一、概述：
教学内容分析：本课由Let's try&Let's talk 两部分组成，是本单元的第一课时；Let’s try部分呈现Mike周六安排的两个问题；Let’s talk部分呈现Sarah和Mike打电话的图片和文本信息；本课的教学内容主要是用“be going to”形式，谈论明天的安排。
二、教学目标
- 学生能够听音圈出问题的答语
- 学生能够在图片和文字辅助下，对文本信息进行猜测
- 学生能用正确的语音、语调朗读对话，并能进行角色表演
- 学生能够用I’m going to ...来表达自己将来的计划，并能用：What are you going to do ?来询问伙伴将来的计划，与此同时养成合理计划自己生活的习惯
- 学生能够通过阅读，从文本中快速提取关键信息，并根据问题整合信息
- 在进行大量的听读输入后，学生能够用He/She is going to ...来表达家人将来的计划
- 学生能够结合所学知识，用“be going to ”形式写一写自己及家人的周末计划
三、教学重难点：
教学重点：
- 学生能够听说认读词汇“lesson、see a film、Sounds great”
- 学生能运用句型：What are you going to do ? I’m going to ......对将来的计划进行问答
教学难点：
- Sounds中的ds组合的发音
- 学生能在情境中恰当用上“Sounds great ! Have a good time”对别人的计划做出评价
四、学情分析
学生情况分析：经过持续的学习，学生已经掌握了很多动词短语，如：do homework,wash clothes, watch TV等等，并且能够利用这些动词短语谈论日常生活，不过用be going to 连接动词，谈论将来的安排，对学生来说是陌生的，学习起来应该有一定的难度，因此在授课时，教师设计的活动，由谈论日常生活过渡到将来的日常生活安排，让学生在潜意识里感受语言的学习
五、教学策略选择与设计
1．师生示范策略：教师通过和1～2个学生的口语交际，给全班同学的两两说话训练作示范，让学生清楚两两说话的内容和方式。
2．自主听读策略：学生通过自主听读拓展材料，在完成课标要求的基础上训练听说能力，积累和丰富英语词汇和句式。
六、资源准备
多媒体课件、录音机、扩展资源的听读练习题签
七、 教学过程
Step 1 :Warming- up
1. Do and say:
看屏幕读单词或短语，同时做相应动作，师说Stop时则定住。比比哪个小组反应快。
2、Free talk
-Hello!Boys and girls.
-What day is it today?
-What day is it tomorrow?
Can you spell....?
What do you often do on ...?
I usually/sometimes/often...
Ss pratice in pairs
[设计意图]：课前做做及用英语进行日常交流活动，为学生营造了一个比较轻松的课堂气氛，同时为新知识的学习做了很好的铺垫。
Step 2 : Presentation and Practice
1.Talk about tomorrow’s plan
T: Today is ......I often read books.
What day is it tomorrow ?引导学生回答：Tomorrow is ...教师出示电影院图片，教师问学生：What am I going to do tomorrow?引导学生回答：go to the cinema,紧接着教师出示战狼II图片，教师：I am going to see a film tomorrow .I am going to see Wolf Two.
[设计意图]：出示最近很火的电影“战狼II”，激发学生学习的欲望，并以此为契机，教师谈论明天的安排，引出新句型I’m going to see a film tomorrow.
2.Present“What are you going to do tomorrow? I’m going to see a film”
T:I am going to see a film tomorrow.What are you going to do tomorrow? 与学生进行交流，引导学生回答：I’m going to ....当学生说到有趣的事情，教师适当的进行评价：Sounds great
师适时引出本课新句型
Sounds great! Have a good time.
为下面对话教学作好铺垫。
3.Pair work
教师出示图片，学生两两对话谈论明天的安排
Key points:
What are you going to do tomorrow?
I’m going to ...
4.Let’s try
T：I’m going to see a film tomorrow .What about Sarah and Mike?
出示Sarah and Mike 打电话场景，教师问学生：What are they doing ?They are on the phone .What are they talking about ?
Let’s listen and circle
Ss listen and circle
教师核对答案，配上听力材料，学生再听一遍，再次感知对话内容。
[设计意图]：听录音圈出正确的选项及听录音核对答案，并回答问题，能提高学生的听力和培养正确的语音语调，能帮助学生养成良好的学习英语的习惯。
5.Let’s talk
T: Mike is going fishing this afternoon . What is Mike going to do tomorrow?What is Sarah going to do tomorrow?Let’s watch and choose
（ ）1.What is Mike going to do tomorrow?
A He is going to read books.
B He is going to see a film
（ ）2.What is Sarah going to do tomorrow?
A She is going to have an art lesson.
B She is going to go shopping
[设计意图]：通过听前预测，学生有针对性感知课文并获取文章整体信息
Check the answers
Listen and follow the tape
Listen and follow the teacher
[设计意图]：跟读环节既帮助学生加深对课文的理解，又培养了学生再多次听的基础上练习输出
Act out the dialogue
Make up a new dialogue
T: Today is ... Tomorrow is ... Oh the weekend is coming
We have no lessons. What are you going to do this weekend ?与学生进行交流，接着学生两两对话交流周末安排。
[设计意图]：借助Key information及图片，为学生创设说的训练环境，让学生进行语言实践活动，提高学生用英语进行思维和表达的能力，同时还给学生提供展示的平台，进一步培养了学生综合运用语言进行交际的能力。
Step 3 Extensive Reading
Watch and match
Gogo and his friends will have a happy weekend .Because they will have a concert .What are they going to do ?Let’s watch and match
Students watch and match
Check the answers
[设计意图]：通过多媒体资源的使用，最大限度的扩大学生的语言输入量，提供学生听、说的平台，忆起学生已有的知识联系，让学生在一定的时间内有效的开展听和说的练习。
Read and answer the questions
What about Chenjie and her family? What are they going to do this weekend? Please read silently and then answer the questions. First you can underline the key points and then you can write.
Students read the article and answer the questions
Step 4 Extensive Speaking
Chen Jie’s mother is going to buy some food this weekend.
Chen Jie’s father is going to visit his friends this weekend.
Chen Jie is going to play football and see a film this weekend.
What about your family ? What is your mother going to do ?
[设计意图]：学习语言的最终目的是运用。在此环节，教师设计了简短的调查对话，为学生提供了体验交流、展示风采的舞台。在体验交流中复习巩固了本科的语言重点，在风采展示中进一步激发了学生学习兴趣，也使整个教学活动有声有色
What is your father going to do ?What are you going to do ?
教师与学生进行交流，接着学生两两对话，谈论家人及自己的周末计划。
Step5 Writing
Can you write ? Look!This is weekend plan .教师展示周末计划，学生构思自己的周末计划并进行写作
[设计意图]：高年级的学生学习英语不仅仅局限于会读会用，写也成了一个必不可少的要求，在听读的基础上，培养学生的发散思维，根据所给情景，让学生练练笔，同时也是对所学内容的一个巩固。
板书设计：
Unit 3 My Weekend Plan
What are you going to do tomorrow?
I’m going to see a film.
|
