6B Unit 6 Planning for the weekends教学设计（王燕）
发布时间：2014-06-30
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录入者：王燕
6B Unit 6 Planning for the weekends教学设计
(The third period)
294俄罗斯登陆官方 王燕
一、教学目标
1.语言知识目标：能正确、熟练运用be going to do表达计划或打算。
2.技能目标:能独立收集信息，并处理信息。
3.情感态度目标：保持英语学习的兴趣，能自信地用所学英语交流。
二、教学过程
Step1:Introduction
（1）引入本课话题
T: Today we are going to review Unit 6 What’s the title of this
unit ?
Ss: Planning for the weekend
T : Right. In Unit6,we learned “Be going to (do)”我们可以用Be going to (do) 这个句型来表达自己的计划或打算，比如，plan for
the weekend （板书单词weekend），或plan for tomorrow （板书单词tomorrow）。（教师引导学生说出“plan for the next week /
month/year/…”等，并板书学生所说的短语）
（2）学生根据所给短语，每人写一句话
T: I’m going to have a birthday party this weekend . What are
you going to do? Please write one sentence about your plan.
如 have …., make … play… take part in …go… see…
【设计意图】
复习课对学生的要求不能停留在口头表达，而应是既动脑、动口、又动笔。通过写的活动让学生更加注意时态的时间意义及相应的动词形式，以提高学生的语言运用能力。
Step 2 Group activities
(1) 师生一起讨论如何完善这份计划。
T： …is going to have a picnic this weekend. Who is going to
have a picnic this weekend, too?
S1： I’m going to have a picnic this weekend ,too.
T ：Oh ,really？ You two come here, please. You are going to
have a picnic this weekend “ What time are you going to meet ?”（板书问句“ What time are you going to meet ?”）
S1 ： We are going to meet at 8 in the morning.
T ：(向其他学生)Do you have any questions about their plans?
Please write them down.
(学生四人一组讨论，并将讨论的问题写在一张纸上。站在讲台前的两位学生也同时讨论如何完善他们的计划。)
【设计意图】
小组合作有利于学生积极参与课堂活动，并开动脑筋；让学生写出讨论的问题有助于学生注意单词的拼写和英语句子的书写能力
（2）各组派代表提问讲台前的两位学生。学生的主要问题可能有：
Where are you going to have a picnic?
How do you get there?
What time are you going to go home?
Who are you going to have a picnic with you?
Are you going to take any hamburgers?
Are you going to go fishing in the park?
What else are you going to do there?
从学生所提的问题来看，他们已经能灵活已能用Be going to do表示将来时的用法。
Step 3 More Practice
（1）为了帮助学生复习、巩固和正确运用一般将来时和一般过去式时，教师与学生进行了如下对话：
T：(To S1)I’m going to go fishing this weekend . I like fishing .
Do you like fishing？
S1： No, I don’t like fishing.
T：(To S2)Does S1 like fishing?
S2： No, she doesn’t.
T ： Do you like fishing ?
S2 ： Yes, I do. I like fishing.
T ： Did you go fishing last weekend?
S2 ： Yes , I did, I went fishing last weekend.
T ： (To S3) Did S2 go swimming last weekend?
S3：No, he didn’t.
T ： What did he do last weekend?
S3 ： He went fishing.
T ： What did you do last weekend?
S3： I visited my grandparents.
T： How do you usually spend your weekend？
S3：I usually watch TV or play computer games at weekends
【设计意图】
一句“Do you like fishing?”将课堂教学由复习一般将来时巧妙地转入下一个环节。通过师生之间的对话帮助学生复习所学时态，把对语言形式的训练变成了自然、有意义的交际活动，摆脱了机械、枯燥的语法训练模式。此外，教师还注意连续提问，以提醒学生认真倾听别人发言，将看似个别训练的活动自然地变成对全体学生的训练。
（2）师生一起将本节课的重点如下（可以用课件、挂图或板书呈现）：
I’m going to (do)…tomorrow /next…/ this…（一般将来时）
I often/ usually/ always(do)…(一般现在时)
I did … last/yesterday…( 一般过去时)
I’m (doing)…now.(现在进行时)
【设计意图】
本环节旨在帮助学生梳理所学的一般现在时、一般过去式、现在进行时和一般将来时
（3）读故事并填空,学生阅读以下故事，并用单词的正确形式填空。
A Running Race
Rabbit: Hello, I’m a lovely rabbit. Last time ,the tortoise (龟)and
I_______（have）a running race He _______ (run) faster than me. I_______ (be) still not happy. Now I’m_______（call）him.
Rabbit: Hi, is this Mr Tortoise ?
Tortoise: Yes, this is Mr Tortoise _______ (speak).
Rabbit: Are you free tomorrow?
Tortoise: Yes. What are you going to do?
Rabbit: I ________ _______ _______ _______ （have）a running race with you tomorrow. Would you like to come?
Tortoise: Sure. Where are we going to _______（meet）?
Rabbit: In front of Miss Cat’s house.
Tortoise: When ?
Rabbit: At nine o’clock .
Tortoise: OK. See you tomorrow.
Rabbit: See you.
【设计意图】
由句子到段落再到篇章的练习形式，让学生对不同的时态及其用法有了更为清晰的认识和理解。
Step4: Listening Practice
（1）听对话
T: Who is going to run faster ,the tortoise or the rabbit？
Ss: The tortoise.
T: Right. In China ,who runs very fast?（肯定有学生说是刘翔。）
T: Now please look at the screen. . He is coming. (教师呈现朱军采访刘翔的画面。)
T: Who are they?
Ss: They are Liu Xiang and Zhu Jun.
T: What are they talking about ? Do you want to know ?
Ss: Yes.（教师呈现下一环节的四个问题，让学生观看。）
T: Now listen to the dialogue between Liu Xiang and Zhu Jun.（教师播报视频材料。）
Good morning .I’m Zhu Jun. from CCTV. It is the sixteenth of May .Today is Wednesday. This is Liu Xiang’s home. I’m going to interview him.（教师暂停播放视频材料，向学生提问。）
T: What are you going to talk about？（学生纷纷猜测。） Are they going to talk about the running race ? Listen to the tape, please. （Z=Zhu Jun ; L=Liu Xiang）
Z : Good morning, Liu Xiang.
L: Good morning.
Z ：What are you doing these days ？
L ：I’m learning English ,It’s very interesting .
Z ：I like English ,too. Do you have any other hobbies ？
L: Yes ,I do. At weekends, I often play table tennis .Every Spring Festival, I go for an outing with my family members.
Z : Did you go for an outing last Spring Festival？
L：Yes ,I did. I went to Shajiangbang in Changshu. It’s very beautiful
Z : I went there last National Day. It’s really wonderful . By the way, what are you going to do this National Day?
L: On the first day, I’m going to visited my grandfather . On the second day, I’m going to have a good sleep. On the third day, I’m going to climb Huangshan Mountain.
Z : You are going to climb Huangshan Mountain ？I plan to go there ,too. Let’s meet there.See you.
L : See you.
（2）做听力练习
教师让学生根据所听对话判断下列句子的正误。正确的用 T错误的用F。
（ ）1 Liu Xiang is learning English these days .
（ ）2 Liu Xiang often rows a boat at weekends.
（ ）3 Last Spring Festival ,Liu Xiang visited New York.
（ ）4 Liu Xiang is going to climb Huangshan Mountain On the first day of October .
由于2-4句子与对话内容不符合，教师就可以提出如下问题:
What does he often do at weekends ?
Where did he go last Spring Festival ?
When is he going to climb Huangshan Mountain ?
【设计意图】
教学活动的设计要以学生的生活经验和兴趣为出发点，其内容和方式要尽量真实。利用节目主持人和体育明星这种具有时代特征的资源，让学生保持浓厚的英语学习兴趣。
Step 5 Summary and homework:
教师总结本节课的重点内容，并布置作业：以小组为单位，续编龟兔赛跑的故事。
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