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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Let s learn和Role-play的两部分内容。Let s learn 部分要学习的单词和词组有：dictionary, comic book, word book, postcardo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 let s 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Let s t
2、alk &Let? s learn和B部分的Let s 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? We re going to buy 等句
3、型描述自己要买的物品。学生能够根据自己的角色(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, postcardo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 theV in 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Let s talk对话内容。(3)对Let s talk课文内容进行提问复习：Where are John and Jack go
4、ing next week? What are 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?51: I m John.52: I m Amy.T: Great!Where are John and Jack
5、 going next week?Ss:T: 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 goi
6、ng to the bookstore. What are they going to buy? Can you guess?51: English book?T: Maybe.52: Math book?T: Maybe. (2)由旧知 English book, math book, Chinese book 等弓| 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! lie s going to buy a comic book.(教读 comic book
7、发音，并进行语音渗 透)Do you like a comic book?Ss: Yes.T: Who has a comic book?51: I have a comic book.52: I have a comic book, too.S3:T: Great! Are you going to buy a new comic book?53: Yes, I m going to buy a new comic book.54: I m going to buy a new comic book, too. T: Look! Is this a comic book?55: No.T:
8、It s not a comic book. It s a word book.(由 work 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: Let s play a guessing game. It s a book. It s thick. What is it?56: A comic book?T: Maybe.57: A math book?T: Maybe. You can find any words in th
9、is book.58: Oh,字典！T: Yes, it s a dictionary.(教读，课件呈现拆分音节，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，让学生回顾己学的 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) Ga
10、me: 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?SI:Yes.Do you have comic books?T: Yes! Here they are!52: What are you going to buy?53: I m going to buy some word boo
11、ks. T: Thank you for your sharing. You re 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。54: 结评价T: What have you learned this class? Who wants to share?55: I can say 56: I ve 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。57: 业布置1 .听音跟读 Let s learn。2 .制作一张以book为主题的word map。