译林版2019-2020年六年级英语下册 Unit 5 教案

Unit 5

A party

【教学目标】 1.知识目标

①字母组合ow在单词中的发音。

②能灵活运用be going to不同结构进行描述和询问打算。

③能听懂、会说、会读和会拼写句型：where are you going to .../what are you going to .../who are you going to ...

2.能力目标

①能正确理解，掌握be going to结构的疑问句及答语。 ②能根据卡片内容进行问答。

3.情感目标

感知聚会的氛围 【教学重、难点】

①字母组合ow在单词中的发音。

②能灵活运用be going to不同结构进行描述和询问打算。

③能听懂、会说、会读和会拼写句型：where are you going to .../what are you going to .../who are you going to ...

常规预习

①搜集字母ow 在不同单词中的发音。 ②根据书上的notes ，进行自问自答。 ③复习本单元句型。

陈述句：主语+be going to+动词原形+其它 否定句：主语+be not going to+动词原形+其它

一般疑问句：Be+主语+ going to+动词原形+其它？ 特殊疑问句：特殊疑问词+be+主语+ going to+其它？ 【教学过程】 Step 1：Warm up

1. Enjoy a song 《The party time》

T: Good morning/afternoon, class. Let’s enjoy a song first. 2. Leading

T: Is the song nice?What is the song about?Where are they going?(S: They are going to a party.) 3. Show the title

T: Today we are going to talk about a party. Let’s read the title. —Unit5A party (板书1) 4. Free talk l

T: Do you like parties?

When do people usually have a party? What holiday or festival do you know?

In these holidays and festivals, there is one holiday for you. Which one?—Children’s Day (板书2) Step 2: Presentation 1. Children’s Day

T: When is Children’s Day?What did you do last Children’s Day?What are you going to do this Children’s Day?Are you going to have a party? 2. Watch the cartoon

3. Ask and answer When—this Sunday (板书3) Where—At Mike’s house (板书4)

Who—Su Hai, Wang Bing, Yang Ling and Liu Tao (板书5)

4. Ask “What” T; Now I have a new question. —“What”(板书6：What) What are the children going to bring to the party?

5. Match and say (read part 1by yourself) -What is xxx going to bring to the party?—He/She is going to bring …(板书7)

6. Learn “clown” and “appear”(read part2 and part3 in groups) 7. Let’s choose.(read part 4 in pairs) 8. Judge

9. Read after the tape

10. Read ( as you like) Step 3：Production 1. Fill in the blanks. 2. Make an invitation. 【板书设计】 Unit 5 A party

What will you do for the party? I will buy… I will take… 【教学反思】

教师在单词或词组的教学中，不能只是教读单词或词组。要循序渐进的插入本单元的重点句子，让学生在记单词或词组的过程中熟悉句子。这样能满足不同学习水平的学生的学习要求。根据学生的个人素质、性格特点、记忆力、反应速度等，因材施教，分层要求，以求通过最有效的激励机制促进学生进步。最后，在今后的每一节课中都要灵活运用所学句型，请学生造句，培养学生的创新意识。