人教版六年级英语上册第三单元备课教案
Unit 3 What are you going to do ? 一、教材分析 本单元主要讲行事计划、业余活动。 本单元的教学重点是询问并回答未来几天或周末的客运安排，主要句型是What are you going to do? I’m doing to…要求学生能够对句型中的具体信息进行替换，并能使用其他疑问词，如Where , When等来替换，获得进一步的信息。作为六年级的学生，他们在五年级下册的时候已经学过现在进行时，以前已经学过一般现在时，在此基础上开始接触be going to…句型，应该对它的语法功能和意义都有所了解，但是我们应该把握好这个尺度，最好是让学生在相对真实的情境中操练句型，然后在反复的操练中感悟体会出语法功能并总结出来，而不是过度地讲解或纠缠于语法。作为六年级的学生要掌握一定的语法知识，但在学习新课的时候，还是要通过活动操练来让归纳总结，老师起到一个好的点拨作用。而在进行单元复习的时候，就可以让学生在教师的指导下概括地总结语法。 另外，本单元教学内容的安排十分明显地体现了活动式教学的思想。我们可以从Ａ，Ｂ部分的Let’s learn , Let’s tlk中看出来，这两个部分后面分别设计了与之对应的任务型活动。Ａ课Let’s learn后面是一个Pair work，同位之间调查活动的安排情况。Ｌet’s talk后面是一个Group work，小组内调查别人的周末活动安排。Ｂ课Let’s learn后边是一个关于购物计划的调查采访，而Let’s talk后面则是一个详细的活动计划调查表。另外本单元的任务活动还有当小导游，设计自己的梦想之旅等等。这一切活动，都从培养学生进行合作学习，自主学生入手，体现了语言学习的交际功能，帮助学生在完成任务的同时体验到英语学习的乐趣。 还有一个问题就是本单元要求学生学习掌握的内容非常丰富，在听、说、读、写各方面的要求对老师学生都提出了新的挑战。Ａ课出现了９个短语，而且都比较长，记忆进来有一定的难度。Ｂ课出现的５个短语也是比较长，比较难掌握的。而且这单元要求四会掌握的句子也比较长，比较多。特别是Ｂ课中疑问代词的正确使用，在这里也是一个难点。在有限的课堂４０分钟里，很难让学生全部掌握这些内容，这就要求我们课堂上有效地组织，学生们课外及时地巩固。我们可以帮助学生建立起课外英语学习小组，让小组长负责课后的复习巩固，检查组内同学的学习情况，老师定期予以抽查指导。 二、教学目标 ◆知识与技能： 1．能够听、说、读、写A、B部分的Let’s learn的四会单词和Let’s talk中的句子，并能在实际情境中运用。 2．能够听说、认读A、B部分Let’s learn, Let’s talk和 Let’s read中的三会单词和句子。 3．能够用where, when替换句型What are you going to do?中的疑问词what提问并予以回答。 4．了解Pronunciation部分中的2个元音/ɑ:/, /ʌ /和5个辅音/θ/, /ð/, /m/, /n/, /ŋ/的读音，能区分他们的不同发音方式并能根据所给音标拼出单词的读音。 5．能够围绕主题“What Are You Going To Do?”展开对话，并尝试自编对话，模仿讲故事。 ◆过程与方法: 在教学活动中，通过各种生动、形象、有趣的手段激发学生的兴趣，根据对以上教材的分析，结合教学重、难点，在这一单元中采用： A.猜一猜游戏法 、B.情景法 、 C.多媒体辅助法、D.小组活动学习法 。 ◆情感态度价值观： 通过本单元的学习使学生达到运用英语交际的能力，培养学生的合作精神和创新意识。 三、教学重难点 ▲教学重点： 1．掌握并准确运用A、B部分的四会词汇及be going to do句型的理解和替换操练。 2．掌握第三人称时be going to do句型的用法。 3．运用以what, where, when开头的疑问句进行真实的交际以及以what, where开头的句型的正确书写。 ▲教学难点： 1．三个特殊疑问句的问与答以及各种信息的替换和交流。 2．学生能运用三个特殊疑问句进行真实的交际。 四、教法学法 （１）采用活动途径，倡导体验参与。 （２）突出以学生为主体的素质教育思想。 （3）在教学过程中采用视听法、表演法、讲授法、对话法等，以“听、读”为基础，“交际”为主的教学手段，引导学生听懂本课新单词及句型，运用对话中的信息进行实际交流。 （4）运用直观的现代教学手段，形象生动的教学语言，多样化的教学形式，创造轻松愉快的教学氛围，调动学生主动参加课堂的积极性。 五、总授课时数 六课时 第一课时【总13】 一、教学目标 ◆知识与技能： （1）Able to listen、say、read the sentence:What are you going to do? I’m going to …。And on one of the verb and the time phrase substitution drills。 （2）Able to listen、say、read the Verb phrases：take a trip，go to the cinema，read a magazine。 （3）Able to listen、say、read、write the Time phrases：next week，this morning／afternoon／evening；And Able to listen、say、read the Time phrases：tomorrow，tonight。 ◆过程与方法: Warm-up—Preview--Presentation-- Consolidation and extension. ◆情感态度价值观： 培养学生学习英语的兴趣。 二、教学重点、难点 1.重点是是能够听、说、读、写Let's learn部分的四会短语。 2.难点是对be going to do句型了解和替换操练。 三、教学准备 1.录音机和相关的录音带 2.教学卡片 四、教学过程 1． 热身(Warm-up) 活动一：教师课前放本单元歌曲“What Are You Going to Do?”学生初步感知be to do句型。 2．新课呈现(Presentation) 教师放课文的录音，学生静听一遍后跟读，(教师可对‘I’m going to the cinema．”加以解释，语法规则见教学参考资料库。)随后学生两人一组进行练习，教师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。 活动二：Pair work 教师出示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． 3． 巩固和延伸(Consolidation and extension) 学生抄写本课时的四会词汇。 五、作业 学生背诵并抄写本课时的四会单词。 六、板书设计
Unit 3 What Are You Going To Do? Lesson 1
What are you going to do this morning? I’m going to the cinema this evening. read a magazine this afternoon take a trip next week / Sunday / … … tomorrow tonight … 教学反思：
第二课时【总14】 一、教学目标 ◆知识与技能： （1）能够听、说、读、写句型：What are you going to do on the weekend? I'm going to visit my grandparents this weekend。 （2）能在Group work部分合理安排周末的旅游项目。 （3）能够完成Let's try部分听录音判断对错的练习。 ◆过程与方法: 让学生能灵活运用单词、句型进行会话，提高学生的口语表达能力。 ◆情感态度价值观： 培养学生学习英语的兴趣。 二、教学重点、难点 1.重点是是听、说、读、写四会掌握句型：What are you going to do on the weekend ?I'm going to visit my grandparents this weekend。 2.难点是学生能准确、自如地运用(并会书写)be going to do句型描述自己的活动计划与他人进行交流。 三 、教学准备 录音机和录音带。 四、教学过程 （一）Warm-up 活动一：Let’s Sing 教师课前放歌曲“What Are You Going to Do?” (二)Preview 活动二：Let' try 教师可分三次放录音，并根据学生的际情况有针对性地提问。学生听录音、回答问题并完成判断正误的练习。 (三)Presentation Let's sing 教师放C部分的歌曲，学生跟唱两遍后分师生、男女生或在小组间展开对唱。 Let's talk (1)教师放Let's talk部分的录音，学生跟读并分角色朗读。学生开展组与组之间的朗读比赛，教师鼓励学生对对话中的时间和地点进行替换。 (2)教师出示打乱顺序的单词卡片，要求学生在最快时间内组合成句。师生一起拼读其中较难的单词. (3)教师引导学生书写四会句型。 活动三：Group work 教师出示当地旅游图，师生可先就旅游景点自由会话，如：“Where is it ? How do you go there?”等。 然后教师布置任务Now you are a tour guide．Please write a schedule for this weekend．See who can design the best schedule for us．学生先在课文表格中写出自己的活动设计，并在小组内进行表述。组内推选出一名“最佳小导游”，如果时间允许还可举行全班性的比赛。 （四）Consolidation and extension
人教PEP版-英语-六年级上册-unit 3 What Are You Going to Do 教案设计
What Are You Going to Do一、教材分析语音教学是小学英语教学中极其重要的部分，PEP 中的语音教学被安排在选学的 C 部分，因此，客观和主观上削弱了教师的重视程度，所以不少教师在教学中经常轻描淡写，效果非常不理想。
本课例的 /G/ /H/ 两个音标是 PEP 六年级上册第三单元 C 部分中的内容，本课例采用正迁移法(运用学生现有的语文拼音经验)──直拼法解决这两个音标教学，即字母组合“th”的发音。
由于这三年以来我们一直对直拼语音教学进行实践研究，故我们的学生对语音教学比较熟悉。
二、学生情况分析六年级的学生已经学习了三年的英语，这一年又是小学阶段的最后一年，因此对于语言的归类要求，可以让他们从一类词或一个音中总结规律，形成由具体性形象到抽象的图示。
我们的学生对语音学习已经有了一定的积累。
他们从三年级下半年开始学习直拼，因此本课例也是这三年直拼研究的典型课例之一。
本课例内容安排先从字母组合一词一句到篇章都很贴近学生的生活，学生性格活泼，很喜欢谈论一些他们身边的生活。
本堂课通过小组合作编儿歌，唱一唱，涂一涂，演一演等，大大降低了抽象语音教学的难度，学生学得轻松、自如，感受不到语音学习的单调与乏味，使这堂语音课成了一堂生动、活泼的活动课。
三、教学思路通过以往的旧词引出字母组合 th 的发音 /G/ 和 /H/，在此基础上引出新词、句子同时配以生动鲜艳的图片。
学生通过涂一涂、编一编的游戏，加深对新音素的印象。
然后以小故事综合滚动，最后以一篇 My School Day 作为家庭作业巩固与滚动新旧音素。
Step 1 Warming upLet's chant:Chant 1:/i:/ /i:/ ，/e/ /e/，/i:/ /e/ ── elephantElephant ↗，elephant↘， rolls your nose . ↗/em/ /em/ /m/ /m/ /em/ /m/ ── monkey monkey ↗ monkey，↘ in atree， swing around and look at me. ↘// // // // // // insects. Insects. ↗ insects，↘move on the floor，catch one，catch two, catch more./ti:/ /ti:/ /ti:/ /t/ /t/ /t/ tiger, tiger, Jump everyday. tiger, tiger, coming again.Big hands for yourself.Chant 2:ar /a: /You can drive a car,Running on the road fast.I can drive a star,Flying in the dark.al/:l/Walk and talk,Walk and talk, 轻松自然的儿歌让学生动起来，活跃课堂气氛，并为下面的语音教学埋下伏笔。
最新人教版PEP六年级上册第三单元英语教案
A: What are you going to buy?
B: I’m going to buy ...
Step 3: While-task stage
1.Read the words after the tape.
板书设计
Unit 3 My weekend plan Part A Let’s talk
A: What are you going to do tomorrow?
B: I’m going to….
A: Sounds great! I’m going to….
官仓镇小关小学教师备课教案
课题
My weekend plan
官仓镇小关小学教师备课教案
课题
My weekend plan
第1课时
课型
词汇课
累计课时
13
教学内容
Part A Let’s learn
教学目标
a.我能够借助拼读规则、图片、听、说、读、写有关周末活动的四个词组：visit my grandparents,see a film,take a trip,go to the supermarket并能在情景中正确运用。达成率100%。（重点）
What are you going to do today?
Step 3: While-task stage
1.Read the words after the tape.
2.Read after the teacher.
3.Read with your partner and recite the words
学法指导
人教PEP版六年级英语上册《Unit3》精品教案教学设计小学优秀公开课50
Unit 3 My weekend planPart A Let's talk 教学设计一、整体设计思路、指导依据说明思路：新课标下，学生就日常话题能描述。
依据：心理学“最近发展区”理论，学生已基本了解动词短语，在教师帮助下，结合本课动词短语(draw somepictures, do myhomework等)，结合学生实际，创设情景，学生模拟对话练习，可以基本了解一般将来时begoingto用法。
二、教学内容分析本节课是PEP 六上Unit3 My weekend plan A 部分Let's try& Let's talk.本课时的教学重点：学生能够在情景中运用What are/is... going to do...? I,m going to...He/She is going to...提问并作答。
本课时的教学难点be going to的用法。
三、教学对象分析在五年级学生已经学习了一些有关周末活动的动词短语，如：wash clothes , clean my room, draw pictures , go hiking , play the piano, play ping-po ng, play football, read a book，go for a picnic等等，并且也学习了询问对方周末活动的句型：What do you do on the weekend?在教学中可以以这些为本课时教学做好铺垫并引入新课，在老师引导下，会表述be going to句型，动词短语切合学生实际，有利于学生理解和记忆。
在教单词的时候，把以前所学的动词词组复习了，还有这节课的重点句型也操练过，基本没有难的，重点是培养学生的朗读技巧和运用能力。
四、教学目标1.知识目标：学生能够听、说、认读句型：What are you going to do tomorrow? I'm going to have an art lesson. I have to do my homework now.2.技能目标：（1）学生能够运用句型讨论自己的活动计划：What are you going to do tomorrow? I'm going to....（2）学生能够用正确的语音、语调朗读对话，并能进行角色表演（3）学生能够合理计划自己的活动。
PEP人教版六年级英语上册第三单元第二课时教案
小组活动编对话练习
板
书
设
计
Unit 3 my weekend plan
•A: What are you going to buy?
•B: I’m going to buy a dictionary.
课
后
回
顾
课题
Unit 3
课型
新授
课时
2
总课时
6
教学
目标
1、读Let's read中的段落，并根据段落内容写出提纲式的LiuYun's weekend plan.
2、能够模仿文段内容陈述自己的周末活动安排。
教学重难点
1、重点是阅读段落并根据段落内容进行第三人称的转述，掌握第三人称吋be going to do句型的用法。
•buy a postcard.
•-What are you going to buy?
•-I’m going to buy a postcard
三、情景交际巩固新知（12分钟）
1. pair work
（课本27页role play）
四、拓展听读整体感知（10分钟）
拓展听读材料dialogue 5和dialogue 6
2.教师出示第二张图片，引出新短语buy a comic book
教师领读，学生跟读。
•comic book, comic book,
•buy a comic book.
•-What are you going to buy?
•-I’m going to buy a comic book.
3.教师出示第三张图片，引出新短语buy a word book
人教PEP版六年级英语上册《Unit3_B_Let’s_talk名师教案》
教材版本：P EP小学英语六年级上册第三单元课题内容Unit3My weekend planPart B Let’s try Let’s talk主备人备课时间复备教师一、课程标准1. 能根据录音模仿说话。
2. 能在教师的指导下运用最常用的日常用语谈论周末计划。
二、教材解析本课时主要学习的核心句型是：Where are you going?I’m going to…When are you going?教材通过John和Amy回家路上聊天的情景，让学生感知上述句型的语义及语用情景。
三、目标预设1. 能够正确、熟练地朗读对话，做到语调、重音地道自然。
2. 能在情景中运用句型Where are/is … going?… is going to…When are/is…going?谈论计划的时间与地点。
四、重难点预设1. 本课时重点在以What,Where和When引导的三个特殊疑问句的问答及各种信息的替换。
2. 本课时难点是能运用What,Where和When引导的疑问句进行情景交际。
五、评价设计1. 用听音跟读、Pair work、角色扮演等活动检测目标1的达成情况。
2. 利用采访调查作报告检测目标2的达成情况。
六、教学设计第3课时教学环节教学预设一、热身/复习（Warm-up/Revision）二、呈现新课（Presentation）1. 多媒体课件播放本单元歌曲What are you going to do?师生齐唱。
2. Free talkT:What are you going to do?S1: I’m going to… What are you going to do?S2: I’m going to…W hat are you going to do?S3: I’m going to… What are you going to do?…以开火车的形式问答，练习be going to句型。
人教版六年级英语上册第3单元 unit 3 part B let's learn 教案
Unit Three My weekend plan教学目标：1.能够听、说、读27个单词。
2.学会句型What are you going to do +时间点？并根据所学单词进行回答。
3.学会句型Where are we going？+答语课时安排四课时第三课时教学目标：1.能够听、说、读6单词。
2.学会句型Where are we going？+答语一、板题、示标。
同学们，今天我们来一起学习第3单元Part B let’s learn 部分。
首先，明确本节课的学习目标（投影显示）。
有信心完成学习目标的同学请举手，（好，请放下。
）为了更好地完成学习目标，本节课我们将进行三场比赛，先看第一场比赛。
二、第一次“先学后教”比正确翻译词组意思。
师：请同学们看自学指导自学指导要求：默看P28页，结合单词表，2分钟后比谁能正确翻译出词组意思师：时间到，停，随机提问（接下来进行第二场比赛）三、第二次“先学后教”比正确读出词组。
师：请同学们看自学指导自学指导要求：请小组讨论，单词正确读音，4分钟后比谁能最准确读出词组，并描述食物名称和特性。
师：时间到，停，分组抽测（接下来进行第三场比赛）个性化设计：comic book和Word book单词为复合词，由两个单词组成。
可以回顾一下以前学过的单词story book故事书、post office邮局。
三、第三次“先学后教”比正确翻译词组进行情景对话。
师：请同学们看自学指导自学指导要求：1.默看句型，结合所学单词，谁能正确翻译出句型意思。
（2分钟）2.小组讨论，根据所学句型进行情景对话（5分钟）师：时间到，停，分组抽测个性化设计：运用小组或者同桌之间进行句型练习，句型中be going to是表示将来将要做的事情。
当堂检测一、英汉互译1.dictionaryic book3.单词书4.明信片5.Where are we going？6.I'm going to buy a new comic book.二、单项选择（）1.Where _____ they going?A.areB.isC.do（）2.I _____ going to the supermarket.A.doB.isC.am（）3.-___ is he going to do？ -He is going ___.A.What;on WednesdayB.When;by bikeC.What;to buy some pens。
PEP人教版英语六年级上册Unit3ALetstalk教学设计
PEP人教版英语六年级上册Unit3 A Let s talk教学设计一. 教材分析PEP人教版英语六年级上册Unit3 A Let’s talk主要讲述了一个关于野生动物园的故事，通过描述不同动物的外貌和特征，引导学生进行日常交流。
本节课的主要内容是学习动物的名称和特征，如“tall”, “short”, “thin”, “fat”等。
此外，本节课还涉及一些日常交际用语，如“What’s he/she like?”, “He’s tall.”, “She’s thin.”等。
二. 学情分析sixth-grade students have already acquired some basic English knowledge and communication skills. They are able to understand and use simple English sentences to describe objects and people. However, they still need to improve their listeningand speaking skills, especially in understanding different accents and using proper intonations. Moreover, they need to learn how to describe people and objects more vividly and accurately.三. 教学目标By the end of this lesson, students will be able to:1.Understand and use the key words and phrases about animals, such as“tall”, “short”, “thin”, “fat”, “giraffe”, “elephant”, “lion”, “panda”, “zebras”, and“tigers”.2.Listen and speak accurately in dly life situations, using the sentences“What’s he/she like?”, “He’s tall.”, “She’s thin.” etc.3.Improve their listening and speaking skills, especially inunderstanding different accents and using proper intonations.4.Cultivate their interest in learning English and develop theirconfidence in using English.四. 教学重难点1.Key words and ph rases: “tall”, “short”, “thin”, “fat”, “giraffe”,“elephant”, “lion”, “panda”, “zebras”, “tigers”, “What’s he/she like?”, “He’s tall.”, “She’s thin.”2.Proper intonation and pronunciation when using the key words andphrases.3.Describing people and objects more vividly and accurately.五. 教学方法1.Audio-visual method: Use pictures, videos, and audio materials to help students better understand the content and improve their listening and speaking skills.2.Task-based language teaching: Create practical tasks for students to apply what they have learned in real-life situations, such as describing animals.3.Cooperative learning: Encourage students to work together in groups to complete tasks and practice their language skills.4.Whole-class teaching: Use questions and answers, discussions, and other interactive methods to engage all students in the classroom.六. 教学准备1.Prepare pictures, videos, and audio materials of different animals.2.Prepare worksheets for students to practice their writing and listening skills.3.Prepare flashcards with pictures and words of the key vocabulary for students to study.七. 教学过程1.Introduction (5 minutes)–Greet students and ask them questions to check their previous knowledge.–Introduce the topic of animals and lead students into the class.2.Presentation (10 minutes)–Show pictures, videos, and audio materials of different animals to help students understand the content.–Introduce the key words and phrases, and teach the sentences “What’s he/she like?”, “He’s tall.”, “She’s thin.”3.Practice (10 minutes)–Divide students into groups and give each group a worksheet to practice their listening and writing skills.–Circulate among the students to help them with their work and answer any questions.4.Consolidation (10 minutes)–Ask students to work in prs to describe a picture of an animal they like.–Encourage students to use the key words and phrases they have learned, and correct their pronunciation and intonation ifnecessary.5.Extension (10 minutes)–Give students a short passage about a zoo, and ask them to read it aloud and answer some questions about it.–Discuss the passage with the students and ask them what they think about the zoo.6.Summary (5 minutes)–Summarize the mn content of the class and ask students if they have any questions.–Remind students to review what they have learned and do their homework.7.Homework (5 minutes)–Give students a worksheet to practice their writing and listening skills.–Remind students to practice their pronunciation andintonation when在本次PEP人教版英语六年级上册Unit3 A Let’s talk的教学设计中，我以教材内容为基础，结合学生的实际情况，制定了明确的教学目标和重难点，并采用了多种教学方法，以期提高学生的英语听力、口语和描述能力。
人教版小学六年级英语上册第三单元教案设计与教学反思
人教版小学六年级英语上册第三单元教案设计与教学反思Unit3 What are you going to do?(一)Teaching objectives：1.复习一般将来时，能正确运用一般将来时说句子，锻炼学生的语言运用能力。
2.能运用一般将来时完成相关的对话，巩固what、where 、when、how 提问的特殊疑问句，并能做出相应的回答。
3.在练习中灵活运用一般将来时，体会它的现实含义。
4.能运用所学语言知识综合起来，应用到实际生活中去，让英语生活化。
(二)key points and difficult points能运用所学的语言知识综合应用，充分体现在对话操练中。
（三）Teaching preparation.课前准备：相关卡片、单次卡片、录音机等一.Review.1.Read LiuYun’s weekend together.2.Answer some questions.1).Is Liu Yun going to the shoe store by subway on Saturday?2).What is Liu Yun going to buy ?3).Where is Liu Yun going with her mother on Sunday?4).Is Liu Yun going to have a happy weekend?3.T: Well done. Liu Yun is going to have a happy and busy weekend. How are you going to have this weekend? I want to know. Can you tell me?SS:Yes. (提问部分学生回答，其他同学一起来纠正与评价)（四）Teaching contents1.vocabularies :Sunday, weekend ,tomorrow, bookstore,want to ,buy , go ,swim, play, read...2.reading and listening.3.reading.4.practices.（五）．Presentation or procedures1.T: Great! Everybody is going to have a happy or busy weekend. But I’m going to have a happy weekend, too. I’m going to Dongguan. (出示卡片与情境画面来进入新课学习)I’m going to buy many things. I’m going by car. I’m going at 3 o’clock. I can’t wait.2.T: In Dongguan, there are so many stores and so many goods. Look here, what shop is it?(出示地方图片)S: It’s a bookstore. X k b 1 . c o mT: In the bookstore, what can you buy?S: I can buy -------.3.T：In difference shop we can buy difference things. Is that right? We are very happy when we go shopping. Yes??4.T make a dialogue with students.A: Hello! Where are you going this evening?B:A: What are you going to buy?B:---------------------------A: When are you going?B: --------------------------A: How are you going?B:---------------------------5.T: Your plan is wonderful! We can use these words to ask your parner.(板书：where →what →when→how)6.teache rwill show the students some reveral exercises to get to the consolidation of knowledge.（六）.Consolidation and extension:e these tips to make a dialogue with your parner.Student1:A)Where are you going this afternoon? Student2:A)I’m going to the bookstrore.B)I’m going to go hiking.A)Great.B)What are you going to buy? A)I’m going to buy a story.B)I go to the cinema.c)I’m watching TV.Student1:A)Where are you going this afternoon?B)What are you going to buy? Student2:A)I’m going to buy some fruits.B)I go to the supermarket with my mother.c)I’m going to the fruit s tand.What about you?A)I’m going to the cinema .B)Where is the fruit stand?C)Is it far from here?D)Thank you. A)You’re welcome.B)It’s near the post office.C)Great.D)No, it’s not far.Student2:A)Where are you going this afternoon? Student2:A)I’m g oing to the shoe store.B)Yes, I’m going to the theme park.A)Can I go with you ?B)When are you going ?C)Ok .See you then .D)What are you going to do ? A)Sure .C)I’m going to buy a pair of shoes .D)See you .B)I’m going at 5:30.A)Where is the shoe store ?B)Is it far from here ?C)How are you going there ?D)Can you go on foot ? A)Sure ,it’s good exercise .B)It’s north of the library .C)I’m going by bike .D)Yes ,it’s far .E) No, it’s not far .2.听录音，判断句子对错：⑴.Mike is going to visit his grandparents this weekend.( )⑵.John’s grandparents live in a beautiful city.( )⑶.Ann is John’s cousin.( )4.John and Ann are going to help their grandparents do homework.(5.Ann and John are very helpful.( )（六）.Writing:教师出示一张生动清晰的画面，然后让学生根据所给的图片，展开合理的想象，写出你星期日下午打算去哪？怎样去？跟谁去？去干什么？（在此过程中如果学生对教师出示的画面不理解，教师可以适当的引导和启发学生，让他们对画面有一定的知识的轮廓，降低写作的难度。
人教版六年级上册英语第三单元教案和反思
Unit 3 My weekend planPeriod 1 Section A Let’s learn /Make a plan P25教师寄语：First things first .（重要的事情先做）Learning aims(学习目标)1.四会单词及短语：visit film trip supermarket tomorrow tonight evening see a film/ take a trip / next week2.理解句子:What are you going to do today ? I’m going to see a film.Important &difficult points(重难点)1.能准确的读出和写出新的单词和短语。
2.能用What are you going…? I’m going to…?进行问答练习。
Learning steps (学习步骤)Step1 : 预习温故（用时5分钟）1、T: GreetingsT: How do you come to school? S: Usually, I come on foot/…..T: Spell them , please! S: o-n, f-o-o-t/…..2、T: How can I get to Pan Zhihua ? S: You can take a bus/taxi.Step 2. 新课内容展示（用时15分钟）Let’s learn new phrases1）T: What are you going to do today ？（引出时间短语this morning /this afternoon/ this evening/ next week/tonight/tomorrow出示单词卡片，教读，学生小组、或同桌练习）2）T: What are you going to do this morning ?S: I’m going to visit my grandparents/ take a trip /see a film/go to the supermarket. (板书或出示单词卡片，教读，学生小组、或同桌练习)3) Listen to the tape and repeat.4) Use these new phrases to make sentences. (替换练习)Eg: What are you going to do next week/…？I’m going to see a film/….Step 3. 合作交流，师生共建（用时10分钟）1.领读Let’s learn 中的短语及句子，并纠正读音。
pep人教版六年级英语上册第三单元教案教学设计学案
第周第课时累计：时第周第课时累计：时But next Tuesday is better. Because it ’s ______ ________ then.Step Three: Extension1. Talk about “ What? Where? When?”教师示范填写表格T: Where are you going this weekend?S: I’m going to…T: What are you going to do?S: I’m going toT: When are you going?S: I’m going at…2.Talk about with your partner and fill in the form.3.Feedback4.An exercises: choose “where, what , when”_______ are you going to do? I’m going to visit my grandparents._______ are you going ? I’m going on Saturday morning.________ are you going? I’m going to my grandparent s’ home.板书设计Unit 3 Part B Let’s talkWhere are you going? I’m/ We’re…What are you going to do? I’m/We’re..When are you going? I’m/We’re..教学反思第周第课时累计：时课题Unit 3 my weekend plan 4(3) Check the answersStep Four: post reading1. 课文朗读（Listen and Read）(1) Have Ss listen to the tape.Tips: 仔细听录音，体会录音中的升降调、重音和意群的停顿。