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1、Unit3 B Read and write教案教 材:人教PEP小學(xué)英語(yǔ)六年級(jí)上冊(cè)P28-P29單元主題:My weekend plan課 型:讀寫(xiě)課教學(xué)目標(biāo) 1. 能聽(tīng)、說(shuō)、認(rèn)讀單詞。2. 能聽(tīng)懂、會(huì)說(shuō)句子。 3. 能正確處理句子中的輕重讀。 教學(xué)重點(diǎn):能聽(tīng)懂、會(huì)說(shuō)句子:What is he/she going to do?教學(xué)難點(diǎn):能正確處理句子中的輕重讀。教學(xué)方法:視聽(tīng)教學(xué)法 課前準(zhǔn)備:錄音機(jī)、頭飾、單詞卡片、課件教學(xué)過(guò)程一、熱身(Warm-up) 1. 師生問(wèn)候。2. Say the chant: See, see, see a film. Take, take, take a tr
2、ip. Visit, visit, visit my grandparents. Go, go, go to the supermarket. Wash, wash, wash my clothes. Draw, draw, draw some pictures. Do, do, do my homework. Go, go, go for a picnic.二、復(fù)習(xí)(Revision) 1. 全班抽讀單詞:visit, film, see a film, trip, take a trip, supermarket, evening, tonight, tomorrow, next week
3、, dictionary, comic, comic book, work, word book, postcard。2. 活動(dòng):Make a shopping plan 活動(dòng)方式:學(xué)生根據(jù)教師的提示,擬定一份“周末購(gòu)物計(jì)劃”,并把它寫(xiě)下來(lái),最后請(qǐng)上一些學(xué)生來(lái)介紹他們的“周末購(gòu)物計(jì)劃”。教師提示如下:When are you going?Where are you going?How are you going there?What are you going to buy? 三、新課呈現(xiàn)(Presentation) 1. 教學(xué)單詞或詞組:Mid-Autumn Festival, moon,
4、mooncake1) 教師在黑板上畫(huà)一個(gè)月亮,問(wèn):Whats this? 學(xué)生回答后,教師板書(shū):moon,帶讀moon。2) 出示月餅的圖片,并介紹:This is a cake. It looks like the moon. We call it “moon cake”. 板書(shū):mooncake, 學(xué)生邊傳月餅圖片邊說(shuō)“mooncake”。 3) T: When do you usually eat the mooncakes?Ss: 中秋節(jié)。 T: Yes. Its Mid-Autumn Festival. 教師板書(shū):Mid-Autumn Festival并帶讀。 2. 教學(xué)單詞或詞組:
5、poem, together, get together 1) 教師出示本課的詩(shī)歌介紹:This is a poem. Its very beautiful. Lets read it together. OK? 讓學(xué)生試讀這首詩(shī),體會(huì)詩(shī)歌的韻律。 2) 教師板書(shū):poem, together, get together, 解釋“get together”的意思是“聚會(huì)”,帶讀:poem, together, get together。3. 教學(xué)B. Read and write 1) 教師播放教學(xué)視頻,學(xué)生看視頻理解課文內(nèi)容。2) 學(xué)生閱讀課文,填寫(xiě)表格。3) 全班校對(duì)表格。 4) 教師再次
6、播放視頻,每句后暫停,全班跟讀。 5) Discuss with your partner. What are you going to do for Mid-Autumn Festival? Write down your plan. A. For Mid-Autumn Festival, Im going to B. My partner is going to 全班學(xué)生兩人一組進(jìn)行交流,并在各自的課本上寫(xiě)下計(jì)劃,然后請(qǐng)一些學(xué)生進(jìn)行全班交流。4. 教學(xué)B. Tips for pronunciation教師讓學(xué)生翻開(kāi)課本,試讀這些單詞,告訴學(xué)生這些都是多音節(jié)詞,提醒學(xué)生注意教材中標(biāo)注的重讀音
7、節(jié)。然后播放錄音,學(xué)生邊聽(tīng)邊跟讀。 四、鞏固與拓展(Consolidation and extension) 活動(dòng):溫馨的節(jié)日 活動(dòng)方式:教師提供一些節(jié)日?qǐng)鼍?,學(xué)生兩人一組,選定一個(gè)節(jié)日?qǐng)鼍埃M“小記者”對(duì)同桌進(jìn)行采訪。教師提供的場(chǎng)景如:Childrens Day, Mothers Day, Teachers Day。對(duì)話內(nèi)容如:Little reporter: Tomorrow is Mothers Day. What are you going to do? S: Im going to send a card for my mum. Little reporter: Are you g
8、oing to buy one? S: No, Im going to draw at school. Little reporter: Are you going to do housework for your mum? S: Yes, Im going to clean the room and wash the clothes. Little reporter: What a nice child! 五、作業(yè)(Homework)“教書(shū)先生”恐怕是市井百姓最為熟悉的一種稱呼,從最初的門館、私塾到晚清的學(xué)堂,“教書(shū)先生”那一行當(dāng)怎么說(shuō)也算是讓國(guó)人景仰甚或敬畏的一種社會(huì)職業(yè)。只是更早的“先生
9、”概念并非源于教書(shū),最初出現(xiàn)的“先生”一詞也并非有傳授知識(shí)那般的含義。孟子中的“先生何為出此言也?”;論語(yǔ)中的“有酒食,先生饌”;國(guó)策中的“先生坐,何至于此?”等等,均指“先生”為父兄或有學(xué)問(wèn)、有德行的長(zhǎng)輩。其實(shí)國(guó)策中本身就有“先生長(zhǎng)者,有德之稱”的說(shuō)法??梢?jiàn)“先生”之原意非真正的“教師”之意,倒是與當(dāng)今“先生”的稱呼更接近??磥?lái),“先生”之本源含義在于禮貌和尊稱,并非具學(xué)問(wèn)者的專稱。稱“老師”為“先生”的記載,首見(jiàn)于禮記?曲禮,有“從于先生,不越禮而與人言”,其中之“先生”意為“年長(zhǎng)、資深之傳授知識(shí)者”,與教師、老師之意基本一致。1. 聽(tīng)錄音,跟讀課文。要練說(shuō),得練看??磁c說(shuō)是統(tǒng)一的,看不準(zhǔn)就難以說(shuō)得好。練看,就是訓(xùn)練幼兒的觀察能力,擴(kuò)大幼兒的認(rèn)知范圍,讓幼兒在觀察事物、觀察生活、觀察自然的活動(dòng)中,積累詞匯、理解詞義、發(fā)展語(yǔ)言。在運(yùn)用觀察法組織活動(dòng)時(shí),我著眼觀察于觀察對(duì)象的選擇,著力于觀察過(guò)程的指導(dǎo),著重于幼兒觀察能力和語(yǔ)言表達(dá)能力的提高。2. 完成活動(dòng)手冊(cè)配套練習(xí)。 3. 與家人一起制定周末旅行或購(gòu)物計(jì)劃。 六、板書(shū)設(shè)計(jì)Unit3 My weekend planWhat are Wu Yifans family going to do? What are you going to do?