1、Unit3 What are you going to do?复习教案教学目标：1.复习一般将来时，能正确运用一般将来时说句子，锻炼学生的语言运用能力。2.能运用一般将来时完成相关的对话，巩固what、 where 、when、 how 提问的特殊疑问句，并能做出相应的回答。3.在练习中灵活运用一般将来时，体会它的现实含义。4.能运用所学语言知识综合起来，应用到实际生活中去，让英语生活化。教学重点和难点：能运用所学的语言知识综合应用，充分体现在对话操练中。课前准备：幻灯片一.Review.1.Read LiuYuns weekend together. 2. 要练说，得练听。听是说的前提，听得
2、准确，才有条件正确模仿，才能不断地掌握高一级水平的语言。我在教学中，注意听说结合，训练幼儿听的能力，课堂上，我特别重视教师的语言，我对幼儿说话，注意声音清楚，高低起伏，抑扬有致，富有吸引力，这样能引起幼儿的注意。当我发现有的幼儿不专心听别人发言时，就随时表扬那些静听的幼儿，或是让他重复别人说过的内容，抓住教育时机，要求他们专心听，用心记。平时我还通过各种趣味活动，培养幼儿边听边记，边听边想，边听边说的能力，如听词对词，听词句说意思，听句子辩正误，听故事讲述故事，听谜语猜谜底，听智力故事，动脑筋，出主意，听儿歌上句，接儿歌下句等，这样幼儿学得生动活泼，轻松愉快，既训练了听的能力，强化了记忆，又发
3、展了思维，为说打下了基础。 Answer some questions.1).Is Liu Yun going to the shoe store by subway on Saturday?2).What is Liu Yun going to buy ?3).Where is Liu Yun going with her mother on Sunday?4).Is Liu Yun going to have a happy weekend?3.T: Well done. Liu Yun is going to have a happy and busy weekend. How are
4、you going to have this weekend? I want to know. Can you tell me?SS:Yes. (提问部分学生回答)二Presentation:1.T: Great! Everybody is going to have a happy or busy weekend. But Im going to have a happy weekend, too. Im going to Dongguan. (出示幻灯片) Im going to buy many things. Im going by car. Im going at 3 oclock.
5、 I cant wait.2.T: In Dongguan, there are so many stores and so many goods. Look here, what shop is it?(出示地方图片) S: Its a bookstore. “教书先生”恐怕是市井百姓最为熟悉的一种称呼，从最初的门馆、私塾到晚清的学堂，“教书先生”那一行当怎么说也算是让国人景仰甚或敬畏的一种社会职业。只是更早的“先生”概念并非源于教书，最初出现的“先生”一词也并非有传授知识那般的含义。孟子中的“先生何为出此言也？”；论语中的“有酒食，先生馔”；国策中的“先生坐，何至于此？”等等，均指“先生”
6、为父兄或有学问、有德行的长辈。其实国策中本身就有“先生长者，有德之称”的说法。可见“先生”之原意非真正的“教师”之意，倒是与当今“先生”的称呼更接近。看来，“先生”之本源含义在于礼貌和尊称，并非具学问者的专称。称“老师”为“先生”的记载，首见于礼记?曲礼，有“从于先生，不越礼而与人言”，其中之“先生”意为“年长、资深之传授知识者”，与教师、老师之意基本一致。 T: In the bookstore, what can you buy? S: I can buy -. 3.T：In difference shop we can buy difference things. Is that rig
7、ht? We are very happy when we go shopping. Yes?4.T make a dialogue with students. A: Hello! Where are you going this evening? B: A: What are you going to buy? B:- A: When are you going? B: - A: How are you going? B:- A: Thank you. B:-5.T: Your plan is wonderful! We can use these words to ask your pa
8、rner.(板书：where what when how)三.Consolidation and extension:1.Use these tips to make a dialogue with your parner.Student1: 宋以后，京师所设小学馆和武学堂中的教师称谓皆称之为“教谕”。至元明清之县学一律循之不变。明朝入选翰林院的进士之师称“教习”。到清末，学堂兴起，各科教师仍沿用“教习”一称。其实“教谕”在明清时还有学官一意，即主管县一级的教育生员。而相应府和州掌管教育生员者则谓“教授”和“学正”。“教授”“学正”和“教谕”的副手一律称“训导”。于民间，特别是汉代以后，对于在
9、“校”或“学”中传授经学者也称为“经师”。在一些特定的讲学场合，比如书院、皇室，也称教师为“院长、西席、讲席”等。 A)Where are you going this afternoon? Student2:A)Im going to the bookstrore.B)Im going to go hiking.A)Great.B)What are you going to buy? A)Im going to buy a story.B)I go to the cinema.c)Im watching TV.Student1:A)Where are you going this after
10、noon?B)What are you going to buy? Student2:A)Im going to buy some fruits.B)I go to the supermarket with my mother.c)Im going to the fruit stand.What about you?A)Im going to the cinema .B)Where is the fruit stand?C)Is it far from here?D)Thank you. A)Youre welcome.B)Its near the post office.C)Great.D)
11、No, its not far. Student1:A)Where are you going this afternoon? Student2:A)Im going to the shoe store.B)Yes, Im going to the theme park.A)Can I go with you ?B)When are you going ?C)Ok .See you then .D)What are you going to do ? A)Sure .C)Im going to buy a pair of shoes .D)See you .B)Im going at 5:30
12、.A) Where is the shoe store ?B)Is it far from here ?C)How are you going there ?D)Can you go on foot ? A)Sure ,its good exercise .B)Its north of the library .C)Im going by bike .D)Yes ,its far .E) No, its not far .四.听录音，判断句子对错：1.Mike is going to visit his grandparents this weekend.( )2.Johns grandpar
13、ents live in a beautiful city.( )3.Ann is Johns cousin.( )4.John and Ann are going to help their grandparents do homework.( 5.Ann and John are very helpful.( )五.Writing:根据所给的图片，展开合理的想象，写出你星期日下午打算去哪？怎样去？跟谁去？去干什么？ 六.Homework: Use these tips to write a dialogue.教学反思：这节课主要复习一般将来时，整个教学过程是围绕this weekend展开，从一开始复习LiuYuns weekend, 到回答问题，主要让学生回忆起一般将来时，然后出示地方图片，会用What can you buy in the-?提问，为下一个对话作基础，引出where、 what 、when、 how等疑问词进行互问，提高学生英语交际能力，这样可以帮助学生把所学的内容连贯起来，使所学的知识得以整理，能有系统地学习，最终更加牢固地掌握知识，得到应用。通过听、说、读、写几方面的综合操练，学生对一般将来时已有一定的认识，但课堂气氛不够活跃，以后希望在教学过程，通过各种形式的活动，激活课堂，充分调动学生的积极性，力争在课堂上使学生“品尝”到不同的“口味”。
