Unit3 Lesson 14 Tomorrow We Will Play教案

Lesson 14 Tomorrow We Will Play
教学目标
1.知识技能目标:
1)学生能够听、说、读、写四会单词close, angry。
2)学生能够正确运用will/will not构成的一般将来时。
2.学习策略:培养学生自主学习能力,鼓励学生通过观察、分析、体验、探究等方式学习和运用一般将来时。
3.文化意识目标:教育学生爱护花草树木。
学情分析
通过上一课的学习,学生已经能够描述夏天的活动,这样为学生学习用一般将来时表达各种活动和计划降低了学习难度,而且学生对夏天充满了期待,乐于表达。六年级学生已经初步具有了一定的语言提炼、归纳和总结能力。
重点难点
教学重点:学生能够正确运用will/will not构成的一般将来时。
教学难点:引导学生观察分析发现并归纳总结出be going to和will构成的一般将来时的异同,并能准确运用will/will not构成的一般将来时进行表达。
教学过程
【导入】Step1　Class　Opening　and　Review
1.Greeting
T:Hello,boys and girls.
S:Hello,Miss Zhao.
T:How are you today
S:I’m fine, thanks. And you
T:I’m very well. Are you ready for our class
S:Yes.
T:Everyone has a piece of paper on your desk. Here are your tasks and a chart about “self-evaluation”. In this class, please listen carefully, speak loudly, read and write. If you do well, you can get one star. Are you clear
(设计意图:六年级学生已经具备一定的学习能力,采取自我评价和小组评价结合的形式,督促学生在课堂上认真听,大声说,读和写。)
2.Enjoy a song”What are you going to do ”
T:First,let’s enjoy a song. Listen carefully, please remember what are they going to do
T:The song is very interesting.What are they going to do
S:They are going to read books/watch TV/visit friends/have a busy weekend/be a good student.
(设计意图:利用一首活泼欢快的歌曲导入,迅速吸引学生的注意力,调动了学生学习热情,又复习了be going to构成的一般将来时,同时也为本课的新授内容做了铺垫。)
【讲授】Step2　New　Concepts
1.will
T:Look at these sentences.
T:We also can say they will read books. They will watch TV. They will visit friends.
T:Compare these sentences, what can you find
S:Are going to变成了will.
T:Can you guess the meaning of”will” S:将要。
(板书 will 带读)
T:”Be going to” and “will” have the same meaning.
T:Read them together.
T:Here are some sentences. Change them into another way.
S1:They are going to have a busy weekend. They will have a busy weekend.
S2:They are going to be good students. They will be good students.
S3:I’m going to draw pictures. I will draw pictures.
S4:He is going to fly a kite .He will fly a kite.
S5:She is going to have lunch. She will have lunch.
S6:We are going to play sports. We will play sports.
T:Which one is easier /Which one do you like better
S:B.
T:Why You can speak Chinese.
S:A主语变化,be动词也要有相应的变化;B不用
T:We should pay attention to the differences of ”be”.
T:Look again, what’s the same between these two parts
S:意思相同。
T:How about the form of verbs
S:Be going to和will后边都用动词原形。
T:We should use the verb’s original form.
(设计意图:老师将be going to句型转换成will句型,让学生观察、分析,初步归纳出了will的意思,再通过替换练习,使学生对比、总结出两种结构的异同,更深入的理解和运用了该知识点。)
2.What will you do tomorrow
T:What will Jenny and Danny do tomorrow Listen.
S:They will go to the park. They will fly a kite.
T:Will Danny fly a kite Open your books and turn to page 40,go on listening.
T:Will Danny fly a kite S: He will not fly a kite.
T:What will Danny do Read this part silently and underline the answers on your books.
T:What will Danny do
S1:He will look at the beautiful flowers.
S2:He will pick some flowers for his mother.
T:What’s the meaning of”pick” S:摘。(板书pick带读)
T:What does Danny do S:Pick some flowers.
T:Read the sentence.
S:Danny will pick some flowers.
T: (板书句子)Can we pick some flowers in the park S:No.
T:It’s not civilized to do that. We should cherish the flowers and plants. 摘花是不文明的行为,我们应当爱护花草树木。
T:What else will Danny do after he pick some flowers
S3:He will run home and close the door. 带读close
T:Now fill in the blanks. (nose, rose, close)
T:Read the sentence.
S:Danny will close the door.(板书句子)
T:Let’s read the sentences together.
T:How does Jenny feel (拿出Jenny头像问学生)
S:She feels angry. (板书angry带读)
T:Look at the sentence.(I’m hungry. I feel angry.)(老师边做动作边说句子)
T:Who can read like me
T: At last, will Danny pick the flowers S:No.
T:He will not pick the flowers.
(设计意图:理解文本的同时讲解本课重点单词pick, close, angry,在语境中学习单词,学生更易于理解,并渗透了类比记单词的方法。)
T:Do you have any questions S:No.
T:This time, you read this part by yourselves.
T:Work in pairs, one is Jenny and the other is Danny.
活动3【练习】Step3　Practice
1.T:Tomorrow Danny will go to the park. He will not fly a kite. I will go to work. I will not play games. What will you do What will you not do (I will___. I will not____.)Discuss in pairs.
(设计意图:以明天的计划为主题,学生使用will/will not来表达,提供学生使用英语与他人交流的机会,发展用英语解决实际问题的能力。)
2.T:Let’s do some exercises. Take out your piece of paper. Let’s do number1:Look and write “will” or “will not”.
(设计意图:本题巧妙地设置了四种情景,进一步考查学生将will/will not应用于实际中的能力,填空的形式降低了学生做题难度。)
3.Watch a video about my friend’s weekend plan.
T:You did a good job. Today I bring a friend of mine. Let’s look what will she do for the weekend
T: Let’s judge. Write the answers on paper.
T:Look again and check your answers.
T:What will she do for the weekend Write some sentences on your paper. You should write like this : She will____. She will
not_____. She_____.(边放录音边让学生写)
T:Who’d like to show your text (投影展示学生写的句子)
(设计意图:插入学生周末计划的视频,极大地吸引了学生的注意力。本题两个练习由易到难,由听到写,锻炼了学生听,说,读,写的综合语言运用能力。)
4.Brain Storm
T:Good job. Do you want to challenge yourself S:Yes.
T:Time for “Brain Storm”.Here are four teams:T1,T2,T3,T4.Each team choose a number. You will find a question. Then let’s see which team can say more sentences in 30 seconds.
T:She is our timekeeper.
四个情景(1.What will you do if you get five million dollars 2.What will you do if you are in a burning house 3.What will you do if you get lost 4.What will you do if you are angry )
T:Who is the winner Let’s celebrate for them. Congratulations! Never mind. I think all of you work hard. Clap for yourselves. We must stop here. After class, finish your chart in your groups. Look at your homework.
(设计意图:头脑风暴的游戏设置,将本课推向了高潮。通过竞赛形式,提供小组合作的机会让学生在有意义的,生动有趣的情景中练习所学内容。目的在于培养学生小组合作精神,也较好的发散了思维。)
活动4【作业】Step4　Homework
International Worker's Day is coming.What will you do for the holiday Make your holiday plan and draw some pictures.