一 : What are we going to do
教学目标
知识目标
（1）New words and phrases: fifth, trip, field trip, discuss, hometown, fish, go fishing, east, boating, going boating, maybe, mountain, hike, go hiking, agree, picnic, the day after tomorrow, top, problem, quick, quickly, start, trip, trip over, tired, hurry, hurry up, tie, die, more, city, take, eighth, salesgirl, far, beautiful, together,
（2）Grammar: be going to 结构和它的一般疑问句和特殊疑问句结构及回答.
（3）日常交际用语:Why don’t we …?I agree. I am good at it. It’s not far from …
（4）语音/ i:/ e , ee , ea /i / i / э/ a, e, o ,er, or（our）
能力目标
（1）要求学生能根据上下文和图画判断生词词义。培养学生的阅读理解能力
（2）要求学生能熟练运用be going to结构做口头和笔头练习。
（3）能听懂与课文难度相当的听力资料。
（4）能掌握讨论未来活动的有关交际用语。
情感目标：培养学生交往能力。
教学建议
教材分析
本单元主要教学内容是围绕谈论未来活动展开的，其中be going to 结构贯穿整个单元的始末。单元安排了两段对话、两段课文及若干口头练习帮助学生掌握be going to 结构的陈述句，一般疑问句。特殊疑问句的结构和用法，掌握一些有关讨论未来活动的交际用语。教学可采用设定情境法，学生采用讨论、自由对话的学习方法。
关于语法教学
（1）教师可以通过提问和比较法使学生初步理解be going to 结构的意义，例如：教师问：What are you doing now? 学生回答：We are studying English now。然后，教师指着课程表下午的数学和语文课说：What are you going to do this afternoon? 自己回答：We are going to study Chinese this afternoon .We are gonging to study math also。然后指着课程表下午的音乐课问学生：What are you going to do this afternoon? 学生答：We are going to study music。此时教师可以解释are going to的含义。然后教师再让学生举例I am going to … He She is going to … 重点强调be going to 结构表达的是将来发生的动作，to 后面是动词原形。
（2）教师可以将going to结构和现在进行时进行比较：
_____I__________________________________I__________________________
Now this afternoon
I am playing football now. I am going to play football this afternoon
主语+be +动词ing 形式 主语+be +going to +动词原形
（3）教师可以把小明一家的假期的活动安排用表格的形式列出，让学生进行问答练习。如图：
Family member
Date
Transportation
Activities
Reason
Xiao Ming
Tomorrow
By bike
Do shopping
Sister
The day after tomorrow
On foot
Go on a field trip
Brother
Next week
Go fishing
He likes it
Father and mother
Next Saturday
By bus
Visit their friends
The friend is ill.
例如
A: What is Xiao Ming going to do?
B: Xiao Ming is going to do some shopping.
A: When is Xiao Ming going to do shopping?
B: He is going to do some shopping tomorrow.
A: How is Xiao Ming going to do shopping?
B: He is going to do shopping by bike.
笔头训练
（1）要求学生能够就口头训练落实到笔头上，教师可以设计一个话题，让学生自由完成后续部分。例如：明天是周末，你将怎样度过周末呢？可写3-5句话。
教师还可以让学生自己作出下周的计划安排表，本周日活动或国庆节假期活动安排表，然后就这些安排表进行详细的描述。
教师还可以让学生就课程表中第二天的课程安排进行描述。
（2）教师可以出示几张图片让学生根据图片内容用be going to 结构写出要发生的事情。
如图1. It is hot. What is Xiao Ming going to do?
图2 It is snowy. What are the students going to do?
图3. Mary and Li Ping got to the farm. What are they going to do?
关于教学表将来打算be going to用法的几点建议
①提问若干学生将来的某时间要干什么。一方面可提高学生的注意力，另外可让学生从老师将要讲述的内容中找到自己的答案。
②通过教材中的实例讲述将来时态的应用场景及其特点。
③讲解将来时态的构成要素，通过练习熟悉这些要素并引导学生对老师的提问进行作答，熟悉和掌握此时态。
④模拟练习，激发学生的学以致用的兴趣，让学生自己能够说出自己身边的将来时态的场景并进行问与答。
⑤总结go doing 固定结构，讲解进行时态代表将来时态的具体事例。
情感教学
在教学过程 中让学生领略到山河的锦绣和大自然的美好，从而激发学生热爱自然，热爱祖国的大好河山。让学生知晓中国悠久的文明历史，树立强烈的民族自尊心和自豪感。从而使学生增加爱国意识，起到爱国主义教育的作用。
go +v ing结构
固定搭配，表示动名词的意义。常用来表示体育和业余活动。
例如：go fishing 去钓鱼,go boating 去划船,go swimming去游泳 ,go hiking去远足, go shopping去购物，go dancing 去跳舞.
例句：Let’s go swimming next weekend.
Are you going to go fishing tomorrow?
e going to
be going to 为固定结构，初学时应注意以下六点：
一、注意be going to 的意义
be going to为结构表示按计划、安排将要发生的事，或经推测将要或肯定要发生的动作。该结构通常译成“打算、准备”等等。
如：I’m going to mend my bike this evening.我打算今晚修理我的自行车。
go在此结构中不含有“去”的意思。
二、注意be的变化
be在此结构中用作助动词，不作连系动词，有am, is 和are三种形式，本身无意义。
1．否定式：应在am, is 或are后加not. 如：
He isn’t going to buy that pen.他不打算买那支钢笔。
2．疑问式：应将助动词be提到主语前，与be作连系动词的用法相同。如：
Are you going to see your uncle tomorrow?你准备明天看你的叔叔吗？
Yes, I am. 是的，我准备去。
三、注意be going to后接动词原形
to在此结构中为动词不定式符号，后须接动词原形。如：
They’re going to play games.他们打算做游戏。
四、注意be going to结构须与表示将来的时间状语连用。如：
We’re going to have an English class tomorrow.明天我们要上一节英语课。
五、注意当to后的动词为表示位置移动的动词，如go, come, leave, fly, start等时，一般不用be going to结构，常用现在进行时表示将要发生的动作。如：
I’m going to the shop. 我要去商店。
一般不说I’m going to go to the shop.
六、注意There be结构一般将来时应为There is / are going to be…。如：
今晚有场电影。
误：There is going to have a film this evening.
正：There is to going to be a film his evening.
教学目标
知识目标
（1）New words and phrases: fifth, trip, field trip, discuss, hometown, fish, go fishing, east, boating, going boating, maybe, mountain, hike, go hiking, agree, picnic, the day after tomorrow, top, problem, quick, quickly, start, trip, trip over, tired, hurry, hurry up, tie, die, more, city, take, eighth, salesgirl, far, beautiful, together,
（2）Grammar: be going to 结构和它的一般疑问句和特殊疑问句结构及回答.
（3）日常交际用语:Why don’t we …?I agree. I am good at it. It’s not far from …
（4）语音/ i:/ e , ee , ea /i / i / э/ a, e, o ,er, or（our）
能力目标
（1）要求学生能根据上下文和图画判断生词词义。培养学生的阅读理解能力
（2）要求学生能熟练运用be going to结构做口头和笔头练习。
（3）能听懂与课文难度相当的听力资料。
（4）能掌握讨论未来活动的有关交际用语。
情感目标：培养学生交往能力。
教学建议
教材分析
本单元主要教学内容是围绕谈论未来活动展开的，其中be going to 结构贯穿整个单元的始末。单元安排了两段对话、两段课文及若干口头练习帮助学生掌握be going to 结构的陈述句，一般疑问句。特殊疑问句的结构和用法，掌握一些有关讨论未来活动的交际用语。教学可采用设定情境法，学生采用讨论、自由对话的学习方法。
关于语法教学
（1）教师可以通过提问和比较法使学生初步理解be going to 结构的意义，例如：教师问：What are you doing now? 学生回答：We are studying English now。然后，教师指着课程表下午的数学和语文课说：What are you going to do this afternoon? 自己回答：We are going to study Chinese this afternoon .We are gonging to study math also。然后指着课程表下午的音乐课问学生：What are you going to do this afternoon? 学生答：We are going to study music。此时教师可以解释are going to的含义。然后教师再让学生举例I am going to … He She is going to … 重点强调be going to 结构表达的是将来发生的动作，to 后面是动词原形。
（2）教师可以将going to结构和现在进行时进行比较：
_____I__________________________________I__________________________
Now this afternoon
I am playing football now. I am going to play football this afternoon
主语+be +动词ing 形式 主语+be +going to +动词原形
（3）教师可以把小明一家的假期的活动安排用表格的形式列出，让学生进行问答练习。如图：
Family member
Date
Transportation
Activities
Reason
Xiao Ming
Tomorrow
By bike
Do shopping
Sister
The day after tomorrow
On foot
Go on a field trip
Brother
Next week
Go fishing
He likes it
Father and mother
Next Saturday
By bus
Visit their friends
The friend is ill.
例如
A: What is Xiao Ming going to do?
B: Xiao Ming is going to do some shopping.
A: When is Xiao Ming going to do shopping?
B: He is going to do some shopping tomorrow.
A: How is Xiao Ming going to do shopping?
B: He is going to do shopping by bike.
笔头训练
（1）要求学生能够就口头训练落实到笔头上，教师可以设计一个话题，让学生自由完成后续部分。例如：明天是周末，你将怎样度过周末呢？可写3-5句话。
教师还可以让学生自己作出下周的计划安排表，本周日活动或国庆节假期活动安排表，然后就这些安排表进行详细的描述。
教师还可以让学生就课程表中第二天的课程安排进行描述。
（2）教师可以出示几张图片让学生根据图片内容用be going to 结构写出要发生的事情。
如图1. It is hot. What is Xiao Ming going to do?
图2 It is snowy. What are the students going to do?
图3. Mary and Li Ping got to the farm. What are they going to do?
关于教学表将来打算be going to用法的几点建议
①提问若干学生将来的某时间要干什么。一方面可提高学生的注意力，另外可让学生从老师将要讲述的内容中找到自己的答案。
②通过教材中的实例讲述将来时态的应用场景及其特点。
③讲解将来时态的构成要素，通过练习熟悉这些要素并引导学生对老师的提问进行作答，熟悉和掌握此时态。
④模拟练习，激发学生的学以致用的兴趣，让学生自己能够说出自己身边的将来时态的场景并进行问与答。
⑤总结go doing 固定结构，讲解进行时态代表将来时态的具体事例。
情感教学
在教学过程 中让学生领略到山河的锦绣和大自然的美好，从而激发学生热爱自然，热爱祖国的大好河山。让学生知晓中国悠久的文明历史，树立强烈的民族自尊心和自豪感。从而使学生增加爱国意识，起到爱国主义教育的作用。
go +v ing结构
固定搭配，表示动名词的意义。常用来表示体育和业余活动。
例如：go fishing 去钓鱼,go boating 去划船,go swimming去游泳 ,go hiking去远足, go shopping去购物，go dancing 去跳舞.
例句：Let’s go swimming next weekend.
Are you going to go fishing tomorrow?
e going to
be going to 为固定结构，初学时应注意以下六点：
一、注意be going to 的意义
be going to为结构表示按计划、安排将要发生的事，或经推测将要或肯定要发生的动作。该结构通常译成“打算、准备”等等。
如：I’m going to mend my bike this evening.我打算今晚修理我的自行车。
go在此结构中不含有“去”的意思。
二、注意be的变化
be在此结构中用作助动词，不作连系动词，有am, is 和are三种形式，本身无意义。
1．否定式：应在am, is 或are后加not. 如：
He isn’t going to buy that pen.他不打算买那支钢笔。
2．疑问式：应将助动词be提到主语前，与be作连系动词的用法相同。如：
Are you going to see your uncle tomorrow?你准备明天看你的叔叔吗？
Yes, I am. 是的，我准备去。
三、注意be going to后接动词原形
to在此结构中为动词不定式符号，后须接动词原形。如：
They’re going to play games.他们打算做游戏。
四、注意be going to结构须与表示将来的时间状语连用。如：
We’re going to have an English class tomorrow.明天我们要上一节英语课。
五、注意当to后的动词为表示位置移动的动词，如go, come, leave, fly, start等时，一般不用be going to结构，常用现在进行时表示将要发生的动作。如：
I’m going to the shop. 我要去商店。
一般不说I’m going to go to the shop.
六、注意There be结构一般将来时应为There is / are going to be…。如：
今晚有场电影。
误：There is going to have a film this evening.
正：There is to going to be a film his evening.
教学设计方案
Lesson 5
Period: The First Period
Content: Lesson five
Teaching Objectives: Students should master the use of “be going to” and show their intention to do sth.
Language FOCUS: I .To show the intention to do sth. “be going to do sth.”
II. useful expressions
1. on a field trip
2.
3.
Teaching Procedures:
I. Organizing the class
Greeting and a duty report
II. Review
1. To act out the dialogues they made up as homework.
2. To make up sentences with the time phrase. now, at the moment, Look! , listen! etc.
III. Leading-in
Teacher: On Sundays. I often go shopping. I like going shopping. What do you like doing on Sundays?
Students: I like playing computer games.
…
Teacher: OK. The students are going to go on their field trip, they are going to play somewhere. Let’s see what they like doing and where they are going.
Students listen to the dialogue and answer the questions teacher asked.
Explain the phrase “be good at” means someone can do sth very well. eg.
“Wendy is good at English” means “Wendy s English is good, she can speak or write English very well.”
Hike. (go for a) long walk in the country, taken for pleasure exercise.
Students listen again and read in pairs
IV. Practice
Suppose your class is going on a field trip, too. Talk in groups about where to go, what to do, how to go, etc. Make it a role play. And act it out.
V. Ask and answer
Students work in pairs ask questions in the box and answer.
Pay attention to the time phrases tomorrow, next week, next holiday, the day after tomorrow, etc.
VI. Practice
Add more phrases denoting the future time. eg, this weekend, next Sunday, etc.
Students ask questions about future intention.
A: What are you going to do next Sunday?
B: I am going to do my homework. What are you going to do?
C: I’m going to …
VII. Exercises in class
1. The students are going to have an English exam next month.
(1) What…?
(2) When …?
(3) Who…?
2. He is going to move to New York tomorrow.
(1) Negative sentence.
(2) general question and answers : Yes/No.
(3) Where…?
3. Complete the dialogue.
－ What ____ ____ ____ ____ ____ tomorrow?
－ Nothing much. why?
－ I ____ ____ ____ Plant some trees. Do you want to go with me?
－ Yes, I’d love to. Where ____ ____ ____ ____ plant the trees?
－ I ____ ____ ____ the countryside.
－ How ____ ____ ___ ____ get there?
－ We can take a bus.
－ Good. When ____ we ___ and where?
－ Let s meet at 9:00 in the morning. I II go to your house.
－ OK. See you tomorrow.
－ See you.
Answers:
1. ① What are the students going to do next month?
② When are the students going here for an English exam?
③ Who is going here for an English exam next month?
2. ①He isn’t going to move to New York tomorrow.
② Is he going to move to New York tomorrow? Yes, he is./No, he isn't.
③Where is he going to move tomorrow?
3. are, you, going, go, do,/am, going, to, are, you, going, to, /am, going, to, are, you, going, to, /will, meet,
VIII. Homework
To write a short article to introduce what you intend to do next holiday.
IX. The design of the blackboard
Lesson 5
go fishing Are you going to …?
be good at doing sth. Yes, I am.
have a field trip No, I’m not.
go on a picnic
教学设计方案
Lesson 6
教学目的(Teaching Objectives)
（1）掌握重点单词和词组hurry up. go the wrong way, be tired。
（2）熟练掌握be going to 结构的用法
（3）能回答课文的问题并能根据上下文判断单词的意思。
教具(Properties)：教学磁带，图片和卡片。Properties: tape recorder, calendar. .
教学过程 (Teaching Procedures)
Step 1 Organizing the class
Greeting end a duty report
Step 2 Review
1. To say sentences according to the calendar about Charlie’s holiday plan.
eg. Charlie is going to catch the nine o’clock train to his uncle’s home. etc.
Step 3 Leading - in
T: Last lesson, we have known the students are going to have a field trip to mountain. Today we’re going to see what they met on their trip.
Do you think they have a good time? Are there any problems? (Encourage students to guess about their trip.)
Students Listen to the tape with their books closed and try to write down the problems. Call one student to write on the blackboard.
Step 4 Presentation
学生默读课文，了解课文大意。并对下列句子进行判断。
A: they go to the top of the mountain to have a picnic.
B: they have no problem getting there.
教师就生词和难点进行举例解释。
To draw a mountain on the blackboard, teach the phrase “on the top of” pointing to the top and “at the foot of the mountain” pointing to the loot of it “To have a picnic means to carry your food. and eat in out doors” “To trip over sth means to fall down because of sth”
e.g. I want to climb to the top of the mountain first.
Tomorrow we are going to have a picnic in a park.” “The boy trips over a lying tree.
Step 5 Practice
Students listen and read the article.
Then they ask and answer about the problems in pairs “What s the matter with Jill?”
“She often goes the wrong way.” etc.
并就教科书78页的练习2进行讨论。然后两人一组问答练习。
Step 6 Practice
教师将课文第七页的1，2，3，4，5副图放大后挂在黑板上。告诉同学这就是当时爬山的情景。
Students guess what the people in each picture are going to say. Then check the answers.
Then students try to find ways to help them. They work in small groups.
最后教师让学生合上课文，根据图片复述课文。
If time permits, they act it out as a role play.
Step 7. Exercises in class
Ed trips over his shoes, so he has to 1 . Jiang Wei is very tired, he wants to 2 . Li Mu has too many things in his bag and it’s too heavy, he needs 3 . Katy wants to hike quickly, she always says 4 . But Jill often goes 5 .
Answers:
1. Wear his shoes 2. have a rest 3. help 4. hurry up! 5. the wrong way
Step 8. Homework
1.Do the exercise 2 in page 78 of the textbook
2.To make a role play according to the pictures.
Step 9. The design of the blackboard
Lesson six
be going to
be doing
the word and phrase.
the pictures of the text.
教学设计方案
Lesson 7
Period: The Third Period.
Content: Lesson seven
Property: Overhead Projector
Teaching Objectives: Students should be able to use "be going to" to talk about future intentions.
Language FOCUS: I . Review some sentence patterns
II . be going to
Teaching Procedures:
I. Organizing the class
Greeting and a duty report.
II. Revision
1. To talk about the problems they have when going hiking.
2. To read the text.
III. Leading - in
Teacher: We know that the students in the class are going hiking . What are you going to do ? Tomorrow? Next Sunday?
Ask students to write down phrases of future times on the blackboard.
IV. Practice
Students ask and answer questions in small groups to fill in the form in the book using their own names. Call one group to do it on the blackboard for later use.
After they finish the table, change partners and talk about the form. Use different question words and different question patterns: "What…going to …?" How…going to…?
"Where/When/Why/Who … going to… ?"
"Is she (he) going to… ?"
"Are they going to… ?"
"Is she (he)/Are they going to …or … ?"
Use the form on the blackboard as a model.
V. Reading and matching
Students do the matching themselves, then check the answers in pairs and make them a dialogue.
VI. Acting
Students have prepared the show as their homework.
VlI. Exercises in class
1. The students are going to have a party in the meeting - room next Friday, because it's their teacher's birthday.
Ask questions:
①Who …? ②What …? ③Where …? ④When …? ⑤Why …? ⑥General question ⑦Negative sentence ⑧ Whose …?
2. Write out as many future times as you can.
3. Complete the dialogue.
A: What ____ ____ ____ ____ ____ next Sunday?
B: I don't know ____ ____ you?
A: I ____ ____ ___ see a nice film .Do you want to go with me?
B: Yes. I'd love to. But the cinema is far.
How ____ ____, ___ ____ go there?
A: Let's go by bus.. I _____ ____ ____ buy the tickets tomorrow. Then I'll call you.
B: OK. Bye!
A: Bye!
Answers:
1.① Who is going to have a party in the meeting - room next Friday?
② What are the students going to do in the meeting - room next Friday?
③ Where are the students going to have a party next Friday?
④ When are the students going to have a party in the meeting - room?
⑤ Why are the students going to have a party in the meeting - room next Friday?
⑥ Are the students going to have a party in the meeting - room next Friday?
⑦The students aren't going to have a party in the meeting - room next Friday.
⑧ Whose birthday party are the students going to go have a party in the meeting - room next Friday?
2. tomorrow, tomorrow/morning, afternoon, evening, next Monday/Sunday, month/term/year, the day after tomorrow, soon, …
3. are you going to do/What(How) about/am going to/are We going to/am going to…?
VIII. Homework
Use "be going to" to write a short article
IX. The design of the blackboard
Lesson 7
What's he/she going to do tomorrow?
How's he/she going there?
When are they going?
教学设计方案
Lesson 8
Period: The Fourth Period
Content: Lesson eight
Properties: Tape recorder, cards, pictures.
Teaching Objectives: Students should grasp
I. the pronunciation of some letter clusters
II . the one of questions
III. the text and the dialogue
Language Focus:
I . Pronunciation & intonation
[i:]e, ee, ea, i,
[i]i
[ ]a, e, o, er, o(u)[in unstressed syllables)
Special questions should be in falling tones.
II . words & expressions
get to — reach, arrive at (in)
Salesgirl — a girl who sells things in a shop fruit (u]
Teaching Procedures:
I. Organizing the class
Greeting and a duty report.
II. Review
To talk about these people’s intentions for the future with “going to” eg. Peter is going to go to Chicago tomorrow.
III. Spelling and pronunciation
Students read the words on the cards “be, she, green, screen, queen, breathe, beast, pick, hit, big, ship, agree, exercise, again, cookery, control, neighbour,” and try to find out the rule, then listen to the tape and repeat.
Listen and read the sentences.
IV. Presentation
Draw some fruit on the blackboard and teach the word “fruit”, tell them that It’s an uncountable noun.
Teacher: I want to buy some clothes and go to a shop ,in the shop a salesgirl helps me. She works in the shop, she sells things to people.
Then teach the words “salesman, salespeople and salesperson.”
Play the tape for the students to find out the Chinese “You zi” and teach the English word “grape fruit”.
Students read the text to their partners first, then make it a role play. Four persons form a group. (Katy, Jill, salesgirl and narrator)
V. Listening practice
Listen to the tape and do the exercise.
VI. Leading-in
Show some pictures of Terra - cotla warriors and teach the word, show more pictures of Huashan and ask who has ever been to these places, or seen the sights, encourage them to say anything about that.
Teacher: We know that Mr. Li’s class went to the mountains for their field trip. Now Let’s see where other classes go.
Students listen to the tape and repeat the dialogue. Practise it in pairs and act it out
VII. Reciting
Hay the tape, students repeat and have a competition to see who can recite it correctly in the shortest time.
VIII. Checkpoint
Go through the checkpoint and answer any question.
IX. Homework
1. To write several pairs of sentences to compare “be doing” and “be going to do”
2. Finish WB
3. To review the second unit.
X. The design of the blackboard
Lesson 8
take…with… have a fun field trip
have lots of fun
be far from
探究活动
游戏：高速建桥
（1）要求教师事先准备好5种卡片。第一种卡片写好各种人称如：teacher, Tom, I, he, she, you, our classmate 等十张左右。第二种卡片写be 动词的各种形式。Am, is, are十张左右。第三种卡片都写出going to十张左右。第四种卡片上写各种活动如play ping pong, have swim, go shopping, go hiking, go boating, climb hills, go on a field trip, go to shanghai 等十张左右。第五种卡片上写各种表示时间的状语。如tomorrow, next day, the day after tomorrow等。
（2）学生分成若干组，每组五人，比赛时每组的组员上讲台分别挑取一张卡片。组成语法正确的句子，按顺序横贴在黑板上。
（3）在规定时间内组句最多建桥最长的组获胜。教师可以给予口头表扬或其他方式激励。
绕口令
She sells seashells on the seashore.
And the shells she sells are seashells, I'm sure.
The teacher see three bees meet on the leaves of a tree.
比一比，看谁读得又快又准。
计划一次秋游活动
以讨论和计划国庆节"秋游"为话题。（重点复习三种已学时态，及相关日常用语）教师为讨论会提供汉语或英语提示：
1．讨论会程序与注意事项
（1）只讨论旅游，不讨论学习问题，也不讨论体育活动问题。（用现在进行时）
（2）程序：1）用be going将来时
出游地点（where）
时间（when）(出发、返回)
方式（how）（交通问题）
出行人员（who）(本班为主，邀请好友，或兄弟学校同学或同行)
2．会议主席（由班长或其他同学临时担任）要掌握好讨论进程：
（1）不许离题（用现在时行时或祈使句，Let's 句型）
（2）概括总结，重复别人的原话。
3．提出建议、争论与讨论（why 去某地）（why not 不去某地）
陈述话由，用一般现在时。
提出建议，用Let, Can , May, Why, don't …?
同意，赞成：That's a good idea.
不同意：I don't think so. I think …is better.
旅游活动
学生自由组合成小组其中一人担任导游，任务是向其他游客介绍本次旅游团的计划，包括旅游路线、时间安排、食宿等等，以对话形式出现。
二 : Unit5 What will you do this weekend?
unit5 what will you do this weekend?
lesson27
教学内容：
本节课学习用what are you interested in? 及回答i’m interested in….enjoy….。并通过创设真实生动的情景，使学生能够灵活地使用句型表达自己的兴趣爱好。培养和提高学生在真实情景中恰当运用语言的能力。
教学目标：
知识与能力目标：
1. 本课学习巩固功能句型what are you interested in? 及回答i’m interested in…. i enjoy….表达自己的兴趣爱好。学习如何在真实的情景中谈论兴趣爱好，进行真实日常交流。并学习单词reading , dancing , jogging , exercising.
2. 通过创设真实生动的情景，学生能够运用句型what are you interested in? 及回答i’m interested in…., i enjoy….表达自己的兴趣爱好。
3. 培养和提高学生在真实情景中运用语言的能力。
过程与方法目标：
1. 通过演唱活泼的歌曲和chant，调动学生积极性。
2. 通过看视频来创设语言环境，激发学生求知欲，给学生进行大量的语言输入。
3. 通过小组的操练活动让学生在交流体验中接受新知识。通过认读和表演增强对课文的掌握和运用。
4. 通过小组合作共同完成sing, draw , chant ,dialogue, game 等不同形式的活动任务，鼓励学生充分感知、理解和运用所学句型what are you interested in? 及回答i’m interested in….i enjoy….表达自己的兴趣爱好。培养和提高学生在真实情景中运用语言的能力。
5. 通过教师不同层次的语言评价，小组竞赛以及奖励小组卡通标志的图片等评价形式，激励学生的学习兴趣和积极性。使学生在英语课程的学习过程中不断体验进步与成功。
情感与态度目标：
1．通过丰富有趣的活动，让学生体会到学习英语的乐趣，并感受在日常生活中如何运用英语，如何用英语表达自己正确的意思。
2．对学生进行养成健康广泛的兴趣爱好的德育教育，同时培养文明礼貌的好品质。
教学重点和难点：
教学重点：句型what are you interested in? 及回答i’m interested in….enjoy…
教学难点：如何在真实情景中正确使用所学的句型进行交际。
课前准备：
教具准备：动词图片、多媒体课件、学生评价表、各个小组的活动材料
板书准备：将黑板分成三部分，左侧画一个金色的大奖杯作为评价，中间留出板书主要句型，下面留出板画学生的兴趣爱好，右侧是新单词的图片。
学生分组：将学生分成六个大组，每个小组用各种可爱的卡通人物代表。
教学过程：
教学过程 时间 教师活动 学生活动 阶段目标
1．warming up
sing a song.《mr. sun 》let’s sing a song.
2.greeting
3. chant about interest
are you interested in chanting?
let’s chant.
内容：
are you interested in singing?
yes, yes, i am.
are you interested in dancing?
no, no, i’m not.
are you interested in drawing?
yes, yes, we are.
4.assessment
you did excellent jobs. sing and act.
greet to the teacher.
yes.
chant and clap hands
leaders paste the pictures of groups on big golden cup.
集中精神，准备上课，师生情感交流。通过演唱歌曲及评价，调动学生积极性。
本首chant的内容是将学生喜爱的兴趣活动动词串联起来，和本单元的教学内容相联系，为本节课扩展句型提供大量的替换词汇。并复习26课are you interested in…起到了承上启下的作用。
通过评价，调动学生的积极性，鼓励他们在课堂上积极参与。
2.presentation
guess teacher’s interest.
i know you are interested in chanting.
what about me?
what am i interested in? guess!
(draw the pictures about interest.)
学生猜的同时，教师用简笔画将学生猜到的兴趣爱好画在黑板上。
i ‘m interested in drawing.
奖励猜对的学生
2.show the invitation card.
i received an invitation card from your class. let’s listen.
dear miss li,
we will have a class meeting next week.
welcome to our class meeting and show your interest.
regards.
your students
no problem, i will draw pictures on the class meeting.
3.show the video about teachers’ interest.
look! what about these teachers? they also will come to our class meeting. what are they interested in? let’s watch.
视频展示四位老师谈论在班会上展示自己的兴趣爱好。
show the teacher’s pictures and ask.
what are they interested in?
what is mr.li interested in?
what is miss zhao interested in?
what is miss liu interested in?
what is miss chen interested in?
(show the new words )
在学生回答的同时，教师出示新单词：reading dancing exercising
jogging
带读，板书，强调发音。
5.show the key sentences.
our teachers have their interest.
what about you? what are you interested in?
(write the key sentence.)
（what are you interested in?
i’m interested in… i enjoy…）
板书：
what are you interested in?
i’m interested in… i enjoy…
同时引导学生联想相同意思的句型如：i like…
教师带读并作替换练习。
guess the teacher’s interest.
mr. li enjoys jogging.
miss zhao is interested in exercising.
miss liu is interested in dancing.
she is interested in reading.
answer the questions:
i’m interested in…
i enjoy…
i like…
read after the teacher 通过猜老师的兴趣爱好，引起学生兴趣，教师通过板画，展示兴趣爱好，增强了活动的趣味性，帮助学生回忆了有关兴趣爱好的单词。为下面新授作铺垫。
通过课件呈现一封班会邀请信，创设真实生动的情景，以即将召开的家长开放日，学生将要在班会上展示自己的兴趣爱好为主线，展开本节课的活动。
看有关熟悉的老师有什么兴趣爱好的视频来创设语言环境，激发学生求知欲和好奇心，给学生进行大量的语言输入，为新授内容作铺垫。
通过视频教师谈论自己的兴趣爱好，自然引出新单词。同时为学生在情景中进行练习继续创设情景。
3．prictise.
14
1.group work.
just now, we know our teachers’ interest.
what about your friends in your groups. now ,let’s ask one by one..
show the group work.
assessment ：
you did good job. leader, paste two pictures on the cup.other groups also did great jobs. paste one picture.
text
show the text video.
we are interested in so many things. what about kate and her friends? what about their class meeting?
let’s watch.
let’s watch again.
ask the questions.
what are they interested in?
what is….interested in?
let’s open books.
listen and repeat.
let’s read in the groups.
show the group works.
assessment.
what do you think about their work?
3．let’s sing a song.
yang ming is interested in exercising. do you like exercising?
ask and answer in the groups.
watch and answer the questions.
read the text.
read in the groups.
they did a wonderful jobs.
sing and do.
通过小组活动让学生在交流体验中接受新知识。
通过课件展示课文对话，学生整体感知课文。
通过认读和表演增强对课文的掌握和运用，为下面的拓展提供有效的基础。
引导学生对同学的表现进行评价。生生互动，相互鼓励，不仅能够得到老师的评价，而且得到同学的认可。
歌曲与课文对话相关，同时通过有趣的歌曲，学生紧张的情绪得到放松。
4. production
5.ending
6.homework 10
1 show the groups’ programs about the class meeting.
kate’s class meeting is interesting. now，let’s get ready for our class meeting.
we have six programs in our meeting.
leaders ,come here, take your programs,
programs ：
vinnie’s group, please write an invitation cards for the teachers.（写邀请卡）
hello kitty group, are you interested in drawing?
let’s draw some beautiful pictures for the class meeting.（画有关兴趣爱好的图画）
mickey group, can you play kong zhu? would you like to show it for us? （空竹是我校的校本课程）
snoopy group, would you like to make things for the class meeting?（小制作展示兴趣爱好）
do la a meng group, let’s sing a song for our class meeting.（小组创编有关兴趣爱好的歌曲）
xiao xin group, i know you are interested in chanting. let’s chant~! （自编小兴趣爱好的歌谣）
小组任务由教师提供道具，学生通过小组活动自然运用本课语言进行交流。
2. group work for the programs.
boys and girls ，now, you have interesting programs. let’s do it together. start.
3.show the programs.
assessment for each group.
today i am very happy. because you show your talent in this class.
i wish you would be an excellent student in different parts.
at last, take out this paper. let’s do assessment by yourself.
how many stickers do you have?
now , take out your assessment book.turn to page…
let’s make a survey about your parents interest. what are they interested in? let’s do it after class.
please tell me more next time.
group work for the programs.
展示小组活动成果，鼓励学生将写的邀请卡送给听课教师邀请他们参加班会。画画的小组将自己的作品贴在黑板上也可以直接画在黑板上。
take out the assessment sheet.
通过课件呈现小组活动任务，为即将召开的班会准备小组节目为主题。在真实生动的情境中，自然地呈现小组任务。
通过小组合作完成任务， 通过写邀请卡、创编歌曲、歌谣、空竹、绘画和小制作等不同形式的小组活动，让学生在活动中运用所学语言进行表达，交流自己的兴趣还好，在情景中运用语言。
对学生的表现进行总体评价，总结小组表现和学生个人表现，对学生进行德育渗透。鼓励学生养成健康良好的兴趣爱好。
作业将本节课的学习内容延伸到课后，与学生的真实生活相联系。
三 : Lesson 3 What Do They Look Like ?
lesson 3 what do they look like ?
课时：2
leaning aims:1. 掌握有关眼睛颜色和头发特征的词汇，了解西方国家人们的体貌特征，能够用英语描述体貌特征。
2.let the students learn how to describe people.
leaning important:1.掌握有关眼睛颜色和头发特征的词汇，了解西方国家人们的体貌特征，能够用英语描述体貌特征。
2.how to describe people.
leaning difficult: how to describe people.
leaning method: 情景教学法
teaching steps:
step1:organize teaching.
step2:review lesson 2.ask the students to answer some questions.
1. my father is my mother’s _______.
2. your grandmother is your grandfather’s ____.
3.you are your partents’ ________.
step3.showing the learning aims and ask the students to read them together.
step4.review some words about colours.
green,black,white,blue,brown,blond,red. go on
learning two words:short,long.then wrtie the new
words on the blackboard.curly “卷的” ，straight “直的”。
step5.decribe someone of our class.
eg.1.yangyichen has long,straight,black hair.look at her eyes. they are black.
2.xu junhe has short,straighr,black hair, look at his hair.they are black.
then ask the students to decribe themselves or
their deskmates.
step6.let’s decribe jenny,lynn.
1.jenny has short,curly,blond hair.look at her eyes. they are blue.
2.lynn has long,straightm,red hair. look at her eyes. they are green.
then ask the students to decribe bob and danny.
step7.learn part2.
listen to the tape,then answer some questions.
1. how old are li ming’s grandfather and grandmother?
2. his grandfather is _______ than his grandmother?
3. his grandfather has _______ hair and _______ .
4. his grandmother has _______ hair and _______.
5. li ming is __________ than jing.
6. how many people in his family wear glasses?
step8.check the answers.
let the students read the answers.
step9.read the text.
step10.do exercises.
根据实际情况回答问题。
1. what colour are your eyes?
2. does your grandmother have gray hair?
3. how many students in your class wear glasses?
4. what does your mother look like ?
5. who is shorter than you in your famliy?
6. what does your father look like ?
step11. writing on the bb.
lesson 3 what do they look like ?
i.words.
1.curly “ 卷曲的”
2.straight “直的”
3.long “长的”
4.short “短的”
5.wear glasses “戴眼镜”
ii.sentences.
1.i have long,curly and black hair.look at my eyes.
they are black.
2.she has short,straight and red hair.look at her eyes.
they are brown.
3.danny has three hairs.
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