Unit 7 What are you going to do（教案）-2025-2026学年辽师大版（三起）（2012）英语六年级上册

辽师大（三起）六上英语 《Unit7 What are you going to do》教案 授课教师：________ 授课时间：_________ 累计___课时 课题 《Unit7 What are you going to do》 课型 新授课 教材 分析 《Unit7 What are you going to do》是围绕“未来计划”展开的英语教学内容，重点学习运用“be going to”结构表达即将发生的动作或个人打算。学生通过常见生活场景掌握相关词汇与句型，能够使用what、where、when等疑问词提问并描述自己或他人的计划安排。 教材强调“be going to”在不同人称中的正确搭配，结合tomorrow、next week等时间状语准确表达将来时态，同时训练主谓一致和动词原形的基本用法。通过对话交流与短文阅读，学生能在真实语境中进行计划类话题的听说读写实践，提升语言运用能力。 教学 目标 能说出be going to结构在不同人称中的正确形式，如I am going to，He is going to等 能运用what、where、when等疑问词围绕未来计划进行提问与回答 能听懂并会说本单元核心短语，如visit relatives，have a picnic，read a storybook，play the piano等 能根据时间状语如tomorrow，next week，this weekend正确构建关于未来计划的简单句子 教学 重难点 ▲重点： 1.掌握be going to结构在不同人称中的正确形式，能准确运用am going to is going to are going to表达个人或他人的未来计划 2.熟练运用what where when等疑问词对未来的活动内容地点和时间进行提问与回答，并结合tomorrow next week this weekend等时间状语构建完整句子 ■难点： 1.正确区分并使用be动词am is are与主语的人称和数保持一致，避免出现He are going to或I is going to等主谓搭配错误 2.理解be going to后接动词原形的语法规则，防止在使用中误加ing形式，如避免I am going to watching TV这类非正确结构 教学 准备 教师准备：准备多媒体课件，包含本单元重点句型be going to的结构讲解与例句展示；收集与未来计划相关的图片和音频材料，如野餐、旅行、弹钢琴等生活场景，帮助学生理解词汇和语境；设计贴近学生生活的教学活动，如小组讨论下周计划、制作个人周末安排表；准备课堂练习题，包括填空、连线和句型转换，强化主谓一致和动词原形的正确使用；准备好时间状语卡片，如tomorrow、next week、this weekend等，用于口语问答训练。 学生准备：复习已学过的动词短语，如go shopping、visit relatives、read a storybook、play the piano等；预习本单元核心句型What are you going to do？Where is he going to travel？When are they going to start？等疑问句形式；思考自己即将到来的周末或假期打算做什么，并尝试用I am going to...句式组织简单句子；准备好笔记本和英语课本，记录课堂中关于be going to结构的用法要点。 流程 教学设计 二次备课 导入 方式：情境创设与生活化提问相结合，通过教师自身真实计划的分享引发学生兴趣，自然引出本课核心句型。 内容：教师微笑着走进教室，手中拿着一张画有日历和旅行包的卡片，站在黑板前轻声说：“Today is Monday. Tomorrow is Tuesday. I’m going to visit my grandma tomorrow.”边说边在黑板上贴出“tomorrow”的单词卡，并用红色粉笔写下句子I’m going to visit my grandma tomorrow. 接着教师继续说：“I’m going to help her clean the house. And I’m going to cook noodles for her.”一边说一边做出擦桌子、煮面条的动作，帮助学生理解动词短语。随后转向全班问：“What are you going to do tomorrow?”目光温和地扫视学生，鼓励他们思考自己的明天安排。此时屏幕上缓缓出现几个提示图：一个孩子在放风筝、一家人野餐、一个小女孩弹钢琴，配合英文短语fly a kite, have a picnic, play the piano逐一浮现。 目的：通过贴近学生日常生活的具体情境激发学习兴趣，借助教师亲身示范引入“be going to”结构的真实用法，让学生在听觉、视觉和情感共鸣中初步感知目标语言的意义与功能，为后续系统学习句型和展开对话交流做好铺垫。 教学内容与过程 环节一： 教师活动：教师展示一张未来一周的日程表，指着不同的日期和活动图片，用“be going to”结构描述自己的计划。例如：“On Wednesday, I am going to have a meeting. On Friday, I am going to watch a movie.”每说一句，就在黑板上写出相应句子，并圈出be动词和going to部分，强调其固定搭配。 学生活动：学生认真听教师的描述，观察黑板上的句子结构，尝试理解“am/is/are + going to”与主语之间的对应关系，并跟随教师朗读句子，模仿语音语调。 设计意图：通过真实可感的日程表呈现语言材料，帮助学生在具体语境中感知“be going to”结构的基本形式与意义。板书清晰标注语法成分，有助于学生建立初步的语言结构意识，为后续掌握主谓一致打下基础。 环节二： 教师活动：教师出示三组主语卡片（I / He-Sam / They）和对应的be动词卡片（am / is / are），带领学生进行配对练习。然后结合动作图片（如play football, read a book），引导学生完成句子：“I am going to play football.” “He is going to read a book.” 并提问：“Is Sam going to play football?”示范正确的一般疑问句及其回答。 学生活动：学生参与配对游戏，口头完成句子表达，两人一组轮流使用不同主语和动词短语造句，并相互提问一般疑问句，做出“Yes, I am.”或“No, he isn’t.”等回应。 设计意图：通过视觉化卡片辅助操练，强化学生对主语与be动词匹配规则的理解，避免出现“He are going to”等错误。控制性口语练习帮助学生逐步内化句型结构，提升准确表达能力。 环节三： 教师活动：教师播放一段关于两名学生讨论周末计划的对话录音，提出问题：“What is Lily going to do? When is she going to start?”引导学生关注特殊疑问词what和when在句中的位置及回答方式。随后在黑板上列出疑问词框架：What + be + subject + going to + verb? 并举例补充where和who的用法。 学生活动：学生聆听录音，根据问题提取关键信息，尝试用完整句子回答。之后参照黑板句型模板，使用给定词汇（如visit grandparents, next Sunday, in the park）构造自己的特殊疑问句并提问同伴。 设计意图：听力输入促进学生识别目标句型在真实交流中的运用，问题驱动训练信息捕捉能力。提供句型支架支持学生从模仿到迁移，发展有逻辑的提问与组织语言的能力。 环节四： 教师活动：教师分发包含六幅情境图的工作单（如孩子准备旅行、家人做饭、朋友踢球等），要求学生以第一人称或第三人称写下五句话的短文，描述图中人物的未来计划，必须包含至少三个不同的时间状语（tomorrow, next week, this weekend等）和正确的be going to结构。 学生活动：学生独立完成写作任务，注意主谓一致和动词原形使用，完成后与同桌交换检查，互相纠正语法错误并给出修改建议。 设计意图：写作活动整合本课核心语言点，促使学生综合运用词汇、句型和时间状语构建连贯表达。同伴互评增强语言监控意识，巩固正确语法形式，提升书面输出质量。 拓展 与小结 拓展延伸： 1. Think about your own life plans and discuss with a partner what you are going to do next holiday, including where you are going, what activities you will do, and who you are going to go with. 2. Create a class survey by asking classmates “What are you going to do this weekend?” and record their answers using full sentences. Then present the results to the class using phrases like “Tom is going to visit his grandparents” or “Three students are going to play football.” 3. Watch a short English video about children talking about their future plans and identify different uses of “be going to” along with time expressions such as tomorrow or next week. 课堂小结： 1. The structure “be going to” is used to talk about plans and intentions for the future, with correct use of am, is, or are depending on the subject. 2. We can ask questions using what, where, when, and who followed by be + subject + going to + verb, and answer them clearly in full sentences. 3. Time expressions like tomorrow, next week, and this weekend help make our sentences more specific and meaningful. 4. After “be going to”, always use the base form of the verb, not the -ing or -ed form. 5. Listening, speaking, reading, and writing activities all help us practice and master how to talk about future plans accurately and confidently. 板书 设计 《Unit7 What are you going to do》 一、Key Concepts / Questions · be going to structure: → Affirmative: Subject + be (am/is/are) + going to + verb (base form) → Negative: Subject + be + not + going to + verb (base form) → Yes/No Question: Be (Am/Is/Are) + subject + going to + verb? [Answer: Yes, I am. / No, she isn’t.] → Wh-Question: Wh-word + be + subject + going to + verb? [Examples: What are you going to do? Where is he going to go?] · Use of be verbs: ★ am → I ★ is → he / she / it / singular noun ★ are → you / we / they / plural noun · Time expressions: [tomorrow] [the day after tomorrow] [next week/month] [this weekend] [in two days] 二、Process / Methods · Sentence formation steps: → Step 1: Choose subject → Step 2: Match correct be verb → Step 3: Add "going to" → Step 4: Use base form of main verb → Step 5: Attach time expression · Example modeling: [I → am] → I am going to visit my grandparents tomorrow. [She → is] → She is going to read a book this evening. [They → are] → They are going to have a picnic next Sunday. · Common mistakes to avoid: ★ Not: He are going to play → Correct: He is going to play ★ Not: I am going to watching TV → Correct: I am going to watch TV 三、Summary / Conclusion · Main function: Express future plans and intentions · Core pattern: be + going to + verb (base form) · Key vocabulary phrases: [go shopping] [visit relatives] [have a picnic] [play the piano] [take a trip] [read a storybook] [write an email] [watch a movie] · Communication goals: → Ask about plans: What are you going to do? When are they going to start? → Respond clearly using full sentences with time details 教学 反思 成功之处：学生能够准确说出be going to结构在不同人称中的正确形式，并能运用what where when等疑问词围绕未来计划进行提问与回答。大部分学生掌握了本单元的核心短语，如visit relatives have a picnic read a storybook play the piano等，并能在对话中灵活运用。通过角色扮演和写作任务，学生能够根据时间状语如tomorrow next week this weekend构建关于未来计划的简单句子。 不足之处：部分学生在使用be动词am is are时仍存在主谓搭配错误，例如He are going to或I is going去这种错误表达。此外有学生在be going to后接动词原形时误加了ing形式，如I am going to watching TV这类非正确结构。这表明他们在语法理解上还需进一步加强练习以巩固知识。 改进设想：针对主谓一致的问题可以在后续教学中增加专项练习，设计更多包含不同人称代词的例句让学生反复操练直至熟练掌握。对于be going to后接动词原形这一规则，则可以通过对比分析法帮助学生区分其与现在进行时态的区别，同时提供更多实际应用场景下的例子加深印象。还可以利用多媒体资源制作一些有趣的互动游戏提高学生的学习兴趣和参与度。 教学亮点：课堂上设置了小组讨论环节让学生分享各自即将到来的假期安排，不仅促进了同伴间的交流还激发了他们用英语表达真实想法的积极性。其中几位同学展示出了出色的口语能力和丰富的想象力，比如描述了去海边度假、参加夏令营甚至环游世界等精彩计划，给其他同学留下了深刻印象。 待解决问题：如何更有效地将be going to结构与其他表示将来时态的方式（如will）区分开来并防止混淆，这需要在今后的教学过程中继续探索适合六年级学生的讲解方法。另外，怎样让那些基础较弱的学生也能跟上整体进度享受学习的乐趣也是值得思考的一个问题。 学科网（北京）股份有限公司 $