2022六年级英语上册 Unit 3 My weekend plan教学设计（Period 4） 人教PEP.docx

1、Unit 3 My weekend plan教学设计（Period 4）一、教材内容分析本课时提供学生要学习的Lets learn和Role-play的两部分内容。Lets learn部分要学习的单词和词组有：dictionary, comic book, word book, postcard。教材通过John和Jacket在电影院门前讨论下一步计划的场景呈现了单词的词形和意义。Role-play部分用于操B lets learn板块中的有关书籍的单词及词组。本活动通过学生在书店购书、卖书的角色扮演，达到在真实语境中交流的目的。二、学生情况分析学生已学习A部分的Lets talk &Lets

2、 learn和B部分的Lets talk，对本单元的话题背景及主句型已经了解，但本节学习的dictionary, comic book, word book, postcard词汇，是首次接触。尤其dictionary是多音节词，要达到听说读写的目标是一个难点，建议教师采用拆分音节和自然拼读相结合的方式，帮助学生了解拆分音节的技巧，达到四会目标。三、教学目标学生能够读听、说、读、写dictionary, comic book, word book, postcard；能够熟练运用Where are we going? Were going to buy 等句型描述自己要买的物品。学生能够根据自

3、己的角色（顾客或者书店店员）用英语进行交流。四、教学重难点教学重点：能听、说、读、写和运用下列单词或词组：dictionary, comic book, word book, postcard。教学难点：1.了解划分音节的规律和技巧。2.在语境中能正确使用核心词汇进行表达:Where are we going? To the . Im going to .五、教学步骤1.热身环节（1）师生问候，用英语打招呼（2）学生表演B部分Lets talk对话内容。（3）对Lets talk课文内容进行提问复习：Where are John and Jack going next week? What a

4、re they going to do? When are they going?设计意图：复习上节课所学对话内容和核心句型，既让学生在情境中运用所学，又为本节课的词汇学习做铺垫。T: Good morning, boys and girls.Ss: Good morning.T: Do you remember the talk about John and Amy?Ss: Yes.T: Who wants to act it out?S1: Im John.S2: Im Amy.T: Great!Where are John and Jack going next week?Ss: T:

5、What are they going to do?Ss: T: When are they going?Ss: 2.呈现环节（1）承接上一环节，教师做归纳：John和Jack看完电影后，他们打算去书店，John要买什么书呢？可以让学生猜一猜，说一说。设计意图：激发学生的记忆思维，滚动复习以前学过的书籍类单词和词组，例如：English book, math book, story-book等，给学生搭建资源分享的平台，让学生之间互相学习，让更多的学生参与进来。T: After the film, John and Jack are going to the bookstore. What a

6、re they going to buy? Can you guess?S1: English book?T: Maybe.S2: Math book?T: Maybe.（2）由旧知English book, math book, Chinese book等引出comic book和word book，呈现图片，教读发音，与学生进行自然的交流。设计意图：创设情境，利用旧知，自然地进行交流，做到词不离句，句不离境。T: Look! Hes going to buy a comic book. (教读comic book发音，并进行语音渗透)Do you like a comic book?Ss:

7、 Yes.T: Who has a comic book?S1: I have a comic book.S2: I have a comic book, too.S3: T: Great! Are you going to buy a new comic book?S1: Yes, Im going to buy a new comic book.S2: Im going to buy a new comic book, too.T: Look! Is this a comic book?S1: No.T: Its not a comic book. Its a word book. (由w

8、ork到word,由学生自主拼读)（3）通过猜谜，呈现dictionary,教读发音，教师通过课件示范如何划分音节，分解学习难点。设计意图：教师的示范帮助学生了解划分音节的规律和技巧，为学生的自我学习打下基础。T: Lets play a guessing game. Its a book. Its thick. What is it?S1: A comic book?T: Maybe.S2: A math book?T: Maybe. You can find any words in this book.S3:Oh,字典！T: Yes, its a dictionary. (教读，课件呈现

9、拆分音节，学生在教师指导下了解拆分音节的技巧)（4）学生观察单词postcard的构词结构，了解复合词的构成形式，让学生回顾已学的复合词，例如：schoolbag, bookstore等，放手学生，发现规律，自主学习。设计意图：了解复合词的构词形式，通过归类自己学过的复合词，激活原有知识，拓宽学习思路，体验自主学习的成功和快乐。3.操练环节（1）Listen and repeat. Try to imitate.设计意图：学生进行原版的跟读练习，巩固单词和句型的正确发音。（2）Game: Which one is missing?学生仔细观察课件图片，加深记忆，说出答案,并尝试拼写单词。设计意

10、图：通过趣味性游戏进行单词的机械操练，强化记忆，进一步掌握重点词汇。（3）Role-play:教师呈现自己所设计的卖书点，与几位学生进行示范交际。设计意图：教师呈现卖书点，搭建语言支架，为学生的自主交流打下基础。T: Can I help you?S1:Yes.Do you have comic books?T: Yes! Here they are!S2: What are you going to buy?S3: Im going to buy some word books.T: Thank you for your sharing. Youre good learners.（4）学生在小组内自己设计卖书点，然后借助语言支架进行自主交流。设计意图：在情境中运用核心词汇和句型，做到真实语境中的语用。4.小结评价T: What have you learned this class? Who wants to share?S1: I can say S2: Ive got dictionary, comic book, word book and postcard.设计意图：让学生分享本节课的收获，鼓励学生进行归纳和梳理。5.作业布置1.听音跟读Lets learn。2.制作一张以book为主题的word map。