外研版英语七年级下册Module 3 Making plans Unit2教案

1、PAGE PAGE 7odole 3 plansUnit 2 We are going to cheer the players？教案背景: 学生能基本清楚地运用一般将来时 be going to 表达自己的计划，安排。通过对本课的学习，学生能够对照自己的学习或行为习惯，养成做事计划性强的好习惯，对学生终身发展很有帮助。教学课题：外研版新标准英语Module 3 Unit 2教材分析：本节课是第三模块中的第二单元，要让学生能运用be going to 句型介绍自己一周的学习和其他活动计划安排，同时，强化学生在学习中的计划性，对be going to 这一用法有深刻的印象。 教学目标：知识和技能

2、： 掌握词汇： plan picnic test （3个）理解 revise (一个) 掌握短语： have a picnic (一个) 理解 revise for (一个)（2）学习策略，情感目标： 能根据自己的具体情况制定学习计划，介绍自己的周末计划，养成良好的有计划的生活和学习习惯，保持乐观的态度，并能引导学生参加一些活动，丰富业余生活，享受生活（3） 教学重点和难点： 重点：会用be going to 表达自己的计划，安排。 难点：to process information of weekend plans in the listening material.教学过程：Step 1

3、Warming up (Revision) Talk about what students usually do at the weekend. Match A with BA Bdo a party check a piano lesson buy a picnic get up early go to in bed have my email revise for my homework stay my test some clothes设计意图：目的是为听对话做准备，用于解决对话中出现的词汇障碍。Step 2 presentation 通过图片教授生词，采用提问的方式，鼓励学生描述。

4、revise for my test have a picnic T: Im going to at the weekend. What are your plans? S: practise 设计意图： 通过图片，较生动直观地让学生学会短语，为听清对话扫除障碍。Step 3 presentation Structure: be going to +doNamesplansABC Using the phrases in part 1 and 2 设计意图： 为学生对be going to结构产生一个整体印象，学生敢于发言，表达自几的计划，能表达得更完整。Step 4: listen and

5、readListen to the test and answer the question: What are Daming ,Tony,Betty and Lingling going to do on Sunday afternoon?Scan the test and answer in the question 设计意图： 让学生带着问题去听录音，以防学生心不在焉，然后，让学生去读原文，使他们对问题有更深的了解。 Step 5 choose the correct answersRead the test aloudDo it by themselvesChoose the corr

6、ect answers.1 Whats Daming going to do on Saturday morning? 2 Whats Betty going to do on Saturdy afternoon? 3what are Daming and Betty going to do on Saturday evening? 4 What are Daming,Tony，Betty going to do on Saturday afternoon? 5 Whats Daming going to do on Sunday morning?6 Whats Betty going to

7、do on Sunday morning? a theyre going to have a picnic.b shes going to stay in bed.c They are going to go to a party.d Hes going to check his email. e Shes going to revise for her test. f Hes going to get up early. g Shes going to buy some clothes. h Hes going to do his homework. i Hes going to play

8、table tennis. 设计意图：先让学生大声朗读，目的是让学生获取具体信息，读完后，学生个体选择，使问题明确化。 Step 6 Act 分角色朗读课文，再让学生扮演出来。 设计意图： 通过分角色朗读，捕获了对话中的信息，培养学生对话能力，再通过扮演，使学生加深了 be going to 这一结构的理解。 Step 7 pronunciationListen and repeatPay attention to the pronunciation of /bl/ /kl/ /pl/ Listen and repeat. 1 Whats he going to do? Hes going t

9、o do his homework. 2 Whats she going to do? Shes going to buy some clothes. 3 Whats are they going to do? Theyre going to have a picnic.设计意图： 通过多听，多练，习得纯正发音，培养良好语调。 Step 8 Complete the diary学生a学生b学生cSaturdaymorningafternooneveningSundaymorningafternoonevening 设计意图： 利用表格，使学生完全掌握 be going to 结构的用法，在此基础上学生能准确地将其运用到自己的实际中，表达自己未来计划和安排。Step 9 Sum up Let students sum it up 设计意图： 通过学生总结提高学生主动学习的能力以及对知识掌握程度。Step 10 Homework Workbook 1, 2, 3教学流程： Listening and speaking Warming up Experience(Listening)感知体验 Practise强化操练 Use (Be going to) 交际运用教学反思： 本节课