Planning for the weekend
一、教材简析：这节课处理的是A版块是一篇章，要求教师依托语篇对学生进行英语综合能力的训练。本课教学充分体现了语篇教学的理念，它不是重点关注某个字、词、句的处理，而是重点培养了学生获取、分析、整理和应用文本信息的能力，这种能力的培养体现在课堂上就是学习方法的指导，学生掌握了某种学习方法就能举一反三地运用于其他语篇的学习中，学生的自学能力才能真正得到提高。
二、教学目标：
能听懂、会说、会读、会写单词：haveschool,seeaBeijingopera,piansfortheweekend
通过学习课文，能整体把握、正确理解文章。
依托语篇教学，能掌握一定的学习方法，并能举一反三运用到阅读中。
三、教学重点：
通过学习课文，能整体把握、正确理解文章。
能正确朗读课文，有一定的语音语调。
依托语篇教学，能掌握一定的学习方法，并能举一反三运用到阅读中。
四、教学难点：
能正确运用一般将来时复述所学内容。
依托语篇教学，能掌握一定的学习方法，并能举一反三运用到阅读中。
五、教学过程：
Step1.Freetalk
1. Greeting.
2. T:Doyoulikestories?I’mgoingtotellyouastory.
课件出示《狐狸与乌鸦》的故事，教师讲述。
Thereisabirdinabigtree.Itlikessingingandsingseveryday.Oneday,thebirdgotsomemeatandwantedtoeatit.Afoxcameupandsaid,“Myfriend,yousingverywell.Ilistentoyoueveryday.Whydon’tyousingasongtoday?I’mgoingtolistentoyoucarefully.”Thebirdlookedathimandopendthemouthtosing.Atthattime,themeatwasinthefox’smouth.
T:Thesecondtime,thefoxisgoingtomeetthebirdagain.There’ssomemeatinbird’smouthagain.Canyouguess,whatisthefox/birdgoingtodothistime?
学生同桌交流回答：
S: Thefoxisgoingtoaskthebirdtosingasong/eatthemeatagain.
Thebirdisgoingtoflyaway/openthemouthtosingagain/eatthemeatquicklyandthentalk/singwiththefox.
设计意图：用故事导入，复习一般将来时的表达。
Step2.Before-readingactivities
a)T:NowwearegoingtohaveanEnglishlesson.Todaywe’lllearn“Unit6Planningfortheweekend”.Canyouguessfromthetitle?Whatarewegoingtotalkaboutinthislesson?
出示学法指导卡片：Guess(卡片形状为苹果，贴入简笔画的树中)
S: Whatarewegoingtodoattheweekend?
T: Yes.Let’stalkabout“Whatarewegoingtodoattheweekend?”
S: I’mgoingto…
b)T:You’regoingtodoalotofthingsattheweekend.Andsomepeoplearegoingtodosomethingattheweekend,too.Let’sreadandguess.
课件出示：
1. Aboyissittingbesidethecomputer.
2. Grandparentsarestandinginfrontofthetheatre.
3. Davidisstandingbesideatelephone.
学生猜测人物将干什么。E.g.:
a. T: Whatistheboygoingtodo?(Sentence1)
S: He’sgoingtoplaythecomputer.
b. T: Whataregrandparentsgoingtodo?(Sentence2)
S: They’regoingtoseeafilm.
T: Payattention.Theyarestandinginfrontofthetheatre,notthecinema. Sothey’regoingtoseeaplay.Whatkindofplay?ABeijingopera.
CAI出示京剧图片，学习seeaBeijingopera
c. T: WhatisDavid goingtodo?(Sentence3.)
S: He’sgoingtocallsomeone.
设计意图：在阅读语篇教学之前进行句子阅读时热身运动，句子3是为了连接语篇教学，承上启下。
Step 3. During-readingactivities
1. T: WhoisDavidgoingtocall?Whataretheytalkingabout?Let’slisten.
听背景部分录音，校对
S: HeiscallingGaoShan.
They’retalkingabouttheirplansfortheweekend.
学习plansfortheweekend
T: TheyaretalkingabouttheirplansfortheweekendbecausetodayisSaturday,theydonothaveschool.Itmeanstheydonothaveclasses.
学习：haveschool
2. a. T: Howdotheytalkabouttheirplans?Pleaselistenandchoosethecorrectquestions,andthenwritedownthekeywordsoftheanswers.
学生听课文上半部分录音，选问句并速记答案。
A. Listen,chooseandwrite.(听第一部分对话，选出你所听到的问句，并在横线上速记下答案的关键词。)
（）1. a. Whatareyougoingtodotoday?
b. Whatareyougoingtodotomorrow?
（）2. a. Wouldyouliketocome?
b. Wouldyouliketojoinus?
（）3. a. ShallwemeetatonethirtyinfrontoftheGardenTheatre?
b. IsNancygoingtoplayattheconcert?
设计意图：这三对问句是语篇前后部分中的，前半部分和后半部分语篇相似，故如此设计。学生应速记答案的关键词为SeeaBeijingopera,Yes,Yes。这些词比较简单，学生能速记下来，这样既培养了学生速记的能力和习惯，又没有挫伤他们的刚萌发的积极性。
b. T: Areyouright?PleasereadthedialogueatP46andcheckup.Youcanunderlinethequestionswithstraightlines.
先不校对答案，让学生阅读课文，用直线划出问句，自己校对。CAI屏幕上出示前部分课文，师生校对时划出学生答的问句。
c. T: Pleasereadthedialogueinrollandfindtheanswers,thenunderlinetheanswerswithcurvelines.
学生分角色朗读，用曲线划出答句。校对时在屏幕上划出答句并板书：
OnSaturdayafternoon
GaoshanseeaBeijingopera
Davidjoinonethirty infrontoftheGardenTheatre
3. T: Howdidwelearnthefirstpartofthedialoguejustnow?
归纳学习方法：CAI出示
a.Listentothetapeandpayattentiontothequestions.
b.Writedownthekeywordsoftheanswersquickly.
c.Readthedialogueandcheckupthequestionsandanswers.
T:Thatmeans“Takenotes”.
出示学法指导卡片：Takenotes
4. T: Pleaselearnthesecondpartofthedialoguebyyourselves.
学生自学课文后半部分，先听录音再阅读课文
B. Listenandwrite.(听后半部分对话，并记下关键词。)
Who Whattodo When
校对并板书：
OnSundayafternoon
Nancy playthepiano attheconcert
Davidplaytheviolin
学习：attheconcert
5. 看课文VCD并选读课文
T:Let’schooseandread.IfyoulikeaBeijingopera,youcanreadP46.
Ifyoulikeaconcert,youcanreadP47.
学生自读后指名。
6.根据板书的关键词复述课文
T:Please saywhatyouknowaccordingtothekeywordsontheblackboard.
出示学法指导卡片：Say
设计意图：手把手地教课文前半部分，然后放手让学生自学课文后半部分，根据所教的学习方法获取语篇中的信息。
Step 4.After-readingactivities
1. T: Canyoupick“apples”?(指板书中的学法指导苹果卡片)Let’stry.
a. T: First,whichapplecanyoupick?
S: “Guess”.(将苹果卡片Guess贴入简笔画画的筐中，表示将这只苹果摘下了，目的是引导学生关注语篇学习的步骤。)
课件出示题目：PlanningforChildren’sDay
T: Let’sguessfromthetitle.Whatisthispassagegoingtotalkabout?
S: WhatarethechildrengoingtodoonChildren’sDay?
b. T: Second,whichapplecanyoupick?
S:“Takenotes”.（将苹果卡Takenotes贴入简笔画画的筐中）
学生自读做笔记并完成练习。
附阅读材料：
PlanningforChildren’sDay
Itis3:30onWednesdayafternoon.Thechildrendonotgotoschoolnow. TomorrowisChildren’sDay,sotheyare talkingabouttheirplansforthisChildren’sDay.
Jim:Hello,Mike.
Mike:Hi,Jim.
Jim:Whatarewegoingtodotomorrow?
Mike:Shallwetakepartinasingingcontestatschool?
Jim:Sorry,Ican’tsingwell.
Mike:Whatareyougoodat?
Jim:I’mgoodatplayingbasketball.
Mike:Me,too.Let’shaveabasketballgame.
Jim:OK.Let’sasksomeboystojoinus.
Mike:Let’sgo.
（）① Children’sDayison .
A. Wednesday B. Thursday C.Tuesday
（）② There’sgoingtohe intheschooltomorrow.
A. asingingcontest
B. adancingcontest
C. asportsmeeting
（）③ WhatisMikegoodat?
A. He’sgoodatsinging.
B. He’sgoodatplayingfootball.
C. He’sgoodatplayingbasketball.
（）④ WhatareJimand Mikegoingtodo?
A. They’regoingtohaveabasketballgame.
B. They’regoingtosing.
C. They’regoingtotalk.
c. T:Atlast,whichapplecanyoupick?
S: "Say”.（将苹果卡片Say贴入简笔画画的筐中）
T: Let’ssaysomethingaboutJimandMike.
校对练习答案。
设计意图：举一反三地将所学的学习方法运用到阅读中，并为下一环节的开展做铺垫。因本课的实际教学时间在儿童节之前，故如此设计。
2. a. T: Whatholidayisit?（出示儿童节图）
Ss: It’sChildren’sDay.
T: Let’stalkaboutourplansforChildren’sDay.TohaveagoodChildren’sDay,pleasechoosesomeactivitiesthatyoulike.Ifyoudon’tlikethem,youcangiveotherideas.
Chooseandwrite. （为了开展一次有意义的儿童节活动，请在你喜欢并希望开展的活动后打勾，你也可另提建议。）
①We’regoingtohaveaparty. （）
②We’regoingtotakepartinasingingcontest. （）
③We’regoingtoseeaplay. （）
b. T: Let’stalkaboutourplans.
学生自由活动找班上的好朋友谈论。
课件出示可运用的句子：
WhatareyougoingtodothisChildren’sDay?
I’mgoingto…
Wouldyouliketocome/joinus?
Yes,I’dliketo./ I’dloveto.
Shallwe…?
3. T: IhopeyoucanhaveagoodChildren’sDay.Inthislesson,youstudyveryhard.IthinkyoucanmasterthiswaytolearnEnglish,andyouaregoingtolearnEnglishbetter.Thankyou.Bye!
设计意图：这些句型是本课的重点，培养学生灵活运用所学的内容。学生对话时既可参照课文，也可仿照补充的阅读材料，发挥的空间较大。 教案对我很有帮助，非常感谢啊
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