anhui.
B. Enjoy a video about Anhui to prepare for making the travel plan in Anhui.
C. Guide students to discuss and make a plan in groups of four.
3
D. Give the words scaffolding for students to write their plan.
E. Choose one or two groups to show their plan and act them out.
(白板设计意图：利用放大镜功能显示世界地图，并定位安徽位置，同时运用链
接功能播放视频, 逐步推进使得学生对于安徽的了解更加可视化。)
Step III. Post-task
1. Give some warming hints before and during the travelling.
2. Assign the task after class.
Make your travel plan.
Read the picture book "Are you ready to play outside ” by Mo Willems.
（设计意图：1.学生利用思维导图制作计划，不仅考察学生对学习内容的记忆
和理解,训练学生的逻辑思维能力，又能提高学习技能，同时还能改善学生对学
习的态度。2.绘本《Are you ready to play outside 》不仅让学生在轻松愉悦
有趣的氛围中复习所学知识，而且拓宽学生的知识面，培养学生“预则立不预
则废”的意识。）
IX. Blackboard design:
X. Teaching Reflection:
笔者执教的教学内容源于人教版《英语》六年级上册第三单元，围绕
“My
weekend plan”的话题展开。在备课过程中，笔者聚焦师生的共同学习、共同成
长，关注师生的思维理念和精神信念。在课例研讨中，突出学生的主体地位，关
注教师自我的专业发展。教师和学生要成为真正的学习者，必须转变角色，通过
合作和探索的方式，在学习过程中加深对知识的理解，提升对语言的运用能力。
4
本课教学中，笔者尝试设计了小组合作探究完成任务单，在任务单的填写过程
中，小组成员之间必须在明确任务的情况下，先进行自主思考而后合理分工。小
组成员之间可以进行探讨、取长补短，最后得出最佳问题解决方案。
为了进一步提高教学效果，笔者尝试预先从广泛的课程资源中开发出可供
学生使用的各种可见性资源，即利用一切可使用的资源来帮助学生更加有效学
习。如教材、视频、百度查找、携程APP、绘本、学生已有的关于旅行的经验。将
“学生”本身作为一种资源，通过与学生的谈话，基于立足学生的实际生活创
编文本。同时，为了践行教师和学生成为真正学习者的精神，笔者选择了以
smart 白板作为教学工具，它不同于PPT那样的演示文稿，其优势在于其互动性、
易用性、现场即时生成及人性化设计。如，笔者尝试利用Smart Notebook 自带日
历及魔术笔圈化凸显功能自然引出本课课题；将转盘中放入可视化的图片中实
现游戏功能，不仅能让学生在玩中学，还能检测学生对于活动词组的掌握，为
后面的制作计划埋下伏笔；利用白板遮盖下拉功能引起学生注意句型中人称的
转换；利用白板的遮盖、无限克隆、表格拖拽功能检查学生对于文本的理解，同
时，为下一步retell 做铺垫。白板的利用不仅能够激发学生的学习兴趣，还能增
加课堂互动。教师在白板教学的过程中，学生也需集中注意力进行白板的学习。
在本课教学中，为了使得“美好安徽”视频更加符合学生的认知需求，笔者学习
了photoshop、flash 软件，学会了视频图片剪辑并通过该软件添加契合的背景音
乐，同时利用爱剪辑去掉屏幕文字。由于教师在教学中利用的资源深受学生喜爱
笔者发现热爱信息技术的学生还自学了Smart 软件，更有甚者技术超越了教师。
作为学习的参与者，与学生分享自己的想法，以完成共同的任务为载体，以促
进全面成长为目的，师生俨然发展成为在学习中相互作用、相互影响、相互促进
的共同体。
5
同课章节目录