Unit 3 My weekend plan Part A Let’s talk教案（含反思，详案与简案）

Unit
3
My
weekend
plan
教材分析
本单元学习的主题是周末活动计划。教学内容主要是通过展示陈杰和Amy的对话，以及张鹏朋友们的周末活动展开的。教学重点是能够听、说、读、写并运用核心句型“—What
are/is…going
to
do?
—We’re/I’m
going
to…/He/
She
is
going
to…”“—Where
are/is…going?
—We’re/I’m
going…/He/
She
is
going…”“—When
are/is…going?
—We’re/I’m
going…/He/
She
is
going…”;听、说、读、写单词和词组:take
a
trip,
go
to
the
supermarket,
visit
my
grandparents,
see
a
film,
tonight,
this
morning,
this
afternoon,
this
evening,
next
week,
postcard,
dictionary,
comic
book,
word
book
教学目标
知识与能力目标:·
能够听、说、读、写句型“—What
are
you
going
to
do
tomorrow?
—I’m
going
to
have
an
art
lesson“—Where
are
you
going?
—I’m
going
to
the
cinema.”“—When
are
you
going?
—Next
Wednesday.”?·能够在情景中运用句型“—What
are/is…going
to
do?
—We’re/I’m
going
to…/He/
She
is
going…”“—Where
are/is…going?
—We’re/I’m
going…/He/
She
is
going…”“—When
are/is…going?
—We’re/I’m
going…/He/
She
is
going…”谈论活动计划的内容、地点和时间?·能够在图片的帮助下正确理解并按照正确的意群及语音、语调朗读吴一凡的日记，运用本单元所学核心句型口头描述并能写出自己中秋节的安排?·能够听、说、读、写单词和词组：take
a
trip,
go
to
the
supermarket,
visit
my
grandparents,
see
a
film,
tonight,
this
morning,
this
afternoon,
this
evening,
next
week,
postcard,
dictionary,
comic
book,
word
book?·能够正确使用上述单词和词组谈论或描述自己的活动计划?·能够在图片和文字的支持下完成表格和仿写语句?·知道英语多音节单词有重音，且需重读的语言现象情感态度?文化意识?学习策略目标:·能够树立需要在活动前做好合理计划的意识，鼓励自己“做中学”?·了解中秋节的一些传统习俗?·知道藏头诗的特点?·能够通过看图捕捉主要信息，并根据提示做出听前预测?·能够通读文段，获取主旨大意和细节信息
课时安排
第一课时：
Part
A
Let’s
try
&
Let’s
talk第二课时：
Part
A
Let’s
learn
&
Make
a
plan第三课时：
Part
B
Let’s
try
&
Let’s
talk第四课时：
Part
B
Let’s
learn
&
Role-play第五课时：
Part
B
Read
and
write第六课时：
Part
B
Let’s
check
&
Let’s
wrap
it
up
&
Part
C
Story
time
The
first
period(第一课时)
Part
A
Let’
s
try
&
Let’s
talk
?教学内容与目标
课时教学内容
课时教学目标
Let’s
try
·能够读懂题目要求，学会听前预测要听的重点内容·能运用基本听力技巧完成本部分的听力任务
Let’s
talk
·通过观察、谈论Let’s
talk板块的图片，并在PPT和老师的帮助下理解对话大意·通过听录音，学会按照正确的意群及语音、语调朗读对话，并能在小组中进行角色表演·能够听、说、读、写并在情景中恰当运用句型“—What
are/is…going
to
do?
—We’re/
I’m
going
to…/He
/She
is
going
to…/They
are
going
to…”提问及作答·能够用所学语言谈论自己和朋友的周末活动计划重点
?教学重点
1.能理解和掌握本课重点句型“—What
are
you
going
to
do…?
—I’m
going
to…”并在真实情景中灵活运用。
2.能够用所学语言谈论自己和朋友的周末活动计划。
?教学难点
正确运用“be
going
to”谈论自己和朋友的活动计划并与他人进行交流。
?教学准备
PPT课件、课文录音、视频、单词卡片、日历等。
?教学过程
Step
1:
Warm-up
&
Lead-in
1.
Greetings.
2.
Play
a
game:
Sharp
eyes.
Show
some
verbs
and
verb
phrases
“draw
a
picture,
swim,
dance,
see
a
film,
do
homework,
have
a
lesson,
watch
TV,
cook,
wash
clothes,
clean
the
room,
go
for
a
picnic,
read
books,
play
football,
go
shopping,
play
computer
games…”
quickly
on
the
PPT.
（出示课件）
Students
try
to
speak
out
the
right
word
or
phrase
as
soon
as
possible
when
it
shows
up.
3.
Enjoy
a
chant
together.
4.
Lead-in.
(1)T:
Do
you
like
today’s
chant?
Ss:
Yes.
T：Are
you
going
to
draw
a
picture/see
a
film…this
weekend?
Ss:
Yes./No.
T:
The
weekend
is
coming!
Zhang
Peng’s
friends
are
going
to
different
places
and
do
different
things.
Let’s
go
and
have
a
look.
(2)
Show
the
picture
of
the
main
scene
in
this
unit
on
the
PPT.
Ask
students
to
observe
it
carefully
and
try
to
think
about
three
questions:
(3)
Check
the
answers
together.
(课件出示：前两个问题的答案)
Encourage
students
to
think
out
more
answers
about
the
last
question.
T:
Zhang
Peng’s
friends
have
different
plans
for
this
weekend.
What
are
you
going
to
do
this
weekend?
Today
we
are
going
to
make
a
weekend
plan.
Step
2:
Presentation
1.
Listen
and
circle.
(1)
Show
the
two
questions
of
“Let’s
try”
on
the
PPT.
（课件出示：教材P24
Let’s
try板块的两个问题）
Let
students
read
the
questions
and
guess
the
answers.
T:
Can
Mike
go
swimming
today?
What
do
you
think
of
this
question?
Ss:
Yes,
he
can./No,
he
can’t.
T:
Why
do
you
think
he
can/can’t
go
swimming
today?
Ss:
Because…
Encourage
students
to
think
out
more
reasons.
（2）Play
the
recording
of
“Let’s
try”.
(课件出示：教材P24
Let’s
try板块的音频)
Ask
students
to
get
the
key
information.
Then
ask
them
to
choose
the
right
answers.
（3）Check
the
answers.
Show
the
listening
material
to
help
students
understand
further.
（课件出示：教材P24
Let’s
try板块的答案及听力材料）
（4）After
checking
the
second
answer,
provide
one
more
question:
What
is
Mike
going
to
do
this
afternoon?
Lead
students
to
choose
the
right
picture
and
speak
out
the
sentence:
He
is
going
fishing
this
afternoon.
2.
Look
and
say.
Take
out
a
calendar
of
this
month
and
show
it
through
the
video
display
desk.
T:
What
day
is
it
today?
S1:
It
is
Monday/…[来源:学_科_网Z_X_X_K]
Ask
this
student
to
circle
the
day
of
today
on
the
calendar.
Then
write
down
the
word
“today”
beside
the
circle.
T:
Clever!
Who
knows
what
day
it
is
tomorrow?
S2:
It’s
Tuesday/…
T:
Super!
Ask
that
student
to
circle
the
day
of
tomorrow
on
the
calendar.
Then
write
down
the
word
“tomorrow”
beside
that
circle.
Lead
students
to
read
the
word
“tomorrow”
three
times.
3.
“Let’s
talk”.
（1）Show
the
pictures
of
“Let’s
talk”.
（课件出示：教材P24
Let’s
talk板块的图片）
T:
Sarah
is
on
the
phone
with
Mike.
What
are
they
talking
about
this
time?
S1:
They
are
talking
about
tomorrow’s
plan.
T:
Good
answer!
They
are
talking
about
their
plans
for
tomorrow.
What
are
they
going
to
do
tomorrow?
Look
at
the
pictures
and
guess
the
answers.
Ss:
Mike/Sarah
is
going
to…
（2）Show
the
first
question:
What
are
Mike
and
Sarah
going
to
do
tomorrow?
Let
students
watch
the
video
of
“Let’s
talk”
and
try
to
fill
in
the
blanks.
(课件出示：教材P24
Let’s
talk板块的视频)
Check
the
answers
together.
（出示课件）
（3）①Show
the
picture
of
“have
an
art
lesson”
to
help
students
review
the
phrase.
(课件出示：have
an
art
lesson的相关内容)
②Provide
another
question:
What
is
Sarah
going
to
do
in
the
art
lesson?
Ask
students
to
answer
the
question
and
check
the
answer
together.
Put
the
word
card
of
“draw
some
pictures”
on
the
blackboard.
Do
the
action
of
“draw
some
pictures”
to
help
students
review
this
phrase.
And
lead
students
to
read
it
for
three
times.
Then
ask
students
to
read
the
dialogue
for
two
times.
③Show
the
picture
of
“see
a
film”
to
help
students
understand
its
meaning
better.
(课件出示：see
a
film的相关内容)
（4）Lead
students
to
read
these
three
phrases
for
three
times.
Then
ask
them
to
read
the
three
sentences.
①Ask
students
to
observe
the
sentences
carefully
and
try
to
find
out
the
same
part
by
discussing
with
their
deskmates.
Ask
some
students
to
stand
up
and
share
their
answers.
When
the
student
says
“is
going
to”,
the
teacher
takes
out
the
word
card
of
this
phrase
and
puts
it
on
the
blackboard.
Lead
students
to
read
it
in
the
way
of
“high-low
voice”.
②T:Why
do
all
these
three
sentences
have
“is
going
to”?
S1:
They
are
talking
about
tomorrow.
S2:
They
will
do
these
things
tomorrow.
T:
I
like
your
answers.
You
are
brilliant!
They
are
talking
about
the
plans
for
tomorrow.
These
things
didn’t
happen
before.
They
are
not
doing
these
things
now.
They
will
do
these
things
tomorrow.
③Provide
some
sentences.
Ask
students
to
divide
them
into
two
groups.
Check
the
answers
together.
Lead
students
to
conclude
the
rules
of
the
two
groups.
T:
Group
One
is
about
the
structure
of
“be
going
to”.
They
are
all
about
plans
for
the
future.
Group
Two
is
about
the
structure
of
“be+
v-ing”.
They
are
all
about
doing
something
now.
4.
Read
and
act.
（1）Students
read
after
the
recording.
Pay
attention
to
the
pronunciation
and
the
intonation.
（2）Let
students
practice
the
dialogue
in
pairs.
（3）Act
out
the
dialogue.
Step
3:
Practice
1.
A
matching
task.
Show
different
pictures
and
phrases:
go
ice-skating,
wash
clothes,
draw
pictures,
make
a
snowman,
go
for
a
picnic.
(课件出示：上述动词词组及其图片的连线题)
Ask
students
to
complete
the
matching
task.[来源:学科网]
2.
Pick
apples.
Divide
students
into
several
groups.
Show
a
big
apple
tree
and
a
question
on
the
PPT:
What
am
I
going
to
do
tomorrow?
Each
apple
has
a
phrase
in
it,
such
as
go
ice-skating,
wash
clothes,
draw
pictures,
make
a
snowman,
go
for
a
picnic.
（课件以摘苹果的方式出示上述动词词组）
The
teacher
picks
one
apple
each
time.
Students
try
to
make
a
sentence
with
the
phrase
in
it
to
answer
the
question.
Make
a
model：
T:
What
am
I
going
to
do
tomorrow?
S1:
You’re
going
to
draw
pictures.
…
The
first
student
who
speaks
out
the
right
sentence
can
get
a
score
for
his/her
group.
3.
Look
and
say.
Show
some
pictures
of
the
phrases
on
page
24
on
the
PPT.
（课件出示：教材P24下方词组及其相应的图片）
Lead
students
to
talk
about
the
pictures
with
the
sentence
structures
“—
What
is/are…going
to
do?
—…is/are
going
to…”
Make
a
model.
T:
What
is
he
going
to
do?
S1:
He
is
going
to
go
ice-skating.
The
first
student
who
speaks
out
the
right
sentence
can
get
a
score
for
his/her
group.
Step
4:
Consolidation
&
Extension
“Weekend
Plan”
1.
Play
a
game:
A
Miming
Game.
Each
time
ask
one
student
to
come
to
the
front
of
the
platform.
Give
him/her
a
picture
about
an
activity.
Let
him/her
mime
it.
Through
the
miming
activity,
the
others
try
to
guess:
What
is
this
student
going
to
do
this
weekend?
And
try
to
describe
the
plan
with
the
sentence
structure
“You’re
going
to…”
The
winner
can
get
a
score
for
his/her
group.
[来源:学科网]
2.
Do
a
survey.
Ask
students
to
talk
about
the
weekend
plan
by
using
the
sentence
structures
“—What
are
you
going
to
do?
—I’m/We\'re
going
to…”
in
groups.
Write
down
the
result
on
the
paper.
The
leader
in
each
group
collects
all
the
answers.
Fill
in
the
chart
below.
（课件出示：调查表模板）
3.
Show
time.
Ask
two
or
three
groups
to
give
reports
like
this:
I’m
going
to
see
a
film.
Student
1
is
going
to
read
books
this
weekend.
Student
2
and
Student
3
are
going
to
play
basketball…
The
group
which
does
a
good
job
can
get
a
score.
4.
Evaluation.
Count
the
total
scores
of
each
group.
Find
the
best
group.
Give
each
member
of
this
group
a
big
hug.
?板书设计
?教学反思
1.本课通过游戏和歌谣引入主题，活跃了课堂气氛，也让学生通过旧知初步了解了新知，温故而知新。
2.本课主要锻炼了学生的听、说、读、写英语的能力，使学生能够更加流利地使用英语进行交流。
3.教师利用图片、日历、卡片和动作等方式将学生带入真实的语言环境中，让学生身临其境，自发地融入到课堂中来。
4.本课设置多个环节，环环相扣，层层深入，抽丝剥茧，帮助学生逐步理解并使用所学语言来谈论自己及他人的周末计划。
5.板书设计清晰明了，重点突出，起到了很好的辅助作用。
?Teaching
Contents
&
Teaching
Aims
Let’s
try
·Be
able
to
understand
the
questions
and
predict
the
key
points
before
listening.
·Be
able
to
use
basic
listening
skills
to
complete
the
listening
task
in
this
section.
Let’s
talk
·Be
able
to
understand
the
main
idea
of
the
dialogue
by
observing
and
talking
about
the
pictures
with
the
help
of
the
teacher.
·Be
able
to
read
the
dialogue
with
the
correct
pronunciation
and
intonation
and
act
it
out
in
groups.
·Be
able
to
listen,
speak,
read,
write
and
use
the
sentence
structures
“—What
are/is…going
to
do?
—We’re/I’m
going
to…/He/
She
is
going
to…/They
are
going
to…”
to
ask
and
answer
questions.
·Be
able
to
talk
about
the
weekend
plans
freely.
?Teaching
Priorities
·Be
able
to
understand
and
master
the
key
sentence
structures
in
this
lesson,
and
use
them
flexibly
in
real
situations.
·Be
able
to
talk
about
the
weekend
plans
freely.
?Teaching
Difficulties
·Use
the
sentence
structure
“be
going
to”
correctly
to
talk
about
plans
for
activities
and
communicate
with
others.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students
Activities
Teaching
Purposes
Warm-up
&Lead-in
1.
Greetings.2.
Play
a
game:
Sharp
eyes.Show
some
verbs
and
verb
phrases
on
the
PPT.[来源:学
科
网Z
X
X
K][来源:学#科#网]3.
Enjoy
a
chant
together.
1.
Greetings.2.
Try
to
speak
out
the
right
word
or
phrase
as
soon
as
possible
when
it
shows
up.3.
Enjoy
a
chant
together.
Review
the
verbs
and
the
verb
phrases
learned
before.
Lay
a
foundation
for
the
following
study.
4.
Lead-in.Freely
talk
and
provide
some
questions.Check
the
answers
together.
Think
about
and
answer
the
questions
about
the
main
scene.
Check
the
answers
together.
Lead
in
the
topic
of
this
lesson.
Presentation
1.
Listen
and
circle.(1)
Show
the
two
questions.
Let
students
read
them
and
guess
the
answers.
(2)
Play
the
recording.(3)
Check
the
answers.
Show
the
listening
material.(4)
Provide
one
more
question.
(1)
Read
the
two
questions
and
guess
the
answers.(2)
Listen
to
the
recording
and
choose
the
right
options.(3)
Check
the
answers.(4)
Think
about
and
answer
the
question.
Lead
students
to
predict
the
answers
to
the
exercises
before
listening.
Then
listen
to
the
dialogue
with
questions.
Enhance
the
purpose
of
listening,
and
train
students’
listening
ability
effectively.
2.
Look
and
say.Use
a
calendar
to
teach
the
word
“tomorrow”.
Observe
the
calendar
and
answer
the
teacher’s
questions
to
learn
the
word
“tomorrow”.
Help
students
understand
the
word
“tomorrow”
through
the
physical
display
and
the
dialogue.
Lay
a
certain
foundation
for
further
study.
3.
“Let’s
talk”.(1)
Show
the
pictures.Ask
students
to
guess
the
answers.(2)
Show
the
first
question
and
ask
students
to
watch
the
video
and
fill
in
the
blanks.
Check
the
answers.(3)
Teach
the
key
phrases.(4)
Lead
students
to
learn
the
structure
of
“be
going
to”.
(1)
Look
at
the
pictures
and
guess
the
answers.(2)
Watch
the
video
and
fill
in
the
blanks.
Check
the
answers.(3)
Learn
and
practice
the
key
phrases
and
sentences.(4)
Find
out
the
same
part
of
the
key
sentences.Classify
the
sentences
into
two
groups
and
conclude
the
rules
of
the
two
groups.
Let
students
perceive
the
dialogue
as
a
whole
and
process
the
local
language
step
by
step.
Help
students
to
get
a
deep
understanding
of
the
dialogue
and
a
practical
understanding
of
the
key
phrases,
sentence
structures
and
grammar
points
of
the
lesson.
4.
Read
and
act.
Read
after
the
recording.
Practice
and
act
out.
（续表）
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Practice
1.
A
Matching
task.Show
different
pictures
and
phrases
on
the
PPT.2.
Pick
apples.Show
a
big
apple
tree
and
a
question
on
the
PPT.
Pick
one
apple
each
time.3.
Look
and
say.Show
some
pictures
of
the
phrases.
1.
Finish
the
matching
task.2.
Make
sentences
with
the
phrases
in
the
apples.3.
Talk
about
the
pictures
with
the
sentence
structures.
Help
students
master
the
key
sentence
structures
of
this
lesson
step
by
step,
and
further
understand
the
verb
“be”.
Consolidation&Extension
“Weekend
Plan”1.
Play
a
game:
A
Miming
Game.Ask
students
to
mime
the
activities
on
the
pictures.2.
Do
a
survey.Let
students
ask
and
answer
in
groups
and
fill
in
the
chart.3.
Show
time.Ask
two
or
three
groups
to
show
their
works.4.
Evaluation.
1.
Guess
and
try
to
describe
the
plan
in
the
structure
of
“You’re
going
to…”2.
Talk
about
the
weekend
plan
with
the
sentence
structures
in
groups
and
fill
in
the
chart.3.
Show
their
works.4.
Evaluation.
Apply
the
key
phrases
and
sentence
structures
to
the
real
situation.
Achieve
the
purpose
of
language
output,
and
further
consolidate
the
use
of
the
simple
future
tense.
Homework
1.
Practice
the
dialogue.2.
Do
the
exercises.
Teaching
purpose
树通过游戏复习之前学过的动词和动词词组，为接下来的学习做铺垫。接着把本课中出现的动词词组编成一首chant，不仅能对新知进行预热，也能在一定程度上活跃课堂气氛。。
Teaching
purpose
通过让学生观察主情景图，并对图片内容进行问答，引入本课的主题：My
Weekend
Plan。并引导学生对此主题展开讨论。
Teaching
purpose
通过主情景图，引导学生预测吴一凡将要参观的地方，简单描述城市设施的位置，为即将学习的Let’s
try板块设置话题背景。
Teaching
purpose
引导学生在听听力前预测练习的答案，对要听的内容进行热身。接着带着问题去听对话，增强听的目的性，有效地训练学生的听力能力。
Teaching
purpose
通过实物展示和对话帮助学生理解tomorrow的含义，为学生下一步学习对于明天的计划和安排打下一定的基础。
Teaching
purpose
从呈现整体对话，让学生整体感知对话到逐步处理局部语言，使学生深入了解对话的内容，对本课的重点词组、句型和语法点都有切实的理解。
Teaching
purpose
练习部分的设计由认词组到组句子，再到使用不同的人称描述不同的计划，层层递进，帮助学生逐步掌握本课重点句型，并能够进一步体会be动词与不同的人称搭配，达到举一反三的作用。
Teaching
purpose
引导学生运用所学的内容谈论自己和他人的周末计划，将所学的重点词组和句型灵活运用到真实的情景中，以达到语言输出的目的，进一步巩固一般将来时的用法。