WHAT ARE YOU GOING TO DO 教案

【教学内容分析】本课时教学内容为 Lets chant，Section A 部分的新单词和句型以及 Pair work。学生通过学习句型 What are you going to do? Im going to the cinema. 能合理安排自己的时间、活动，并与他人进行交流，并能用动词短语 go to the cinema，read a magazine 和 take a trip 以及时间短语 this morning / this afternoon / this evening，next week，tomorrow 和 tonight 进行替换。教学重难点是能正确运用一般将来时 be going to 的表达形式，并替换句型中的动词和时间短语进行表达 ,以及掌握四会单词。六年级学生有一定的独立性和自主性，愿意亲自安排自己的学习与生活活动。这样本课的内容，学生的兴趣还是比较浓厚的。因此设计了符合学生兴趣、符合生活实际的活动和任务为本班的周末活动提出自己的建议。培养学生进行合作学习、自主学习，为学生创设一个较真实的英语氛围，教师在教学过程中合理引导，让学生自然地运用所学语言，帮助学生在完成任务的同时也体验到英语学习的乐趣。【教学目标】1）知识目标:（1）能够熟练掌握 A 部分 Lets learn 中的四会单词（2）能够理解并会吟唱 Lets chant 部分的歌谣；能够听懂、会唱歌曲“What Are You Going to Do?”；2）能力目标:（1）了解一般将来时 be going to 的表达形式，能够用 What are you going to do? Im going to the cinema. Where are you going? Im going to the bookstore. When are you going? Im going at 3 oclock. How are you going there? Im going by bus.等句型与他人交流活动计划并完成简单的任务；3）情感目标:（1）培养学生合理安排自己学习和生活，能按计划、有条理地做事情的能力；（2）通过教学活动，让学生具有一定的团结合作竞争进取的优良品格。激发学生学习英语的兴趣，提高学生综合语言运用水平。【教学流程与设计意图】 Step 1: Warm-up and revision1. Listen to a songT: Boys and girls, lets listen to a song，“What Are You Going to Do?”, OK?Ss: Ok.T: Listen to the music!设计意图预先欣赏本单元的歌曲，使课堂一开始就处于英语氛围中，激发学生的积极性，让学生初步感知 be going to do 句型。 2. Chant T: We have learned a nice chant, now listen to the chant. （教师播放磁带 pep 五年级上册 Unit 4 B Lets Chant）Chant:Cook the meals. Water the plants.Wash the clothes. No time to dance!Make the bed. Sweep the floor.Empty the trash. And there is more.Oh, please! No more! T: Do you remember? Ss: Yes. T: Now lets chant together. （播放磁带, 学生跟着节奏边吟唱边做动作。）设计意图在此环节选择该 Chant，一是它可以让学生在轻快的音乐节奏中，以积极的心态迎接新课的学习，鼓励全班学生都“动” 起来，同时它也为本课学习内容打下伏笔，帮助学生进一步复习学过的动作短语，为接下来的学习 Im going to做准备。3. Free talkT: Well done! Now please tell me, what day is it today?Ss: Its Friday.T: What day is it tomorrow?Ss: Its Saturday.T: Oh, a weekend is coming! Im sure everybody has a good plan for it.Step2: Presentation and practice1. Lead in T: Do you want to know the plan of Sarah? Lets watch the screen. （教师播放 CAI：明天是周六， Sarah 想约朋友去看电影，于是询问了 Zhang Peng，John， Chen Jie，Mike 和 Amy 的周末安排，最后和 Amy 约好一起去看电影。）T: Boys and girls listen and watch carefully, please.（教师播放两遍，先让学生认真地看和听。）2. Learn the new sentencesT: Lets read the two sentences follow me. （教师把 “What are you going to do?” “Im going to .”板书在黑板上。）T: Practice in boys and girls / Practice in groups / Practice in pairs.T: Good. Now listen and watch the CAI again. Please read after that.（学生熟悉后让学生一边听、看 CAI，一边跟读，学习新句型。）设计意图这两个主要句型从表面形式上看学生难以理解，多媒体课件克服了这个难点，让学生更为直观、准确、有效地理解了对话的含义，学生能够更容易掌握并且投入。先让学生认真看和听，让他们在初步感知理解的基础上，在听、观看的同时进行跟读训练，让学生在情景中学习本课时的新句型并加以操练，体现了教师对学生进行全方位能力培养的观点与意识。T （戴上 Mike 的头饰): I am Mike. Tomorrow is Saturday. Im going to fly kites. Whos Zhang Peng? Who wants to try? (鼓励学生参与 )T （在 S1 的头上戴上 Zhang Peng 的头饰): Youre Zhang Peng now. What are you going to do tomorrow, Zhang Peng?S1: Im going to climb mountains.T: Is he right?Ss: Yes.T: Cool! You can take a step forward on the chessboard.（评价：各小组执不同颜色的棋子，优胜方在棋盘上每次前进一格，促进学生更为踊跃地参与学习，最先到达终点的小组为优胜小组，教师为该组成员盖上笑脸章。）（同法再询问 Zhang Peng, Chen Jie, Mike, Sarah 和 Amy. ）T: What are you going to do, Sarah and Amy?Let S5，S6 answer: Im going to the cinema.T: Excellent! You can take a step forward on the chessboard, too. T: Now, lets practice in groups. Then Ill choose some groups show us in front of the class.（让学生分成小组进行角色扮演，练习这段对话。）设计意图利用头饰进行对话表演，体现了教师对于教具利用的重视，为学生营造一个相对真实的语言使用环境，让学生在模拟真实的语境中自然地进行有意义的操练，也避免单调而又机械地重复让学生感到枯燥烦闷，对英语失去兴趣。棋盘既是一个小组竞赛的评价工具，又是一种教学资源，也为下一个环节做好铺垫，既体现了教师对教学资源开发的灵活性,也体现了教师评价方法、评价工具的多样性。3. Learn the new phrasesT: Lets look at the chessboard. （教师让学生看黑板上的棋盘。）T: Group3, what are you going to do this morning? （让学生看该组的棋子在棋盘中所处的图片，并故意用 this morning 替换tomorrow 提问。）Group3: Im going to the cinema. （该组的棋子正好在去电影院的图片上。）T: Are you going to the cinema this morning? Group3: No. This evening. We are going to the cinema this evening,T: You can also say “tonight”.Help Ss say: We are going to the cinema tonight. （介绍新词 tonight，并把该词板书在黑板上。）T: Lets spell the word “tonight”.Ss: T-O-N-I-G-H-T, tonight.T: Now spell these words by yourself.（给几分钟时间，让学生拼读这几个四会单词。）T: Boys and girls, do you know? E, E, K, W is？Ss: W-E-E-K, week.T: Perfect! Now please spell these words and phrases like this in groups.（师生先拼读本节课四会单词，然后把字母打乱顺序再组合成正确的单词，最后在小组中进行拼单词、短语的游戏。）设计意图四会单词和短语是本课时的教学重、难点之一， 在刚学习这些单词和短语后，就马上开展多种形式的记忆活动，使学生将它们的“音” 和“意”与其“ 形”结合起来，学生印象深刻。T: Group1, Look at the chessboard. What are you going to do? （此时第一组的棋子正好处在看杂志的图片上。）Group1: We are going to read a book.T: Oh, look at here. Its a magazine. You are going to read a magazine.（教师拿出杂志，引入新词 magazine，引导学生说出短语 read a magazine。）Let Ss say: We are going to read a magazine.T: Group 4, Look at the chessboard. What are you going to do? （此时第四组的棋子正好处在旅游的图片上。）Group 4: We are going to go hiking.T: Oh, you are going to hiking.（教师有意强调 going to hiking, 纠正学生的错误。）T: Look at here. What are they?Ss: They are bag, and sunglasses.T: Look at the screen, and what is it?Ss: Its a Chinese map.（CA