英語教案－What are we going to do

教學目標 

知識目標
（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 結構和它的一般疑問句和特殊疑問句結構及回答.
（3）日常交際用語:Why don’t we …?I agree. I am good at it. It’s not far from …
（4）語音/ i:/ e , ee , ea /i / i / э/ a, e, o ,er, or（our）

能力目標
（1）要求學生能根據上下文和圖畫判斷生詞詞義。培養學生的閱讀理解能力
（2）要求學生能熟練運用be going to結構做口頭和筆頭練習。
（3）能聽懂與課文難度相當的聽力資料。
（4）能掌握討論未來活動的有關交際用語。

情感目標：培養學生交往能力。

教學建議

教材分析

本單元主要教學內容是圍繞談論未來活動展開的，其中be going to 結構貫穿整個單元的始末。單元安排了兩段對話、兩段課文及若干口頭練習幫助學生掌握be going to 結構的陳述句，一般疑問句。特殊疑問句的結構和用法，掌握一些有關討論未來活動的交際用語。教學可采用設定情境法，學生采用討論、自由對話的學習方法。

關于語法教學

（1）教師可以通過提問和比較法使學生初步理解be going to 結構的意義，例如：教師問：What are you doing now? 學生回答：We are studying English now。然后，教師指著課程表下午的數學和語文課說：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。然后指著課程表下午的音樂課問學生：What are you going to do this afternoon? 學生答：We are going to study music。此時教師可以解釋are going to的含義。然后教師再讓學生舉例I am going to …  He \She is going to … 重點強調be going to 結構表達的是將來發生的動作，to 后面是動詞原形。

（2）教師可以將going to結構和現在進行時進行比較：

_____I__________________________________I__________________________

Now                            this afternoon

I am playing football now.      I am going to play football this afternoon

主語+be +動詞ing 形式      主語+be +going to +動詞原形

（3）教師可以把小明一家的假期的活動安排用表格的形式列出，讓學生進行問答練習。如圖：

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.

筆頭訓練

（1）要求學生能夠就口頭訓練落實到筆頭上，教師可以設計一個話題，讓學生自由完成后續部分。例如：明天是周末，你將怎樣度過周末呢？可寫3-5句話。
教師還可以讓學生自己作出下周的計劃安排表，本周日活動或國慶節假期活動安排表，然后就這些安排表進行詳細的描述。
教師還可以讓學生就課程表中第二天的課程安排進行描述。

（2）教師可以出示幾張圖片讓學生根據圖片內容用be going to 結構寫出要發生的事情。

如圖1.                 It is hot. What is Xiao Ming going to do?

  圖2 It is snowy. What are the students going to do?

圖3. Mary and Li Ping got to the farm. What are they going to do?

關于教學表將來打算be going to用法的幾點建議
①提問若干學生將來的某時間要干什么。一方面可提高學生的注意力，另外可讓學生從老師將要講述的內容中找到自己的答案。
②通過教材中的實例講述將來時態的應用場景及其特點。
③講解將來時態的構成要素，通過練習熟悉這些要素并引導學生對老師的提問進行作答，熟悉和掌握此時態。
④模擬練習，激發學生的學以致用的興趣，讓學生自己能夠說出自己身邊的將來時態的場景并進行問與答。
⑤總結go doing 固定結構，講解進行時態代表將來時態的具體事例。

情感教學

在教學過程 中讓學生領略到山河的錦繡和大自然的美好，從而激發學生熱愛自然，熱愛祖國的大好河山。讓學生知曉中國悠久的文明歷史，樹立強烈的民族自尊心和自豪感。從而使學生增加愛國意識，起到愛國主義教育的作用。

go +v ing結構

固定搭配，表示動名詞的意義。常用來表示體育和業余活動。
例如：go fishing 去釣魚,go boating 去劃船,go swimming去游泳 ,go hiking去遠足, go shopping去購物，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 為固定結構，初學時應注意以下六點：

一、注意be going to 的意義
be going to為結構表示按計劃、安排將要發生的事，或經推測將要或肯定要發生的動作。該結構通常譯成“打算、準備”等等。
如：I’m going to mend my bike this evening.我打算今晚修理我的自行車。
  go在此結構中不含有“去”的意思。

二、注意be的變化
be在此結構中用作助動詞，不作連系動詞，有am, is 和are三種形式，本身無意義。
1.否定式：應在am, is 或are后加not. 如：
He isn’t going to buy that pen.他不打算買那支鋼筆。
2.疑問式：應將助動詞be提到主語前，與be作連系動詞的用法相同。如：
Are you going to see your uncle tomorrow?你準備明天看你的叔叔嗎？
Yes, I am. 是的，我準備去。

三、注意be going to后接動詞原形
to在此結構中為動詞不定式符號，后須接動詞原形。如：
They’re going to play games.他們打算做游戲。

四、注意be going to結構須與表示將來的時間狀語連用。如：
We’re going to have an English class tomorrow.明天我們要上一節英語課。

五、注意當to后的動詞為表示位置移動的動詞，如go, come, leave, fly, start等時，一般不用be going to結構，常用現在進行時表示將要發生的動作。如：
I’m going to the shop. 我要去商店。
一般不說I’m going to go to the shop.

六、注意There be結構一般將來時應為There is / are going to be…。如：
今晚有場電影。
誤：There is going to have a film this evening.
正：There is to going to be a film his evening.
教學設計方案

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 isnt.
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 6

教學目的(Teaching Objectives)

（1）掌握重點單詞和詞組hurry up. go the wrong way, be tired。
（2）熟練掌握be going to 結構的用法
（3）能回答課文的問題并能根據上下文判斷單詞的意思。

教具(Properties)：教學磁帶，圖片和卡片。Properties: tape recorder, calendar. .

教學過程 (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
學生默讀課文，了解課文大意。并對下列句子進行判斷。
A: they go to the top of the mountain to have a picnic.
B: they have no problem getting there.

教師就生詞和難點進行舉例解釋。
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.
    并就教科書78頁的練習2進行討論。然后兩人一組問答練習。

Step 6  Practice
教師將課文第七頁的1，2，3，4，5副圖放大后掛在黑板上。告訴同學這就是當時爬山的情景。
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.

最后教師讓學生合上課文，根據圖片復述課文。
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 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 its their teachers 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 dont know ____ ____ you?
A: I ____ ____ ___ see a nice film .Do you want to go with me?
B: Yes. Id love to. But the cinema is far.
How ____ ____, ___ ____ go there?
A: Lets go by bus.. I _____ ____ ____ buy the tickets tomorrow. Then Ill 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 arent 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 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

游戲：高速建橋
（1）要求教師事先準備好5種卡片。第一種卡片寫好各種人稱如：teacher, Tom, I, he, she, you, our classmate 等十張左右。第二種卡片寫be 動詞的各種形式。Am, is, are十張左右。第三種卡片都寫出going to十張左右。第四種卡片上寫各種活動如play ping pong, have swim, go shopping, go hiking, go boating, climb hills, go on a field trip, go to shanghai 等十張左右。第五種卡片上寫各種表示時間的狀語。如tomorrow, next day, the day after tomorrow等。
（2）學生分成若干組，每組五人，比賽時每組的組員上講臺分別挑取一張卡片。組成語法正確的句子，按順序橫貼在黑板上。
（3）在規定時間內組句最多建橋最長的組獲勝。教師可以給予口頭表揚或其他方式激勵。

繞口令
She sells seashells on the seashore.
And the shells she sells are seashells, Im sure.
The teacher see three bees meet on the leaves of a tree.
比一比，看誰讀得又快又準。

計劃一次秋游活動
以討論和計劃國慶節秋游為話題。（重點復習三種已學時態，及相關日常用語）教師為討論會提供漢語或英語提示：
1.討論會程序與注意事項
（1）只討論旅游，不討論學習問題，也不討論體育活動問題。（用現在進行時）
（2）程序：1）用be going將來時
出游地點（where）
時間（when）(出發、返回)
方式（how）（交通問題）
出行人員（who）(本班為主，邀請好友，或兄弟學校同學或同行)

2.會議主席（由班長或其他同學臨時擔任）要掌握好討論進程：
（1）不許離題（用現在時行時或祈使句，Lets 句型）
（2）概括總結，重復別人的原話。

3.提出建議、爭論與討論（why 去某地）（why not 不去某地）
陳述話由，用一般現在時。
提出建議，用Let, Can , May, Why, dont …?
同意，贊成：Thats a good idea.
不同意：I dont think so. I think …is better.

旅游活動
學生自由組合成小組其中一人擔任導游，任務是向其他游客介紹本次旅游團的計劃，包括旅游路線、時間安排、食宿等等，以對話形式出現。