Unit 3 My weekend plan第二课时（教案）人教PEP版英语六年级上册

第二课时

课时内容

A Let’s try； Let’s talk

课时分析

本次课程是人教版六年级上册第三单元的第二课时，与前一课时紧密相连，继续探讨"Weekend Plan"这一话题。本节课的主要目标是通过电话交流的情景，理解句子 "Sounds great. I have to..." 的意思，同时掌握谈论周末活动计划的句型："What are/is... going to do...?"，"I’m...He/She is going to..."，从而引导学生合理安排自己的周末。前一课时中对 "What are you going to do…? I’m going to…" 这一句型的学习，为本课时打下了基础。本课的重点在于学生能够在实际情境中运用 "What are/is... going to do...?" 这一句型，以谈论周末活动计划为主要内容。

本课程包括两个部分："Let’s try"和"Let’s talk"。

"Let’s try"部分： 这部分是听力训练，通过练习获得"A Let’s talk"部分中人物和场景的信息，为进入正式的对话学习做好准备。通过听力练习，学生能够更好地理解即将学习的内容，为后续的交流对话做好铺垫。

"Let’s talk"部分： 通过展示Mike和Sarah打电话聊天的情景，引出谈论周末活动的句型。讨论周末活动的话题是学生们非常感兴趣的，贴近学生生活，有助于激发他们用英语表达的积极意愿。在这一部分，学生能够从实际情境中理解句子 "Sounds great. I have to..." 的含义，并掌握谈论周末活动计划的句型。教学过程中应充分遵循以学生为主的原则，通过教材设置的情境，引导学生自主学习，培养他们独立思考和学习的能力。

通过这种教学方式，学生能够更好地理解并运用所学内容，同时培养了他们的独立思考和表达能力，使学习更加有趣和有意义。

课时目标

1. 能够听、说、认、写句型：What are you going to do tomorrow? I’m going to have an art lesson.

   We’re going to draw pictures in Renmin Park.

2. 能够在情景中运用句型What are/is... going to do...? I’m...He/She is going to...谈论周末活动计划。

3. 能够用正确的语音、语调朗读对话。

4. 能够理解Sounds great. I have to...

5. 了解be going to表示将来计划的用法。

6. 引导学生合理的安排周末计划。

课时重难点

1.重点

（1）能够听、说、认、写句型：What are you going to do tomorrow? I’m going to have an art lesson.   We’re going to draw pictures in Renmin Park.

（2）能够在情景中运用句型What are/is... going to do...? I’m...He/She is going to...谈论周末活动计划。

（3）能够用正确的语音、语调朗读对话。

（4）了解be going to表示将来计划的用法。

2.难点

恰当的运用句型What are/is... going to do...? I’m...He/She is going to...谈论周末活动计划。

教学准备

 多媒体课件、词卡、日历、录音机、磁带

教学过程

Objective: By the end of the lesson, students will be able to use time-related vocabulary (this morning, this afternoon, this evening, tonight, tomorrow, next week) and future tense sentences to discuss their plans for different times of the day and week.

Step 1: Warm-up

1. Greeting and Song: T: Good morning, boys and girls. Ss: Good morning, teacher. T: How are you today? Ss: Very well, thanks. And you? T: I’m fine too. Let's start with a song! (Play the song "What are you going to do?" Students enjoy and sing along.)
2. Review Words and Phrases: a. T: Let's review some phrases together. I'll show you a phrase, and you say the Chinese meaning. For example, I show you "see a film," you say "看电影." b. Show images like "wash clothes," "draw pictures," etc., and have students say the phrases and do related actions. c. Students read the phrases aloud and say the corresponding Chinese meanings.

Step 2: Lead-in

1. Using the Calendar:
   • Display a calendar and circle the weekend dates. T: Look at the calendar. The weekend is coming. What are you going to do? (Write and emphasize the sentence on the board.) S1: I’m going to... S2: I’m going to... ... (Engage students in asking and answering about weekend plans.)
2. Guessing Teacher's Weekend Plans: T: Can you guess what I'm going to do this weekend? S1: Are you going to...? ... T: Yes! I'm going to clean my room on Saturday morning, wash my clothes on Saturday afternoon, visit the hospital on Sunday morning, and see a film on Sunday evening. It's going to be a busy weekend!

Step 3: Presentation

1. Listening Activity - Let's Try:
   • T: Listen to this phone call between Sarah and Mike. They're planning their Saturday afternoon. Can Mike go swimming today? (Play the recording, students listen and answer.)
   • (Show "tomorrow" on the calendar.) T: What day is it tomorrow? Ss: It's Sunday. T: What are Mike and Sarah going to do tomorrow?
2. Dialog - Let's Talk:
   • T: Read this dialog about Mike and Sarah's plans for tomorrow.
   • Students read the dialog in pairs, complete a table, and understand the dialogue.
   • T: What is she going to do tomorrow? S1: She’s going to have an art lesson. T: What is he going to do tomorrow? S2: He’s going to see a film. (Practice pronouncing key sentences and understand the content.)

Step 4: Practice

1. Sentence Arrangement Game:
   • Pair students and give each pair sentence strips about future plans.
   • Students race to arrange their partner's sentences in the correct order. (Reinforce the understanding of future tense sentences.)
2. Funny Sentences Activity:
   • Prepare boxes with character, action, time, and place written on separate cards.
   • Students draw cards from each box to create funny sentences. (Promote creativity while using correct sentence structures.)
3. Survey Activity:
   • T: Let's find out what everyone is planning for the weekend. Ask your partner and share their plans with the class. (Encourage communication and create an interactive learning environment.)

Step 5: Summary T: What did you learn today?

• Students share their insights:
  1. We learned how to use "be going to."
  2. We practiced talking about weekend plans using the sentence pattern: "What are/is... going to do?" "I’m... He/She is going to..." (Promote student-centered learning and reflection.)

Closure: T: Fantastic job today! Keep practicing your future plans, and I look forward to hearing about your exciting weekends next time!

Homework:

• Write a short paragraph about what you're going to do this weekend.
• Interview a family member or friend about their plans for tomorrow or next week using the sentence patterns we learned today.
• Review the vocabulary and sentence patterns to prepare for our next lesson.

板书设计

                        A   Let’s talk

A: What are you going to do tomorrow?

    is she/he

B: I’m/She’s /He’s going to...

  主语+be(am, is, are) going to+动原

                      表示计划、打算