教學(xué)目標(biāo)
知識(shí)目標(biāo)
（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(jié)構(gòu)和它的一般疑問(wèn)句和特殊疑問(wèn)句結(jié)構(gòu)及回答.
�。�3）日常交際用語(yǔ):Why don’t we …?I agree. I am good at it. It’s not far from …
（4）語(yǔ)音/ i:/ e , ee , ea /i / i / э/ a, e, o ,er, or（our）
能力目標(biāo)
�。�1）要求學(xué)生能根據(jù)上下文和圖畫(huà)判斷生詞詞義。培養(yǎng)學(xué)生的閱讀理解能力
（2）要求學(xué)生能熟練運(yùn)用be going to結(jié)構(gòu)做口頭和筆頭練習(xí)。
�。�3）能聽(tīng)懂與課文難度相當(dāng)?shù)穆?tīng)力資料。
（4）能掌握討論未來(lái)活動(dòng)的有關(guān)交際用語(yǔ)。
情感目標(biāo)：培養(yǎng)學(xué)生交往能力。
教學(xué)建議
教材分析
本單元主要教學(xué)內(nèi)容是圍繞談?wù)撐磥?lái)活動(dòng)展開(kāi)的，其中be going to 結(jié)構(gòu)貫穿整個(gè)單元的始末。單元安排了兩段對(duì)話、兩段課文及若干口頭練習(xí)幫助學(xué)生掌握be going to 結(jié)構(gòu)的陳述句，一般疑問(wèn)句。特殊疑問(wèn)句的結(jié)構(gòu)和用法，掌握一些有關(guān)討論未來(lái)活動(dòng)的交際用語(yǔ)。教學(xué)可采用設(shè)定情境法，學(xué)生采用討論、自由對(duì)話的學(xué)習(xí)方法。
關(guān)于語(yǔ)法教學(xué)
�。�1）教師可以通過(guò)提問(wèn)和比較法使學(xué)生初步理解be going to 結(jié)構(gòu)的意義，例如：教師問(wèn)：What are you doing now? 學(xué)生回答：We are studying English now。然后，教師指著課程表下午的數(shù)學(xué)和語(yǔ)文課說(shuō)：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(lè)課問(wèn)學(xué)生：What are you going to do this afternoon? 學(xué)生答：We are going to study music。此時(shí)教師可以解釋are going to的含義。然后教師再讓學(xué)生舉例I am going to … He \She is going to … 重點(diǎn)強(qiáng)調(diào)be going to 結(jié)構(gòu)表達(dá)的是將來(lái)發(fā)生的動(dòng)作，to 后面是動(dòng)詞原形。
（2）教師可以將going to結(jié)構(gòu)和現(xiàn)在進(jìn)行時(shí)進(jìn)行比較：
_____I__________________________________I__________________________
Now this afternoon
I am playing football now. I am going to play football this afternoon
主語(yǔ)+be +動(dòng)詞ing 形式 主語(yǔ)+be +going to +動(dòng)詞原形
�。�3）教師可以把小明一家的假期的活動(dòng)安排用表格的形式列出，讓學(xué)生進(jìn)行問(wèn)答練習(xí)。如圖：
Family member
Date
Transportation
Activities
Reason
Xiao Ming
Tomorrow
By bike
Do shopping
Sister
The day after tomorrow
On foot
Go on a field trip
Brother
Next week
Go fishing
He likes it
Father and mother
Next Saturday
By bus
Visit their friends
The friend is ill.
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(xùn)練
�。�1）要求學(xué)生能夠就口頭訓(xùn)練落實(shí)到筆頭上，教師可以設(shè)計(jì)一個(gè)話題，讓學(xué)生自由完成后續(xù)部分。例如：明天是周末，你將怎樣度過(guò)周末呢？可寫3-5句話。
教師還可以讓學(xué)生自己作出下周的計(jì)劃安排表，本周日活動(dòng)或國(guó)慶節(jié)假期活動(dòng)安排表，然后就這些安排表進(jìn)行詳細(xì)的描述。
教師還可以讓學(xué)生就課程表中第二天的課程安排進(jìn)行描述。
（2）教師可以出示幾張圖片讓學(xué)生根據(jù)圖片內(nèi)容用be going to 結(jié)構(gòu)寫出要發(fā)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(guān)于教學(xué)表將來(lái)打算be going to用法的幾點(diǎn)建議
�、偬釂�(wèn)若干學(xué)生將來(lái)的某時(shí)間要干什么。一方面可提高學(xué)生的注意力，另外可讓學(xué)生從老師將要講述的內(nèi)容中找到自己的答案。
�、谕ㄟ^(guò)教材中的實(shí)例講述將來(lái)時(shí)態(tài)的應(yīng)用場(chǎng)景及其特點(diǎn)。
③講解將來(lái)時(shí)態(tài)的構(gòu)成要素，通過(guò)練習(xí)熟悉這些要素并引導(dǎo)學(xué)生對(duì)老師的提問(wèn)進(jìn)行作答，熟悉和掌握此時(shí)態(tài)。
�、苣M練習(xí)，激發(fā)學(xué)生的學(xué)以致用的興趣，讓學(xué)生自己能夠說(shuō)出自己身邊的將來(lái)時(shí)態(tài)的場(chǎng)景并進(jìn)行問(wèn)與答。
�、菘偨Y(jié)go doing 固定結(jié)構(gòu)，講解進(jìn)行時(shí)態(tài)代表將來(lái)時(shí)態(tài)的具體事例。
情感教學(xué)
在教學(xué)過(guò)程中讓學(xué)生領(lǐng)略到山河的錦繡和大自然的美好，從而激發(fā)學(xué)生熱愛(ài)自然，熱愛(ài)祖國(guó)的大好河山。讓學(xué)生知曉中國(guó)悠久的文明歷史，樹(shù)立強(qiáng)烈的民族自尊心和自豪感。從而使學(xué)生增加愛(ài)國(guó)意識(shí)，起到愛(ài)國(guó)主義教育的作用。
go +v ing結(jié)構(gòu)
固定搭配，表示動(dòng)名詞的意義。常用來(lái)表示體育和業(yè)余活動(dòng)。
例如：go fishing 去釣魚(yú),go boating 去劃船,go swimming去游泳 ,go hiking去遠(yuǎn)足, go shopping去購(gòu)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(jié)構(gòu)，初學(xué)時(shí)應(yīng)注意以下六點(diǎn)：
一、注意be going to 的意義
be going to為結(jié)構(gòu)表示按計(jì)劃、安排將要發(fā)生的事，或經(jīng)推測(cè)將要或肯定要發(fā)生的動(dòng)作。該結(jié)構(gòu)通常譯成“打算、準(zhǔn)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(jié)構(gòu)中不含有“去”的意思。
二、注意be的變化
be在此結(jié)構(gòu)中用作助動(dòng)詞，不作連系動(dòng)詞，有am, is 和are三種形式，本身無(wú)意義。
1．否定式：應(yīng)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(wèn)式：應(yīng)將助動(dòng)詞be提到主語(yǔ)前，與be作連系動(dòng)詞的用法相同。如：
Are you going to see your uncle tomorrow?你準(zhǔn)備明天看你的叔叔嗎？
Yes, I am. 是的，我準(zhǔn)備去。
三、注意be going to后接動(dòng)詞原形
to在此結(jié)構(gòu)中為動(dòng)詞不定式符號(hào)，后須接動(dòng)詞原形。如：
They’re going to play games.他們打算做游戲。
四、注意be going to結(jié)構(gòu)須與表示將來(lái)的時(shí)間狀語(yǔ)連用。如：
We’re going to have an English class tomorrow.明天我們要上一節(jié)英語(yǔ)課。
五、注意當(dāng)to后的動(dòng)詞為表示位置移動(dòng)的動(dòng)詞，如go, come, leave, fly, start等時(shí)，一般不用be going to結(jié)構(gòu)，常用現(xiàn)在進(jìn)行時(shí)表示將要發(fā)生的動(dòng)作。如：
I’m going to the shop. 我要去商店。
一般不說(shuō)I’m going to go to the shop.
六、注意There be結(jié)構(gòu)一般將來(lái)時(shí)應(yīng)為There is / are going to be…。如：
今晚有場(chǎng)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(xué)設(shè)計(jì)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?
�、� When are the students going here for an English exam?
�、� 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 isn't.
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 5
go fishing Are you going to …?
be good at doing sth. Yes, I am.
have a field trip No, I’m not.
go on a picnic
教學(xué)設(shè)計(jì)方案
Lesson 6
教學(xué)目的(Teaching Objectives)
�。�1）掌握重點(diǎn)單詞和詞組hurry up. go the wrong way, be tired。
（2）熟練掌握be going to 結(jié)構(gòu)的用法
�。�3）能回答課文的問(wèn)題并能根據(jù)上下文判斷單詞的意思。
教具(Properties)：教學(xué)磁帶，圖片和卡片。Properties: tape recorder, calendar. .
教學(xué)過(guò)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(xué)生默讀課文，了解課文大意。并對(duì)下列句子進(jìn)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(diǎn)進(jìn)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(shū)78頁(yè)的練習(xí)2進(jìn)行討論。然后兩人一組問(wèn)答練習(xí)。
Step 6 Practice
教師將課文第七頁(yè)的1，2，3，4，5副圖放大后掛在黑板上。告訴同學(xué)這就是當(dāng)時(shí)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(xué)生合上課文，根據(jù)圖片復(fù)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 six
be going to
be doing
the word and phrase.
the pictures of the text.
教學(xué)設(shè)計(jì)方案
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 it's their teacher's birthday.
Ask questions:
�、賅ho …? 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 don't know ____ ____ you?
A: I ____ ____ ___ see a nice film .Do you want to go with me?
B: Yes. I'd love to. But the cinema is far.
How ____ ____, ___ ____ go there?
A: Let's go by bus.. I _____ ____ ____ buy the tickets tomorrow. Then I'll 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?
�、� Where are the students going to have a party next Friday?
�、� When are the students going to have a party in the meeting - room?
�、� Why are the students going to have a party in the meeting - room next Friday?
�、� Are the students going to have a party in the meeting - room next Friday?
�、逿he students aren't 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 7
What's he/she going to do tomorrow?
How's he/she going there?
When are they going?
教學(xué)設(shè)計(jì)方案
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
Lesson 8
take…with… have a fun field trip
have lots of fun
be far from