(共37张PPT)
Lesson 4
Sally is going to Beijing.
第一课时
接力版 六年级下册
Sing a song
8:00 a.m.
this morning
4:00 p.m.
this afternoon
8:00 p.m.
this evening
11:59 p.m.
tonight
We can also divide today into several parts.
12:00 p.m.
6:00 p.m.
How to spend a meaningful day 如何度过有意义的一天呢？
We should make a plan （制定计划）.
Let’s think
Free talk
May Day is coming,
Where are you going
Free talk
Where are you going
I am going to …
What about you
I am going to …
the Great Wall
the Summer Palace
the Tian’anmen Square
the Mount tai
the West Lake
…
Look and guess
What are they doing
The children are talking about their holiday plans.
Look and say
have a picnic
go to the supermarket
play football
Listen and tick
Where is Lingling going for the holiday
She is going to HangZhou.
What are you going to do for the holiday
I’m going to visit my grandparents.
拜访祖父母
Look and say
What are you going to do On May Day
I’m going to take a trip.
去旅行
Look and say
Look and say
Who are they
Tom
Sally
1. What is Tom going to do ________________________
2. Where is Sally going
___________________
3.What is Sally going to do
_________________________________.
Read and answer
Read and answer
Sally:May Day is coming.
What are you going to do for the holiday
Tom:I’m going to have a picnic with my parents. What about you
Sally:I’m going to take a trip.
1. What is Tom going to do
He is going to have a picnic with his parents.
Let’s learn
一般将来时态:主语+be（am,is,are）+going to+其他.
你假期打算去做什么？
eg:I am going to Beijing.
He is going to play football.
She is going to sing a song.
1.-What are you going to do for the holiday
-I am going to have a picnic.
Read and answer
Where is Sally going？
Name Where is Sally going What is Sally going to do
Read and fill
Tom: Where are you going
Sally: I’m going to Beijing with my father.
Tom: What are you going to do there
Sally: I’m going to visit the Great Wall and the Summer Palace.
Tom: Beijing Roast Duck is very good. You can have a try.
Sally: All right. Thank you.
Beijing
visit the Great Wall and the Summer Palace
Sally
eat Beijing Roast Duck
Let’s learn
1. I’m going to visit the Great Wall and the Summer Palace.
我打算去参观长城和故宫
2. Beijing Roast Duck is very good.
北京烤鸭不错。
你可以试试。
You can have a try.
Listen and repeat
Sally:May Day is coming.
What are you going to do for the holiday
Tom:I’m going to have a picnic with my parents. What about you
Sally:I’m going to take a trip.
Tom: Where are you going
Sally: I’m going to Beijing with my father.
Tom: What are you going to do there
Sally: I’m going to visit the Great Wall and the Summer Palace.
Tom: Beijing Roast Duck is very good. You can have a try.
Sally: All right. Thank you.
Sally:May Day is coming.
What are you going to do for the holiday
Tom:
with my parents. What about you
Sally:
Tom: Where are you going
Sally:
Tom； there
Sally；I’m going to visit the Great Wall and the Summer Palace.
Tom:Beijing Roast Duck is very good.
You can have a try.
All right. Thank you.
Read and fill
I’m going to have a picnic
I’m going to take a trip.
I’m going to Beijing with my father.
What are you going to do
Where
Who
When
Sally’s plan
What
Beijing
May Day holiday
visit the Great Wall and the Summer Palace
eat Beijing Roast Duck
Try to retell
Sally’s father
Show time
Role-play
A: What are you going to do for the holiday
B: I’m going to take a trip.
A: Where are you going
B: I’m going to Beijing.
A: What are you going to do there
B: I’m going to visit the Great Wall.
Look and say
I am going to...
What’s missing
Let’s play
lake
take a trip
Great Wall
I’m going to take a trip.
Ask and answer
What are you going to do for the holiday
I am going to Qingdao.
Ask and answer
Where are you going
Qingdao
I am going to swim in the sea.
Ask and answer
What are you going to do there
swim in the sea
I am going to Tai’an.
Ask and answer
Where are you going
Tai’an
I am going to climb Mount Taishan.
Ask and answer
What are you going to do there
climb Mount Taishan
I am going to Sichuan.
Ask and answer
Where are you going
Sichuan
I am going to see pandas.
Ask and answer
What are you going to do there
see pandas
I am going to Hangzhou.
Ask and answer
Where are you going
Hangzhou
I am going to visit the West Lake.
Ask and answer
What are you going to do there
visit the West Lake
A: May Day is coming. _______ are you going to
do for the holiday
B: I __________ visit the Great Wall. _________ you
A: I’m going to Tai’an _______ my mother.
B: _______ are you going to do there
A: We’re going to visit my uncle. After that,
we __________ climb Mount Taishan.
B: Sounds nice! Have a good time!
Read and fill
What
am going to
How about
with
What
are going to
A: I’m going to visit the Great Wall.
Check and choose
I can talk about holiday plans with:
( )1.Where are you going
( )2.What are you going to do there
B: I’m going to Beijing.
假期计划
A
B
Talk about your weekend plan. Create a new dialogue.
讨论周末计划，创编一个新对话。
A: My ____is going to visit me ______.
B: That’s_____. Where are you going
A: We’re going to the______.
B: What__________
A: ___________.
B: Cool! When __________
A: ___________.
B: Sounds great! Have a _________!
Tip1:用关键句讨论。
Tip2:多说一句。
Word bank:
Wonderful！
Cool! /That’s cool!
Super! /Nice!
Sounds cool/great!
Have a good time.
Extension
A: Where are you going
B: I’m going to Beijing.
A: What are you going to do there
B: I’m going to visit the Great Wall.
Summary
1. 背诵本课的生词。
2. 在会写的基础上正确朗读本课对话。
3.完成本课的课后作业。
Homework中小学教育资源及组卷应用平台
接力版六下Lesson 4 Sally is going to Beijing.单元整体设计
第一部分 单元教学设计总思路
一、教学理念
《2022年新课标》首次使用了“大观念”一词，强调“以学科大概念为核心，使课程内容结构化，以主题为引领，使课程内容情景化”。基于真实语言运用视角，分析教材内容与学生情况，确定学习发展的内容主题，初定真实任务（鲁子问，张荣干，2005）。确定单元大任务和具体的小任务。秉持真实语言运用的语言理念，围绕主题语境，依托语篇，联结英语课堂与真实生活，设计语言、思维、文化相融合的层次性学习活动，使学生在追求达成真实任务成果的过程中学习和尝试运用语言或非语言手段理解与表达意义，实现深度学习，从而培养文化意识，发展多元思维形成学习能力。基于学生学习视角，设定以达成真实任务成果为目标的学生学习过程，以及教师对学生任务成果达成和素养学习发展的相应支持引导过程（张荣干，2017），形成主题意义引领下基于真实任务的任务前、任务中、任务后等阶段及其环节的师生活动流程。
二、单元教材分析
（一） 单元主题意义分析 项目 内容
主题意义 ◎交往 √ ◎感情 ◎态度
单元功能：询问、介绍
育人价值 学生领略祖国的河山之、美激发学生的爱国之情。
（二） 教材分析 本课以学生喜欢的旅游和假期计划为话题，通过谈论五一假期各自的计划，复现 be going to 结构及其特殊疑问句形式。 板块一 Look and listen 本板块为听力板块，主要通过听力练习，引出本课的话题：Talking about travel plans。在培养学生听力的同时，激活学生已有的知识，为下一板块的学习做好铺垫。 板块二 Look, listen and say 本板块以学生喜欢的假期为话题，已May Day为语境，复现 be going to 结构及其特殊疑问句形式，有效刺激学生表达个人旅游的愿望。 板块三Look and say 本板块通过学生熟悉的著名景点，操练be going to结构的特殊疑问句，突出重点语言知识的操练与运用。 板块四Enjoy reading 本板块以图配文的形式介绍了三个不同地方的旅游特色，开阔学生眼界，激发学生热爱祖国的情感。 板块五Make a survey 本板块通过小组合作，相互调查假期的活动安排，完成调查表格，并汇报假期计划，培养学生的口语表达能力和合作学习的意识。 板块六Sing a song 本板块的歌曲与本课的话题内容密切相关，让学生通过学唱歌曲进一步感知本课的语境，提高学生学习兴趣。 板块七 Pronunciation 介绍辅音字母组合 ts 和 ds 的发音，让学生感知拼读规律，培养自然拼读能力。 板块八Fill in the blanks 本板块作为练习板块，要求学生能够运用合适的单词和正确的形式补全对话，突出了本课的主要语言。
三、学情分析
本刚上 六年级的学生学英语已经三年了，六年已形成较好的英语学习习惯，绝大多数的学生掌累了一定的词汇、句型，以及了解一些常见的语法，具备了基本的英语听、说、读、写技能。大部分学生对英语有着浓厚的学习兴趣，也掌握了学习英语的方法，但仍有些学生在英语学习上由于基础薄弱和态度不好，造成英语学习困难重重。当然他们也喜欢引起别人的注意，重视老师的表扬，不怕犯错，很少有羞怯感。他们的记忆力好，形象思维好，但缺乏理性思维，逻辑思维不强。他们爱玩、爱唱、爱游戏、爱活动，这一切都是小学生身心发展的特点。当然六年级个别学生还存在顽劣和懒惰倾向，上课爱搞小动作，作业完成不及时的坏毛病，学习效率也较差。 逻辑
四、单元整体设计思路
本课以学生喜欢的旅游和假期计划为话题，通过谈论五一假期各自的计划，复现 be going to 结构及其特殊疑问句形式。学生在四、五年级已经接触过be gong to结构，四年级下册Lesson 7主要谈论的是地点：Where are you going I’m going to the shop / library / playground / park / cinema / zoo等，五年级下册Lesson 10谈论的是未来计划：What are you going to do after school I’m going to play basketball. Who is going to clean the table
五、单元总目标
1. 知识目标 （1）能够听说、读写句子：Where are you going I’m going to Beijing. What are you going to do there I’m going to visit the Great Wall. （2）能够听、说、读、写单词lake。 （3）初步了解字母组合ds, ts在单词中的发音。 2. 能力目标 （1）能够借助图片听懂谈论假期计划的录音材料，理解板块二的对话情景，在听觉上初步感知核心句型。 （2）能够在图片和教师的帮助下理解对话大意，能够用正确的语音、语调和意群朗读对话，并能进行角色扮演，能够运用句型：What are you going to do for the holiday I’m going to… Where are you going I’m going to… What are you going to do there I’m going to…. 谈论假期计划。 （3）能够听懂配图小故事，能借助图片理解故事并回答2个问 题，能够正确朗读所学故事。 （4）能够根据字母组合ds, ts的发音规则拼读、拼写单词。 （5）能够根据图片内容用be going to结构书写句子，初步培养学生的书写能力。 3. 情感态度，文化知识，学习策略 （1）能够积极参加语言学习活动，在情景表演活动中形成运用语言的能力。 （2）通过了解中国的风景名胜，增加民族自豪感。 （3）能够合理规划自己的假期生活。
六、单元设计框架
（一）单元课时安排及板块分配（示意图）
第二部分 分课时教学设计
【第 1课时】
教师 授课内容 Look and listen & Look, listen and say & Look and say & Look and act in groups & Let’s chant
课时文本分析 [What]主题意义和主要内容 Look and listen是听力板块，让学生通过听觉感知本课的核心句型，为板块Look, listen and say的教学做铺垫。Look, listen and say是新知呈现板块,本板块通过Ling ling和John的对话，呈现假期的计划安排自然引出对旅行经历及感受的讨论，呈现核心句型：Where are you going I’m going to Beijing. What are you going to do there I’m going to visit the Great Wall. [How]文本结构和语言修辞 Look and say的内容是板块二内容的巩固和操练，板块四是核心语言的扩展和运用。重新组合之后，激发学生小组合作与创新能力，满足学生语言表达的需要。这五块的教学内容相关，目标语言突出，便于学生掌握本课的重点内容。
二、教学重难点
教学重点 能够正确运用一般将来时描述旅行的相关信息。 Where are you going I’m going to Beijing. What are you going to do there I’m going to visit the Great Wall.
教学难点 能够正确运用一般将来时描述旅行的相关信息。
三、教具准备
PPT、板书
四、教学过程设计
教学环节 教师活动 学生活动 设计意图
Pre-task Greeting Let’s sing a song Let’s think Greeting to the teacher
While-task Free talk: Where are you going Look and guess S1:the Great Wall S2: play football. 本部分通过活动的图片内容创设情景，让学生能在一个连贯的语境中理解和复习过去的动词短语。
2.Listen and tick 3.Look and say: Show a picture of Tom and Lingling. ①Where is Lingling going for the holiday？ S1: visit the Great Wall S2:Hangzhou S3:go shopping 通过观察图片，发现Tom和Lingling的相关信息，引出现在分词动词短语的学习，让学生能更直观的感知。
3.Look and say Visit grandparents 通过观察图片，让学生进一步了解更多关于杭州的信息。同时也增加了学生的视觉、听觉的语言输入，为后面输出打下基础。
Read and answer Let’s learn Look and say Read and fill She is going to Beijing. 通过阅读思考，加深对文本的理解
Post-task Listen and repeat May Day is coming... 训练学生的听力和图文匹配能力，提高学生对核心句型的理解能力，同时也是检验学生的学习方式。
3.Read and fill 4.Try to retell 5.Ask and answer 6.Read and fill 7.Check and choose 8.Extension S1:...
5:Summary
6.Homework 分层作业，自主拓展，有利于学生的语言表达和写作能力的发展。
五、板书设计
Lesson 4 Sally is going to Beijing. A: Where are you going B: I’m going to Beijing. A: What are you going to do there B: I’m going to visit the Great Wall.
