Unit3-My-Weekend-Plan-Part-A教案和反思
Unit3 My Weekend Plan
教学设计
一、教学目标:
1、能够听、说、认读句型:”What are you going to do this
evening?I’m going to the cinema.”并能对其中的动词和时间短语进行替换操练。
2、能够听、说、认读动词短语:take a trip, go to the cinema,
read a magazine.
3、能够听、说、读、写时间短语:next week, this morning/
afternoon/ evening; 并能够听、说、认读时间短语:tomorrow, tonight.
4、能够在Pair work 中合理安排自己的活动时间并与他人进行交
流。
二、教学重、难点:
1、本课时的教学重点是能够听、说、读、写Let’s learn部分
的四会短语;并能替换be going to do句型中的动词和时间短语对将来的活动进行表述。
2、本课时的教学难点也是四会词汇的听、说、读、写以及对be going to do 句型的理解和替换操练。
三、教学准备:
多媒体课件、录音机、磁带、字典、连环画、单词书、明信片、其他学习用具
四、教学过程:
Step1 热身(warm—up)
1、Greeting。
What day is it today /tomorrow?
What do you usually do on Mondays?
(日常会话是为了巩固和复习与新知识相关联的句型,为学习新知识作铺垫。)
2、Reseve
Reseve the new words of the text.
3、Let’s sing.
这一步我利用多媒体,点击播放本单元歌曲“What are you going to do?”学生初步感知be going to do 句型。
(设计意图:通过歌谣的引入,调动学生的学习兴趣、吸引学生的注意力,向本课时进入主题做准备。)
Step2 新课呈现及操练(Presentation&Practice)
1、Show the words and pictures导入句型。(由I'm doing...句型导入本课时重点句型I'm going to do...)
T:Look ,What is he doing ?
S: He is taking a trip.
T: What are they doing now?
S:They are seeing a film.
T:What are they doing?
S:They are going to the supermarket.
T: answer my question:What are you going to do this morning? (放慢速度问)
T leads Ss to answer " I'm going to take a trip/see a film…. (Show" I'm going to...this morning/ this afternoon/this evening" on the blackboard.)后继续问答:What are you going to have this afternoon? What are you going to do this evening(tonight)?让学生感受一天中的时间短语。
(设计意图:利用旧知识,带出新知识,让学生在不知不觉中掌握新知识。)
2、创设情境,让学生从情境交际中掌握句型。
1)利用课件,点击出示Let’s start 图片,(屏幕中展示四个动词短语及图片:visit my grandparents/ clean my room/ play sports/ watch TV),
T: Zhang Peng is free today. Look at the pictures. Suppose you're Zhang Peng. Can you tell me: What are you going to do this weekend? 此时学生就会根据图片容易作答了。
(设计意图:通过课件展示,让学生从形象的图片中初步领悟四个动词短语,同时也揭示了本课时的重难点。)
2)创设情境,开展二人小组对话,并用tomorrow, next week 等表示时间的词语进行替换,让学生进行口头练习。
T: Suppose we're also free today. What are you going to do?
S: I'm going to...(go shopping/watch TY)
T:You’re going to go shopping.That’s good. But when? This morning, this afternoon, or this evening?引导学生根据实际意愿作答,之后继续提问:What are you going to do tomorrow/next week?引出另外两个时间短语,板书拼读。
(设计意图:新课导入,从易到难,层层深入,通过情境创设,口头操练,让学生有效地理解和灵活地运用新知识。)
3、开展”演一演,猜一猜“活动
这一活动的目的是有已学动词词组引入新动词词组的学习,整个过程我是这样设计的。
我拿出事先准备好的动词卡片,如:play sports, go hiking, do morning exercises, go to the cinema, take a trip, read a magazine等以及相关道具,如电影票、杂志、背包、太阳帽等。让学生抽出一张卡片,根据上面的图片或文字,用动作表现出来,其他学生猜是什么短语。并运用到I'm going to do...句型中去。当有学生抽到新短语read a magazine时,我可引导他借助道具(杂志)来进行表演,其他学生由此可能会猜:read a book我借机引入新词magazine。我将take a trip 留到最后自己表演,借助背包、太阳帽。学生可能会猜是go hiking,这时我便说:No, I’m going to take a trip。
(此活动我设立“最佳表演奖”来鼓励学生进行创造性表演。设立“心有灵犀奖”来鼓励学生踊跃竞猜测。)
4、播放课文录音,学生静听,然后跟读。
5、Practice.
学生两人一组进行练习,我引导他们主动替换对话中的时间和动词短语,进行更为广泛的操练。
(设计意图:通过操练,让学生将学习的知识立马加以运用,达到学以致用的目的,同时培养了学生装进行合作学习,体现了语言的交际功能。)
6、Pair work
我出示Pair work部分的表格,说:Look! Here are some activities that are good for you. Please decide when you are going to do them and tell your partner. Pay attention: You can do them in two weeks.接着让学生先在表格中填入时间短语,然后进行四人小组操练。最后我请几组同学演示对话。
Step3 巩固和延伸(Consolidation and extension)
(1)学生抄写本课时的四会词汇。
(2)课下学生以表格形式安排自己第二天的活动并向同桌介绍。