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Teachingdesign课题Unit7课型/课时新授/1课时Teachingaims:1.Sscanmasterthenewphrases“borrowsomebooks,makeaplan,thisafternoon”andthenewdialogue“Whatareyo

ugoingtodo?I’mgoingto…”bymakingsituationandplaying.2.Sscanactthenewdialogueof“Learntosay”byworkingingroups.3.EducateSs

totakeanactivepartinallkindsofactivitiesanddomoresports.Importantpoint:Sscanmasterthethreenewphrasesandthenewdialogue“Whatareyougoingtodo?I’mgoin

gto…”Difficultpoint:Sscanusethenewdialogue“Whatareyougoingtodo?I’mgoingto….”freelyandcorrectlyinlife.Teachingsteps:教学内容及教师指导

学生活动及设计意图Step1.WarmingupandRevision.1.Tsays“Hello”toSs.2.TandSssingasong“Whatareyougoingtodo?”.3.TshowsCAI,Ssreviewsomephrases“drawsomepi

ctures,playfootball,playping-pong…”.Sssay“Hello”totheT.SinganEnglishsong.Readthephrasesandmatch.Sslistentothetapeand节奏明快的英文歌，既活跃了课堂气氛，又把学生

轻松地带入英语课堂。旧知的复习激活了学生的思维，为新知的呈现起到了很好的铺垫作用。Step2.PresentationandDrill.TshowsCAIandintroducesthebackgroundofthedialogue“Lindaandherclassmates

aretalkingaboutwhattheyaregoingtodothisafternoon.”,thenleadsSstolistentothetape.TshowstwoquestionsandleadsSstolistentot

hetapeagain.(1)WhatisYuanYuangoingtodothisafternoon?(2)WhatisLindagoingtodothisafternoon?Tteachesthenewphrase:thisafternoonTplaystherecorder.

TdirectstheSstodiscussthequestions.TdirectstheSstoanswerthequestions.TshowsapictureandteachesSsthenew

phrase“borrowsomebooks”.Twritesthedialogue“I’mgoinglookatthepictures.Studentsreadthequestionsandtranslatethequestions.Sspracticeonebyone.li

stentothetapeagain.Discussinworkinggroupsandtrytoanswerthequestions.SsanswertheQuestion1:Sheisgoingtoborrowsomebooks

.Sspractisethenewphrasestepbystep.Makesentences:I’mgoingto…Sspractisethesentence.SsanswertheQuestion2:Sheisgoingt

omakeaplan.Sspractisethenewphrasestepbystep.Ssmakesentences:I’mgoingto…Sswritetheirplansontheirpaper,thenchecktheplan.Ssreadthenewwordsof

thesongandsingthesong.Sslistentothetapeandrepeat.Ssreadthenewdialogue采用语篇教学模式，首先让学生初步感知文本，然后带着问题体验文本，小组内讨论找到问题的正确答案，提高了小组合作能力。利用多媒体课件

创设情境，学生探索新知的欲望非常强烈，积极主动地进行学习。真实的情境可以更好地帮助学生理解、感知短语和句型，教学中词不离句，句不离目标，目标与实际紧密结合，便于学生更好地掌握。to….”ontheblackboard.TleadsSstopractisethenewsentence.

TleadsSstoanswerthesecondquestion.TteachesSsthenewphrase“makeaplan”.TshowsherplanaboutwhatherisgoingtodothisafternoonandaskstheSs:“Ca

nyoumakeaplan?”Tsays“Wearegoingtosing,let’ssingasongandchangethewordsofthesong.”Step3.Practice.Tplaystherecorder.Treadsthedialogue.Tdirect

stheSstoact.Step4.ConsolidationandExtension.(1)TleadsSstofillintheforms.(2)TleadsSstofillintheblanks.aftertheteacher.

Sspractisethenewdialogueinworkinggroups.Ssactthenewdialoguewiththeirparners.Ssfillintheforms.Ssfillinth

eforms.Sumuptheimportances.Rememberthehomework.为学生创设多种对话情景，学生在自由、愉快的氛围中与同伴儿展开会话练习，使所学语言得到了灵活实际应各种形式的练习全方位有效地提高学生的听、说、读的技能，小组间的合作更好地提高了综合

语言运用能力本环节通过游戏活动，既调动了学生学习的积极性和兴趣，又培养了学生(3)TandSssumuptheimportance:threephrasesandthenewdialogue,thenSsreadtheimportancetogether.(4)Ts

howsthehomework:Writethenewphrasesandreadthenewdialoguewithpartners.与他人合作交流的能力，体现了教学面向全体，在游戏的过程中巩固了新知，提高了语言的应用能力有效的作业可以帮助学生更好地掌握和巩固重点，强化记忆，使课堂教

学得以延伸和补充。]Designoftheblackboard:Lesson7Whatareyougoingtodothisafternoon?I’mgoingtomakeaplan/borrowsomebooks.教学反思本节课设计合理，过程流畅，

各环节紧密衔接。教学伊始节奏感明快的英文歌活跃了课堂气氛，自然地把学生引入新课堂，旧知的复习也为新知的呈现打下了良好的铺垫。我采用语篇教学模式，让学生听录音初步感知文本，然后让学生带着个问题再次听录音去

真实体验文本，小组合作共同解决问题，在解决问题中自然呈现新词组“makeaplan,borrowsomebooks,thisafternoon”和句型“Whatareyougoingtodo?I’mgoingto….”

.真实的情境既帮助了学生更好地理解教学重点，又使语言得到了实际灵活应用。改歌词是本课的一大亮点，调动学生积极性和兴趣的同时，又巩固了新知，提高了学生对语言的实际应用能力，使教学目标得以体现。但是部分环节仍有不足，小组合作中应更好地发挥优等生的作用，以优带差

，以达到共同提高的目的。领导评价TeachingdesignLesson7ShiyanprimaryschoolZhangShuang