(共31张PPT)
Lesson 7
Why not go to the farm
Period 1
（接力版） 六年级
上
Warm-up
01
Free talk
01
What are you going to do on your weekends
Lead in
02
Ann and her mother are talking about the coming Sunday.
Where are they going this Sunday
What can they do
Let’s learn
03
Steven, Peter and Ann are talking about the weekend.
Hi, Steven. What are you going to do this Sunday
No idea yet.
Why not go to the zoo
No, I went there last week.
Let’s learn
03
Good idea .
What about going to the farm
We can pick apples there.
That’s right.
What can they do at the farm
Let’s learn
03
How about going fishing
I can’t wait!
Great! We can also take photos there..
What can they do at the farm
Vocabulary
03
/jet/
yet
No idea yet.
What are you going to do this summer
Read and answer
04
1.What are pandas like
2.What can they do
3.What do they like
4.What do they eat
Listen and repeat
05
Practice
06
A:Look, Steven! What are you going to do this Sunday
B:No idea yet.
A:___________________.
B:No, I went there last week.
C:________________________
B:Good idea!
C:_____________________
B:That’s right.
A:Great !______________________
B:I can’t wait!
Why not go to the zoo
What about going to the farm
How about going fishing
We can also take photos there.
Show time
06
学生打开课本观察教材图画，跟读对话后小组内分工练习并展示。
Show
time
Ask and answer
07
What are their problems
Why not go to the farm
I don’t want to go to the zoo.
go to the farm
go fishing
Great!
How about going fishing there
Good idea!
Vocabulary
07
/'pr bl m/
problem
Let me know if you have any problem.
Okay.
Ask and answer
07
listen to some music
have a good rest
I’m tired.
Why not listen to some music
Good idea.
Ask and answer
07
listen to some music
have a good rest
Great!
How about having a good rest
Ask and answer
07
ask your friends for help
listen to some English songs
I’m not good at English.
Why not ask your friends for help
Good idea.
Ask and answer
07
ask your friends for help
listen to some English songs
How about listening to some English songs
Great !
Be a good adviser
08
I feel bad today.
You can listen to some music.
Why not play some sports
What about talking to your friends ？
Thank you.
Be a good adviser
08
A Survey Name Problems Advice
Steven feel bad listen to some music, talk to his friends,
play some sports...
Be a good adviser
08
What’s wrong with you
The four kids are talking about their problems ...
Be a good adviser
08
How about taking a rest
I cleaned my house all day.I am tired.
I cleaned my house all day.I am tired.
The four kids are talking about their problems ...
Be a good adviser
08
Why not have a rest
I cleaned my house all day.I am tired.
How about eating something
Good idea !
Good idea !
The four kids are talking about their problems ...
Be a good adviser
08
What’s the matter
The four kids are talking about their problems ...
Be a good adviser
08
Let your family help you find it, how about that
I lost my teddy bear.I am sad.
I lost my teddy bear.I am sad.
The four kids are talking about their problems ...
Be a good adviser
08
Let your family help you find it, how about that
I lost my teddy bear. I am sad.
Great !
Great ！
The four kids are talking about their problems ...
Be a good adviser
08
I don’t feel well.
Could you help her
Summary
09
运用句型 why not… What about… How about… 等提出合理化的建议。
Homework
10
①录音，跟读对话若干遍。
②根据教材对话编创新对话。
③根据调查表格，课下给出更多的合理化建议。
Thanks!
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六上Lesson 7单元整体教学设计
课 题： 六上Lesson 7 Why not go to the farm
教 材： 接力版（三年级起点）英语六年级上册
课 型： Lesson 7 Why not go to the farm
年 级：六年级
上课时长： 40分钟
单元整体教学设计思路
本课学习的主题是谈论日常活动并给出建议，本课围绕日常生活情况，学习如何给别人提出合理化的建议，同时复现了一般现在时及be going to 的用法。
语篇研读（附图）
What：通过Steven, Peter和Ann讨论周末活动安排的情景，自然引出对活动安排建议的讨论，呈现了核心句型： Why not go to the zoo What about going to the farm How about going fishing there 及词汇yet的语义和语用功能。
Why: 通过谈论周末活动安排，学习运用目标句型： Why not go to the zoo What about going to the farm How about going fishing there 通过创设情景，激发学生的学习兴趣，鼓励学生把所学内容运用到生活实际中。
How: 本版块谈论日常活动安排，突出核心语言的操练和运用，巩固操练本课的语言知识。同伴之间对话练习，强调学生在自主探究、小组合作和多元评价的过程中提高沟通能力和解决问题的能力。
三、教学对象分析
六年级英语在小学英语教学中起着承上启下的作用，既是五年级的衍生又是初中一年级的铺垫。我们的学生虽然已有三年的英语学习经验，但还存在很多问题。部分学生学习兴趣不是很高，个别的学生甚至对学习有厌恶感；回家不会学习，无正确的学习方法，学习态度谈不上十分端正，回家以后没有及时巩固练习；部分学生学习的目的性不是很强，导致学习习惯不好，学习无明确的计划，应付心理较强。作为语言学科，听读很关键，而大多数学生在这方面做得很不好。
教学目标
通过本课学习，学生能够：
1.在看、听、说的活动中，获取和梳理对话信息，使用核心语言:Why not go to the zoo What about going to the farm How about going fishing there 同时学习单词：yet , problem.(学习理解）
2.在教师和同伴的帮助下，分角色表演对话，呈现核心语言在真实语境中的运用，并会对其中的语言、行为以及同伴的表现进行多角度评价；（应用实践）
3.在小组内进行真实语境的创设，学习运用“Why not go to the zoo What about going to the farm How about going fishing there ”等句型谈论日常活动安排；通过学习课文内容，能够对英语学习有兴趣，乐于模仿，善于积极沟通，针对问题提出合理化建议。（迁移创新）
完成本课时目标所需要的核心语言如下：
Why not go to the zoo
What about going to the farm
How about going fishing there
五、教学重难点
能够正确运用句型 why not… What about…
How about… 等提出合理化的建议。
六、教学过程
教学目标 学习活动 效果评价
学习理解 在看、听、说的活动中，获取和梳理对话信息，使用核心语言:Why not go to the zoo What about going to the farm How about going fishing there 同时学习单词：yet , problem. Si11. Lead in 播放多媒体课件，sing a song: A sailor went to sea.通过歌曲营造轻松愉快的课堂气氛，引入本节课的话题：what are you going to do on your weekends 出示几种日常活动的图卡，如：watch TV, listen to music, have a big dinner等等让同学们以此 为话题展开讨论。 Look and listen ①教师通过Free talk与学生的交流即将到来的周末活动计划导入听力板块的学习。 Ann and her mother are talking about the coming Sunday. 引导学生发散思维，预测他们的活动安排。 Where are they going this Sunday What can they do there ②播放录音，学生听、回答以上问题： Let's listen and find out it. 以验证刚才的猜测。 3. Let's learn ①教师通过多媒体课件，出示课本中的人物：Steven, Peter及Ann. Steven, Peter and Ann are talking about the weekend. Where are they going Do they have ideas 教师播放录音，让学生听录音，并找到问题的答案。 ②接着话题追问： What's Steven's idea What's Peter's idea And what's Ann's idea What can they do at the farm 让学生阅读文本，再次理解文本内容，同时引出、教学主句型： No idea yet. Why not go to the zoo What about going to the farm How about going fishing 理解并学习其语用功能。 出示重点单词词卡yet,教师教读。 4. Read and answer What are they going to do this Sunday What can they do there 出示问题，组织学生再次阅读课文内容，然后回答问题。考查学生对课文的理解和掌握程度的同时，锻炼学生的阅读理解、逻辑分析、综合判断和口语表达能力。 5.Listen and repeat 再次播放多媒体课件，请学生听语音，感受课文中单词的发音，以及句子的语音语调，并跟读。 6.还原对话 课件呈现对话，将重点句子挖空，让学生根据记忆将对话进行还原。例如： A:Look, Steven! What are you going to do this Sunday B:No idea yet. A:_____________. B:No, I went there last week. A:____________________. B:Good idea! A:________________. B:That's right. A:Great !______________________. B:I can't wait! G 7.Show time 学生打开课本观察教材图画，跟读对话后小组内分工练习并展示。 创设情景，让学生在具体情景中学习话题相关内容，引导学生积极参与互动和交流，学生能主动分享个人对该主题已有的知识、经验，教师根据需要调整提问方式进行追问或予以鼓励，预热学生提取关键信息的能力。 教师观察学生对细节信息提取的速度和准确性。 教师观察学生对细节信息提取的速度和准确性。 教师观察学生朗读时的语音语调，及时加以纠正并鼓励。
设计意图：本阶段活动旨在帮助学生在语境中通过感知核心语言到运用逻辑推理建构文本，学习核心语言。学生在教师的指导下听音，模仿，朗读，表演等，从大意到细节逐步掌握学习要点，同时语言思维也得到有效发展。学生通过各种活动进一步理解、内化核心语言，为下一步语言输出奠定基础；同时价值观的渗透在任务完成的过程中主动完成。
教学目标 学习活动 效果评价
应用实践 在教师和同伴的帮助下，分角色表演对话，呈现核心语言在真实语境中的运用，并会对其中的语言、行为以及同伴的表现进行多角度评价 Ask and answer ①出示课本上三个人物的图片 What's the matter with them What are their problems 引导学生说一说他们遇到的问题，同时教学重点 单词problem。 ②教师呈现Steven的图片及问题，引导学生阅读对话内容，找出What's Lingling's idea for Steven 的答案。 ③让学生以小组为单位根据其他两人的问题及关键词讨论、提出合理化的建议。 教师观察学生能否对核心语言进行有效应用。
设计意图： 本阶段学习活动引导学生在归纳和整理核心语言的基础上，通过游戏形式使每位学生都能深入语言，并运用语言，引导学生从学习理解过渡到应用实践，能够自然渗透情感教育。
教学目标 学习活动 效果评价
迁移创新 在小组内进行真实语境的创设，巩固复习本节课重点内容。 1.Be a good adviser ①教师呈现Steven的图片及问题，引导学生阅读对话并找出同学们给出的建议。 ②小组活动： Be a good adviser 调查组内同学遇到的问题，并写出大家的建议。 如果你的朋友遇到问题，你能帮助TA吗？ 2. Homework ①录音，跟读对话若干遍。 ②根据教材对话编创新对话。 ③根据调查表格，课下给出更多的合理化建议。 教师鼓励学生积极完成作业并进行自评
设计意图：本阶段作业活动旨在帮助学生在迁移的语境中，创造性地应用所学语言进行交流。学生从课本走向现实生活，在解决问题的过程中发展语言能力，并培养学生学习英语的兴趣。
