教学目标

1、通过Brainstorming游戏，让学生发散思维，感知be going to的基本句型。

2、通过小组合作完成“be going to”的语法信息卡，知识结构化，帮助学生培养自主梳理归纳能力。

3、借助Li Ming和Wang Lan谈论暑假计划这一情景，通过自主提问、同桌问答等多种形式，在复习中寻求新的“生长点”，发展学生的综合语言运用能力。

4、通过阅读Mr Going-to-do的故事，懂得光有计划是不够的，重要的是要去努力执行。

教学重难点

1、掌握一般将来时态be going to结构，使碎片性知识结构化。 

2、能灵活运用be going to谈论计划和打算。

教学准备

PPT

教学环节

教师活动

学生活动

设计意图

Warming  up

Before class:

 Sing a song “What are you going to do?”

1. Greeting

 T: Hello, boys and girls.   My family name is Xu. So you can call me Miss Xu. I come from a rural primary   school, located in Jiaoxi Ancient Town. I’m going to have an English lesson   with you. And I want to learn from you. Shall we start our lesson now?

 Good morning, class.

2. Game time: Brainstorming

 T: First, we’re going to   have a brainstorm. Look, here are some word cards. Please choose some to make as many sentences as you can in one minute. Pay   attention, there must be “be going to” in each sentence. You can discuss in   pairs. Go!（背景音乐）

 T: Well, it’s time to   share the sentences you made. Listen carefully, please don’t repeat. OK?

 T: You made so many   different

sentences. Great!

Sing the song.

Pick the word cards to make sentences.

通过与主题密切相关的歌曲导入,迅速激活学生已有知识储备，营造学习氛围,聚焦话题be going to。

呈现一些意群信息卡，引导学生发散思维，尽可能多地说出含有“be going to”的句子。

Revision

1. Group work

 T: Next, let’s look at   the grammar card of “be going to”.

1) What tense (时态) is it?

2) When do we use it?

& 3) How do we use it?

（以上板书）

 This time, you can   discuss in the

groups of four and finish it. Try to write in English. Remember,   you have only 4 minutes. Please be quick.（背景音乐）

（看情况：Come on! 30 seconds   more）

 Time is up. Let’s check.

2. Share time

Discuss and finish the

grammar card.

激活学生已有的语法知识，培养他们的合作学习能力，形成有效的学习策略。

Consolidation

1. Think and ask

 T: We usually use “be going   to” to talk about plans.

The summer holiday is coming. Li Ming and Wang Lan are talking   about their plans for it. What do you want to know about Wang Lan’s plan? You   can ask some questions.

2. Read and find

T: Six   questions. Then you can read Material One and try to find the information you   need. Don’t forget to underline it.（动作）

（附材料1）

3. Ask and answer

 T: Have you finished   reading?

Then you can talk about Wang Lan’s plan with your partner like   this, “—Where is Wang Lan   going for the summer holiday? —She’s going   to ...” When? How? ... Please!

 （拍手示意）Well, let’s focus on

Where-question. Which pair would you like to try?

 Who-question, who’d like to   share your idea?

 ...

 Try to understand:

1) I’m   going to visit my uncle in Beijing as soon as   the holiday begins.

( T: When   is the summer

holiday going to begin?

Exactly   speaking, when is Wang Lan going to Beijing?)

2) It’s too   expensive.

 ( How is Wang Lan going to

Beijing? Why?

 Do you know, how much is   the train ticket from Changzhou to

Beijing?

It is about   500 yuan. It’s often stable. But the plane ticket isn’t. July is the high   season, the ticket is about 900 yuan.)

3)   What-question

 追问：What interesting places?

4) the   show of Qi Baishi

paintings.

 ( Do you know Qi Baishi?   What did he do? He was a famous artist in China.)

4. Know more

(1) 现在进行时      一般将来时

 T: Then, please look at   these

sentences in the dialogue. Let’s read together.

The summer holiday is coming.

Are you going with your parents?

I’m going with my grandma.

How are going there?

Are you going by plane?

T: What can   you find?

Do these   sentences use the

simple future tense? They are the

present continuous tense, but

they express future actions or

plans. Do you know why?

(Wow, you know a lot about it.)

 T: Here’s the grammar tip   for you.

Grammar tip:

 Such verbs as come, go,   leave and so on, are mainly used in the “-ing” form to express future   actions, instead of the simple future tense.

 More examples for you.

  Some visitors   ______________

(come) to our school tomorrow.

  Liu Tao ______________ (go

fishing) this afternoon.

  I _________________   (leave) for Beijing next week.

(2) Two   forms: be going to/ will

 T: In addition, “be going   to” is the simple future tense. Do you know

another form of it?

 T: That’s true. “Be going   to” and “will” are the two forms of the simple future tense. But there are   some differences between them. You can surf the Internet after school.

5. Look and say

 T: Now we only know about   Wang Lan’s plan, what about Li Ming’s? Look, Li Ming will go for a summer   camp in Jiaoxi. Here’s the camp schedule. （附材料2）Suppose you’re Li   Ming, please say something about it. Here are some tips for you.

(1) 四人小组合作，轮流着说，人人都要有话说。

You can discuss in the groups of four. Please say   in turn. Make sure everyone has something to say.

(2) 按照时间顺序，使用“一般将来时”来讲述。

Please use “be going to” or “will” to show the   plan. And also you’d better follow the order of time, such as using “On the   first day”, “In the afternoon”, “After that”, “then” ...

(3) 要有细节描写。

Try to use details. For example, He is going to   visit Mr Liang Mengjia. Who’s Liang Mengjia?

(4) 不要忘了加上结尾哦！

 Don’t forget to give an   ending.

 T: Am I clear?

S: Where ...?

When ...?

  How ...?

  What ...?

  Who ...?

  How long ...?

Read the dialogue and find the needed information.

Work in pairs.

Try to find.

Say: will

Work in groups.

 Hello, I’m Li Ming. I’m going   for a summer camp in Jiaoxi. Jiaoxi is a beautiful old town. We will stay   there for two days. 

 On the first day, we ... In   the afternoon, ...

 On the second day, ...

 ...

He’s a retired Art teacher. He is good at drawing grapes.  

通过多种形式，发展学生综合运用语言的能力培养，以及培养他们在情境中运用语法知识。

培养学生自主提问的能力，在交流中运用be going to的一般疑问句和特殊疑问句式。

在具体的语境中理解词义，提取信息，进行转换。

联系实际生活，用目标语言进行真实的交流。

任务驱动，由句到篇，设置开放性问题，让学生创编故事结尾，有利于学生创造性思维品质的培养。

Summary

1. Do a summary

 Now let’s summarize. What   have you learned from this lesson?

2. Read a story

(1) Think and guess

Well done.   Finally, here’s a story for you. It’s about Thomas.   He’s an American boy. His friends all call him “Mr Going-to-do”. Do you know   why?

(2) Read and find

 You can   read the story and find why.

 Can you   complete the sentence?

 T: Do   you want to be Boy

Going-to-do or Girl Going-to-do?

(3) What do you learn from this

story?

 Make a   plan and try to carry it out.

 Actions   speak louder than words.

Summarize what they have learned in class.

Try to guess.

Because he always says he is going to do something, but he never   does it.

Think and answer.

培养学生自主归纳的能力。

让学生通过阅读故事懂得，光有计划是不够的，重要的是要去努力执行。

Homework

 Today’s homework

1. Make a mind map to   review the simple future tense.

2. Children’s Day is coming soon. These sweets are for you.   Sweet sweets, sweet life. Do you have any plans for it?

 Write a passage about   your plans.

 T: Class is over. Thank   you, boys and girls. Come and visit Jiaoxi some day. Goodbye.

从课内到课外的延伸，培养学生自主学习的意识和能力。

Blackboard

design

Time

July 27^th — July 28^th  

Place

Jiaoxi（焦溪）

Events

July 27^th

a.m.

Visit Jiaoxi Old Town（焦溪古镇）

Visit Mr. Liang Mengjia

(a retired Art teacher, be good at drawing grapes)

p.m.

Go to Zhajiawan（查家湾）

Know the story of Shun（舜）

Cook dinner

July 28^th

a.m.

Pick pears

Go climbing

p.m.

Have a party

教学内容

Be going to

上课前的思考：

这是一节be going to的复习课。回顾教材，六上的Unit   8 Chinese New Year呈现了be going to …的肯定句和What开头的一般疑问句；六下的Unit 5 A party中学习了be going to …的肯定句、一般疑问句及特殊疑问句式。

4、    通过小组合作完成“be going to”的语法信息卡，知识结构化，帮助学生培养自主梳理归纳能力。

5、借助Li Ming和Wang Lan谈论暑假计划这一情景，通过自主提问、同桌问答等多种形式，在复习中寻求新的“生长点”，发展学生的综合语言运用能力。

学科

英语

时间

2019.5.25

总分

98

课题

Be going to

等        级

得

分

评 价 指 标

分值

优

良

中

差

教学目标

8分

符合学科课程标准和教材的基本要求，教学目标明确、具体、多元化。

8

8

6

4

2

8

教学内容

8分

形成合理的知识结构，突出重点，难易适度，联系学生生活和社会实际。

8

8

6

4

2

8

教学策略与

方法

38分

围绕目标创设灵活的、有助于学生学习情境、营造民主、平等、互动、开放的学习氛围，激发学习兴趣。

8

8

6

5

4

8

善于引导学生主动学习、合作学习，指导具有针对性、启发性、实效性。

8

8

6

5

4

8

学生认真参与学习、评价活动，积极思维，敢于表达和质疑。

12

12

10

8

5

12

根据教学实际选用恰当的教法，为学生的学习设计并提供合理的学习资源。

10

10

8

6

4

10

教学

效果

22分

学生获得的基础知识扎实，在学会学习和解决问题方面形成一些基本策略和能力。

10

10

8

6

4

10

学生在情感、态度、价值观等方面得到相应的发展。

12

12

10

8

6

11

教师

素养

24分

正确把握学科的知识、思想和方法，对教材资源有深度的挖掘、整体的把握、恰当的处理。

8

8

6

4

2

7

有较为丰富的组织和协调能力，富有教学机智，能恰当的利用课堂动态生成性资源。

6

6

5

4

3

6

现代教学技术手段设计应用适时适度，操作规范熟练。

6

6

5

4

3

6

语言准确、有感染力，板书工整、合理

4

4

3

2

1

4

简评

徐老师的这一节课是“Be going to”的复习课。徐老师通过与主题密切相关的歌曲导入，迅速激活学生已有知识储备，营造学习氛围,聚焦话题be going to。接着呈现一些意群信息卡，引导学生发散思维，尽可能多地说出含有“be going to”的句子。然后让学生小组合作，完成 “be going to”的框架结构图，让学生对其概念、动词形式、各种句型在脑海中有清晰的框架结构，为接下来的复习做铺垫。最后，徐老师借助Li Ming和Wang   Lan谈论暑假计划这一情景，通过自主提问、同桌问答等多种形式，在复习中寻求新的“生长点”，发展学生的综合语言运用能力。在此过程中，徐老师能因地制宜，充分利用焦溪的地方特色设计教学，这是这节课的亮点。

组员

陈红妹 陆唯  莫娟红  吴银花   顾海英

教研组长签名

徐玉姣

教导主任签名

牟文娟

顾海英：

    徐老师的课教学思路清晰，紧扣知识点be going to展开，一切活动都以提高学生综合运用语言的能力为目的。

活动一，培养学生质疑提问的能力，让小组合作学习，产生问题，合作提问，孩子们在相互学习中提高学习能力。

活动二、制作思维导图。徐老师在教学中让学生总结将来时的用法，然后采用小组合作的方式，可谓是玩中学学中玩，共同促进和提高。另外，徐老师还注意挖掘和渗透具有焦溪地方特色的人文素养，激发孩子爱家乡的感情。

最后，学生通过阅读Mr Going-to-do懂得光有计划是不够的，重要的是要去努力执行。

徐玉姣：

徐老师的这一节课是“Be   going to”的复习课。徐老师通过与主题密切相关的歌曲导入，迅速激活学生已有知识储备，营造学习氛围,聚焦话题be   going to。接着呈现一些意群信息卡，引导学生发散思维，尽可能多地说出含有“be   going to”的句子。然后让学生小组合作，完成 “be   going to”的框架结构图，让学生对其概念、动词形式、各种句型在脑海中有清晰的框架结构，为接下来的复习做铺垫。最后，徐老师借助Li   Ming和Wang   Lan谈论暑假计划这一情景，通过自主提问、同桌问答等多种形式，在复习中寻求新的“生长点”，发展学生的综合语言运用能力。在此过程中，徐老师能因地制宜，充分利用焦溪的地方特色设计教学，这是这节课的亮点。

陈红妹：

本课围绕“be   going to”对一般将来时进行了系统有效的复习。本课亮点有：

1. 突出趣味性。

教师在内容上注意情景的创设、知识的梳理、活动的深度、文本内容的可读性；在形式上通过游戏、歌曲、对话、复述、想象创编等形式进行呈现和操练。

2. 运用思维工具提供学习支架。

教师通过思维导图引导学生对be going to这一语法点进行了全面的归纳总结。围绕“When   to use?”“How to use?”对be going to的定义、时间状语、句式等进行了很好的归纳和总结。温故而知新，在此基础上，老师还对“用现在进行时表示将来”这一特殊的语法现象进行了拓展介绍。

3. 发挥自主合作学习的作用。

主动学习比被动学习更加为之有效。徐教师设计了一些小组合作、实际操练等活动，发挥学生的主体作用，培养小组合作学习的精神。

莫娟红：

徐老师上的是be   going to的复习课，主题清晰，框架合理，有效地复习了be   going to的用法。首先徐老师通过与主题密切相关的歌曲导入，迅速激活学生已有知识储备，营造学习氛围，聚焦话题be going to。接着呈现一些意群信息卡，引导学生发散思维，尽可能多地说出含有“be going to”的句子，学生通过已有的知识，说出的句型很丰富，有肯定句、否定句、一般疑问句和特殊疑问句，为后面的学习作了有效的铺垫。紧接着，学生进行小组合作，激活已有的语法知识，形成有效的学习策略。然后，通过谈论暑假计划学以致用，在阅读中培养学生自主提问的能力，综合运用be going to各种句式。最后，学生通过阅读Mr

Going-to-do懂得光有计划是不够的，重要的是要去努力执行。