课件18张PPT。人教版英语教材 六年级上册Unit3 My weekend plan
B let's talk
Can you guess?Are you going to ---? Where are you going this weekend?I’m going to the Sunwu lake park.What are you going to do there?I’m going to fly kites.When are you going?I’m going on Saturday morning.孙武湖公园John is on his way home.
He sees Amy.
Let'try 1.What is Amy going to do?
3.Is the ice-cream for John?She is going to buy some fruit.No,it’s for his cousin Jack.Listen and answer2.What is John going to do?He is going to buy some ice-cream.Where are they going?They are going to the cinema.1.When is Jack going to visit John？
2.What are they going to do?
3.When are they going?
Next week.They are going to see a film about space travel.Next Tuesday.Read and answerWe are going to see a film about !太空旅行space travel1.Why not go on Tuesday?
为什么不星期二去呢？
Why not+动词原形
为何不…（用来提建议）
Why not go to the cinema?
为什么不去电影院呢？
Why not read a book?为什么不读书呢？2.It’s half price then.那时是半价。
half 一半 price 价格
half price 半价 half an hour 半小时
half a year 半年John: My cousin Jack is going to visit me next week.
Amy: That’s nice. ____________________?
John: We are going to the cinema.
_____________________________.
Amy: Cool!I have lots of comic books about space.
_____________________? John: Next Wednesday.
Amy: _____________________? It’s half price then.
John: Really? Thank you!Where are you goingWe are going to see a film about space travel.
When are you going
Why not go on TuesdayComplete the conversation(补全对话）Practice:
Work in pairs to act out the conversation.(两人一组表演对会话)Beautiful places in Dong YingSwan LakeQing Feng Lake ParkThe History Museum
Challenge挑战一下！Make a new conversation with your deskmate about his or her plan.(用本课所学的句型和你的同桌组织一个对话，谈论一下周末的计划，你可以采用下面的问题作为思路. ，然后写一个汇报。）
1.Where are you going this weekend? 2.What are you going to do there? 3.When are you going? 4.Why not go---? 5.How are you going?
Report:
My friend John is going to the park this weekend. He is going to fly kites there. He is going there on Sunday morning. He is going to the park by bike.Summary:What are you going to do?
I’m going to+活动内容
Where are you going?
I’m going+地点
When are you going?
I’m going ＋时间
Why not+动词原形表示提建议What have you learned this class?(这节课你学到了那些句型）按要求完成句子︰1. We are going to the bookstore. ﹙对划线部分提问﹚
2. I am going to read a magazine. ﹙改为一般疑问句﹚
3.I am going to plant trees tomorrow. ﹙对划线部分提问﹚
4.They are going there next week. ﹙对划线部分提问﹚
Where are you going?Are you going to read a magazine?What are you going to do tomorrow?When are they going there ?For let’s talk on page 26
1.If you copy(抄写）“Let’s talk” , you can get
2.If you can recite（背诵）,you can get
3.If you can write for memory（默写）,
you can get
4.If you can rearrange（改编） ,you can getThank you!Unit 3 My weekend plan Part B Let’s try and Let’s talk教学设计??
Step1:?Warm-up
1.课前播放本单元Let’s chant，让学生跟着哼唱。
I’m going to buy a book,
I’m going to take a look,
I’m going to bake a cake，
I’m going to walk near a lake.
We are going to take a trip.
We are going to take a sip.
I’m going outside to play.
I’m going to have a good day!
(上课开始前，通过一首chant来调动学生上课积极性，活跃课堂气氛，并且让学生复习be going to句型）
2. Greeting.
3. Free talk
T: What are you going to do next week?
S1: I’m going to...
T: What is ... going to do ...?
S2: He/She is going to...
Step?2:?Presentation
?Task1: Guess Miss Wang’s next week plan
Guess 1: When
T: I am is very busy this week. So I want to have a relax this weekend. I have a plan. First, can you guess where I am going?
Ss guess: You’ re going to... (cinema, supermarket, hospital, the hospital---)
引导学生提问： Where are you going?（屏幕显示）
师答：I’m going to Sun Wu Lake Park .（呈现孙武湖公园图片）
(教授句型Where are you going?)
(设计意图：通过让学生猜测老师要去哪儿，引导学生使用be going to 句型表达要去何地，同时复习一些地点名词，并引出对Where are you going?句型的学习。对地点名词的复习也为下一步学生开展对话活动做好了铺垫。)
Guess2 ：What
Ss guess what I am going to do in Sun Wu Lake park?
Ss: You are going to---
引导学生提问： What are you going to do there? (屏幕呈现句子，师领读句子）
Ss齐问老师，师答：I’m going to fly kites.（图片及句型呈现屏幕）
Guess 3 : When
Ss guess when I am going to fly kites?
引出句型When are you going?（师领读句子并引导学生提问）
Ss 齐问：师答：I’m going at 2:00 next Saturday.
Guess 4: How
Ss guess How I am going to the park?
引出句型 How are you going? (教授，带读，学生开火车读）
（设计意图：通过让学生猜老师的下周计划自然地引出今天要学的四个特殊疑问句型，并且让学生自主的猜，培养他们敢于开口说英语的习惯）
Task2 : pair-work (Ask and answer in pairs)
(教师教授了四个重点句型后，立刻让学生之间进行对话，做到及时巩固）
Task3: listen and answer
展示Amy 和John的图片，问：Who is she? Who is he?并介绍背景：John is on his way home. He sees Amy. What is Amy going to do? What is John going to do? Can you guess?教师播放录音，让学生听并回答问题。然后教师追加提问Is the ice-cream for John? 播放第二遍录音。学生回答第三个问题，并因此Jack。为Let’s talk 中提到的人物作铺垫
(设计意图：通过图片展示来创设情境，引导学生进行听前预测，引起学生求证猜测是否准确的欲望。从而达到听力练习的良好效果。听前猜测也是基本的听力技巧之一。)
4.Task 4: Let’s talk
（1）Watch and answer:
Q: Where are they going?
A: They are going to the cinema.
(2) Read and answer:
Q1：When is Jack going to visit John?
A1: Next week.
Q2: What are they going to do?
A2: They are going to see a film about space travel.
（通过此问题解决space travel 这个生词）
Q3: When are they going to see a film?
A3: Next Tuesday.(此部分中，有些学生可能会回答Next Wednesday.通过学生辩论，引出原因：Why not go on Tuesday. It’s half price then..学习Why not 表达提建议的句型与half price的意思)
（设计意图：让学生在文中找出问题的答案，培养学生良好的学习习惯）
（3）Read in groups.
(4)Read after the tape.
(5)Complete the conversation.
（6）Practice the conversation
(设计意图：通过多种形式的读的训练，对学生进行语言输入，为语言输出如对话表演与改编对话作好准备。)
Step3: Consolidation
出示一些漂亮的景点图片，孙武湖公园，新世纪超市，历史博物馆等，让学生选择一个并编一段新的对话。
复述同桌的周末计划
（设计意图：此环节给学生创设了一个简单的真实语境，让学生真正的学会用英语来表达自己的周末计划，体现了英语的语言交际功能。）
Step4 : Summary and Exercise
Step5:Homework
For let’s talk on page 26
1.If you copy(抄写）“Let’s talk” , you can get 1 star.
2.If you can recite（背诵）,you can get 2 stars.
3.If you can write for memory（默写）, you can get 3 stars.
4.If you can rearrange（改编） ,you can get 4 stars.
（设计意图：教师分层布置作业，不仅有利于学困生保质保量地完成作业，而且可以培养他们学习的毅力。采取了分层布置作业，对于学习较稳定的学生除加强基础训练外再给予适当的提高和拓展，对于基础较差的学生先以巩固课本习题为主。有利于培养学生的学习积极性）
教材分析?
本套教材是2013年教育部审定义务教育教课书，由人民教育出版社出版。本课选自六年级上册unit3 My weekend plan part B Let’s try and Let’s talk,是本单元的第三课时，是一节听说教学课。本单元的教学重点是询问并回答未来几天或周末的活动安排，前两课重点学习了What?are?you?going?to?do? I’m?going?to…这个句型和有关活动的如take a trip, see a film, take a trip等词汇，为本课学习what，where，when, 引导的特殊疑问句做好了铺垫。
本课由Let’s try 和Let’s talk两部分组成。 Let’s try部分通过John回家路上遇到Amy的聊天场景来呈现新句型。学生通过听力练习获得Let’s talk板块的人物及场景信息，为进入正式的对话学习做准备。本部分的教学目标是能读懂题目要求，并在听前预测听力重点内容；能通过完成听力练习预测后续故事。Let’s talk部分的核心句型是：Where are you going? I’m going to ---, When are you going?教材通过 John 和Amy 回家路上聊天的情景，让学生感知上述句型的语义及语用情景。
评测练习
（一）听力训练题
1.What is Amy going to do?
2.What is John going to do?
3.Is the ice-cream for John?
（二）Complete the conversation
John: My cousin Jack is going to visit me next week.
Amy: That’s nice. ____________________?
John: We are going to the cinema.
_____________________________.
Amy: Cool! I have lots of comic books about space.
_____________________? John: Next Wednesday.
Amy: _____________________? It’s half price then.
John: Really? Thank you!
(三) Get the students to make a conversation in pairs
(四) Write a report
(五) 按要求完成对话
1. We are going to the bookstore. ﹙对划线部分提问﹚
2. I am going to read a magazine. ﹙改为一般疑问句﹚
3.I am going to plant trees tomorrow. ﹙对划线部分提问﹚
4.They are going there next week. ﹙对划线部分提问﹚
在上课过程中，我油然而生一个感受，那就是所教内容太简单了；课后，我又很欣慰，因为学生掌握得很好。现针对本课简单反思如下：
一、知识掌握较扎实
本课的教学重难点是以where, what, when开头的特殊疑问句的问答。因此在设计教学环节时，紧紧围绕这三个疑问词展开和拓展。从学生的学习反馈来看，掌握得比较扎实。
二、学生参与较积极
在课堂中，学生表现出了非常积极的参与欲望，主要体现在乐说。每次提问都会有不少的学生举手要发言，刻意设计的同桌或是小组操练也是一样热烈。当然效果也是挺好的，绝大部分学生能准确地回答和交流。
三、听说读写训练较到位
这是一节对话课，听说读是必不可少的，但同时也不缺乏写。听主要体现在生生、师生间的交流和录音方面的训练；说主要体现在生生、师生间的交流，看图说话和自主说；读主要是屏幕上提供的文本和课文；写主要是教材中的Let’s try部分的听音回答和Let’s talk部分自己读并回答问题。因此，本课中学生各方面的能力都得到了提高。
以上是自认为本课中的一些优点所在，接下来说几点需待改进之处。
一、深度不够，拓展受限
本课教授的重点内容在之前的教学中有过接触，而且进行了适当地渗透，只是没有重点讲解和学习，但很多学生经过之前的学习已有所掌握。因此，对于大部分学生来说，难度大大降低，自由发挥的能力也加大。但课前我并没有充分认识到这点，在设计教学预案时没有整合一定的教学内容，导致教学内容过于简单，拓展受到限制。其实最后的拓展部分，有的学生在学完重点句型后的操练环节就进行了拓展。
二、环节的衔接不够自然
虽然在教学设计方面还算理想，但各环节之间的衔接还有待改进，缺乏自然流畅，总感觉有的过度非常生硬。简单地说，衔接语要改进。出现这个问题的原因之一，可能是课件起到了过大的作用，我心里一直挂念着课件里的下一步究竟是什么，而不是关注在学生这里，更谈不上怎么把前后环节有机地串联起来。多媒体肯定能促进我们的教学效果，如何更有效地利用好课件还是让我不断思考和改进的。
