还剩10页未读，
继续阅读
所属成套资源：2024外研版七年级英语下册精品教学设计（表格式）
成套系列资料，整套一键下载
2024七年级英语下册Module3Makingplans教学设计（表格式外研版）
展开
这是一份2024七年级英语下册Module3Makingplans教学设计（表格式外研版），共13页。
Module3 Making Plans教学内容：Unit1 What are you going to do at the weekend?课型：Listening and speaking教学目标： 1、能够正确使用下列单词和词组： go over, picnic, housework, on, else, nobody, at, nothing, silly, fantastic.2、能够听懂包含计划、安排的对话，并且判断出对话中人物的计划。4、能够与人做有关计划的对话。3、能用be going to表达自己的计划、安排，并能询问对方的计划、安排。教学重难点：1、能够听懂对话中计划、安排的对话。2、能够正确使用“ be going to” 来描述计划的相关信息。教学准备：课堂整体运用任务型教学模式，培养学生独立自主的学习能力。本课指导学生通过听说获取信息，培养学生的听说技能。在教学过程中，采用多媒体手段辅助教学，利用各种图片和习题任务贯穿整个教学过程。因此，本节课需准备：PPT课件、挂图、录音机、课堂练习表格、奖品教学过程：七、板书设计：Module 3. Making PlansUnit1. What are you going to do at the weekend?go over lessons 1) What are you going to do at the weekend?have a picnic I’m going to +V.help with the housework 2) Don’t be silly! 3) Who else is going to be there?达标训练题一．翻译下列短语：1. 去野餐_____________ 2. 查收我的电子邮件__________________3. 复习_______________ 4. 在周日下午________________________5. 看电影_____________ 6. 上钢琴课 _________________________7. 还有谁_____________ 8. 别傻了！__________________________9. 帮忙做家务_________ 10. 在周末___________________________二、选择填空。( ) 1.—When are you going to Beijing?— _______ Sunday morning.A. On B. In C. At D. For( ) 2. — I think I’m going to die.— ____________! You’re very healthy.A. I’m sorry to hear thatB. Don’t be sillyC. You’re a foolD. Great( ) 3. There ____________ a basketball match tomorrow. A. has B. have C. is D. is going to be( ) 4. Look! The baby _________ soundly. A. is going to sleep B. sleeps C. is sleeping D. sleep ( ) 5. —___________ do you want? — Nothing. I have enough. Thanks. A. Who else B. What else C. When D. Where( )6. I _______ at home this Saturday. A. stay B. am staying C. am going to stay D. going to stayModule３ Making Plans教学内容：Unit2 We’re going to cheer the players.课型：Reading and writing教学目标： 1、能够正确使用下列单词和词组： forward, look forward to, fan, make friends, shirt, cheer, player, hope, win, enjoy yourself, myself, during, May, May Day, late, walk, take a walk, country, second, collect, litter, fun, summer holiday, camp, Australian, sightseeing, go sightseeing, beach, early2、能够读懂描述计划安排的短文，并且判断出文中人物的计划、安排。3、能够对自己的计划等方面进行简单的描述。4、通过阅读他人的计划，学会自己做计划。教学重难点：1、能够读懂简单描述计划的短文。并能在阅读中找出有关作者的计划信息，完成学习任务。（重点）2、能够正确使用“ be going to”的句子来描述计划并表达出计划相关的原因。（难点）教学准备：课堂整体运用任务型教学模式以及阅读课“四个阶段”教学模式。本课指导学生通过阅读获取信息，培养学生阅读技能。在教学过程中，采用多媒体手段辅助教学，利用各种图片和习题任务贯穿整个教学过程。因此，本节课需准备：PPT课件、挂图、录音机、课堂练习表格、奖品教学过程：七、板书设计：Module 3. Making plansUnit 2. We’re going to cheer the players.player look forward to sth./doing sth.fan make friends (with sb.)cheerhope I hope + 句子win(won)enjoy oneself…达标训练题根据中文完成下列句子：周末你们打算做什么？What ________ you ________ __________ _______ at the weekend?2．他们明天去野餐吗？ Are they ___________ ________ _____________ a picnic tomorrow?3. 我正期待着明天的足球赛。 I’m ____________ ____________ ________ the football match tomorrow.4. 我们打算愉快地渡过五一假期。 We’re going ________ __________ ___________ during the May Day holiday.5. 我们要去为运动员们喝彩。 We’re going _________ ___________ the players.二、用所给词的适当形式填空：1. He’s going to __________ (meet) other fans.2. Are you going to make ____________ (friend) with me?3. The little boy is looking forward to ________ (stay) with his parents.4. Koala is an ___________ (Australia) animal.5. This year is going to ________ (be) very different.三、选择填空。( )1. — Why is she going to England? — _______ she wants to see the Big Ben herself. A. Because B. But C. Then D. And( )2. — ________ on Sunday? — She’s going to wash her clothes.When is she going to wash her clothesWhat does she doWhat’s she going to doWhere is she going to do( )3. He is looking forward to ______ out this Saturday.A. go B. going C. going to D. go for( )4. I’ll have two days to ______ in Huizhou.A. sightseeing B. went cycling C. going sightseeing D. go( )5. We are going to have a picnic _____ 1st May. A. at B. on C. in D. ofModule3 Making plans教学内容：Unit3 Language in use课型：Revision and application教学目标： 1. 正确运用本模块的词汇：picnic，go over, housework, nobody, nothing, look forward to , make friends, enjoy oneself, litter, beach等。2. 能运用“ be going to” 询问并回答有关将来的计划的事情，在同学之间进行真实的交际。3. 能用运用所学知识介绍自己的周末计划。4. 提高学习英语兴趣，树立信心，培养其积极主动参与各种语言实践活动的学习态度。教学重难点：能够用“be going to” 熟练的谈论自己的周末计划。教学准备：本节课型为Revision and application，根据新课标的要求，结合教材和学生特点，主要采用任务型互动式进行教学，结合情景法、交际法、听说法、归纳法等教学方法实施课堂活动，开启学生思维，通过一系列有条理的教学活动，引导学生自主探究学习和与他人互动合作学习，让学生体验愉快学习。本节课所需教具及资料：幻灯、图片、调查表等。教学过程：达标训练题一、选择正确的答案：（ ）1. We are all looking forward __________ the new film. A. to watch B. watches C. to watching D. watching( ) 2. — What are you going to do next week?— We ____________ a picnic.A. have B. are going to have C. is going to have D. will be( ) 3. I often ___________ an hour reading English. A. take B. cost C. spend D. pay( ) 4. Don’t __________ silly! A. is B. are C. / D. be( )5. We aren’t going to take a walk__________ it’s raining now. A. because B. but C. and D. so( )6. I want to go shopping. I’m going to ______ some clothes. A. wash B. send C. give D. buy( )7. — Are you going to see a movie this evening? — _______. I’m going to have a piano lesson. A. Yes, I am B. No, I’m not C. Yes, I do D. No, I don’t二、 短文填空： Hello, boys and girl. I’m Jim Smith, I’m 13 years old. I’m 1.___________ England and I’m English. This is my first time to come to China. I like 2._____________ very much. I’m going to have a busy 3._________________. On Saturday morning, I’m going to 4._______________ my homework, but in the afternoon, I’m going some 5._________ and I’m going to take a 6.___________ in the Summer Palace. On Sunday morning, I’m going to a basketball match, and I’m going to 7.___________ my favourite player. I hope my favourite team will 8.___________ the match. In the afternoon, I’m going to help my mother do some 9.______________, for example, to clean my house. I’m a happy boy. Do you want to make 10.______________ with me? 教学步骤教师活动学生活动设计意图Step OneWarming-up (3’)Lead in1. Play a guessing game: Do actions and ask : Now, boys and girls, do you know what am I doing?2．OK, you all did a good job. Now we are having a lesson, but do you know what am I going to do tomorrow?1. Guess and say the sentences like this: “You are sleeping…” “You are drinking…” make the students do the actions and the other students guess like this: “He is fishing… She’s …”2. Students guess like this: You’re going to …以旧引新，先引导学生回顾相似的语法结构 be doing.通过这个环节，可以引导学生把一般现在进行时和一般将来时进行简单的对比了解。既训练了学生的反应又在无形中培养学生大胆说英语的习惯。活跃了课堂气氛。Step TwoPre-task(5’)Show students some pictures about some activities of Activity2 , show the title of the lesson and lead the students to describe what are the children going to do at the weekend. And lecture the new words as well.eg: go over, picnic, housework, nothing, fantastic…Watch pictures learn some new words and try to describe them like this :“He’s / She’s / They’re going to go over lessons/ have a picnic….. at the weekend.”引导学生谈论图片,训练学生描述事情的能力。在描述的同时学习新单词和句型，做到词不离句，为学生扫清听的障碍。Step ThreeWhile -task (24’)1. Listen and matchAsk students to finish Activity1.2.Read and rememberAsk students to do Activity 1 and try to remember the phrases.3. A competition of Activity 2. Show pictures of Activity 2 and have a competition, Who memorize well4. Listening. (Activity 3)Play the tape and have students to choose the best the answers to the sentences.5. Reading.Let the Ss open the book to read the conversation. Then finish the questions of Activity3 on Page 15.6. Problems- solvingAsk the students to read the conversation in roles. And help them solve these important points: 1) help with sth. =help …do sth. 2) who else, what else, anything else3) have a picnic4) Don’t be silly.1. Listen and match the words and expression from Box A with the word and expressions from Box B. 2. Read and memorize the phrases of Activity1.3. Look at the pictures and say out the activities quickly.e.g. He’s going to do his homework.4. The students listen the conversation in Activity 3 carefully and choose the best the answers to the following sentences.①Betty is going to __ on Saturday afternoon.A. check her email B. see a movie C. help with the housework②____ are going to have a picnic on Sunday afternoon.A. Lingling B. Lingling and Betty C. Lingling, Betty and Daming5. Students open the book and read the conversation. Then make them to work together and finish the questions in groups.6.Some students read the conversation and the other students find out difficulties points. All the students say the difficulties and solve together.要求学生记住词组的搭配。通过学生快速记忆，培养学生瞬间记忆的能力。并且熟悉所学的新内容， 为进一步的听说学习做好铺垫。让学生带着任务（问题）去听对话并找到答案，有助于培养和提高学生更加准确地听取信息的能力。通过小组活动提高学生间的自主、合作学习，让学生充分地实践运用语言，并激发学生创造性思维的发展。Step FourPost-task(10’)1.Retelling.①Let the students complete the conversation with the correct form of the words form of the words from the box on Activity 4.②Call back the answers from two students then read the short passage in the whole class .2.SpeakingWork in pairsHave students ask and answer plans for the weekend and fill in the form. Then get them to make a report.1. Complete the conversation on the book.2. Make dialogues and fill in the table of Activity 6 on Page 15. Then make a report about what they and their partner going to do.复述对话能使学生加深对课文内容的理解和记忆。适当的口头练习，让学生巩固本课时的语言点和突出重点。Step FiveSummary（2’）1.Get the students tosum up the language points.T: What have we learned today?Ss:……2.Let the students to choose the best team in this lesson.1.Sum up the language points.2.To choose the best groups.引导学生对这节课的总结，让学生做自由发言，培养学生自主学习，自主总结的良好学习习惯。简短的评价使学生的课堂表现得到肯定并且可以激励学生的学习兴趣，树立学习英语的信心。Step SixHome-work（1’）1. Read the dialogue after school and remember the new words.2.To write a short plans for the coming weekend.Finish the homework.课后作业有助于学生巩固已学的知识，补充其他方面的锻炼。写作是阅读的拓展，让学生最终完全掌握语言，实践运用语言。教学步骤教师活动学生活动设计意图Step OneWarming-up (3’)1.Lead inShow the students a basketball and a picture of Yi Jianlian and say: Do you know this cool boy? Can you say something about him?2．See and sayT: Yes, he is Yi Jianlian. He is a very good basketball player. I hear he is coming to Huidong to have a basketball match. I’m looking forward to watching the match at Huidong stadium and meeting the other fans. We’re going to cheer him. I hope his team will win. And we’re going to enjoy ourselves.1. Look at the picture and say: Yes, he is Yi Jianlian. etc.2. Listen and know some new words.先引导学生回顾上节课的内容，巩固系表结构的语句。通过这个环节，既可以活跃课堂气氛，.也能从说句子中考验学生对Unit1知识的掌握程度，还训练了学生的反应。Step TwoPre-reading(5’)1.Free talk:T: Now, boys and girls, what’s your plan? What are you going to do tomorrow?2. Words lecturing:Show the pictures and get the Ss to learn some new words and phrases for the students: beach, camp, go sightseeing, collect litter, take a walk…1. Have some volunteers talk about their plans.2. Learn the new words and get ready for the reading comprehension.培养学生大胆说英语的习惯。在描述的同时学习新单词和句型，为学生扫清阅读障碍。Step ThreeWhile-reading (24’)1. Scanning(1)Ask students to scanthe passage and answer: How many people are there in the passage? Who are they?2. SkimmingAsk students to skim the passage and check what they’re going to do in the form in Activity 2.3.Careful reading.(1)Paragraph 1:①Choose the best answers:T: Now, please read paragraphs 1 and choose the best answers of the two questions.②Ask a volunteer to read Paragraph 1 in class and find out difficulties.③Solve difficulties:look forward to sth./ doing sth., make friends with sb., cheer sb., wear / put onT: Martin is going to the football match, is Zhang Sijia going with him on May Day? Now, let’s look at Paragraph2.(2)Paragraph 2:①Present some sentences to the students and ask them to write “T” or “F” also correct the wrong sentences after reading Paragraph2 . ②Ask a student to be “a little teacher” to check the answers. ③The whole class read this paragraph together and point out important points.④Solve difficulties.T: How are you going to spend your summer holiday? Let’s take a look at Lucy’s wonderful plans.(3)Paragraph 3: ①Let the students answer these two questions after reading Paragrap3 ②Students read this paragraph and try to recite the part.③Ask a group of six students to read Paragraph 3. T: Let’s read the passage together. (4)Ask the students to read the passage together, make sure they understand it well.1.Scan the passage and answer: How many people are there in the passage? Who are they?2. Skim the passage and check what they’re going to do.(Finish Activity2 on Page 16.)Read Paragraph 1:①Choose the best answers:1.Who are they going to watch a football match tomorrow?( ) A. Martin B. Marin’s friends C. Martin and his friends D. Martin and his brother2.What are they going to wear at the match? ( ) A. The team skirt. B. The team hat. C. Their favorite shirt. D. The team shirt.②Listen and read Paragraph 1 and find out difficulties in four.③Solve the difficulties together.(2)Read Paragraph2 and correct the wrong sentences:①write “T” or “F”. after reading Paragraph 2 1. Zhang Sijia is going to enjoy herself during Children’s Day.( ) 2. She is going to get up early and have a walk on the morning of 1st May. ( )3. She is going to have a picnic in the park near her friend’s house. ( )②A student to be a little teacher to check the answers. Others try their best to answer the questions .③Students read Paragraph 2 and point out difficulties points.④To say the difficulties and solve together.(3)Read Paragraph 3.①Read and answer:1. Where is Lucy going to stay?2. What is she going to do there?③A group of six students to read paragraph 3. Then ask someone to recite this paragraph. (4)The students read Paragraph 3 together, make sure understand the passage.要求学生快速阅读信件，选出Sally的图片，能够巩固刚才所学描述人物的句型。通过学生快速阅读，培养学生获取主旨的能力。并且从整体把握文章的内容， 为进一步学习做好铺垫。让学生带着任务（问题）去阅读课文，去找答案，有助于学生更加准确地获取信息，提高阅读效果和技能。学生通过分层次阅读文章，获取具体信息，把知识点和课文理解在分段学习得以突破。而小组活动能通过学生间的自主、合作学习，让学生充分地实践运用语言，并激发学生创造性思维的发展。Step FourPost-reading(10’)1.Retelling.①Give some time for the students to complete the passage with the correct form of the words from the box of Activity4 on Page 17.②Call back the answers from two students then read the short passage in the whole class .③Get the Ss to retell the passage, using the information in Activity 2.2.Writing:Now, let’s say something about Zhang Sijia and Lucy.3. Speaking:Ask students to ask something about their plans. Work in pairs1.Retelling①Finish the retelling of Activity 4 on Page 17.②Have a competition: Who finish the retelling quickly and best?③ Try to retell the passage, using the information in Activity 2.2. Learn to joint the two sentences. Use because.3. Make dialogue like this:A: What are you looking forward to this weekend?B: Because ….A.: Who are you going to go with?B: I’m going with…A: Why are you going to do that?复述课文能使学生加深对课文内容的理解。适量的口头练习，让学生巩固本课时的语言重点。Step FiveSummary（2’）1.Get the students tosum up the language points.T: What have we learned today?Ss:……2.Let the students to choose the best team in this lesson.1.Sum up the language points.2.To choose the best groups.引导学生对这节课的总结，让学生做自由发言，培养学生自主学习，自主总结的良好学习习惯。简短的评价使学生的课堂表现得到肯定并且可以激励学生的学习兴趣，树立学习英语的信心。Step SixHome-work（1’）Write a passage about their friends’ plans and tell the reason.Finish the homework.课后作业有助于学生巩固已学的知识，补充其他方面的锻炼。写作是阅读的拓展，让学生最终完全掌握语言，实践运用语言。教学步骤 教 师 活 动学 生 活 动活 动 目 的1. Leading-in（7’）1. Give instructions of guessing game.2. Show the pictures and ask the students to make dialogues about what they are going to do for the coming weekend. 1. Play a guessing game, a volunteer does actions about his/her plans, the other students guess like this: Are you going to go shopping? / I think you’re going to play basketball.2. The students act out the dialogues in pairs about their plans with the pictures Review and consolidate the new words and some phrases.2. While-task(17’)1. Have the students finish Activity2 and then check the answers.1.Do Activity 3, complete the sentences with the correct form of the words and expression from the box.Review and consolidate the verbs and the phrases just learned in the first two units.2. Ask the students to write things they are going to do for the coming weekend as many as they can.3,4. Organization2. The students will be given three minutes to write things they are going to do for the coming weekend as many as they can..3. They will have a match for writing on the blackboard. (See which group can write the most correct sentences of the four groups.)4. Two students will collect the sentences on the blackboard. And see which group will do the best.Consolidate expressions and main sentence structure that they’ve learned. 3. Post-task (19’)1. Organization2. Organization1.Students interview their best friends about their plans for the coming weekend, and fill in the table of Activity5 with the information they get.2. Make a report about their best friends’ weekend plans, using the information in the form. Then share with the class.1.To practice the skill of speaking.2. Enable students to talk about their weekend plans.3. Ask the students to write about their own weekend plans.4. Organization.3.Write a plan for the coming weekend.4. Ask some students to write their plans on the blackboard and share their plans with the class. See who has the most wonderful weekend.To practice the skill of writing.4. Summary(1’)Sum up the key structure: be going to do…Students conclude the usage of the key structure.Let the students internalize the grammar they’ve learned in this module.5. Homework（1’）Write a plan for the May Day holiday.板书设计Module 3 Making PlansUnit 3 Language in useI’m going to check my email. What are you going to do at the weekend?Are we going to meet here?No, we aren’t.
Module3 Making Plans教学内容：Unit1 What are you going to do at the weekend?课型：Listening and speaking教学目标： 1、能够正确使用下列单词和词组： go over, picnic, housework, on, else, nobody, at, nothing, silly, fantastic.2、能够听懂包含计划、安排的对话，并且判断出对话中人物的计划。4、能够与人做有关计划的对话。3、能用be going to表达自己的计划、安排，并能询问对方的计划、安排。教学重难点：1、能够听懂对话中计划、安排的对话。2、能够正确使用“ be going to” 来描述计划的相关信息。教学准备：课堂整体运用任务型教学模式，培养学生独立自主的学习能力。本课指导学生通过听说获取信息，培养学生的听说技能。在教学过程中，采用多媒体手段辅助教学，利用各种图片和习题任务贯穿整个教学过程。因此，本节课需准备：PPT课件、挂图、录音机、课堂练习表格、奖品教学过程：七、板书设计：Module 3. Making PlansUnit1. What are you going to do at the weekend?go over lessons 1) What are you going to do at the weekend?have a picnic I’m going to +V.help with the housework 2) Don’t be silly! 3) Who else is going to be there?达标训练题一．翻译下列短语：1. 去野餐_____________ 2. 查收我的电子邮件__________________3. 复习_______________ 4. 在周日下午________________________5. 看电影_____________ 6. 上钢琴课 _________________________7. 还有谁_____________ 8. 别傻了！__________________________9. 帮忙做家务_________ 10. 在周末___________________________二、选择填空。( ) 1.—When are you going to Beijing?— _______ Sunday morning.A. On B. In C. At D. For( ) 2. — I think I’m going to die.— ____________! You’re very healthy.A. I’m sorry to hear thatB. Don’t be sillyC. You’re a foolD. Great( ) 3. There ____________ a basketball match tomorrow. A. has B. have C. is D. is going to be( ) 4. Look! The baby _________ soundly. A. is going to sleep B. sleeps C. is sleeping D. sleep ( ) 5. —___________ do you want? — Nothing. I have enough. Thanks. A. Who else B. What else C. When D. Where( )6. I _______ at home this Saturday. A. stay B. am staying C. am going to stay D. going to stayModule３ Making Plans教学内容：Unit2 We’re going to cheer the players.课型：Reading and writing教学目标： 1、能够正确使用下列单词和词组： forward, look forward to, fan, make friends, shirt, cheer, player, hope, win, enjoy yourself, myself, during, May, May Day, late, walk, take a walk, country, second, collect, litter, fun, summer holiday, camp, Australian, sightseeing, go sightseeing, beach, early2、能够读懂描述计划安排的短文，并且判断出文中人物的计划、安排。3、能够对自己的计划等方面进行简单的描述。4、通过阅读他人的计划，学会自己做计划。教学重难点：1、能够读懂简单描述计划的短文。并能在阅读中找出有关作者的计划信息，完成学习任务。（重点）2、能够正确使用“ be going to”的句子来描述计划并表达出计划相关的原因。（难点）教学准备：课堂整体运用任务型教学模式以及阅读课“四个阶段”教学模式。本课指导学生通过阅读获取信息，培养学生阅读技能。在教学过程中，采用多媒体手段辅助教学，利用各种图片和习题任务贯穿整个教学过程。因此，本节课需准备：PPT课件、挂图、录音机、课堂练习表格、奖品教学过程：七、板书设计：Module 3. Making plansUnit 2. We’re going to cheer the players.player look forward to sth./doing sth.fan make friends (with sb.)cheerhope I hope + 句子win(won)enjoy oneself…达标训练题根据中文完成下列句子：周末你们打算做什么？What ________ you ________ __________ _______ at the weekend?2．他们明天去野餐吗？ Are they ___________ ________ _____________ a picnic tomorrow?3. 我正期待着明天的足球赛。 I’m ____________ ____________ ________ the football match tomorrow.4. 我们打算愉快地渡过五一假期。 We’re going ________ __________ ___________ during the May Day holiday.5. 我们要去为运动员们喝彩。 We’re going _________ ___________ the players.二、用所给词的适当形式填空：1. He’s going to __________ (meet) other fans.2. Are you going to make ____________ (friend) with me?3. The little boy is looking forward to ________ (stay) with his parents.4. Koala is an ___________ (Australia) animal.5. This year is going to ________ (be) very different.三、选择填空。( )1. — Why is she going to England? — _______ she wants to see the Big Ben herself. A. Because B. But C. Then D. And( )2. — ________ on Sunday? — She’s going to wash her clothes.When is she going to wash her clothesWhat does she doWhat’s she going to doWhere is she going to do( )3. He is looking forward to ______ out this Saturday.A. go B. going C. going to D. go for( )4. I’ll have two days to ______ in Huizhou.A. sightseeing B. went cycling C. going sightseeing D. go( )5. We are going to have a picnic _____ 1st May. A. at B. on C. in D. ofModule3 Making plans教学内容：Unit3 Language in use课型：Revision and application教学目标： 1. 正确运用本模块的词汇：picnic，go over, housework, nobody, nothing, look forward to , make friends, enjoy oneself, litter, beach等。2. 能运用“ be going to” 询问并回答有关将来的计划的事情，在同学之间进行真实的交际。3. 能用运用所学知识介绍自己的周末计划。4. 提高学习英语兴趣，树立信心，培养其积极主动参与各种语言实践活动的学习态度。教学重难点：能够用“be going to” 熟练的谈论自己的周末计划。教学准备：本节课型为Revision and application，根据新课标的要求，结合教材和学生特点，主要采用任务型互动式进行教学，结合情景法、交际法、听说法、归纳法等教学方法实施课堂活动，开启学生思维，通过一系列有条理的教学活动，引导学生自主探究学习和与他人互动合作学习，让学生体验愉快学习。本节课所需教具及资料：幻灯、图片、调查表等。教学过程：达标训练题一、选择正确的答案：（ ）1. We are all looking forward __________ the new film. A. to watch B. watches C. to watching D. watching( ) 2. — What are you going to do next week?— We ____________ a picnic.A. have B. are going to have C. is going to have D. will be( ) 3. I often ___________ an hour reading English. A. take B. cost C. spend D. pay( ) 4. Don’t __________ silly! A. is B. are C. / D. be( )5. We aren’t going to take a walk__________ it’s raining now. A. because B. but C. and D. so( )6. I want to go shopping. I’m going to ______ some clothes. A. wash B. send C. give D. buy( )7. — Are you going to see a movie this evening? — _______. I’m going to have a piano lesson. A. Yes, I am B. No, I’m not C. Yes, I do D. No, I don’t二、 短文填空： Hello, boys and girl. I’m Jim Smith, I’m 13 years old. I’m 1.___________ England and I’m English. This is my first time to come to China. I like 2._____________ very much. I’m going to have a busy 3._________________. On Saturday morning, I’m going to 4._______________ my homework, but in the afternoon, I’m going some 5._________ and I’m going to take a 6.___________ in the Summer Palace. On Sunday morning, I’m going to a basketball match, and I’m going to 7.___________ my favourite player. I hope my favourite team will 8.___________ the match. In the afternoon, I’m going to help my mother do some 9.______________, for example, to clean my house. I’m a happy boy. Do you want to make 10.______________ with me? 教学步骤教师活动学生活动设计意图Step OneWarming-up (3’)Lead in1. Play a guessing game: Do actions and ask : Now, boys and girls, do you know what am I doing?2．OK, you all did a good job. Now we are having a lesson, but do you know what am I going to do tomorrow?1. Guess and say the sentences like this: “You are sleeping…” “You are drinking…” make the students do the actions and the other students guess like this: “He is fishing… She’s …”2. Students guess like this: You’re going to …以旧引新，先引导学生回顾相似的语法结构 be doing.通过这个环节，可以引导学生把一般现在进行时和一般将来时进行简单的对比了解。既训练了学生的反应又在无形中培养学生大胆说英语的习惯。活跃了课堂气氛。Step TwoPre-task(5’)Show students some pictures about some activities of Activity2 , show the title of the lesson and lead the students to describe what are the children going to do at the weekend. And lecture the new words as well.eg: go over, picnic, housework, nothing, fantastic…Watch pictures learn some new words and try to describe them like this :“He’s / She’s / They’re going to go over lessons/ have a picnic….. at the weekend.”引导学生谈论图片,训练学生描述事情的能力。在描述的同时学习新单词和句型，做到词不离句，为学生扫清听的障碍。Step ThreeWhile -task (24’)1. Listen and matchAsk students to finish Activity1.2.Read and rememberAsk students to do Activity 1 and try to remember the phrases.3. A competition of Activity 2. Show pictures of Activity 2 and have a competition, Who memorize well4. Listening. (Activity 3)Play the tape and have students to choose the best the answers to the sentences.5. Reading.Let the Ss open the book to read the conversation. Then finish the questions of Activity3 on Page 15.6. Problems- solvingAsk the students to read the conversation in roles. And help them solve these important points: 1) help with sth. =help …do sth. 2) who else, what else, anything else3) have a picnic4) Don’t be silly.1. Listen and match the words and expression from Box A with the word and expressions from Box B. 2. Read and memorize the phrases of Activity1.3. Look at the pictures and say out the activities quickly.e.g. He’s going to do his homework.4. The students listen the conversation in Activity 3 carefully and choose the best the answers to the following sentences.①Betty is going to __ on Saturday afternoon.A. check her email B. see a movie C. help with the housework②____ are going to have a picnic on Sunday afternoon.A. Lingling B. Lingling and Betty C. Lingling, Betty and Daming5. Students open the book and read the conversation. Then make them to work together and finish the questions in groups.6.Some students read the conversation and the other students find out difficulties points. All the students say the difficulties and solve together.要求学生记住词组的搭配。通过学生快速记忆，培养学生瞬间记忆的能力。并且熟悉所学的新内容， 为进一步的听说学习做好铺垫。让学生带着任务（问题）去听对话并找到答案，有助于培养和提高学生更加准确地听取信息的能力。通过小组活动提高学生间的自主、合作学习，让学生充分地实践运用语言，并激发学生创造性思维的发展。Step FourPost-task(10’)1.Retelling.①Let the students complete the conversation with the correct form of the words form of the words from the box on Activity 4.②Call back the answers from two students then read the short passage in the whole class .2.SpeakingWork in pairsHave students ask and answer plans for the weekend and fill in the form. Then get them to make a report.1. Complete the conversation on the book.2. Make dialogues and fill in the table of Activity 6 on Page 15. Then make a report about what they and their partner going to do.复述对话能使学生加深对课文内容的理解和记忆。适当的口头练习，让学生巩固本课时的语言点和突出重点。Step FiveSummary（2’）1.Get the students tosum up the language points.T: What have we learned today?Ss:……2.Let the students to choose the best team in this lesson.1.Sum up the language points.2.To choose the best groups.引导学生对这节课的总结，让学生做自由发言，培养学生自主学习，自主总结的良好学习习惯。简短的评价使学生的课堂表现得到肯定并且可以激励学生的学习兴趣，树立学习英语的信心。Step SixHome-work（1’）1. Read the dialogue after school and remember the new words.2.To write a short plans for the coming weekend.Finish the homework.课后作业有助于学生巩固已学的知识，补充其他方面的锻炼。写作是阅读的拓展，让学生最终完全掌握语言，实践运用语言。教学步骤教师活动学生活动设计意图Step OneWarming-up (3’)1.Lead inShow the students a basketball and a picture of Yi Jianlian and say: Do you know this cool boy? Can you say something about him?2．See and sayT: Yes, he is Yi Jianlian. He is a very good basketball player. I hear he is coming to Huidong to have a basketball match. I’m looking forward to watching the match at Huidong stadium and meeting the other fans. We’re going to cheer him. I hope his team will win. And we’re going to enjoy ourselves.1. Look at the picture and say: Yes, he is Yi Jianlian. etc.2. Listen and know some new words.先引导学生回顾上节课的内容，巩固系表结构的语句。通过这个环节，既可以活跃课堂气氛，.也能从说句子中考验学生对Unit1知识的掌握程度，还训练了学生的反应。Step TwoPre-reading(5’)1.Free talk:T: Now, boys and girls, what’s your plan? What are you going to do tomorrow?2. Words lecturing:Show the pictures and get the Ss to learn some new words and phrases for the students: beach, camp, go sightseeing, collect litter, take a walk…1. Have some volunteers talk about their plans.2. Learn the new words and get ready for the reading comprehension.培养学生大胆说英语的习惯。在描述的同时学习新单词和句型，为学生扫清阅读障碍。Step ThreeWhile-reading (24’)1. Scanning(1)Ask students to scanthe passage and answer: How many people are there in the passage? Who are they?2. SkimmingAsk students to skim the passage and check what they’re going to do in the form in Activity 2.3.Careful reading.(1)Paragraph 1:①Choose the best answers:T: Now, please read paragraphs 1 and choose the best answers of the two questions.②Ask a volunteer to read Paragraph 1 in class and find out difficulties.③Solve difficulties:look forward to sth./ doing sth., make friends with sb., cheer sb., wear / put onT: Martin is going to the football match, is Zhang Sijia going with him on May Day? Now, let’s look at Paragraph2.(2)Paragraph 2:①Present some sentences to the students and ask them to write “T” or “F” also correct the wrong sentences after reading Paragraph2 . ②Ask a student to be “a little teacher” to check the answers. ③The whole class read this paragraph together and point out important points.④Solve difficulties.T: How are you going to spend your summer holiday? Let’s take a look at Lucy’s wonderful plans.(3)Paragraph 3: ①Let the students answer these two questions after reading Paragrap3 ②Students read this paragraph and try to recite the part.③Ask a group of six students to read Paragraph 3. T: Let’s read the passage together. (4)Ask the students to read the passage together, make sure they understand it well.1.Scan the passage and answer: How many people are there in the passage? Who are they?2. Skim the passage and check what they’re going to do.(Finish Activity2 on Page 16.)Read Paragraph 1:①Choose the best answers:1.Who are they going to watch a football match tomorrow?( ) A. Martin B. Marin’s friends C. Martin and his friends D. Martin and his brother2.What are they going to wear at the match? ( ) A. The team skirt. B. The team hat. C. Their favorite shirt. D. The team shirt.②Listen and read Paragraph 1 and find out difficulties in four.③Solve the difficulties together.(2)Read Paragraph2 and correct the wrong sentences:①write “T” or “F”. after reading Paragraph 2 1. Zhang Sijia is going to enjoy herself during Children’s Day.( ) 2. She is going to get up early and have a walk on the morning of 1st May. ( )3. She is going to have a picnic in the park near her friend’s house. ( )②A student to be a little teacher to check the answers. Others try their best to answer the questions .③Students read Paragraph 2 and point out difficulties points.④To say the difficulties and solve together.(3)Read Paragraph 3.①Read and answer:1. Where is Lucy going to stay?2. What is she going to do there?③A group of six students to read paragraph 3. Then ask someone to recite this paragraph. (4)The students read Paragraph 3 together, make sure understand the passage.要求学生快速阅读信件，选出Sally的图片，能够巩固刚才所学描述人物的句型。通过学生快速阅读，培养学生获取主旨的能力。并且从整体把握文章的内容， 为进一步学习做好铺垫。让学生带着任务（问题）去阅读课文，去找答案，有助于学生更加准确地获取信息，提高阅读效果和技能。学生通过分层次阅读文章，获取具体信息，把知识点和课文理解在分段学习得以突破。而小组活动能通过学生间的自主、合作学习，让学生充分地实践运用语言，并激发学生创造性思维的发展。Step FourPost-reading(10’)1.Retelling.①Give some time for the students to complete the passage with the correct form of the words from the box of Activity4 on Page 17.②Call back the answers from two students then read the short passage in the whole class .③Get the Ss to retell the passage, using the information in Activity 2.2.Writing:Now, let’s say something about Zhang Sijia and Lucy.3. Speaking:Ask students to ask something about their plans. Work in pairs1.Retelling①Finish the retelling of Activity 4 on Page 17.②Have a competition: Who finish the retelling quickly and best?③ Try to retell the passage, using the information in Activity 2.2. Learn to joint the two sentences. Use because.3. Make dialogue like this:A: What are you looking forward to this weekend?B: Because ….A.: Who are you going to go with?B: I’m going with…A: Why are you going to do that?复述课文能使学生加深对课文内容的理解。适量的口头练习，让学生巩固本课时的语言重点。Step FiveSummary（2’）1.Get the students tosum up the language points.T: What have we learned today?Ss:……2.Let the students to choose the best team in this lesson.1.Sum up the language points.2.To choose the best groups.引导学生对这节课的总结，让学生做自由发言，培养学生自主学习，自主总结的良好学习习惯。简短的评价使学生的课堂表现得到肯定并且可以激励学生的学习兴趣，树立学习英语的信心。Step SixHome-work（1’）Write a passage about their friends’ plans and tell the reason.Finish the homework.课后作业有助于学生巩固已学的知识，补充其他方面的锻炼。写作是阅读的拓展，让学生最终完全掌握语言，实践运用语言。教学步骤 教 师 活 动学 生 活 动活 动 目 的1. Leading-in（7’）1. Give instructions of guessing game.2. Show the pictures and ask the students to make dialogues about what they are going to do for the coming weekend. 1. Play a guessing game, a volunteer does actions about his/her plans, the other students guess like this: Are you going to go shopping? / I think you’re going to play basketball.2. The students act out the dialogues in pairs about their plans with the pictures Review and consolidate the new words and some phrases.2. While-task(17’)1. Have the students finish Activity2 and then check the answers.1.Do Activity 3, complete the sentences with the correct form of the words and expression from the box.Review and consolidate the verbs and the phrases just learned in the first two units.2. Ask the students to write things they are going to do for the coming weekend as many as they can.3,4. Organization2. The students will be given three minutes to write things they are going to do for the coming weekend as many as they can..3. They will have a match for writing on the blackboard. (See which group can write the most correct sentences of the four groups.)4. Two students will collect the sentences on the blackboard. And see which group will do the best.Consolidate expressions and main sentence structure that they’ve learned. 3. Post-task (19’)1. Organization2. Organization1.Students interview their best friends about their plans for the coming weekend, and fill in the table of Activity5 with the information they get.2. Make a report about their best friends’ weekend plans, using the information in the form. Then share with the class.1.To practice the skill of speaking.2. Enable students to talk about their weekend plans.3. Ask the students to write about their own weekend plans.4. Organization.3.Write a plan for the coming weekend.4. Ask some students to write their plans on the blackboard and share their plans with the class. See who has the most wonderful weekend.To practice the skill of writing.4. Summary(1’)Sum up the key structure: be going to do…Students conclude the usage of the key structure.Let the students internalize the grammar they’ve learned in this module.5. Homework（1’）Write a plan for the May Day holiday.板书设计Module 3 Making PlansUnit 3 Language in useI’m going to check my email. What are you going to do at the weekend?Are we going to meet here?No, we aren’t.
相关资料
更多
