第二课时
课时内容
A Let’s try； Let’s talk
课时分析
本课时是人教版六年级上册第三单元的第二课时，与第一课时紧密相连，继续围绕“Weekend Plan”这个话题展开。本节课主要是通过打电话的情景理解语言Sounds great. I have to...的大意以及掌握谈论周末活动计划的句型What are/is... going to do...? I’m...He/She is going to...引导学生合理的安排自己的周末。在第一课时中句型What are you going to do…? I’m going to…的学习，为本课时打下了基础。本课时的重点是能在情景中恰当的运用句型What are/is... going to do...? I’m...He/She is going to...谈论周末活动计划。
本课时包括Let’s try 和 Let’s talk 两个版块。Let’s try是听力训练，通过此练习获得A Let’s talk版块的人物及场景信息，为进入正式的对话学习做准备。Let’s talk通过呈现Mike和Sarah打电话聊天的场景引出了谈论周末活动的句型。周末活动的话题是学生们非常感兴趣的，贴近学生生活的，更能激发学生想要用英语表达的愿望。
本课时要理解的语言Sounds great. I have to...要结合语境帮助学生理解。遵循以学生为主的原则，利用教材设置的情境，引导学生自主学习，培养学生独立思考的能力。
课时目标
1. 能够听、说、认、写句型：What are you going to do tomorrow? I’m going to have an art lesson.
We’re going to draw pictures in Renmin Park.
2. 能够在情景中运用句型What are/is... going to do...? I’m...He/She is going to...谈论周末活动计划。
3. 能够用正确的语音、语调朗读对话。
4. 能够理解Sounds great. I have to...
5. 了解be going to表示将来计划的用法。
6. 引导学生合理的安排周末计划。
课时重难点
1.重点
（1）能够听、说、认、写句型：What are you going to do tomorrow? I’m going to have an art lesson. We’re going to draw pictures in Renmin Park.
（2）能够在情景中运用句型What are/is... going to do...? I’m...He/She is going to...谈论周末活动计划。
（3）能够用正确的语音、语调朗读对话。
（4）了解be going to表示将来计划的用法。
2.难点
恰当的运用句型What are/is... going to do...? I’m...He/She is going to...谈论周末活动计划。
教学准备
多媒体课件、词卡、日历、录音机、磁带
教学过程
Step 1 Warm up
1. Greeting
T: Good morning, boys and girls.
Ss: Good morning, teacher.
T: How are you today?
Ss: Very well, thanks. And you?
T: I’m fine, too. Before our class, let’s enjoy a song.
(播放歌曲What are you going to do?，学生欣赏并跟唱。)
教学资源：课件
设计意图：歌曲的运用，激发学生的学习兴趣，复习上节课的句型。
2. Review some words and phrases.
a. 教师依次展示see a film, visit grandparents, take a trip, go to the supermarket，学生认读并说出汉语。例如：教师展示单词see a film，学生说出see, see a film 看电影。）
b. 课件展示“洗衣服、画画、踢足球、游泳、做作业、上钢琴课”等图片，学生说出短语，并做相应的动作。
c. 学生齐读短语，并说汉语。
教学资源：词卡、课件
设计意图：认读的活动复习和巩固了所学的短语，为对话的学习奠定了基础。
Step 2 Lead in
1.呈现日历，圈出本周周末日期。
T: The weekend is coming. What are you going to do?（板书句型。）
S1: I’m going to...（板书句型。）
S2: I’m going to...
...
（师生问答，生生问答。）
教学资源：日历
设计意图：日历很自然的引出周末这个话题，互相问答复习上节课的句型。
2. T: What am I going to do this weekend? Can you guess?
S1: Are you going to...?（引导学生用Are you going to...句型提问。）
...
T: I’m going to clean my room on Saturday morning. I’m going to wash my clothes on Saturday afternoon. I’m going to the hospital on Sunday morning. I’m going to see a film on Sunday evening. Oh, I’m going to have a busy weekend.
设计意图：猜测老师的周末活动，唤起了学生的注意力，激发了学生参与教学活动的兴趣。
Step 3 Presentation
1. Let’s try
a. T: Great, everyone. Listen, there is a phone call. It’s Saturday morning. Sarah is on the phone with Mike. They are talking about their plan for Saturday afternoon. Can Mike go swimming today? 学生先预测。
b. 播放录音，学生读题回答。
教学资源：录音机、磁带
设计意图：指导学生听前预测，掌握听力技巧，并通过听力活动获得Let’s talk 版块的相关信息，为进入对话学习做准备。
2. Let’s talk
(1) 利用日历，学生理解tomorrow。
T: Today is Saturday. What day is it tomorrow?
Ss: Sunday.（在日历标注tomorrow，帮助学生更好的理解。.）
T: What are Mike and Sarah going to do tomorrow?
(2)带着问题学生自读对话，并完成表格。
have an art lesson wash clothes see a film do homework
Sarah
Mike
(3)根据文本内容引出句型，理解句型。
a. T: What is she going to do tomorrow?（板书is she，理解句子。)
S1: She’s going to have an art lesson.（教读lesson，指名读，理解句子，齐读句子。）
T: What is he going to do tomorrow?（板书is he，理解句子。）
S2: He’s going to see a film.
b. 齐读板书句子。
(4)播放录音，跟读录音。
在跟读过程中，理解Sounds good, I have to do my homework now.
(5)分角色朗读对话，表演对话。
(6)两人一组仿编对话。
参考对话示例： .
教学资源：课件、录音机、磁带
设计意图：在整个的对话教学中引导学生自主学习，积极参与教学活动。
3. be going to 的用法
(1)小组讨论be going to 的用法。
(2)指名说，引导学生归纳。
设计意图：引导学生自己归纳，培养学生的独立思考的意识和自学能力。
Step 4 Practice
1. 排句子。
两人一组活动。学生两人一组，每人在纸条上写三个主语不用的一般将来时态的句子，然后把句子中的单词用手撕开，互相交换。比赛谁先把同伴的两个句子排列好。
设计意图：学生们撕一撕，排一排，在游戏中强化对be going to句型的认识及be动词和不同的人称搭配。
2. Making funny sentences.
教师准备四个纸箱，其中分别装着写有人物、动作、时间和地点的纸条。请学生分别从纸箱里抽出纸条，根据抽到的纸条造句，造出来的句子如果符合逻辑就加分或奖励。
例如：Zhang Ling wash clothes this evening in the classroom
Zhang Ling is going to wash clothes in the classroom this evening.（不合逻辑，不加分或不奖励）
设计意图：训练学生掌握和使用四要素造句子。
3. Do a survey.
What are you going to do this weekend? What is your partner going to do? Let’s do a survey.
学生调查并介绍自己和同伴的周末活动计划。
设计意图：调查活动，锻炼了学生的思维能力，培养学生在真实的语境中运用语言的能力，
Step 5 Summary
T: What did you learn about this class?
学生们自由说。
1. 学习了be going to 的用法。
3. 学习了谈论周末活动计划的句型：What are/is... going to do...?
I’m...He/She is going to...
设计意图：学生共同归纳和整理知识点，有助于对知识的理解和记忆。
课堂作业
一、英汉互译。
1. have to ____________ 2. lesson ____________
3.看电影 ___________ 4. 明天 ___________
5. Have a good time. ____________
二、用am, is, are 填空。
1. I ________ going to take a trip tomorrow.
2. Mike ________ going to read books.
3. They ________ going to watch TV this evening.
4. She ________ going to draw pictures this weekend.
三、单项选择。
( )1. We _______ going to the supermarket tonight.
A. am B. is C. are
( )2. What are you going to do _______ tomorrow?
A. in B. this C. /
( )3. He’s going to _______ his grandparents.
A. visit B. visits C. visiting
四、选择合适的句子补全对话。
Bob: What are you going to do this afternoon?
Tim: 1.________________________
Bob: What are you going to do in your lesson?
Tim: 2. ________________________
Bob: 3. ________________________I’m going to play ping-pong with my friends.
Tim: Have a good time.
Bob: You too. 4.________________________ Bye
Tim: 5. ________________________
板书设计
A Let’s talk
A: What are you going to do tomorrow?
is she/he
B: I’m/She’s /He’s going to...
主语+be(am, is, are) going to+动原
表示计划、打算
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发表于 2020-9-23 22:48:43
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