第二課時(shí)課時(shí)內(nèi)容A Let’s try； Let’s talk課時(shí)分析本次課程是人教版六年級(jí)上冊(cè)第三單元的第二課時(shí)，與前一課時(shí)緊密相連，繼續(xù)探討"Weekend Plan"這一話題。本節(jié)課的主要目標(biāo)是通過電話交流的情景，理解句子 "Sounds great. I have to..." 的意思，同時(shí)掌握談?wù)撝苣┗顒?dòng)計(jì)劃的句型："What are/is... going to do...?"，"I’m...He/She is going to..."，從而引導(dǎo)學(xué)生合理安排自己的周末。前一課時(shí)中對(duì) "What are you going to do…? I’m going to…" 這一句型的學(xué)習(xí)，為本課時(shí)打下了基礎(chǔ)。本課的重點(diǎn)在于學(xué)生能夠在實(shí)際情境中運(yùn)用 "What are/is... going to do...?" 這一句型，以談?wù)撝苣┗顒?dòng)計(jì)劃為主要內(nèi)容。本課程包括兩個(gè)部分："Let’s try"和"Let’s talk"。"Let’s try"部分： 這部分是聽力訓(xùn)練，通過練習(xí)獲得"A Let’s talk"部分中人物和場(chǎng)景的信息，為進(jìn)入正式的對(duì)話學(xué)習(xí)做好準(zhǔn)備。通過聽力練習(xí)，學(xué)生能夠更好地理解即將學(xué)習(xí)的內(nèi)容，為后續(xù)的交流對(duì)話做好鋪墊。"Let’s talk"部分： 通過展示Mike和Sarah打電話聊天的情景，引出談?wù)撝苣┗顒?dòng)的句型。討論周末活動(dòng)的話題是學(xué)生們非常感興趣的，貼近學(xué)生生活，有助于激發(fā)他們用英語表達(dá)的積極意愿。在這一部分，學(xué)生能夠從實(shí)際情境中理解句子 "Sounds great. I have to..." 的含義，并掌握談?wù)撝苣┗顒?dòng)計(jì)劃的句型。教學(xué)過程中應(yīng)充分遵循以學(xué)生為主的原則，通過教材設(shè)置的情境，引導(dǎo)學(xué)生自主學(xué)習(xí)，培養(yǎng)他們獨(dú)立思考和學(xué)習(xí)的能力。通過這種教學(xué)方式，學(xué)生能夠更好地理解并運(yùn)用所學(xué)內(nèi)容，同時(shí)培養(yǎng)了他們的獨(dú)立思考和表達(dá)能力，使學(xué)習(xí)更加有趣和有意義。課時(shí)目標(biāo)1. 能夠聽、說、認(rèn)、寫句型：What are you going to do tomorrow? I’m going to have an art lesson.   We’re going to draw pictures in Renmin Park.2. 能夠在情景中運(yùn)用句型What are/is... going to do...? I’m...He/She is going to...談?wù)撝苣┗顒?dòng)計(jì)劃。3. 能夠用正確的語音、語調(diào)朗讀對(duì)話。4. 能夠理解Sounds great. I have to...5. 了解be going to表示將來計(jì)劃的用法。6. 引導(dǎo)學(xué)生合理的安排周末計(jì)劃。課時(shí)重難點(diǎn)1.重點(diǎn)（1）能夠聽、說、認(rèn)、寫句型：What are you going to do tomorrow? I’m going to have an art lesson.   We’re going to draw pictures in Renmin Park.（2）能夠在情景中運(yùn)用句型What are/is... going to do...? I’m...He/She is going to...談?wù)撝苣┗顒?dòng)計(jì)劃。（3）能夠用正確的語音、語調(diào)朗讀對(duì)話。（4）了解be going to表示將來計(jì)劃的用法。2.難點(diǎn)恰當(dāng)?shù)倪\(yùn)用句型What are/is... going to do...? I’m...He/She is going to...談?wù)撝苣┗顒?dòng)計(jì)劃。教學(xué)準(zhǔn)備 多媒體課件、詞卡、日歷、錄音機(jī)、磁帶教學(xué)過程Objective: By the end of the lesson, students will be able to use time-related vocabulary (this morning, this afternoon, this evening, tonight, tomorrow, next week) and future tense sentences to discuss their plans for different times of the day and week.Step 1: Warm-upGreeting and Song: T: Good morning, boys and girls. Ss: Good morning, teacher. T: How are you today? Ss: Very well, thanks. And you? T: I’m fine too. Let's start with a song! (Play the song "What are you going to do?" Students enjoy and sing along.)Review Words and Phrases: a. T: Let's review some phrases together. I'll show you a phrase, and you say the Chinese meaning. For example, I show you "see a film," you say "看電影." b. Show images like "wash clothes," "draw pictures," etc., and have students say the phrases and do related actions. c. Students read the phrases aloud and say the corresponding Chinese meanings.Step 2: Lead-inUsing the Calendar:Display a calendar and circle the weekend dates. T: Look at the calendar. The weekend is coming. What are you going to do? (Write and emphasize the sentence on the board.) S1: I’m going to... S2: I’m going to... ... (Engage students in asking and answering about weekend plans.)Guessing Teacher's Weekend Plans: T: Can you guess what I'm going to do this weekend? S1: Are you going to...? ... T: Yes! I'm going to clean my room on Saturday morning, wash my clothes on Saturday afternoon, visit the hospital on Sunday morning, and see a film on Sunday evening. It's going to be a busy weekend!Step 3: PresentationListening Activity - Let's Try:T: Listen to this phone call between Sarah and Mike. They're planning their Saturday afternoon. Can Mike go swimming today? (Play the recording, students listen and answer.)(Show "tomorrow" on the calendar.) T: What day is it tomorrow? Ss: It's Sunday. T: What are Mike and Sarah going to do tomorrow?Dialog - Let's Talk:T: Read this dialog about Mike and Sarah's plans for tomorrow.Students read the dialog in pairs, complete a table, and understand the dialogue.T: What is she going to do tomorrow? S1: She’s going to have an art lesson. T: What is he going to do tomorrow? S2: He’s going to see a film. (Practice pronouncing key sentences and understand the content.)Step 4: PracticeSentence Arrangement Game:Pair students and give each pair sentence strips about future plans.Students race to arrange their partner's sentences in the correct order. (Reinforce the understanding of future tense sentences.)Funny Sentences Activity:Prepare boxes with character, action, time, and place written on separate cards.Students draw cards from each box to create funny sentences. (Promote creativity while using correct sentence structures.)Survey Activity:T: Let's find out what everyone is planning for the weekend. Ask your partner and share their plans with the class. (Encourage communication and create an interactive learning environment.)Step 5: Summary T: What did you learn today?Students share their insights:We learned how to use "be going to."We practiced talking about weekend plans using the sentence pattern: "What are/is... going to do?" "I’m... He/She is going to..." (Promote student-centered learning and reflection.)Closure: T: Fantastic job today! Keep practicing your future plans, and I look forward to hearing about your exciting weekends next time!Homework:Write a short paragraph about what you're going to do this weekend.Interview a family member or friend about their plans for tomorrow or next week using the sentence patterns we learned today.Review the vocabulary and sentence patterns to prepare for our next lesson. 板書設(shè)計(jì)                        A   Let’s talkA: What are you going to do tomorrow?    is she/heB: I’m/She’s /He’s going to...  主語+be(am, is, are) going to+動(dòng)原                      表示計(jì)劃、打算 

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