课题	Unti6 Planning for the weekend		教时	第一课时
主备人	蒋文丽		日期	6月3日
教学目标: 学生能听懂、会读、会说单词plan、opera、concert 学生能听懂、会读、会用be going to 谈论计划 学生能运用交际句型Would you like…?/I’d love to./Shall we meet…?/By the way…./I’ll come with…，并学会如何邀请他人。 学生能正确朗读文本，准确理解文本内容。			重点 与 难点	学生能听懂、会读、会说单词plan、opera、concert 学生能听懂、会读、会用be going to 谈论计划 就本课知识点而言，学生在第五单元中已经对be going to 结构有了一定的了解，基于学生对该知识点的初步认识，本课将通过创设情境，并通过任务的设置分解该知识点的难度，使得学生能熟练运用该结构谈论计划。
教   学   过   程
时间	活动板块	活动内容与呈现方式			英语学习环境 的创设
2-3’	Warming up	Sing a song《weekend》 At the weekends, we do not… 教学have school What do you often do at the weekends?			主题鲜明的导入把学生一下子带入了周末这个话题，敲响了语言环境的大门。
15	Pre-reading	1.T:By the way, What are you going to do this weekend? Ss:I’m going to … (layout) T: That’s your plan. 教学plan, plan for the weekend 2. we can use “be going to ”to talk about our plans. Pair work: A: what are you going to do this weekend? B: I’m going to … A: By the way , are you going to …? B: Yes/No. 教学by the way 3. Ask the teacher’s plan for the weekend. T：I’m going to go to a concert. 教学concert, at the concert, watch the concert T: this lesson we have some learning plans, too. Can you try to guess “What are we going to do this lesson?”			基于学生的的语言情境的创设：进入文本的热身环节，同样是围绕学生感兴趣的周末计划讨论，在讨论的过程中学习词汇理解词的音和义，学生在运用中感受plan 和be going to 的内在联系。     基于课堂的语言情境的创设：让学生通过be going to 猜测本课的学习目标，既巩固了目标语言，也内化了学生的学习目标。
15	While-reading	Task1: Let’s talktalk about the pictures, Task2: Listen and answer What are they talking about? Task 3:Let’s guess  T: Do you know their plans? Are they going to … this weekend? Task4: Watch and circle 教师出示猜测的计划，四个选项。 Watch the cartoon and circle the one they are not going to do this weekend. 教学opera.  Beijing opera 拓展Huangmei opera/Yue opera Check out. Task5: Read and match Read fastand loudly, then have a match. Check out. XXX is /are going to … Task6: Read and complete  Read the dialogue carefully, find out the place and the time, then write down.  Check out. XXX is/are going to … in … on…. Task7: Read and find T： How do they talk about the plans and how do they invite others? Task8: Reading time Read after the tape. （模仿）			基于学习目标的情境的创设：通过一个个环环相扣层层递进的任务，逐步解剖文本，抽丝剥茧，将人物，时间，地点和行为层层理清；同时基于目标紧扣be going to展开各种听说读写的训练，帮助学生达成学习目标。
5	After-reading	Task1: Make a plan Make a plan for the Summer holiday. 教师示范 Task2: Ticking time What did you learn this lesson?这些课你完成了哪些目标？ 紧扣“plan计划”为主题，结合目标达成的检测，对学生进行情感教育： Make plans first, get better last.有备才无患。			基于生活的语言情境的创设：联系实际，学生设计自己最为期待的暑假计划，这样学生有了语言表达的内驱力，语言的运用就更有效。 学生通过拓展，更全面的了解语言的运用，拓宽视野，积累语言。
	Homework	Read Part A three times . Make a plan for the next term and talk about the plans with your family.			语言的交际不应该局限于课堂，而是通过课堂的学习让学生学会在合适的时机用合适的语言去交际，因此，相关课外的任务会让学生拥有更大的交际舞台