每个老师需要在上课前弄好自己的教案课件，到写教案课件的时候了。教案课件工作计划写好了之后，才能使接下来的工作更加有序！你们到底知道多少优秀的教案课件呢？下面是小编帮大家编辑的《－Shall we go to the zoo?》，希望能对您有所帮助，请收藏。

英语教案－Shallwegotothezoo?

教学目标

1．知识目标

（1）Newwordsandphrases:shall,zoo,nothing,show,gate,land,just,grass,dangerous,panda,lion，elephant,monkey,tiger,deer,snake,rabbit,duck,fox,horse,bear,cage,should,forest,feel,if,fall,climb,finish,cinema,seafood,twentieth,baby,back,dolphin.

（2）日常交际用语

Letmakeithalfpastone.

What’sup?

Whynotmakeitlittleearlier?

Idloveto.

Ihavealotof…todo.

Whatdoyouthink?

Idon’tknowwhattodo?

（3）提建议的表达方法

Usingshall

Usinglet’s

Usingwhynot…?

2．能力目标

（1）使学生掌握有关提建议的交际用语，并能运用这些交际用语进行口头和笔头练习。

（2）使学生能听懂与课文难易程度相当的听力材料.回答教师提出的问题。

（3）使学生能仿照课文中的短文对有关动物进行口头和笔头的描述和介绍。

（4）使学生掌握运用字母组合or,ore,oor,al,au和oa,和o,oa,ow的发音规律。

（5）能读懂课文并根据上下文判断出课文中单词的含义，并回答老师提出的问题。

3．情感目标：

通过教学使学生懂得爱护动物，珍惜生命，从而树立环保意识，保持生态平衡。

教学重点和难点：

有关提建议的交际用语和有关对动物的介绍是本单元的难点和重点。

教学建议

语法教学建议

本单元的主要语法项目是有关提建议的表达方式。

（1）建议教师在引入阶段应先让学生熟练掌握课文Lessonseventeen的对话，在此基础上教师可以先让学习好的同学按照课文对话进行表演，学生可以自制教具,如用纸叠两个电话听筒，学生边演，教师边讲。在表演到有关提建议的句子时停下，教师帮助学生归纳总结出提建议的几种表达法。

（2）教师也可以利用媒体资料帮助学生熟悉课文，归纳总结本单元主要句型。

（3）在语法项目的操练阶段，建议教师先指导学生就每个句型进行单项造句练习，然后，出示图片或表格设置情景。进行综合练习。表格形式如下：

Time

Place

People

Ways

Activities

Thisafternoon

Schoolgate

XiaoMingandMary

Bybus

Haveapartywiththeirclassmate

Tomorrow

Cinema

LiPingandzhuLi

Onfoot

Seeafilm

Nextweek

Thepark

Tomandpeter

Bytaxi

Climbhills

要求学生根据图表利用所学的句型编一个小型的对话。以第一行表格为例：

XiaoMing:Hello,Mary.Whatareyougoingtodo?

Mary:Nothingmuch.

XiaoMing:Shallwehaveaparty?Iknowthereisapartyinourclassroomthisafternoon.

Mary:Howcanwegetthere?Ihavenobike.

XiaoMing:Let’sgotherebybus.

Mary:Thatisagoodidea.

XiaoMing:Whenshallwemeet?

Mary:Abouttenpasttwo.

XiaoMing:Whynotmeetalittleearlier?Let’smakeitoneo’clock.

Mary:Goodidea.Whereshallwemeet?

XiaoMing:Attheschoolgate.

Mary:Allrightseeyouthen.

有关讲授相动物单词的建议

这部内容单词比较多，学生记忆有困难。教师先要求学生能听懂，会说就可以了，以后再逐渐加大练习使学生完全掌握。

（1）建议教师多使用直观教具，如图片等。教师可以让学生在课下收集一些有关动物的图片，要求他们用字典查出英文意思和读音。上课时，教师先在黑板画出一个动物园，然后让学生把准备好的动物图片贴在动物园内。每贴一个动物，学生就要回答老师的问题，向同学简单介绍这种动物。最后建成一个动物园如教科书III页图：

例如：What’sthis?It’sasnake.It’sdangerous.

（2）猜一猜：教师在这个练习中将学生分成若干组，每组四到五人，每组发一张动物的图片，注意每组的图片不同，小组成员先进行讨论，用英文对图片中动物进行描述，时间三分钟左右，然后该组同学走上讲台每人一句，向大家描述这种动物，其他同学猜这是什么动物。

例如：

Thisanimalislikecat,butitismuchbiggerthancat.itisthekingoftheanimals.Whichkindofanimalitis?如果其他学生此时仍猜不出这是什么动物,该组同学可进行补充，直到猜到为止。教师对描述准确,猜词迅速准确的小组送一张动物的图片以示表扬。

nothingmuch

译为没什么事，英语不定代词，如：Something,nothing,anything,anybody,anyone这些词与形容词联用，形容词往往放在不定代词后面，例如；Ineedsomethingnew.（我需要一些新的东西,）不定代词还可以跟动词不定式联用，例如：haveyougotanythingtodo。

What’sup

此句相当于what’wrongwithyou或者what’sthematter或者why译为：出了什么事，怎么了，尤其指些不愉快，不寻常的事情，例如：listen,somethingisfallingdown,what’sup听，有件东西摔打了，怎么回事?

提建议的方法及答语

在英语中，我们可以用多种方式提出我们的建议征求对方的意见，大多语气比较委婉，显得客气而有礼貌。主要方式有：

1．主语是第一人称I或we,用“ShallI/we…?”shall不能用于第二人称，不能说shallyou…?

（1）—Shallwehaveaswimthisafternoon?我们下午游泳好吗？

—Yes,Ithinkso./No,Idon’tthinkso.好的，我也这么想。/不，我不这么想。

（2）—Whereshallwemeet?我们在哪见面？

—Attheschoolgate.在学校门口。

2．主语是第一人称和第三人称时，用“Let’s…”或“Lethim/her…”

(1)Let’sgooutforawalk,shallwe?我们出去散步，好吗？

(2)—Let’splayfootball.我们去踢球吧。

—Goodidea.好主意。

3．用“Whynot…?”来提出建议，表示“何不……？”not后面接动词原形。Whynot…?实际上是Whydon’twe/you…?的简略形式。不能说Whydon’tdo…或whynotdoing…。

（1）WhynotgoandseeUncleWangnow?为什么现在不去看望王叔叔？

（2）Whynotwearyournewtrousers?为什么不穿上你的新裤子？

（3）Whynotgoswimming?为什么不去游泳？

Idon’tthinkitisgoodforanimalstostayatzoo.我认为动物带在动物园没有好处。

这是一个含宾语从句的主从复合句。Idon’tthink是主句，itis…为从句。

此句形式上否定了动词think，但是实际是否定了他后面的定语从句。英语中，think，believe等动词后如果是否定的，应将否定转移到think，believe等动词上。这被称为动词的否定转移。如：Idon’tthinkyourcangethomesoearly.

另外，“Itis+形容词+forsb.todosth.”意为“对于某人来说做某事是……”如：

It’seasyforustoswim.对我们来说游泳很容易。

Idon’tthinkitisgoodforanimalstostayincages.我认为对于动物来说呆在笼子里是没有益处的。

Ihavealotofhomeworktodo.我有很多家庭作业要做。

homeworktodo译为要做的家庭作业。动词不定式做定语放在所修饰的名词之后，例如mymotherhasalotofhomeworktodoeveryday.（我的妈妈每天有很多家务活要做）

听力教学建议

Lesson20听力与图片的结合使用

（1）学生用书P98的6种动物可扫描彩图；

（2）可将教参P49的听力原文扩展一下，如：

Itsgotamouselikesmallhead.Itcanjumponitstwobacklegs.

Sometimescarshavetobeverycarefulinplaceswheretherearesomanyofthiskindofanimal.Ifoneofthemhitacar,therewillbeaverybadaccident.

Itissaidthatthebirdputitsheadinthesandorearthwhenitsenemycomes.Thatisitswayoutnottofacethereality.

ItshometownisinChinabutitsfamousallovertheworld.

Itmovesquietlywithoutmakinganynoise.Itsbloodiscoldandsleepsalongsleepinwinter.

Itlookslikeacatbutmuchlargerandstrongerthanacat.Itsblackandyellowincolour.ItsgotaverylargeheadwithablackmarkonitsforeheadliketheChinesecharacterWang.Itsometimesevenhelpmenwhentheyhavefallenintotheseaandareabouttodie.

日常交际分析：提建议

本单元的核心话题是“提建议”。主要通过对话和句型训练方式来实现的。在要单元一开始的对话中就将表示建议的3种方式的句型都呈现给学生。如：Shallwegotothezoo?Whynotmeetalittleearlier?Let’smakeithalfpastnine。本单元从一开始建议到动物园去玩，直到最后建议周六到中山公园去玩，都是围绕着主题。这有助于完成主题教学，使本单元的重点句型得到很好的训练。

第17课的对话中出现了许多有关提建议的句子，教师可以让学生熟读此段对话，就能掌握其中部分提建议的句型。

第19课以找对子的方式又加强了提建议的句型练习。第二部分的练习将不同的建议的句型放在一起编成对话，以达到复习及熟练的目的。

第20课在设置语音和听力训练之后，再转入到本单元的主题上：如何提建议，如何在动物园里欣赏各种动物。最后的短文提示创设了情景，让学生自己编写对话。

教学设计方案

Lesson17

Period:TheFirstPeriod

Content:Lessonseventeen

Properties:Taperecorder,somepicturesofanimals

TeachingObjectives:Studentsshouldgrasp

1.thedialogue(esp.thetelephoneconversation)

2.someanimalnames

LanguageFocus:

　1.Telephoneconversation

A:MayIspeaktosb?/Issb.in?

B:(Thisissb)speaking.Holdon,please/Sorry,she(he)isn’tin.ShallItakeamessage?/Who’sthatspeaking?

A:(Thisis)sbspeaking.

2.Usefulexpressions

　What’sup?－What’sthematter?

3.Waysofmakingasuggestion.

①Whynot…?

　eg.Whynothavearestnow?

②Let’s…?

　eg.Let’sgooutforawalk.

③Shallwe…?

　eg.Shallwehaveanewyearparty?

TeachingProcedures:

　I.Organizingtheclass

Greetingandadutyreport

　II.Revision

1.SaywhatJohnisgoingtodo(afterschool,atcollege,aftercollege)

2.Recitetherhyme“good,better,best”

　Ⅲ.Presentation

Teacher:(Writethetitle“Shallwegotothezoo?”ontheblackboard)Haveyoueverbeentothezoo?

Students:Yes.

T:Whatcanyouseeinazoo?

S:…

Haveyoueverseentheseanimals?Showthepicturesandteachthewords“panda”,ananimaleatingthebamboo,“lion”thefamousmovieiscalledKingLion,“elephantthebiggestanimallivingonland,“monkey”somethinglikehumanbeings,“tiger”averydangerousanimalandhasthenameof“Kingofthebeasts”“dolphin”,“deer”,“snake”,“rabbit”,“duck”,Beijinghasaspecialty“BeijingDuck”verydelicious,“fox”averyclever(cunning)animal,“bear”.Andmoreanimalsforthemtosee,“crocodile”,“Kangaroo”“camel”“flamingo”“zebra”etc.StudentsrecognizetheanimalsbytheirEnglishnamesandreadthewords.

　IV.Practice

(Studentslookatthecolorpageanddiscussthequestionsinpairs.Pointoutthattheword“friendly”isfrom“friend”itmeanstoactlikeafriend.)

Theanswersof“lookandanswer”

1.Theelephant

2.Thepanda

3.Dolphinandsnake

4.Dolphin

5.Lion,tiger,snake,bearandfox

6.Panda,deer,sheep,cow,rabbitandhorse

7.Lion,tiger,bearandsnake

8.Nodefiniteanswers

　V.Leading-in

Teacher:Wehaveseensomanyanimalsinthezoo.ButLinTaoandDavidhaven’t.ButtheyaregoingtoseethemnextSunday,becausetheyaregoingtothezoonextSunday.Let’slistentotheirdialogueandanswerthequestions;

1.Aretheytalkingfacetoface?

2.Howaretheygoingthere?

3.Whenandwherearetheygoingtomeet?

4.Whataretheygoingtoseespecially?

　VI.Presentation

Teacher:(Pretendtomakeaphonecall)

Hello,mayIspeaktoCharlie?

HelpCharlieanswer:Speaking!

Teacher:Hi,Charlie,thisisJennyspeaking

Charlie:Hello,Jenny.

Getstudentstomakesimilardialogues

　VI.Practice

Playthetape,studentsrepeatandreadinpairs,thenactitout.

1.Exercisesinclass

Completethedialogues

①A:Hello,__________?

B:Yes,thisisJerry____.Whois____?

A:ThisisSam.Howareyou?

B:Fine,____.…

②A:Hello,can__________?

B:Sorry,Nikeisnotathome.ThisisNikesmother______.Whois____?

A:Hello,Mrs.King.ThisisAndy____.

2.Fillintheblanks.

　①Shallwegotothezoo?Ihearthere’sadolphin______there.

　②“Whynotcomealittleearlier?”“No______.”

　③Whichanimaldoyoulike______,apanda,atigeroranelephant?

　④Ithinkanelephantisthebiggestanimalon______.

　⑤Workmustcome______.

　⑥It’salittleearliertocomeatnineo’clock.Let’s______ithalfpastnine.

3.Rewritethesentenceswithoutchangingitsmeaning.

　①What’sup?

Whats____________?

　②Whydon’tyoumeetalittleearlier?

Why____________alittleearlier?

　③Shallwegoskating?

Whatabout______skating?

　④Idon’tthinkhe’sright.

I__________________him.

Answers:

　1.①MayIspeaktoJerry/speaking/that/Whatabout(Howabout)you/…

②IspeaktoNike/speaking/that/speaking…

　2.①show②problem③best④land⑤first⑥make

　3.①thematter②notmeet③going④don’tagreewith

　IX.Homework

1.Tomemorizetheanimalnames.

2.Tomakeupashorttelephoneconversation.

　X.Thedesignoftheblackboard

Lesson17

What’sup?

Nothingmuch.

Noproblem.

Whynotmeetalittleearlier?

教学设计方案

Lesson18

教学目标：

1．掌握本课重点词组和词汇。

2．能够运用本课所学的内容对一些动物进行介绍并表达自己的看法。

教具：Pictureandrecorder

教学过程（etothezoo.Thisisapanda.ThepandaisonlylivesinChina.Thisisasnake.Itisdangerous.Therearestillalotofinterestinganimalsinourzoo.Theexcitingdolphinshowiswaitingforyou.Comeandsee。

（3）Pre-teach:组织学生根据刚才导游的介绍和导游图就教科书上的问题进行讨论。

　Step2Presentation

（1）教师指导学生快速默读阅读课文并判断TrueorFalse.

　A:Thewriterthinkstheanimalsinthecagecannotbehappy.

　B:Thedolphinishumansfriend.

（2）学生阅读课文找出影响理解文章含义的地方并根据上下文判断出生词cage,forest,feel,fall,if的大意。

　Cageisapieceofframeworkinwhichbirdsoranimalsmaybekept.Drawitontheboard.Holidayisthedaywhenpeopledonthavetogotoworkorschool.Weteachersandstudentshavesummerholidaysandwinterholidays.AtthebeginningofMay,Wehaveaseven-day-holiday.Forestisaplacewherealotoftreesgrow.Useagesturetoteachtired.Ifyouaretired,youneedsomerest(Forits…for…to…feelsorryfor…justgivesomeexamples.)

（3）教师就本课的知识点进行讲解和分析。

（4）教师指导学生听课文录音，并跟读课文。

（5）学生阅读短文并回答练习册上的问题。

（6）教师可以组织学生可以根据第18课课文内容进行角色表演。（根据探究活动的素材进行）

　Step3Practice

Playthetapeforstudentstoreadandtheyaskandanswerquestionsaboutthetextinpairs.

Thentrytoretellthetext,(Paragraphbyparagraph)givethefollowingquestionsasareminder.

Paragraphone

1.Wheredoyourparentsoftentakehimtoonholidays?

2.Whatdoyoulike?

3.Whatdoyouseeinthezoo?

4.Howaretheseanimals?

5.Wheredosomeofthemstay?Whatdoyoufeelaboutthat?

Paragraphtwo

1.Wheredotigersusuallylive?

2.Whatdotheydousually?

3.Whatdotheydointhezoo?

Paragraphthree

1.Whatanimaldoyoulikebest?

2.Why?

　Step4Summary.

学生自己总结本课的重点词语。

　Step5Exercisesinclass

1.Writeoutsixanimalsyoucanseeinthezoo________________________.

2.Fillinprepositions.

①Ineverstayathome____holidays.

②____thezoo,therearemanyanimals.

③Dangerousanimalshavetostay____cages.

④Itsbad____yourteethtoeatmuchsweet.

⑤Helikesliving____theforest.

⑥Tigerseatsmallanimals____rabbitsanddeer.

⑦Ifeelsorry____theanimals.

⑧Dolphinsoftenplay____aball,andtheycanwalk____water.

⑨Becareful!Dontfall___thewater.

3.Fillintheblankswiththeproperwords.

①Monkeyslike______(eat)nuts.

②I______(nothave)manytoyanimals.

③MayI______(borrow)yourdictionary?

④Itsgood______(read)Englishinthemorning.

⑤Ihavealotofthing______(do)today.

⑥Ithinkthedolphinis______(interesting)animalinthezoo.

⑦Whichanimalis______(dangerous),atigerorabear?

⑧Someanimalsare______(friend)topeople.

Answers:

1.(Openanswers)eg;monkey,lion,elephant,bird,snake,deer.

2.①on②in③in④for⑤in⑥like⑦for⑧with,on⑨into

3.①eating②donthave③borrow④toread⑤todo⑥themostinteresting⑦moredangerous⑧friendly

　Step6Homework

（1）Copythenewwordsandphrase.

（2）收集有关动物的资料，并写一篇参观动物园的日记。

　Step7Thedesignoftheblackboard

Lesson18

Lesson18takemethere　feelsorryfor…

onholidayswatchsb.dosth.

bedangerousfallinto…

incagescomeupto

walkroundandround

教学设计方案

Lesson19

TeachingObjectives:

Studentsshouldbeabletomakesuggestionsinthreeways.

Properties:Overheadprojector,recorder

LanguageFocus:Reviewthethreewaysofgivingsuggestions.

TeachingProcedures:

　I.Organizingtheclass

Greetingandadutyreport

　Ⅱ.Revision

1.Toreviewtheanimalnames.

2.Tosuggeststhtoyourfriend.

　III.Practice

Askstudentstowriteoutthethreewaysofgivingsuggestions,thenstudentsworkinpairstomakesuggestions,agreeanddisagree,iftheydisagree,theyhavetomakeanothersuggestion.Callsomepairstodoitinfrontoftheclass.

Thenstudentsfindtheanswersinthebook.

Thenstudentsmakedialogueswithphrasesgiveninthebox,doitinpairsfirst,thenactitoutinfrontoftheclass.

　IV.Readingandwriting

Studentsreadthedialogueandfillintheblanks,thenchecktheanswers.

Theanswers:

①Yes,Iam./②Yes,(sure)/③ShallIgetyourhouse?/④⑤Nodefiniteanswers⑥finish(do)⑦alittlelater⑧Ilikedumplings⑨Seeyouthen(Thankyou)

Teacherdrawspicturesontheblackboardtoteachtheworddumpling.Explainseafoodisfishoranimalsintheseathatcanbeeaten,have.…todoeg.Ihavemanyclothestowash.Hehassomequestionstoasketc.

　V.Practice

Studentsgoroundtheclassroomtoaskabouttheirfuturearrangementsandthestudentshavingthesamefutureplansformonegroup,theygoontotalkaboutmoredetails,thensayitinfrontoftheclass.

　VI.Exercisesinclass

1.Completethesentences.

①Theteacherhasmanylessons________

②Theboyshavesomewords_________

③Idonthaveanything________

④Therearemanygames_______

⑤Ihavealotoffood________

2.Completethedialogue.

①A:Wouldyouliketoseeafilmwithme?

　B:Yes,I___.When____?

　A:____meetat8:00tomorrowevening.

②A:Wouldyouliketogoskatingwithme?

　B:____,Icant.Ihavemanythingstodo.

　…

3.Rewritethesentencewithoutchangingitsmeaning.

①Whynotgotothepark?

　__________________gotothepark?

②Shallwegotothecinema?

　____________goingtothecinema?

③Shallwegoandseethemonkeys?

　Shallwegoand________________________themonkeys?

④Areyoufreetoday?

　______you____________today?

⑤Theyoftenhavebreakfastat5:15.

　Theyoftenhavetheir____________at_________________.

⑥Thedolphinisthemostinterestinganimalofall.

　Thedolphinis__________________anyotheranimal.

⑦Wouldyouliketogoboating?

　______you______togoboating?

Answers:

1.①toprepare②tosay③todo④toplay⑤toeat

2.①dloveto,Shallwemeet,Lets②Sorry/Imafraid.

3.①Whydontyou②What/Howabout③havealookat④Do,havetime⑤morningmeal,aquarterpastfive⑥moreinterestingthan⑦Do,want

　VII.Homework

Tomakeupadialogue.

VIII.Thedesignoftheblackboard

Lesson19

Shallwe…?

Whynotmeet…?

Workmustcomefirst.

教学设计方案

Lesson20

TeachingObjectives:Studentsshouldgrasp

1.thepronunciation

2.thedialoguesandsomeusefulexpressions

Properties:Taperecorder,cards

LanguageFocus:

1.Pronunciation

[:]or,ore,oor,our,al,au[]o,a[]o,oa,ow,

2.Usefulexpressions

①Onthebackof

　eg.Thebirdlandedonthebackofaturtle.

②How…!

　eg.Howclever(youare)!

　Howhot(itis)!

③…Whattodo.

　eg.Iwonderwhattodonext.

④goboating

　eg.Let’sgoboatingtomorrow.

Teachingprocedures:

　I.Organizingtheclass

Greetingandadutyreport.

　II.Revision

SuggesttoyourfriendsthatyougotravellingtoJapannextsummerholiday.(inthreeways.)

　III.Spellingandpronunciation

Playthetapeforstudentstolistenandrepeat.Showmorewordsoncardstoberead“portable,cord,stall,foretell,Paul,born,ball,box,dot,orange,bowling,blow,goat,cloak,focus,”etc.

　IV.Listeningpractice

Listentothetapeandanswerquestions.

　V.Leading-in

Showthepicturetostudents,letthemdescribeit,thenguesswhatthetwoboysaretalkingabout.Playthetapeforstudentstochecktheiranswers.

　VI.Practice

Playthetapeagainforstudentstoreadafterinpairs,thenactitout.

　VII.Leading-in

Teacher:It’sThursdaymorning.TomandLiLeiaretalkingaboutwhattheyaregoingtodotomorrow.Canyouguesswhattheysayexactly?Makeupthedialoguewithyourpartners.

Studentsmakeupthedialogueinpairsandcallonepairtodoitinfrontoftheclass.

　VIII.Practice

Playthetape,studentslistenandrepeat.

Teacher:Supposeit’sFridayafternoonnow.TomandLiLeiareinthepark.Theyseealotofboatsonthelake.Theybegintotalk.Makeupthisconversationwithyourpartner.

Getthestudentstodoitinpairs.

　IX.Writing

Studentsreadtheintroductorypartthemselvesandwriteoutthedialogue.

　X.Exercisesinclass

1.Writeoutthephoneticsymbols.

　①port②pocket③poach④row⑤salt⑥sore⑦more⑧haul

2.Writeoutsentencesafterthemodel.

　eg.Heisveryhandsome.

　Howhandsome(heis)!

①Theweatherisfine.

②Theyarenoisy.

③Thefoodisdelicious.

④Thegirlislazy.

3.Completethesentences.

①现在看海豚表演太早了。

It’s__________________thedolphinshow.

②我想它正在和我们打招呼呢。

Ithinkit’s______“______”______us.

③上面写着“请勿喂养动物”

It______“Dont______theanimals!”

④我们去看看小熊猫吧！

______go____________the______panda.

⑤我们看见一只猴子在它妈妈的背上。

　Wecanseeamonkey________________________itsmother.

⑥我们去买划船票好吗？

______wegoand______tickets____________?

⑦先去大象室看看如何？

Whatabout______tothe______house______?

Answers:

1.①[:]②[]③[]④[]⑤[:]⑥[:]⑦[:]⑧[:]

2.①Howfinetheweatheris!

②Hownoisytheyare!

③Howdelicioustheyare!

④Howlazythegirlis!

3.①tooearlyfor②sayingHelloto③says,feed④Let’s,andseebaby⑤onthebackof⑥Shall,buy,forboating⑦going,elephants’,first

　XI.Homework

1.Finishofftheworkbook.

2.Reviewthetextslearnt.

　XI.Thedesignoftheblackboard

Lesson20

say…to…Ihavealotof…todo

onthebackof…Idon’tknowwhattodo

haveclassesWhatdoyouthink?

探究活动

参观动物园活动

教师可以组织学生到附近的动物园进行一次参观。

参观前，学生编写一个小型的对话，内容是关于商谈参观事宜要求使用课文所用表示建议的相关句型。参照课文第17课的对话。

参观时，同学们可以带上纸笔和照相机，随时注意收集一些有关动物的英文词语和资料（含中英文和图片）。

参观后，学生写一篇日记。主要是介绍在动物园的所见所闻，5，6句话就可以。如：

TodayIwenttotheBeijingZoo.Isawalotofanimalsinthezoo.Therearetigers,pandas,lions,monkeysandsoon.Someofthemareveryfriendly,butsomeofthemaredangerous.Itookalotofphotos.Ihaveagoodtimealltheday.

组织动物画展或摄影展

教师可以组织学生利用在动物园收集的材料，举办一个爱你就像爱我们自己的动物图画展览。每个学生根据自己观察的动物的各种姿态，画出自己认为最喜爱的动物画，同时要配有简单的中英文简介，如果材料不足的话可以让学生从网上或书籍上搜集一些资料。要求图片生动形象，英汉对照的介绍简明扼要。学生可以个人或小组的形式推出自己的作品。教师可以利用课下时间进行指导，对表现出色的同学进行奖励。

教师还可以让学生把在动物园中拍摄的动物各种神态照片贴在学校或班级的墙报上展出来，并且在每张照片旁都加上自己的英文介绍。如：Thisisaphotooftiger.Helikeseatingbananasverymuch.Look!Therearesomebananasinhishand.

表演

教师可以组织学生根据第18课课文内容进行角色表演。要求学生准备道具（一个老虎的面具和一个鱼头的面具）学生仿照老虎和海豚的样子一边进行表演，一边进行叙述，如：

（1）Iliveintheforestsandmountains.Icanrunveryfast,Icatchandeatsmallanimals,likerabbitsanddeer,butnowIliveinasmallcage.Canyouletmeout?CanyouguesswhoamI?

（2）Ilikeswimmingandjumping,Iswimfastandjumpveryhigh,Icanplaywithaball,Icanstandupandwalkonthewater.Iamthefriendofpeople,ifyoudropintothesea,Icanhelpyou.canyouguesswhoamI?

猜一猜

Ariddle（英语谜语）

Twolittlebrothers,liveneareachothers

Oneisontheside.

Theotherisontheotherside.

Theyhearwhatthesay,buttheydontseeeachother.

Whatarethey?

Discussitsgoodforanimalstoliveinazoo

组织学生对动物是否应被养在动物园内进行讨论。在讨论前，教师可以做一个小型的问卷调查，采用选择题的形式。问卷内容如下：

A：Doyouthinktheanimalinthezooisveryhappy?

B:Doyouthinktheanimalsinthezooareashealthyastheyliveinthemountain?

C:Doyouthinktheanimalinthezooissafety（安全）?Thehunter（猎人）cantgetthemanymore.

D:Doyouthinktheanimalsinthezoocancatchfoodbythemselves?

E:Doyouthinkitisnoteasyformetoseetheanimalswhenwewanttoseethemiftheanimalsreturntotheforestorthesea?

F:Doyouthinkthereisenoughfoodfortheanimalsiftheanimalstotheforestorthesea?

G:Doyouthinktheycanliveonthemselvesagainiftheanimalsreturntotheforestorthesea?

问卷调查结束后，教师在将学生分成正反两方，双方进行辩论。学生即可以使用汉语也可以使用英语，每说一句英语，使用英语的一方加两分。最后分多者为胜。

延伸阅读

We’retryingtosavethemanatees教案

为了促进学生掌握上课知识点，老师需要提前准备教案，准备教案课件的时刻到来了。在写好了教案课件计划后，新的工作才会如鱼得水！你们知道哪些教案课件的范文呢？以下是小编为大家收集的“We’retryingtosavethemanatees教案”但愿对您的学习工作带来帮助。

Unit15We’retryingtosavethemanatees!

I．Learningobjectives教学目标

Skill

Focus

▲Listenandtalkaboutanimals

▲Showdisagreementandagreement

▲Learntodescribeanimals

▲ReviewthetensesandusethemfreelyLanguage

Focus功能句式

Showdisagreementandagreement(P120)

Ithinkthatanimalsshouldnotliveinzoos.

Idisagreewithyou./Iagreewithyou.

Talkaboutwhatwecandofortheworld(P121,P123)

stopridingincars

don’tusepapertowelsornapkins

recyclebooksandpaper

—Howdoyoufeelabout...

—Itmakesme...

—Whatarethreethingsyouaresupposedtodo?词汇

1.重点词汇

pound,discover,expression,pull,planet,society,model,raise

2.认读词汇

manatee,furry,enormous,playful,aggressive,gray,spotted,kangaroo,chimpanzee,cheetah,mangrove,swamp,habitat,aquatic,underwater,vegetation,weigh,polluted,presentprogressive,presentsimple,infinitive,passivevoice,presentperfect,suitable,tiny,cage,disgusted,educate,urge,recycle,built,stuff,glue,roof,discard,tile,fence,can,recently,inspiration,spare,Winterbourne

3.词组

carefor语法

Reviewthetenses:PresentProgressive,PresentSimple,“usedto”,PassiveVoiceandPresentperfectStrategy

Focus1.Classifying

2.ListeningforspecificinformationCulture

FocusTheimportanceofprotectinganimalsandtheenvironmentII.Teachingmaterialsanalyzingandrearranging教材分析和重组1.教材分析

本单元以Protectingtheenvironment为话题,共设计了三个部分的内容：

SectionA

该部分有4个模块：第一模块围绕Describingtheanimals这一话题展开思维（1a）、听力（1b）、口语（1c）训练；第二模块围绕We’retryingtosavethemanatees进行听力（2a-2b）、口语（2c）训练；第三模块以Whethertobuildzoos就如何保护动物这一话题展开讨论，观点一：反对建动物园（3a）；观点二：支持动物园建设(3b)；第四模块仍就是否需要动物园这一话题，以小组活动形式展开讨论(4)。

SectionB

该部分有4个模块：第一模块以Howtosavetheplanet展开话题，列举观点（1a），并展开讨论（1b）；第二模块仍然以“保护环境”为话题，继续对Howtosavetheenvironment进行听力（2a-2b）、口语（2c）训练；第三模块围绕Howtorecycle这一话题展开阅读（3a）和写作（3b）训练；第四模块仍以Recycling为话题，以口语训练形式展开小组活动(4)。

Selfcheck

该部分有2个模块：第一模块以填空形式对所学词汇进行训练(1)；第二模块要求利用所给句型展开自由对话，以训练学生对所学知识的实际运用能力(2)。2．教材重组和课时分配

Period1(SectionA:1a,1b,1c,2a,2b,2c)

Newfunctionpresenting

Period2(SectionA:3a,3b,4)

Practice

Period3(SectionB)Integratingskills

Period4(Selfcheck:1,2)

ComprehensivereviewIII.TeachingplansStepIRevisionandLead-in

Askthestudentstoshowtheirwork.

T:Inthelastunit,we’velearnedtotalkaboutthethingsthatwehavedone.NowI’llaskyouaquestion:Haveyoueverbeentoazoo?Whatkindofanimalscanyouseeinit?

S1:Inthezooofourcitywecanseetigers,lions,elephants,andmonkeys.

S2:Icanseedeerandsheep.

S3:Wecanseesomechickens,birds,camelsandhorses....

T:Haveyoueverseencheetahs,pandasormanateesinourzoos?

Ss:No,wehaven’t.

T:Doyouknowwhywecan’tseetheseanimalsinourzoos?

Ss:Ithinktheyarerare./Therearen’tanyinourcountry...

T:Someanimalscan’tbeseenbecausetheyareendangered.Soweshouldprotectthem.

Showthepictureofamanatee.

T:Nowlookatthepicture.Thisanimaliscalledmanatee.It’sendangered,too.Wecan’tseeitinthezoo,either.OK!Todaywe’lllearnUnit15.We’retryingtosavethemanatees!

Writedownthetopic:We’retryingtosavemanatees!

Askthestudentstolookatthepictureandanswerthequestion.

T:Weknowanimalsareourbestfriends.Nowlookatthepicture,pleasetellmewhichanimalyoulikebestandwhyyoulikeit.

Showapicturetothestudents.S1:Ilikepandasbestbecausetheyaregentle.

Writetheword“gentle”ontheblackboardandaskformoreideasfromotherstudents.

S2:Iliketigersbestbecausetheyarethekingsoftheanimals.

T:Weknowtigersareveryaggressive.

Writetheword“aggressive”downontheblackboard.

S3:Ilikemonkeysbestbecausetheyarecleverandtheycanclimbtreesveryquickly.Theyareplayful.

Writedownmoreusefulwordsontheblackboard.StepIIBrainstorming(1a:P118)

T:Good.Whenwedescribeanimals,weoftenusesomeadjectives,suchasenormous,spotted,gray...Nowpleasefindoutthewordsthatcandescribetheanimals.Youcanusetheadjectivesfrom1a.

Kangaroos:____________________________

Manatees:____________________________

Cheetahs:____________________________

Polarbears:____________________________

Elephants:____________________________

Chimpanzees:____________________________

Sampleanswers:

Kangaroos:playful,fast,big

Manatees:gentle,shy,enormous

Cheetahs:spotted,fast,aggressive

Polarbears:aggressive,furry,fat

Elephants:enormous,gray,strong

Chimpanzees:noisy,furry,uglyStepIIIListeningandOralPractice(1b,1c:P118)

T:NextyouwillhearGinnyandVictortalkingabouttheanimalsinthepicturein1a.Pleaselisten.Forthefirsttime,getthemainidea.Keepdownthewordsusedtodescribetheanimalswhilelistening.OK?

Playtherecording.Thenchecktheanswers.

T:Wejustnowheardthatmanateesaregentleandveryshy.Ithinkdifferentpeoplearelikedifferentanimalstosomeextent.Differentanimalshavedifferentcharacters.Forexample,Jimislikeamonkeybecauseheiscleverandhecanclimbtreesveryquickly.Pleasetalkwithyourpartnersaboutwhatyouarelike.First,readtheexamplefrom1cintheboxplease.

Letthestudentsworkwiththeirpartners.

T:Whichpairswouldliketoactoutyourdialogues?

Sampledialogue1:

S1:IamlikethisanimalbecauseIamstrongandliveintheforest.

S2:Youarelikealion.

S1:No.

S2:Youarelikeatiger.

S1:No.BecauseIdon’teatmeat.

S2:Youarelikeanelephant.

S1:Yes.Youareright.

Sampledialogue2:

S1:I’mlikethisanimalbecauseI’mspotted.IliketoeatmeatandIcanrunfast.

S2:You’relikeatiger.

S1:No.

S2:Youarelikeacheetah.

S1:Yes.

Sampledialogue3:

S1:IamlikethisanimalbecauseIamgentleandveryshy.Iliveinwater.

S2:You’relikeamanatee.

S1:Yes!Youaregreat!StepIVListeningPractice(2a,2b:P119)

T:OK.Weallknowthatmanateesaregentleandveryshy.Theyliveinwaterandlikeeatingvegetables.Butdoyouwanttoknowmoreaboutthem?Firstlet’slookatthepictureonpage119.Canyousaymoreaboutmanatees?

Sampleanswers:

S1:Ithinktheyarelivinginthewater.

S2:Ibelievethattheyeataquaticfood.

S3:Ifeelthattherearen’tmanyofthem.

S4:Iknowthattheyliveinaplacewheretreesgrowinwater.

S5:Ithinktheyareendangered.

Askthestudentstolistentotherecording.

T:Verywell.Ithinkyouranswersareallright.Manateesintheworldarefewerandfewer.Weshouldsavethem.Weshouldtakecareoftheenvironmentthattheyarelivingin.Nowlet’slistentothetape.Firstlistentotherecordingandmatchthewordsanddefinitionsin2a.

Playtherecordingforthefirsttime.

T:Listenagainandcheckyouranswers.

Playtherecordingforthesecondtime.Checktheanswers.

T:You’llhearthesameconversationagain.Thistimecompletethechartin2b.Putyouranswersontheline.

Playtherecordingagain,thenchecktheanswers.StepVPairwork(2c:P119)

T:Afterlistening,weknowmoreaboutmanatees.Weknowthattheyarefewerandfewer.Thegovernmenthaspassedlawstoprotectthem.Theyeatalotoffoodeveryday.Theyareenormous.Canyoumakeconversationsabouttheanimalinpairs?Youcanbaseonthemodeldialoguein2c.

Asampledialogue:

S1:HowmanymanateesarethereintheUS?S2:About2,500.

S1:Wherearetheyliving?

S2:Theirfavoritehabitatisinthewaterunderthetreesinmangroveswamps.

S1:Whyaretheyendangered?

S2:Someoftheswampshavebeenpolluted.

S1:Dotheyeatalot?

S2:Yes,theydo.

...StepVIGrammar(GrammarFocus:P119)

Helpthestudentssumupthefollowingpatterns.

时态

谓语动词的形式（do）

一般现在时

do/does

一般过去时

did

现在进行时

be(am/is/are)doing

现在完成时

have/hasdone

一般过去时被动语态

was/weredone

现在完成时被动语态

have/hasbeendoneT:LookattheGrammarFocusboxonpage119.Nowwho’dliketoreadthesentencestotheclass?

Askastudenttoreadthesentencesinthebox.

T:Canyoumakesomesentenceswiththedifferenttensesandpassivevoice?Pleasewritedownyoursentencesinyourexercisebooks.

Askthestudentstodomorepracticingexercises,suchasthefollowing:

Fillintheblankswiththerightformsofthegivenwords.

1.Everydaymymother_____(get)upearly.

2.Thedinosaureggs_____(discover)manyyearsagobyscientists.

3.Listen!Somechildren_____(sing)anEnglishsongoverthere.

4.Inourhometownthereusedto_____(be)manyoldtrees.

5.Mywork_____(notfinish)yet.Ican’tgoouttoplaywithyou.

Sampleanswers:

1.gets2.werediscovered3.aresinging

4.be5.hasn’tbeenfinishedStepVIIHomework

T:Inthisclass,we’veheardtwospokenconversations:inthefirstconversation,weheardaboutsomeadjectivesfordescribinganimals;inthesecond,weheardsomethingaboutmanatees.Afterclass,pleaselistentotheconversationsagain.Makesomesentenceswithdifferenttenses.ThenrememberthenewwordsinSectionB.

We’regettingreadyfortheSpringFestival教案

We’regettingreadyfortheSpringFestival教案
MODULE2SpringFestival
Unit1We’regettingreadyfortheSpringFestival.
目标：
TounderstandtheconversationabouttheSpringFestival
Torecognizephrasesandrecognizeshortanswers
TotalkabouttheSpringFestivalwithgiveninformation
重、难点：
vocabulary—SpringFestival,ready,getreadyfor,learn,dragon,dragondance,lantern,sweep
structures---WhatisLingLingdoing?
She’sgettingreadyfortheSpringFestival.
Isyourmotherworking?
Yes,sheis./No,sheisnt.
教具：Taperecorder,video,multimedia
教学步骤：
Step1
Showtheluckymoney.Say:Thisisluckymoney.WecangetitatSpringFestival.TeachSpringFestival.YouknowpeopleareverybusybeforetheSpringFestival.Whatdoweoftendo?
Student1:……Student2:……Student3:……Student4:……
Step2
Showsomepicturesandsay:Lookatthepictures.Thepeopleareverybusy.TheyaregettingreadyforSpringFestival.Teachgetreadyfor.Presentthetitleofthislesson.
Step3Lookandsay
Lookatthepicturesandtellwhataretheydoing?
Picture1:T:Whatisthis?S:Itsa…….Teachdragon.
T:Whataretheboysdoing?S:Theyare……dragondance.Teachlearn.
Showalantern.T:whatsthis?S:Itsalantern.Teachlantern.
LookatPicture2:T:Whatisshedoing?S:Sheismakinglanterns.
LookatPicture3:T:Whatisshedoing?S:Sheis…….Teachsweep.
LookatPicture4:T:Whatisshedoing?S:Sheiscooking.
LookatPicture5:T:Whatisshedoing?S:Sheisclean.
Step4Matchandcheck.Nowpleasematchthewordswiththepictures.Checktheanswers.Andthenreadtogether.
Step5
TheSpringFestivaliscoming.Peoplearegettingreadyforit.ThereisadialoguebetweenLingLing,TonyandBetty.
1.Listenandanswerthequestion:
WhatisLingLingsfatherdoing?(Heisworking.)
2.Workingroupsof3.
T:Atfirst,youshouldsay:IamTony.IamLingLing.ImBetty.Areyouclear?
3.Ask2groupstoactitout.Askwhichgroupisbetter.
4.Retellthedialoguewiththekeywordsandthepicturesindividually.
5.Askseveralstudentstoretellit.
Step6MusicBar
T:Youhavedoneaverygoodjob.Doyoulikemusic?LetsgototheMusicBartohavearest.
Afterthat,canyouanswerthiskindofquestions?
Ishe/she/it……？
Yes,he/she/itis.
No,he/she/itisn’t.
Areyou/they/we……？
Yes,you/they/weare.
No,you/they/wearen’t.
Step6Activity3
Askandanswerinpairs.
Step7Activity4
Inpairs,askandanswer.Payattentiontothequestionform:
Whatis/are…doing?

Step8Summary
VocabularySpringFestival,ready,getreadyfor,learn,dragon,dragondance,lantern,sweep
StructuresWhatisLingLingdoing?
She’sgettingreadyfortheSpringFestival.
Isyourmotherworking?
Yes,sheis./No,sheisnt.
Step9Homework
ExercisesforModule2Unit1
I.Choosetherightanswers
1.Look!Whataretheboys?
A.doB.doesC.doing
2.Whatyourfather?
A.is,doingB.aredoingC.is,do
3.Theyaregettingreadythefestival.
A.toB.forC.of
4.Aretheboyslanterns?
A.makeB.playingC.making
5.Whatoverthere?
A.ishappeningB.ishappenedC.happen
II.Spelling
1.Mymotheris(打扫)thehousenow.
2.Wehavethree(餐)everyday.
3.Arethetwainsmaking(灯笼)now?
4.WhatdoweoftendoattheSpring(节日).
5.Theyare(学)English.
6.Welikewatchinga(龙)dance.
III.ChangethesentencesintoEnglish
1.你在准备晚饭吗?
Supper?
2.孩子们正在学舞龙.
Thechildren
3.我叔叔在上班.
Myuncle

What are we going to do

Whatarewegoingtodo

教学目标

知识目标

　（1）Newwordsandphrases:fifth,trip,fieldtrip,discuss,hometown,fish,gofishing,east,boating,goingboating,maybe,mountain,hike,gohiking,agree,picnic,thedayaftertomorrow,top,problem,quick,quickly,start,trip,tripover,tired,hurry,hurryup,tie,die,more,city,take,eighth,salesgirl,far,beautiful,together,

　（2）Grammar:begoingto结构和它的一般疑问句和特殊疑问句结构及回答.

　（3）日常交际用语:Whydon’twe…?Iagree.Iamgoodatit.It’snotfarfrom…

　（4）语音/i:/e,ee,ea/i/i/э/a,e,o,er,or（our）

能力目标

　（1）要求学生能根据上下文和图画判断生词词义。培养学生的阅读理解能力

　（2）要求学生能熟练运用begoingto结构做口头和笔头练习。

　（3）能听懂与课文难度相当的听力资料。

　（4）能掌握讨论未来活动的有关交际用语。

情感目标：培养学生交往能力。

教学建议

教材分析

本单元主要教学内容是围绕谈论未来活动展开的，其中begoingto结构贯穿整个单元的始末。单元安排了两段对话、两段课文及若干口头练习帮助学生掌握begoingto结构的陈述句，一般疑问句。特殊疑问句的结构和用法，掌握一些有关讨论未来活动的交际用语。教学可采用设定情境法，学生采用讨论、自由对话的学习方法。

关于语法教学

（1）教师可以通过提问和比较法使学生初步理解begoingto结构的意义，例如：教师问：Whatareyoudoingnow?学生回答：WearestudyingEnglishnow。然后，教师指着课程表下午的数学和语文课说：Whatareyougoingtodothisafternoon?自己回答：WearegoingtostudyChinesethisafternoon.Wearegongingtostudymathalso。然后指着课程表下午的音乐课问学生：Whatareyougoingtodothisafternoon?学生答：Wearegoingtostudymusic。此时教师可以解释aregoingto的含义。然后教师再让学生举例Iamgoingto…HeSheisgoingto…重点强调begoingto结构表达的是将来发生的动作，to后面是动词原形。

（2）教师可以将goingto结构和现在进行时进行比较：

_____I__________________________________I__________________________

Nowthisafternoon

Iamplayingfootballnow.Iamgoingtoplayfootballthisafternoon

主语+be+动词ing形式主语+be+goingto+动词原形

（3）教师可以把小明一家的假期的活动安排用表格的形式列出，让学生进行问答练习。如图：

Familymember

Date

Transportation

Activities

Reason

XiaoMing

Tomorrow

Bybike

Doshopping

Sister

Thedayaftertomorrow

Onfoot

Goonafieldtrip

Brother

Nextweek

Gofishing

Helikesit

Fatherandmother

NextSaturday

Bybus

Visittheirfriends

Thefriendisill.

例如

A:WhatisXiaoMinggoingtodo?

B:XiaoMingisgoingtodosomeshopping.

A:WhenisXiaoMinggoingtodoshopping?

B:Heisgoingtodosomeshoppingtomorrow.

A:HowisXiaoMinggoingtodoshopping?

B:Heisgoingtodoshoppingbybike.

笔头训练

（1）要求学生能够就口头训练落实到笔头上，教师可以设计一个话题，让学生自由完成后续部分。例如：明天是周末，你将怎样度过周末呢？可写3-5句话。

教师还可以让学生自己作出下周的计划安排表，本周日活动或国庆节假期活动安排表，然后就这些安排表进行详细的描述。

教师还可以让学生就课程表中第二天的课程安排进行描述。

（2）教师可以出示几张图片让学生根据图片内容用begoingto结构写出要发生的事情。

如图1.Itishot.WhatisXiaoMinggoingtodo?

　图2Itissnowy.Whatarethestudentsgoingtodo?

　图3.MaryandLiPinggottothefarm.Whataretheygoingtodo?

关于教学表将来打算begoingto用法的几点建议

①提问若干学生将来的某时间要干什么。一方面可提高学生的注意力，另外可让学生从老师将要讲述的内容中找到自己的答案。

②通过教材中的实例讲述将来时态的应用场景及其特点。

③讲解将来时态的构成要素，通过练习熟悉这些要素并引导学生对老师的提问进行作答，熟悉和掌握此时态。

④模拟练习，激发学生的学以致用的兴趣，让学生自己能够说出自己身边的将来时态的场景并进行问与答。

⑤总结godoing固定结构，讲解进行时态代表将来时态的具体事例。

情感教学

在教学过程中让学生领略到山河的锦绣和大自然的美好，从而激发学生热爱自然，热爱祖国的大好河山。让学生知晓中国悠久的文明历史，树立强烈的民族自尊心和自豪感。从而使学生增加爱国意识，起到爱国主义教育的作用。

go+ving结构

固定搭配，表示动名词的意义。常用来表示体育和业余活动。

例如：gofishing去钓鱼,goboating去划船,goswimming去游泳,gohiking去远足,goshopping去购物，godancing去跳舞.

例句：Let’sgoswimmingnextweekend.

　Areyougoingtogofishingtomorrow?

egoingto

begoingto为固定结构，初学时应注意以下六点：

一、注意begoingto的意义

begoingto为结构表示按计划、安排将要发生的事，或经推测将要或肯定要发生的动作。该结构通常译成“打算、准备”等等。

如：I’mgoingtomendmybikethisevening.我打算今晚修理我的自行车。

go在此结构中不含有“去”的意思。

二、注意be的变化

be在此结构中用作助动词，不作连系动词，有am,is和are三种形式，本身无意义。

1．否定式：应在am,is或are后加not.如：

　Heisn’tgoingtobuythatpen.他不打算买那支钢笔。

2．疑问式：应将助动词be提到主语前，与be作连系动词的用法相同。如：

　Areyougoingtoseeyouruncletomorrow?你准备明天看你的叔叔吗？

　Yes,Iam.是的，我准备去。

三、注意begoingto后接动词原形

to在此结构中为动词不定式符号，后须接动词原形。如：

They’regoingtoplaygames.他们打算做游戏。

四、注意begoingto结构须与表示将来的时间状语连用。如：

We’regoingtohaveanEnglishclasstomorrow.明天我们要上一节英语课。

五、注意当to后的动词为表示位置移动的动词，如go,come,leave,fly,start等时，一般不用begoingto结构，常用现在进行时表示将要发生的动作。如：

I’mgoingtotheshop.我要去商店。

一般不说I’mgoingtogototheshop.

六、注意Therebe结构一般将来时应为Thereis/aregoingtobe…。如：

今晚有场电影。

误：Thereisgoingtohaveafilmthisevening.

正：Thereistogoingtobeafilmhisevening.

教学目标

知识目标

　（1）Newwordsandphrases:fifth,trip,fieldtrip,discuss,hometown,fish,gofishing,east,boating,goingboating,maybe,mountain,hike,gohiking,agree,picnic,thedayaftertomorrow,top,problem,quick,quickly,start,trip,tripover,tired,hurry,hurryup,tie,die,more,city,take,eighth,salesgirl,far,beautiful,together,

　（2）Grammar:begoingto结构和它的一般疑问句和特殊疑问句结构及回答.

　（3）日常交际用语:Whydon’twe…?Iagree.Iamgoodatit.It’snotfarfrom…

　（4）语音/i:/e,ee,ea/i/i/э/a,e,o,er,or（our）

能力目标

　（1）要求学生能根据上下文和图画判断生词词义。培养学生的阅读理解能力

　（2）要求学生能熟练运用begoingto结构做口头和笔头练习。

　（3）能听懂与课文难度相当的听力资料。

　（4）能掌握讨论未来活动的有关交际用语。

情感目标：培养学生交往能力。

教学建议

教材分析

本单元主要教学内容是围绕谈论未来活动展开的，其中begoingto结构贯穿整个单元的始末。单元安排了两段对话、两段课文及若干口头练习帮助学生掌握begoingto结构的陈述句，一般疑问句。特殊疑问句的结构和用法，掌握一些有关讨论未来活动的交际用语。教学可采用设定情境法，学生采用讨论、自由对话的学习方法。

关于语法教学

（1）教师可以通过提问和比较法使学生初步理解begoingto结构的意义，例如：教师问：Whatareyoudoingnow?学生回答：WearestudyingEnglishnow。然后，教师指着课程表下午的数学和语文课说：Whatareyougoingtodothisafternoon?自己回答：WearegoingtostudyChinesethisafternoon.Wearegongingtostudymathalso。然后指着课程表下午的音乐课问学生：Whatareyougoingtodothisafternoon?学生答：Wearegoingtostudymusic。此时教师可以解释aregoingto的含义。然后教师再让学生举例Iamgoingto…HeSheisgoingto…重点强调begoingto结构表达的是将来发生的动作，to后面是动词原形。

（2）教师可以将goingto结构和现在进行时进行比较：

_____I__________________________________I__________________________

Nowthisafternoon

Iamplayingfootballnow.Iamgoingtoplayfootballthisafternoon

主语+be+动词ing形式主语+be+goingto+动词原形

（3）教师可以把小明一家的假期的活动安排用表格的形式列出，让学生进行问答练习。如图：

Familymember

Date

Transportation

Activities

Reason

XiaoMing

Tomorrow

Bybike

Doshopping

Sister

Thedayaftertomorrow

Onfoot

Goonafieldtrip

Brother

Nextweek

Gofishing

Helikesit

Fatherandmother

NextSaturday

Bybus

Visittheirfriends

Thefriendisill.

例如

A:WhatisXiaoMinggoingtodo?

B:XiaoMingisgoingtodosomeshopping.

A:WhenisXiaoMinggoingtodoshopping?

B:Heisgoingtodosomeshoppingtomorrow.

A:HowisXiaoMinggoingtodoshopping?

B:Heisgoingtodoshoppingbybike.

笔头训练

（1）要求学生能够就口头训练落实到笔头上，教师可以设计一个话题，让学生自由完成后续部分。例如：明天是周末，你将怎样度过周末呢？可写3-5句话。

教师还可以让学生自己作出下周的计划安排表，本周日活动或国庆节假期活动安排表，然后就这些安排表进行详细的描述。

教师还可以让学生就课程表中第二天的课程安排进行描述。

（2）教师可以出示几张图片让学生根据图片内容用begoingto结构写出要发生的事情。

如图1.Itishot.WhatisXiaoMinggoingtodo?

　图2Itissnowy.Whatarethestudentsgoingtodo?

　图3.MaryandLiPinggottothefarm.Whataretheygoingtodo?

关于教学表将来打算begoingto用法的几点建议

①提问若干学生将来的某时间要干什么。一方面可提高学生的注意力，另外可让学生从老师将要讲述的内容中找到自己的答案。

②通过教材中的实例讲述将来时态的应用场景及其特点。

③讲解将来时态的构成要素，通过练习熟悉这些要素并引导学生对老师的提问进行作答，熟悉和掌握此时态。

④模拟练习，激发学生的学以致用的兴趣，让学生自己能够说出自己身边的将来时态的场景并进行问与答。

⑤总结godoing固定结构，讲解进行时态代表将来时态的具体事例。

情感教学

在教学过程中让学生领略到山河的锦绣和大自然的美好，从而激发学生热爱自然，热爱祖国的大好河山。让学生知晓中国悠久的文明历史，树立强烈的民族自尊心和自豪感。从而使学生增加爱国意识，起到爱国主义教育的作用。

go+ving结构

固定搭配，表示动名词的意义。常用来表示体育和业余活动。

例如：gofishing去钓鱼,goboating去划船,goswimming去游泳,gohiking去远足,goshopping去购物，godancing去跳舞.

例句：Let’sgoswimmingnextweekend.

　Areyougoingtogofishingtomorrow?

egoingto

begoingto为固定结构，初学时应注意以下六点：

一、注意begoingto的意义

begoingto为结构表示按计划、安排将要发生的事，或经推测将要或肯定要发生的动作。该结构通常译成“打算、准备”等等。

如：I’mgoingtomendmybikethisevening.我打算今晚修理我的自行车。

go在此结构中不含有“去”的意思。

二、注意be的变化

be在此结构中用作助动词，不作连系动词，有am,is和are三种形式，本身无意义。

1．否定式：应在am,is或are后加not.如：

　Heisn’tgoingtobuythatpen.他不打算买那支钢笔。

2．疑问式：应将助动词be提到主语前，与be作连系动词的用法相同。如：

　Areyougoingtoseeyouruncletomorrow?你准备明天看你的叔叔吗？

　Yes,Iam.是的，我准备去。

三、注意begoingto后接动词原形

to在此结构中为动词不定式符号，后须接动词原形。如：

They’regoingtoplaygames.他们打算做游戏。

四、注意begoingto结构须与表示将来的时间状语连用。如：

We’regoingtohaveanEnglishclasstomorrow.明天我们要上一节英语课。

五、注意当to后的动词为表示位置移动的动词，如go,come,leave,fly,start等时，一般不用begoingto结构，常用现在进行时表示将要发生的动作。如：

I’mgoingtotheshop.我要去商店。

一般不说I’mgoingtogototheshop.

六、注意Therebe结构一般将来时应为Thereis/aregoingtobe…。如：

今晚有场电影。

误：Thereisgoingtohaveafilmthisevening.

正：Thereistogoingtobeafilmhisevening.

教学设计方案

Lesson5

Period:TheFirstPeriod

Content:Lessonfive

TeachingObjectives:Studentsshouldmastertheuseof“begoingto”andshowtheirintentiontodosth.

LanguageFOCUS:I.Toshowtheintentiontodosth.“begoingtodosth.”

II.usefulexpressions

　1.onafieldtrip

2.

3.

TeachingProcedures:

　I.Organizingtheclass

Greetingandadutyreport

　II.Review

1.Toactoutthedialoguestheymadeupashomework.

2.Tomakeupsentenceswiththetimephrase.now,atthemoment,Look!,listen!etc.

　III.Leading-in

Teacher:OnSundays.Ioftengoshopping.Ilikegoingshopping.WhatdoyoulikedoingonSundays?

Students:Ilikeplayingcomputergames.

…

Teacher:OK.Thestudentsaregoingtogoontheirfieldtrip,theyaregoingtoplaysomewhere.Let’sseewhattheylikedoingandwheretheyaregoing.

Studentslistentothedialogueandanswerthequestionsteacherasked.

Explainthephrase“begoodat”meanssomeonecandosthverywell.eg.

“WendyisgoodatEnglish”means“WendysEnglishisgood,shecanspeakorwriteEnglishverywell.”

Hike.(gofora)longwalkinthecountry,takenforpleasureexercise.

Studentslistenagainandreadinpairs

　IV.Practice

Supposeyourclassisgoingonafieldtrip,too.Talkingroupsaboutwheretogo,whattodo,howtogo,etc.Makeitaroleplay.Andactitout.

　V.Askandanswer

Studentsworkinpairsaskquestionsintheboxandanswer.

Payattentiontothetimephrasestomorrow,nextweek,nextholiday,thedayaftertomorrow,etc.

　VI.Practice

Addmorephrasesdenotingthefuturetime.eg,thisweekend,nextSunday,etc.

Studentsaskquestionsaboutfutureintention.

A:WhatareyougoingtodonextSunday?

B:Iamgoingtodomyhomework.Whatareyougoingtodo?

C:I’mgoingto…

　VII.Exercisesinclass

　1.ThestudentsaregoingtohaveanEnglishexamnextmonth.

(1)What…?

(2)When…?

(3)Who…?

　2.HeisgoingtomovetoNewYorktomorrow.

(1)Negativesentence.

(2)generalquestionandanswers:Yes/No.

(3)Where…?

　3.Completethedialogue.

－What____________________tomorrow?

－Nothingmuch.why?

－I____________Plantsometrees.Doyouwanttogowithme?

－Yes,I’dloveto.Where________________plantthetrees?

－I____________thecountryside.

－How_______________getthere?

－Wecantakeabus.

－Good.When____we___andwhere?

－Letsmeetat9:00inthemorning.IIIgotoyourhouse.

－OK.Seeyoutomorrow.

－Seeyou.

Answers:

1.①Whatarethestudentsgoingtodonextmonth?

　②WhenarethestudentsgoinghereforanEnglishexam?

　③WhoisgoinghereforanEnglishexamnextmonth?

2.①Heisn’tgoingtomovetoNewYorktomorrow.

　②IshegoingtomovetoNewYorktomorrow?Yes,heis./No,heisnt.

　③Whereishegoingtomovetomorrow?

3.are,you,going,go,do,/am,going,to,are,you,going,to,/am,going,to,are,you,going,to,/will,meet,

　VIII.Homework

Towriteashortarticletointroducewhatyouintendtodonextholiday.

　IX.Thedesignoftheblackboard

Lesson5

gofishingAreyougoingto…?

begoodatdoingsth.Yes,Iam.

haveafieldtripNo,I’mnot.

goonapicnic

教学设计方案

Lesson6

教学目的(TeachingObjectives)

（1）掌握重点单词和词组hurryup.gothewrongway,betired。

（2）熟练掌握begoingto结构的用法

（3）能回答课文的问题并能根据上下文判断单词的意思。

教具(Properties)：教学磁带，图片和卡片。Properties:taperecorder,calendar..

教学过程(TeachingProcedures)

　Step1Organizingtheclass

Greetingendadutyreport

　Step2Review

1.TosaysentencesaccordingtothecalendaraboutCharlie’sholidayplan.

eg.Charlieisgoingtocatchthenineo’clocktraintohisuncle’shome.etc.

　Step3Leading-in

T:Lastlesson,wehaveknownthestudentsaregoingtohaveafieldtriptomountain.Todaywe’regoingtoseewhattheymetontheirtrip.

Doyouthinktheyhaveagoodtime?Arethereanyproblems?(Encouragestudentstoguessabouttheirtrip.)

StudentsListentothetapewiththeirbooksclosedandtrytowritedowntheproblems.Callonestudenttowriteontheblackboard.

　Step4Presentation

学生默读课文，了解课文大意。并对下列句子进行判断。

A:theygotothetopofthemountaintohaveapicnic.

B:theyhavenoproblemgettingthere.

教师就生词和难点进行举例解释。

Todrawamountainontheblackboard,teachthephrase“onthetopof”pointingtothetopand“atthefootofthemountain”pointingtothelootofit“Tohaveapicnicmeanstocarryyourfood.andeatinoutdoors”“Totripoversthmeanstofalldownbecauseofsth”

e.g.Iwanttoclimbtothetopofthemountainfirst.

Tomorrowwearegoingtohaveapicnicinapark.”“Theboytripsoveralyingtree.

　Step5Practice

Studentslistenandreadthearticle.

Thentheyaskandanswerabouttheproblemsinpairs“WhatsthematterwithJill?”

“Sheoftengoesthewrongway.”etc.

并就教科书78页的练习2进行讨论。然后两人一组问答练习。

　Step6Practice

教师将课文第七页的1，2，3，4，5副图放大后挂在黑板上。告诉同学这就是当时爬山的情景。

Studentsguesswhatthepeopleineachpicturearegoingtosay.Thenchecktheanswers.

Thenstudentstrytofindwaystohelpthem.Theyworkinsmallgroups.

最后教师让学生合上课文，根据图片复述课文。

Iftimepermits,theyactitoutasaroleplay.

　Step7.Exercisesinclass

Edtripsoverhisshoes,sohehasto1.JiangWeiisverytired,hewantsto2.LiMuhastoomanythingsinhisbagandit’stooheavy,heneeds3.Katywantstohikequickly,shealwayssays4.ButJilloftengoes5.

Answers:

1.Wearhisshoes2.havearest3.help4.hurryup!5.thewrongway

　Step8.Homework

1.Dotheexercise2inpage78ofthetextbook

2.Tomakearoleplayaccordingtothepictures.

　Step9.Thedesignoftheblackboard

Lessonsix

begoingto

bedoing

thewordandphrase.

thepicturesofthetext.

教学设计方案

Lesson7

Period:TheThirdPeriod.

Content:Lessonseven

Property:OverheadProjector

TeachingObjectives:Studentsshouldbeabletouse"begoingto"totalkaboutfutureintentions.

LanguageFOCUS:I.Reviewsomesentencepatterns

II.begoingto

TeachingProcedures:

　I.Organizingtheclass

Greetingandadutyreport.

　II.Revision

1.Totalkabouttheproblemstheyhavewhengoinghiking.

2.Toreadthetext.

　III.Leading-in

Teacher:Weknowthatthestudentsintheclassaregoinghiking.Whatareyougoingtodo?Tomorrow?NextSunday?

Askstudentstowritedownphrasesoffuturetimesontheblackboard.

　IV.Practice

Studentsaskandanswerquestionsinsmallgroupstofillintheforminthebookusingtheirownnames.Callonegrouptodoitontheblackboardforlateruse.

Aftertheyfinishthetable,changepartnersandtalkabouttheform.Usedifferentquestionwordsanddifferentquestionpatterns:"What…goingto…?"How…goingto…?

"Where/When/Why/Who…goingto…?"

"Isshe(he)goingto…?"

"Aretheygoingto…?"

"Isshe(he)/Aretheygoingto…or…?"

Usetheformontheblackboardasamodel.

　V.Readingandmatching

Studentsdothematchingthemselves,thenchecktheanswersinpairsandmakethemadialogue.

　VI.Acting

Studentshavepreparedtheshowastheirhomework.

　VlI.Exercisesinclass

1.Thestudentsaregoingtohaveapartyinthemeeting-roomnextFriday,becauseitstheirteachersbirthday.

Askquestions:

①Who…?②What…?③Where…?④When…?⑤Why…?⑥Generalquestion⑦Negativesentence⑧Whose…?

2.Writeoutasmanyfuturetimesasyoucan.

3.Completethedialogue.

A:What____________________nextSunday?

B:Idontknow________you?

A:I___________seeanicefilm.Doyouwanttogowithme?

B:Yes.Idloveto.Butthecinemaisfar.

How________,_______gothere?

A:Letsgobybus..I_____________buytheticketstomorrow.ThenIllcallyou.

B:OK.Bye!

A:Bye!

Answers:

1.①Whoisgoingtohaveapartyinthemeeting-roomnextFriday?

　②Whatarethestudentsgoingtodointhemeeting-roomnextFriday?

　③WherearethestudentsgoingtohaveapartynextFriday?

　④Whenarethestudentsgoingtohaveapartyinthemeeting-room?

　⑤Whyarethestudentsgoingtohaveapartyinthemeeting-roomnextFriday?

　⑥Arethestudentsgoingtohaveapartyinthemeeting-roomnextFriday?

　⑦Thestudentsarentgoingtohaveapartyinthemeeting-roomnextFriday.

　⑧Whosebirthdaypartyarethestudentsgoingtogohaveapartyinthemeeting-roomnextFriday?

2.tomorrow,tomorrow/morning,afternoon,evening,nextMonday/Sunday,month/term/year,thedayaftertomorrow,soon,…

3.areyougoingtodo/What(How)about/amgoingto/areWegoingto/amgoingto…?

　VIII.Homework

Use"begoingto"towriteashortarticle

　IX.Thedesignoftheblackboard

Lesson7

Whatshe/shegoingtodotomorrow?

Howshe/shegoingthere?　

Whenaretheygoing?　

教学设计方案

Lesson8

Period:TheFourthPeriod

Content:Lessoneight

Properties:Taperecorder,cards,pictures.

TeachingObjectives:Studentsshouldgrasp

I.thepronunciationofsomeletterclusters

II.theoneofquestions

III.thetextandthedialogue

LanguageFocus:

　I.Pronunciationintonation

[i:]e,ee,ea,i,

[i]i

[]a,e,o,er,o(u)[inunstressedsyllables)

Specialquestionsshouldbeinfallingtones.

　II.wordsexpressions

getto—reach,arriveat(in)

Salesgirl—agirlwhosellsthingsinashopfruit(u]

TeachingProcedures:

　I.Organizingtheclass

Greetingandadutyreport.

　II.Review

Totalkaboutthesepeople’sintentionsforthefuturewith“goingto”eg.PeterisgoingtogotoChicagotomorrow.

　III.Spellingandpronunciation

Studentsreadthewordsonthecards“be,she,green,screen,queen,breathe,beast,pick,hit,big,ship,agree,exercise,again,cookery,control,neighbour,”andtrytofindouttherule,thenlistentothetapeandrepeat.

Listenandreadthesentences.

　IV.Presentation

Drawsomefruitontheblackboardandteachtheword“fruit”,tellthemthatIt’sanuncountablenoun.

Teacher:Iwanttobuysomeclothesandgotoashop,intheshopasalesgirlhelpsme.Sheworksintheshop,shesellsthingstopeople.

Thenteachthewords“salesman,salespeopleandsalesperson.”

PlaythetapeforthestudentstofindouttheChinese“Youzi”andteachtheEnglishword“grapefruit”.

Studentsreadthetexttotheirpartnersfirst,thenmakeitaroleplay.Fourpersonsformagroup.(Katy,Jill,salesgirlandnarrator)

　V.Listeningpractice

Listentothetapeanddotheexercise.

　VI.Leading-in

ShowsomepicturesofTerra-cotlawarriorsandteachtheword,showmorepicturesofHuashanandaskwhohaseverbeentotheseplaces,orseenthesights,encouragethemtosayanythingaboutthat.

Teacher:WeknowthatMr.Li’sclasswenttothemountainsfortheirfieldtrip.NowLet’sseewhereotherclassesgo.

Studentslistentothetapeandrepeatthedialogue.Practiseitinpairsandactitout

　VII.Reciting

Haythetape,studentsrepeatandhaveacompetitiontoseewhocanreciteitcorrectlyintheshortesttime.

　VIII.Checkpoint

Gothroughthecheckpointandansweranyquestion.

　IX.Homework

1.Towriteseveralpairsofsentencestocompare“bedoing”and“begoingtodo”

2.FinishWB

3.Toreviewthesecondunit.

　X.Thedesignoftheblackboard

Lesson8

take…with…haveafunfieldtrip

havelotsoffun

befarfrom

探究活动

游戏：高速建桥

（1）要求教师事先准备好5种卡片。第一种卡片写好各种人称如：teacher,Tom,I,he,she,you,ourclassmate等十张左右。第二种卡片写be动词的各种形式。Am,is,are十张左右。第三种卡片都写出goingto十张左右。第四种卡片上写各种活动如playpingpong,haveswim,goshopping,gohiking,goboating,climbhills,goonafieldtrip,gotoshanghai等十张左右。第五种卡片上写各种表示时间的状语。如tomorrow,nextday,thedayaftertomorrow等。

（2）学生分成若干组，每组五人，比赛时每组的组员上讲台分别挑取一张卡片。组成语法正确的句子，按顺序横贴在黑板上。

（3）在规定时间内组句最多建桥最长的组获胜。教师可以给予口头表扬或其他方式激励。

绕口令

Shesellsseashellsontheseashore.

Andtheshellsshesellsareseashells,Imsure.

Theteacherseethreebeesmeetontheleavesofatree.

比一比，看谁读得又快又准。

计划一次秋游活动

以讨论和计划国庆节"秋游"为话题。（重点复习三种已学时态，及相关日常用语）教师为讨论会提供汉语或英语提示：

1．讨论会程序与注意事项

（1）只讨论旅游，不讨论学习问题，也不讨论体育活动问题。（用现在进行时）

（2）程序：1）用begoing将来时

出游地点（where）

时间（when）(出发、返回)

方式（how）（交通问题）

出行人员（who）(本班为主，邀请好友，或兄弟学校同学或同行)

2．会议主席（由班长或其他同学临时担任）要掌握好讨论进程：

（1）不许离题（用现在时行时或祈使句，Lets句型）

（2）概括总结，重复别人的原话。

3．提出建议、争论与讨论（why去某地）（whynot不去某地）

陈述话由，用一般现在时。

提出建议，用Let,Can,May,Why,dont…?

同意，赞成：Thatsagoodidea.

不同意：Idontthinkso.Ithink…isbetter.

旅游活动

学生自由组合成小组其中一人担任导游，任务是向其他游客介绍本次旅游团的计划，包括旅游路线、时间安排、食宿等等，以对话形式出现。

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