Unit3 What are you going to do? Second period

 b. learn the dialogue
t: what is john going to do on the weekend?
  let’s listen, then answer the questions. (p26)
s: john is going to visit grandparents.
t: look at the map. where do his grandparents live?
s: they live in wenzhou.
t: is it far?
s: yes.
t: how does john go there, by plane or by train?
s: he is going by train.
設計理念：通過詢問john這個周末準備做什么，讓學生又自然進入let’s talk這個環節的學習。在學習對話內容時，由實際活動操練轉向書本的學習，既不脫離教材，也不拘泥于教材，而且符合學生的認知規律，提高學生的認讀能力。
c. listen to the tape, and then repeat.
d. act the dialogue in group.
step 3: drills
 a. make the sentences
  t: now, look at these four-skill sentences carefully.
please close your book. let’s arrange the cards to make the right sentences.
what   going   on  weekend   are   the   you   do   to   ?
______________________________________________________________
this  going   i’m   to   visit   grandparents   my   weekend   .
______________________________________________________________
 b. pair work
t: look at the pictures. let’s make conversations in group.
s1: what are you going to do _________?
s2: i’m going to ___________.
s1: is it far?
s2: yes / no, so i’m going ________. what are you going to do _______?
s1: i’m going to _________.
設計理念：這一環節的設計體現了學以致用的教學觀，學習語言的目的是為了使用，因此，在學生基本理解與掌握了新單詞和新句型之后，讓學生對對話進行拓展表演，不但鞏固了本節課的內容，同時也給予學生自由創造的空間。
    c. let’s try
     t: john is our friend. chen jie is john’s friend in shanghai. what is she going to do? let’s listen to the tape and answer the questions:
       where is chen jie going?       how is she going there?
       who is she going with.         what is she going to buy?
     then read the passage and tick or cross.
設計理念：依據朋友這條主線，john介紹朋友chen jie的假期來引出let’s try這個環節。先讓學生聽一遍回答，再讓學生根據文章理解意思做判斷題。在核對答案時沒有簡單的對一對答案，而是進一步追根搠源地向學生詢問理由。目的是讓學生在各種形式下反復練習操練，不斷鞏固本課時內容。
step4: consolidation
    a. task
  t: now sarah and mike come here now. they are going to visit our city this weekend. can you help them? please make a plan, write it on the paper. finally let’s see whose plan is wonderful.