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2019-2020年新版PEP六年級英語上冊Unit3 my weekend plan教案 教學要求： 1.學生能夠聽、說、認讀句型：What are you going to do tomorrow? I’m going to have an art lesson. I have to do my homework now. 2. 學生能夠運用句型討論自己的活動計劃：What are you going to do tomorrow? I’m going to 3. 學生能夠用正確的語音、語調朗讀對話，并能進行角色表演 4. 學生能夠合理計劃自己的活動。 教學重點： 學生能夠聽、說、認讀句型：What are you going to do tomorrow? I’m going to have an art lesson. I have to do my homework now. 教學難點： 能夠運用句型討論自己的活動計劃 教學媒體： Pictures, CAI, 教學過程： Step One: Warming up and revision Free talks: What do you often do on the weekend? I often… What are you going to do this weekend? 如果有學生回答，那么引出本單元的話題 My weekend plan. Step Two: Presentation 1. Let’s try (1)T: It’s Saturday moring. Sarah in on the phone with Mike. Listen and cirle the right answer. (2) Check the answers. 2. New sentence learning (1) What is Sarah going to do? She is going to… (2) 講解：be going to 的意識是“打算做什么事情” (3) I have 5 weekend activities: go ice-skating; wash clothes; draw pictures; make a snowman; go for a picnic. Which activiy do you like? Please answer my question: T:What are you going to do this weekend? S: I’m going to… 3. Let’s talk (1) T: Mike is on the phone with Sarah now. Watch the video and answer the questions: a. What is Sarah going to do tomorrow? b.What is Mike going to do tomorrow? (2)Watch it again and fill in the blanks a. Sarah and her classmates are going to _____________ in Renmin Park. b. Mike have to ________now. (3) Read the dialogue after the tape. (4) Let’s act as Mike and Sarah. Step Three: Consolidation and extension 1. 情境設計： It’s Friday, you are talking the weekend plan with your friend. (1) A demo with a student What are you going to do this weekend/tomorrow? I’m going to… What about you? (Let’s …together.) (2) Practise with the partner (3) Feedback 2. Talk about our classmates weekend plan 根據(jù)剛才同學們的反饋信息，進行提問 What is… going to do? What are…going to do? 3. Let’s wrap it up 語法小結 (1) Be going to 表達的意思 “打算要做的事情” (2) Be 動詞的用法復習 What ____ Sarah going to do? _____ _____ going to play the piano. What ______ John and Mike going to do? _______ ______ ______ to do homework. Step Four: Assessment and homework 1. Do the exercises on the AB. 2. Homework: 板書設計： Unit 3 My Weekend Plan What are you going to do tomorrow? I’m going to have an art lesson. What ___ _____ going to do? He/She is going to We/They are going to 作業(yè)設計： 教學反思： Unit 3 my weekend plan 第 2 課時 教學要求: 1. 學生能夠聽、說、讀、寫本課核心詞組：visit my grandparents,see a film, take a trip, go th the supermarket 2. 學生能夠運用核心句型What are you going to do today? I’m going to see a film.在真實的情境中進行交流周末計劃。 3.學生能夠合理安排和計劃自己的周末生活。 教學重點： 三個四會詞組和兩個句型。 教學難點： 能夠合理和科學地安排自己的周末生活 教學媒體 Pictures, CAI, 教學過程： Step One: warming up and revision 1. Sing a song together: What are you going to do? 2. Free talk: What are you going to do tomorrow? I’m going to… Step Two: Presentation and practice 1. Present “ this morning, this afternoon, this evening” (1) What are you going to do this morning/ this afternoon/ evening? S: I’m going to… (2) Make the students understand the meaning. (3) Write the words on the board, and spell the words. 2. Present “tonight” (1) I’m going to read a book tonight. What are you going to do tonight? (2) Understand the meaning: 通過日期和實踐的選擇讓他們明白意思。 (3) Write the work on the board. 3. Ask the sentence What are you going to do _______? I’m going to _______. 在課件中給出單詞銀行，讓學生進行句型操練。 (1) Read the words or phrases in the word bank. (2) Practice in pairs. (3) Feedback 4. Sarah and Chen are talking about their plan, too. Let’s listen and answer. (1) What is Chen Jie going to do today? She is going to see a film. Choose the picture of “ see a film” Learn to say. Write it on the board. (2) What is she going to do next week? She is going to __________. ( take a trip) Choose the right picture of “take a trip” Read it and write it on the board. (3) What is Sarah going to do this afternoon? She is going to ________.( the supermarket) go to the supermarket------ be going to the supermarket Spell the word and write it on the board. (4) What is she going to do tomorrow? She is going to visit her grandparents Write the words on the board. 5. Read the new words after the tape. Step Three: Cosolidation and extension 1. A task: It’s Saturday morning now. Two girls are asking the plan Let’s help them make a plan. (1) Fill in when and what? (2) Talk about the weekend plan 2. Do the exercises on the AB. What are you going to do? this morning this afternoon this evening tonight tomorrow 　 板書設計：What are you going to do……? I’m going to … see a film take a trip go to the supermarket visit grandparents 作業(yè)設計： 教學反思： Unit 3 my weekend plan 第 3 課時 教學要求： 1.學生能夠聽、說、認讀句型：Where are you going? We’re going to… When are you going? We’re going to… We’re going to see a film about space travel. 2. 學生能夠運用句型What are you going to do? Where are you going? When are you going?進行某項活動計劃的討論。 教學重點：學生能夠用正確的語音、語調朗讀對話，并能進行角色表演。學生能夠區(qū)分并熟練運用句型What are you going to do? Where are you going? When are you going? 教學難點： 能在實際情景中靈活運用以及正確的回答 教學媒體： Pictures, CAI, 教學過程： Step One: warming up and revision:Brainstorm 1. Sing a song: What are you going to do? 2. Read the words quickly: tonight, this morning, this evening, this afternoon, see a film 3. Free talks: What are you going to do tonight? I’m going to … Step Two: Presentation 1. Let’s try (1) listen and answer: John is on his way home. He sees Amy. What is Amy going to do? ________________ Is there ice crea for John? _________________ (2) 校對檢查，課件出示答案。 2．Let’s talk (1) 承接Let’s try 部分，導入對話學習。 T: What is John going to do next week? (2) Watch and answer 課件出示問題：What is John going to do next week? Watch the video (3) 校對答案 He is going to see a film. (4) About the film, Show the students the post of the film討論關于電影的更多細節(jié) The name of the film : Travel to Mars What time? Tuesday. The price is half. 40﹩, Now the half price is 20﹩. (5)Watch it again and answer the other questions? 教師板書到黑板 Where are they going? When are they going? (6)Read after the tape and imitate it. (7) Practice with the partner. (8) A report about John’s next weekend plan. John’s cousin is going to ______ John next week. They’re going to _________ and see a film about ________ ________. They are going ________ _________. But next Tuesday is better. Because it’s ______ ________ then. Step Three: Extension 1. Talk about “ What? Where? When?” 教師示范填寫表格 T: Where are you going this weekend? S: I’m going to… T: What are you going to do? S: I’m going to T: When are you going? S: I’m going at… 2. Talk about with your partner and fill in the form. 3. Feedback 4. An exercises: choose “where, what , when” _______ are you going to do? I’m going to visit my grandparents. _______ are you going ? I’m going on Saturday morning. ________ are you going? I’m going to my grandparents’ home. 板書設計： Unit 3 Part B Let’s talk Where are you going? I’m/ We’re… What are you going to do? I’m/We’re.. When are you going? I’m/We’re.. 　 作業(yè)設計： 教學反思： Unit 3 my weekend plan 第 4 課時 教學要求： 1. 學生能夠聽、說、讀、寫本課的五個新單詞： dictionary, ic book, word book, postcard; 2. 學生能夠掌握并運用句型：Where are we going? To the bookstore. What are you going to buy? I’m going to buy … 3. 能夠用What are you going to do? Where/when…?進行自由地表達與交流。 教學重點： dictionary的拼寫 教學難點： 區(qū)分what where when并作自由的交流與運用 教學媒體： Pictures, CAI, 教學過程： Step One: warming up and revision 1Sing a song: What are you going to do? 2. Free talks: talk about your weekend plan討論上一節(jié)課填寫的周末計劃表格 Step Two: Presentation 1. 情境導入 (1) Questions: After John and his cousin seeing the film, where are they going? Guess! A. bookstore B. school C. supermarket (2) Listen and check the answer. They are going to the bookstore. 2. Learn the new words (1) present “dictionary” Show them a thick book, listen to the tape. 拆音讀：dic—tion—ary 聽音填單詞。 (2)Present “ ic book” Show them some ic books. Read after the tape. Spell the words and write them on the board. (3)Present “word book” Show them a word book: “ Is this a dictionary?” “No, it’s a word book.” Spell together: w—or—d b-oo-k (4)Present “ postcard” Show some pictures, can you tell me which one is the postcard? Listen to the tape. Spell the word. 3. Practice the words Listen to the tape and read after it. 4. Listen and write the words: 任務書寫：John is going to buy a ___________.John’s cousin is going to buy a _______, a ________ and a _______ ______ for his sister. 1.任務展示： Today, Zhangpeng sarah and Amy are going to the bookstore. John is the shop assisstant. What are they talking? Listen and answer. What is Zhang peng going to buy? What is Sarah going to buy? 2.任務布置： Now you are going to the bookstore. What are you going to buy?Let’s perform in the four-student group. 3.Feedback. Step Three: Assessment 1. Do exercises on the AB book. 2. Homeowork: listen to the tape, copy the new words 板書設計：What are you going to do? Where are you going? When are you going? dictionary ic book word bank postcard 作業(yè)設計： 教學反思： Unit 3 my weekend plan 第 5 課時 教學要求： 1.學生能夠讀懂文章中的日記，并能夠完成文中的信息表。 2. 學生能夠用正確語音語調朗讀語篇，并能夠知道日記的格式。 3. 學生能夠更多地了解Mid-autumn Festival的節(jié)日特征，以及相關家人團聚的一些節(jié)日文化。 教學重點： 學生能夠理解短文。 教學難點： 完成讀后的信息表填空，了解節(jié)日文化 。 教學媒體： Pictures, CAI, Step One: warming up and revision　 1. Greetings 2. Free-talks: Where are you going next weekend? What are you going to do? When are you going? Step Two: Pre-reading 1. Show the students some pictures and ask: What are these holidays? National Holiday Spring Festival Christmas What do your family do on these holidays? Give them some hints and choose: Set fire works go shopping get together buy presents have a big dinner. Step Three: While-reading (1) Show them another picture of “Mid-autumn Festival” What holiday is it? What do your family do on this holiday? （2 ）Read and answer. 教師This is Wu Yifan’s diary. Let’s read the diary. 教師課件呈現(xiàn)以下問題： What are Wu Yifan’s family going to do? 學生閱讀后對問題 His family will get together. 講解will = be going to （2）Read and finish the table. What are Wu Yifan and Robin going to do? What is Wu’s aunt going to do? What is Wu’s grandma going to do? (3) Check the answers Step Four: post reading 1. 課文朗讀（Listen and Read） (1) Have Ss listen to the tape. Tips: 仔細聽錄音，體會錄音中的升降調、重音和意群的停頓。 (2) Listen again and read after the tape.. Tips: 聽錄音跟讀, 聽一聽單詞：lesson dinner tonight tomorrow 語音指導：單詞的重音 (3) 重點指導 Poem F is for family. A is for autumn. M is for moon. I is for “I”. L is for love. Y is for you. Who can read it beautifully. (4) Read the whole poem in pairs. 2. 課本個性化書寫活動 (1) Discuss with your partner. What are you going to do for Mid-autumn Festival? 先讓學生同桌口頭交流。 教師將最后一位學生的回答在投影儀下示范書寫，然后提出一星和兩星要求，請學生個性化書寫。 (2) Write down your plan. For Mid-Autumn Festival, I’m going to ___________ ___________________. My partner is going to _________________________ ___________________. Step five: homework Listen and read the text. 板書設計：Unit 3 What would you like? B. Read and write 作業(yè)設計： 教學反思： Unit 3 my weekend plan 第 6 課時 教學要求： 1.復習一般將來時態(tài)的三個核心問句以及回答：What are you going to do? When are you going? Where are you going? 2.鞏固一般將來時的句法要點，能夠用不同的主語進行be going to的造句以及自由表達。 3.能理解、聽懂并講Story time中的故事。 教學重點：一般將來時的語法要點復習。 教學難點：能在實際情景中靈活運用以及正確的回答 教學媒體： Pictures, CAI, Step One: warming up 1. Free talks: What are you going to do? When are you going? Where are you going? Step Two: Wrap it up 1.教師將提到的三個問題寫到黑板上，并詢問一般將來時的特點。 （1）be going to Review: I am going to/ He/She is going to/ We/They/You are going to… Practice: I _____ going to… He ____ going to see a film. They ____going to watch TV. (2)時間狀語：this morning this afternoon this evening tonight tomorrow next week 2. How many sentences can you make? （1）Talk about it in pairs. （2）Feedback. 3. Do the exercises on the English book (1) Listen and tick. (2) Fill in the blanks: 1. John is going to ____ _____ ____ tomorrow afternoon. 2. This evening the boy is going to ______ ______ ______ _______. 3. The boy is ______ ______ ______ ______. 4. The woman is going to ____ _____ ____. Step Three: Story Time 1. Watch the video and answer the questions: What is Zoom going to do tomorrow? Where are they going to learn? 2. Watch it again and learn some new words (1) disturb me (2) be afraid of (3) learn by doing 3. Watch the video and read along 合口讀 4.Perform the story. 5.What have your learned from the story? A. Go to the swimming pool. B. Learning by doing C.What are you going to do tomorrow? Step Four: Assessment 1. Review Unit 3, and prepare the unit test. 2. Prepare to have the oral test. 板書設計：Unit 3 What would you like? What are you going to do? When are you going? Where are you going? I/ We/ He/She/you/They be going to… 作業(yè)設計： 教學反思： 附送： 2019-2020年新版pep四年級英語上冊Unit5單元教案 課題：Unit 5 Dinner’s ready! A Let’s talk \ Let’s survey\ Let’s spell 設計者單位：東疏鎮(zhèn)劉茂完小 姓名：范滿 教學目標： 1．能聽、說、認讀句型：What’s for dinner?What would you like (for …)? Id like some...,please. 2．能在情境中運用句型What would you like for dinner? Id like ...進行相互調查。 3.掌握字母e不同情況下讀音。 教學重點、難點： 1. 句型What would you like（for …）? Id like some… 2. 字母e不同情況下讀音。 教學準備： 錄音機 、單詞卡 、多媒體課件 預習提綱（學案）： 預習內(nèi)容：Unit 5 P48 A Let’s talk Let’s survey P50 Let’s spell 預習要求： 1. 聽Let’s talk 錄音兩遍。注意hungry，soup，bread和vegetables的讀音。 2. 自讀Let’s talk對話，將不會讀的單詞和不理解的句子標出來。 3. 寫出對話中主要學習的句型，并參照課本P75寫出相應漢語意思。 4. 閱讀以下單詞，感受字母e的發(fā)音。 [i:] me he she we be [e] bed red pen pencil get let 教學時間：共4課時 第1課時 教學過程： 一、熱身（Warm-up） 1. 預習展示：Listen to the tape:讓學生聽Let’s talk錄音兩遍，說一說對話中主要學習的句型，拼出不會讀的單詞，由教師板書以便教讀。 （預計板書：句子What would you like ? Id like some…,please.單詞hungry,dinner,would,soup,bread,vegetables,ready）　 二、新課呈現(xiàn)與操練 （Presentation and practice） Let’s talk 1. 教師呈現(xiàn)Mike和媽媽在廚房的情景，并播放對話錄音中Mike的語言：“Mum,I’m hungry.What’s for dinner?”讓學生模仿朗讀和表演理解句型“What’s for dinner?”的意義,教讀hungry和dinner，解釋dinner的意義——中午或晚上吃的正餐。 2.教師呈現(xiàn)湯和面包的圖片，問：What’s this?根據(jù)學生回答作出反應，如：Yes,it’s bread and it’s soup.教讀soup和bread.Now,Mum asks Mike: What would you like? What’s her meaning?Can you guess?學生通過預習能夠回答：你想吃什么？教師及時點播：用來征求用餐意愿。How does Mike answer ? “I’d like some soup and bread,please.”教師點播：I’d like…對What would you like?進行回答，用來表達用餐意愿。 教師呈現(xiàn)一組食物圖片，讓學生借助圖片運用句型What would you like? Id like some…練習對話。 3.教師呈現(xiàn)Mum和Mike’s father 對話的情景。Now, It’s time for dinner.Mike’s father es back home, What would he like for dinner?學生根據(jù)課文回答：Some fish and vegetables.教讀單詞vegetable,分音節(jié)領讀vege-ta-ble,強調v的發(fā)音位置。 　　4. 教師完整播放對話視頻，學生跟讀，引導學生在語境中理解Dinner’s ready的意義，并教學這句話。 　　5. 請學生回答問題： 　　 What would Mike like for dinner? 　　 What would Mike’s father like for dinner? 　　6.教師說：Now I’m Mum,who wants to be Mike\Dad?找兩名學生和自己做示范，師生對話。 7. 三人一組做課文對話表演。 8. 讓學生到前面表演對話，進行評比。 Let’s spell 1.教師播放Read ,listen and chant部分四個單詞的錄音，學生跟讀并準確模仿-e的發(fā)音。 2.出示歌謠文本，學生聽錄音跟讀，請幾個小組單獨朗讀，關注學生-e的發(fā)音是否到位。 3.播放Read ,listen and tick錄音，勾出聽到的單詞，進一步鞏固-e的發(fā)音規(guī)則，并復習-e-的發(fā)音規(guī)則。 4.完成Listen,circle and tick活動。 三、擴展延伸（Consolidation and extension） 1.Let’survey 教師說：Suppose it’s dinner time.What would you like for dinner?Let me make a survey.教師手拿調查表，寫好一學生姓名，然后問What would you like for dinner?學生回答I’d like…教師在相應的食物下面打勾。然后請學生在小組內(nèi)完成Let’s survy.并說一說組內(nèi)最受歡迎的晚餐食物，對比Mike 的晚餐，說一說中西方飲食中主食的區(qū)別。 2.Bingo or Uh-oh 教師朗讀一系列包含-e或-e-的單詞，過塑學生聽到認為含有-e的單詞說Bingo！認為不是的說Uh-oh.學生認真聽音作出判斷。 四、總結（Sum-up） Through the study of this lesson, what knowledge have you learned? 限時作業(yè)： 一、 看一看，選一選，說一說。 A. Dinner’s ready! B. B.What would you like? C.Some fish and vegetables,please. 二、 圈出與所給單詞劃線字母讀音相同的單詞。 (1)me he get pen (2)rice pig fish white (3)cake cat face fat (4)nose long boy home 板書設計： hungry What’s for dinner? dinner What would you like(for dinner)? soup and bread I’d like some…,please. vegetables Dinner’s ready! [i:] me he she we be [e] bed red pen pencil get let 四年級英語學科上冊第五單元第二課 課題：Unit 5 Dinner’s ready! A Let’s learn\ Let’s play B Let’s sing C Story time 設計者單位：東疏鎮(zhèn)劉茂完小 姓名：范滿 教學目標： 1. 能夠聽、說、認、讀 beef，chicken ，noodles, soup, vegetable等單詞。 2. 能夠熟練運用句型What would you like ? Id like some--.征求和表達用餐意愿。 3. 正確理解欣賞story time。 教學重點、難點： 1. 能夠正確讀單詞vegetable. 2. 運用句型What would you like? Id like some….\OK. Here you are. 教學準備：錄音機 單詞卡 多媒體課件 英語配套練習冊 預習提綱（學案）： 預習內(nèi)容：Unit 5 P49 A Let’s learn Let’s play P54 Let’s sing P55 C Story time 預習要求： 1.欣賞本單元歌曲P54“What would you like?” 2.結合圖片，參照單元詞匯表寫出下列單詞的漢語意思，聽錄音跟讀單詞3遍。 beef chicken noodles soup vegetables rice fish juice milk bread 3.用句型What would you like? I’d like some……,please. 編一組對話寫在下面。 OK.Here you are.(給你。) 4.看一看，讀一讀P55 Story time,了解故事大意。 教學時間：共4課時 第 2 課時 教學過程： 一、熱身（Warm-up） Let’s sing 欣賞本單元歌曲“What would you like?” 二、新課呈現(xiàn)與操練 （Presentation and practice） 1.復習A部分對話之后教師問：What would Mike like for dinner?學生根據(jù)對話回答：Some soup and bread.教師板書soup，在ou下面加下劃線，強調[u：]的發(fā)音，學生模仿朗讀soup，鞏固對話中學過的soup讀音。 2.教師呈現(xiàn)各種湯的圖片，引導學生說egg soup ,fish soup ,vegetable soup操練soup的音、形、義。 3.教師問：What would Dad like for dinner?學生根據(jù)對話回答：Some fish and vegetables.教師板書vegetable，然后分音節(jié)教學發(fā)音[ve d?i]-[t?]-[bl ],強調唇齒音[v]的發(fā)音方法。學生模仿朗讀，并按發(fā)音規(guī)律拼讀，提示學生vegetable一般用復數(shù)，所以末尾通常加s. 4.教師呈現(xiàn)以顏色分類的各種蔬菜的圖片，介紹說：Look ,there are many kinds of vegetables.引導學生通過說The vegetables are green\yellow\red.進一步操練vegetable的音、形、義。 5.教師呈現(xiàn)面條圖片說：They are usually long and white .What are they?學生通過預習能夠回答：Noodles.教師板書noodles，并在oo下面劃線，強調[u:]的發(fā)音，并用紅筆描寫s,提示學生noodles一詞一般用復數(shù)。 6.教師說：Zhang Peng would like noodles for dinner .Look ,there are many kinds of noodles ,egg noodles(圖)，vegetable noodles（圖），beef noodles（圖），chicken noodles(圖)。板書beef和chicken，引導學生說出漢語意思，在ee下面加下劃線，強調[i:]的發(fā)音，學生模仿朗讀beef。然后分音節(jié)教學chicken，[t∫]-[i]-[k]-[i]-[n ],強調[t∫]的讀法，學生模仿朗讀。 7.教師將chicken，fish，milk放在一起，noodles,juice,soup放在一起，讓學生通過朗讀單詞總結發(fā)音規(guī)律。教師點撥：前一組都有元音音素[i],后一組都有元音音素[u:]。 三、擴展延伸（Consolidation and extension） Let’s play 1.Suppose it’s dinner time .I’m the waitress .Who wants to have dinner in my restaurant ?Now let’s act.教師把已學的食物類單詞圖片放在講臺上，邀請三名學生到講臺前和自己做對話示范。示例對話如下： T: What would you like? S1: I’d like… T: OK. Here you are. What would you like? S2: I’d like… T: OK. Here you are. What would you like? S3: I’d like… 2.同桌兩人利用單詞卡進行練習，建議互換角色，還可以給食物標上價格，運用Learn板塊句型完成對話。 3.請幾組學生上臺表演，選出最佳點菜顧客，滲透科學飲食。 Story time 1.教師播放Story time動畫，請學生聯(lián)系對話情景和上下文猜測Anything else?和Here’s your bill.的意思，教師帶著學生朗讀句子。 2.學生聽看故事1~5圖，完成Zip的賬單。價格參照49頁Let’s learn. 3.教師引導學生觀察最后一幅圖片，問：Where is the bill?幫助學生回答：It’s in the bird’s mouth.教師追問：How does Miss Cat feel?學生可用中文表達出Miss Cat焦急無奈的心情。然后請學生有感情地朗讀“You…!”體驗Miss Cat的心情。 4.學生給故事加結尾。What would you say if you were Zip?學生小組內(nèi)討論，教師幫助給出以下答案： A: Oh,no bill.Haha. B: Oh ,I’m sorry, Miss Cat .Here’s the money. 四、總結（Sum-up） Through the study of this lesson, what knowledge have you learned? 限時作業(yè)： 一、將實物圖與相應單詞連起來。 chicken soup rice noodles beef vegetables 二、配套練習冊P37 Ⅲ、Ⅳ題。 板書設計： [u:] soup noodles juice [i] chicken fish milk beef vegetables rice bread What would you like ? Id like some…，please. T: OK. Here you are. Five yuan,please. 四年級英語學科上冊第五單元第三課 課題：Unit 5 Dinner’s ready!B Let’s talk \Let’s play\ Let’s learn\ Let’s do 設計者單位：東疏鎮(zhèn)劉茂完小 姓名：范滿 教學目標： 1. 能夠理解對話大意，能用正確的語音、語調朗讀對話。 2. 能夠在情景中恰當運用句型Would you like…? No ,thanks .I c