1、PEP Book 7 Unit3 My weekend plan Part(A) Lets talk死记硬背是一种传统的教学方式,在我国有悠久的历史。但随着素质教育的开展,死记硬背被作为一种僵化的、阻碍学生能力发展的教学方式,渐渐为人们所摒弃;而另一方面,老师们又为提高学生的语文素养煞费苦心。其实,只要应用得当,“死记硬背”与提高学生素质并不矛盾。相反,它恰是提高学生语文水平的重要前提和基础。 教学目标与要求我国古代的读书人,从上学之日起,就日诵不辍,一般在几年内就能识记几千个汉字,熟记几百篇文章,写出的诗文也是字斟句酌,琅琅上口,成为满腹经纶的文人。为什么在现代化教学的今天,我们念了十几年书
2、的高中毕业生甚至大学生,竟提起作文就头疼,写不出像样的文章呢?吕叔湘先生早在1978年就尖锐地提出:“中小学语文教学效果差,中学语文毕业生语文水平低,十几年上课总时数是9160课时,语文是2749课时,恰好是30%,十年的时间,二千七百多课时,用来学本国语文,却是大多数不过关,岂非咄咄怪事!”寻根究底,其主要原因就是腹中无物。特别是写议论文,初中水平以上的学生都知道议论文的“三要素”是论点、论据、论证,也通晓议论文的基本结构:提出问题分析问题解决问题,但真正动起笔来就犯难了。知道“是这样”,就是讲不出“为什么”。根本原因还是无“米”下“锅”。于是便翻开作文集锦之类的书大段抄起来,抄人家的名言警
3、句,抄人家的事例,不参考作文书就很难写出像样的文章。所以,词汇贫乏、内容空洞、千篇一律便成了中学生作文的通病。要解决这个问题,不能单在布局谋篇等写作技方面下功夫,必须认识到“死记硬背”的重要性,让学生积累足够的“米”。 1.学生能够听、说、认读句型：What are you going to do tomorrow? Im going to have an art lesson. I have to do my homework now.一般说来，“教师”概念之形成经历了十分漫长的历史。杨士勋（唐初学者，四门博士）春秋谷梁传疏曰：“师者教人以不及，故谓师为师资也”。这儿的“师资”，其实就是先秦
4、而后历代对教师的别称之一。韩非子也有云：“今有不才之子师长教之弗为变”其“师长”当然也指教师。这儿的“师资”和“师长”可称为“教师”概念的雏形，但仍说不上是名副其实的“教师”，因为“教师”必须要有明确的传授知识的对象和本身明确的职责。 2.学生能够运用句型讨论自己的活动计划：What are you going to do tomorrow? Im going to3.学生能够用正确的语音、语调朗读对话，并能进行角色表演4.学生能够合理计划自己的活动。重点能够在情景中运用What are/isgoing to do?Im,He/She is going to谈论周末活动计划。难点能够运用句型讨
5、论自己的活动计划教具 单词卡片、图片、课件教学环节师生活动Preparation准备活动1.Sing the song:What are you going to do?2.Free talk.T: Tomorrow is Saturday. Lets make a weekend plan. Im going to wash my clothes this Saturday morning. What are you going to do, XXX?S:Im going to.3.活动：我演你猜活动方式：教师事先写好一些活动类的词组，如see a film，take a trip，go t
6、o the supermarket。每组派上一名擅长表演的同学，这名同学要将所看到的词组通过肢体语言传达给同组的同学，由同组的其他同学根据他的表演猜词组，在规定时间内猜对词组多的组获胜。教学环节师生活动Presentation新知呈现A. Lets try(1)教师让学生翻开课本，读一读A. Lets try中呈现的两个问句及其选项。(2)教师播放A. Lets try的录音，学生听完录音后圈出正确的选项。(3)全班校对答案.B.Lets talk1.课件呈现A Lets talk的插图，介绍对话背景:Its Saturday morning. Sarah is on the phone wi
7、th Mike, They are talking about their plan for tomorrow.What is Mike going to do tomorrow?What is Sarah going to do tomorrow?Look at the picture, can you guess?2. Watch it again and fill in the blanksa. Sarah and her classmates are going to _ in Renmin Park.b. Mike have to _now.3.师提问:What is Mike go
8、ing to do tomorrow?He is going toWhat is Sarah going to do tomorrow?She is going to(板书句子并解释：be going to的用法)放动画，隐藏句子，让学生感知。再放一次，出示句子，听听并跟读俩次。同桌分角色朗读。4.解释句子：Sounds great! I have to do my homework now!合理安排自己的周末计划汇报表演。出示评价标准，师生评价，能得几颗星呢？教学环节师生活动Practice巩固练习1. 情境设计：Its Friday, you are talking the weekend
9、 plan with your friend.(1) A demo with a studentWhat are you going to do this weekend/tomorrow?Im going toWhat about you?(Lets together.)(2) Practise with the partner2.Talk about our classmates weekend plan根据刚才同学们的反馈信息，进行提问What is going to do?What aregoing to do?教学环节师生活动Production输出运用1.游戏：“Amy, Amy,
10、what are you going to do on the weekend?”活动方式：教师请十个学生围成圈，每人持一张动词短语卡片蹲在地上，一名学生站在圈中扮演Amy，游戏开始时，全班同学说：Amy，Amy，what are you going to do on the weekend? Amy边做动作边说：Im going to visit the Great Wall.这时，手持“the Great Wall”卡片的学生必须起立并重复：Im going to visit the Great Wall。如果手持visit the Great Wall卡片的人没做出反应就算输，则要充当A
11、my的角色，继续玩该游戏。2.Lets wrap it up 语法小结(1) Be going to 表达的意思 “打算要做的事情”(2) Be 动词的用法复习What _ Sarah going to do? _ _ going to play the piano.What _ John and Mike going to do? _ _ _ to do homework.板书设计Unit 3 My Weekend PlanWhat are you going to do tomorrow?Im going to have an art lesson.What _ _ going to do?He/She is going toWe/They are going to
