2014年PEP新版五年级英语上册第三单元教案
Unit 3 eeend plan第 一时 教学要求：
1学生能够听、说、认读句型：hat are u ging t d trr? I’ ging t have an art lessn I have t d her n
2 学生能够运用句型讨论自己的活动计划：hat are u ging t d trr? I’ ging t
3 学生能够用正确的语音、语调朗读对话，并能进行角色表演 4 学生能够合理计划自己的活动。 教学重点：
学生能够听、说、认读句型：hat are u ging t d trr? I’ ging t have an art lessn I have t d her n
教学难点：能够运用句型讨论自己的活动计划 教学媒体：Pitures, AI, 教学过程：
Step ne: aring up and revisin Free tals: hat d u ften d n the eeend? I ften…
hat are u ging t d this eeend?
如果有学生回答，那么引出本单元的话题 eeend plan Step T: Presentatin 1 Let’s tr
(1)T: It’s Saturda ring Sarah in n the phne ith ie Listen and irle the right anser
(2) he the ansers 2 Ne sentene learning
(1) hat is Sarah ging t d? She is ging t…
(2) 讲解：be ging t 的意识是“打算做什么事情”
(3) I have eeend ativities: g ie-sating; ash lthes; dra pitures; ae a snan; g fr a pini hih ativi d u lie? Please anser questin: T:hat are u ging t d this eeend? S: I’ ging t… 3 Let’s tal
(1) T: ie is n the phne ith Sarah n ath the vide and anser the questins: a hat is Sarah ging t d trr? bhat is ie ging t d trr?
(2)ath it again and fill in the blans
a Sarah and her lassates are ging t _____________ in Renin Par b ie have t ________n
(3) Read the dialgue after the tape
(4) Let’s at as ie and Sarah Step Three: nslidatin and extensin 1 情境设计：
It’s Frida, u are taling the eeend plan ith ur friend (1) A de ith a student
hat are u ging t d this eeend/trr? I’ ging t…
hat abut u?(Let’s …tgether) (2) Pratise ith the partner (3) Feedba
2 Tal abut ur lassates eeend plan
根据刚才同学们的反馈信息，进行提问 hat is… ging t d? hat are…ging t d? 3 Let’s rap it up 语法小结
(1) Be ging t 表达的意思 “打算要做的事情” (2) Be 动词的用法复习
hat ____ Sarah ging t d? _____ _____ ging t pla the pian hat ______ hn and ie ging t d? _______ ______ ______ t d her Step Fur: Assessent and her 1D the exerises n the AB 2Her:
板书设计： Unit 3 eeend Plan
hat are u ging t d trr? I’ ging t have an art lessn hat ___ _____ ging t d? He/She is ging t e/The are ging t 教学反思：
Unit 3 eeend plan第二时 教学要求:
1 学生能够听、说、读、写本核心词组：visit grandparents,see a fil, tae a trip, g th the superaret
2 学生能够运用核心句型hat are u ging t d tda? I’ ging t see a fil在真实的情境中进行交流周末计划。
3学生能够合理安排和计划自己的周末生活。 教学重点：三个四会词组和两个句型。
教学难点：能够合理和科学地安排自己的周末生活 教学媒体Pitures, AI, 教学过程：
Step ne: aring up and revisin 1Sing a sng tgether: hat are u ging t d? 2Free tal: hat are u ging t d trr? I’ ging t… Step T: Presentatin and pratie
1Present “ this rning, this afternn, this evening” (1)hat are u ging t d this rning/ this afternn/ evening? S: I’ ging t…
(2)ae the students understand the eaning
(3)rite the rds n the bard, and spell the rds 2Present “tnight”
(1)I’ ging t read a b tnight hat are u ging t d tnight?
(2)Understand the eaning: 通过日期和实践的选择让他们明白意思。 (3)rite the r n the bard
3As the sentene hat are u ging t d _______? I’ ging t _______ 在中给出单词银行，让学生进行句型操练。 (1)Read the rds r phrases in the rd ban (2)Pratie in pairs (3)Feedba
4Sarah and hen are taling abut their plan, t Let’s listen and anser (1)hat is hen ie ging t d tda? She is ging t see a fil hse the piture f “ see a fil” Learn t sa rite it n the bard
(2)hat is she ging t d next ee? She is ging t __________ ( tae a trip) hse the right piture f “tae a trip” Read it and rite it n the bard (3)hat is Sarah ging t d this afternn? She is ging t ________( the superaret) g t the superaret------ be ging t the superaret