a,weekend,plan

篇一：A Weekend Plan

A Weekend Plan

A is FanYujvn while B is LiHao .

A:Hi,liHao.What are you doing this weekend?

B:Hello,FanYujvn.I’m thinking of going to the gym.I haven’t decided yet ,but maybe I will go and play basketball with my roommates.

A:That’s great! But would you like to do some cycling with me?

B : Sorry , but I’m not good at cycling .

A : Then how about going to play football ?

B : Good ! Football is my favorite sport and I’ve always wanted to play in the school team .

A : Ok . Then we can invite someone else to go ,don’t you think so ?

B : Yes , I do .

篇二：六年级英语上册Unit 3 My weekend Plan A

六年级英语上册Unit 3 My weekend Plan A、Let’s talk教学设计和教学反思

一、教学目标：

1、 能朗读、表演Let’s talk 中的对话。

2、 能了解be going to 表示即将发生的动作，并在真实场景中运用所学语言进行真实交流和运用。

二、教学过程：

Step 1:Warming up and Revision

Let’s chant.

Ask and answer.

Sing a song .

Step 2 : Presentation and practice.

1、 出示课本上的主图，让学生仔细观察图片，让学生小组合作讨论图片的意义。

Who are they ? What are they talking about ?

2、 教师引导学生讨论的结果并展示。

3、 听录音，出示问题回答问题。

4、 听录音，模仿朗读，理解对话内容。

5、 小组合作，表演对话。

6、 Let’s try.（听音判断）

Step 3: Exercise

1、 完成同步练习第一题。

2、 完成本节课的练习。

Step 4 : Homework

1、 听音朗读小组内表演对话。

2、 抄写对话。

本节课教学反思：

在chant 中让学生感受be going to 与will 的同义关系，在教学对话的过程中能用多种教学方式来训练学生的对话，首先让学生讨论然后再模仿，训练发音。最后让学生展示并加以运用。但在整个教学过程中，学生的兴趣度比较差，这有关于老师本身的教学方法。这有待于以后提高。

Unit 3 my weekend plan

第 1 课时

教学要求：

1、学生能够听、说、认读句型：What are you going to do tomorrow? I’m going to have an art lesson. I have to do my homework now.

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? I’m going to

3、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。

教学重点：

学生能够听、说、认读句型：What are you going to do tomorrow? I’m going to have an art lesson. I have to do my homework now.

教学难点：

能够运用句型讨论自己的活动计划

教学过程：

Step 1: Warming up and revision

Free talks: What do you often do on the weekend?

I often?

What are you going to do this weekend?

如果有学生回答，那么引出本单元的话题 My weekend plan.

Step 2: Presentation

1、Let’s try

(1)T: It’s Saturday moring. Sarah in on the phone with Mike. Listen and cirle the right answer.

(2) Check the answers.

2、New sentence learning

(1) What is Sarah going to do?

She is going to?

(2) 讲解：be going to 的意识是“打算做什么事情”

(3) I have 5 weekend activities: go ice-skating; wash clothes; draw pictures; make a snowman; go for a picnic. Which activiy do you like?

Please answer my question:

T:What are you going to do this weekend?

S: I’m going to?

3、Let’s talk

(1) T: Mike is on the phone with Sarah now. Watch the video and answer the questions:

a. What is Sarah going to do tomorrow?

b.What is Mike going to do tomorrow?

(2)Watch it again and fill in the blanks

a. Sarah and her classmates are going to _____________ in Renmin Park. b. Mike have to ________now.

(3) Read the dialogue after the tape.

(4) Let’s act as Mike and Sarah.

Step 3: Consolidation and extension

1、情境设计：

It’s Friday, you are talking the weekend plan with your friend.

(1) A demo with a student

What are you going to do this weekend/tomorrow?

I’m going to?

What about you?

(Let’s ?together.)

(2) Practise with the partner

(3) Feedback

2、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 are?going to do?

3、Let’s 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?

Step4: Assessment and homework

1、Do the exercises on the AB.

2、Homework:

板书设计：

Unit 3 My Weekend Plan

What are you going to do tomorrow?

I’m going to have an art lesson.

What ___ _____ going to do?

He/She is going to

We/They are going to

Unit 3 my weekend plan

第 2 课时

教学要求:

1、学生能够听、说、读、写本课核心词组：visit my grandparents,see a film, take a trip, go th the supermarket

2、学生能够运用核心句型What are you going to do today? I’m going to see a film.在真实的情境中进行交流周末计划。

3、学生能够合理安排和计划自己的周末生活。

教学重点：

三个四会词组和两个句型。

教学难点：

能够合理和科学地安排自己的周末生活 教学媒体 Pictures, CAI,

教学过程：

Step 1: warming up and revision

1、Sing a song together: What are you going to do?

2、Free talk: What are you going to do tomorrow?

I’m going to?

Step 2 Presentation and practice

1、Present “ this morning, this afternoon, this evening”

(1) What are you going to do this morning/ this afternoon/ evening? S: I’m going to?

(2) Make the students understand the meaning.

(3) Write the words on the board, and spell the words.

2、Present “tonight”

(1) I’m going to read a book tonight. What are you going to do tonight?

(2) Understand the meaning: 通过日期和实践的选择让他们明白意思。

(3) Write the work on the board.

3、Ask the sentence What are you going to do _______? I’m going to _______. 给出单词银行，让学生进行句型操练。

(1) Read the words or phrases in the word bank.

(2) Practice in pairs.

(3) Feedback.

4、Sarah and Chen are talking about their plan, too. Let’s listen and answer.

(1) What is Chen Jie going to do today?

She is going to see a film.

Choose the picture of “ see a film”

Learn to say.

篇三：My weekend plan.

Unit 3 My weekend plan

第 1 课时

一、教学要求：

1.学生能够听、说、认读句型：What are you going to do tomorrow? I’m going to have an art lesson. I have to do my homework now.

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? I’m going to

3. 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。

二、教学重点：

学生能够听、说、认读句型：What are you going to do tomorrow? I’m going to have an art lesson. I have to do my homework now.

三、教学难点：

能够运用句型讨论自己的活动计划

四、教学准备：

Pictures

五、教学过程：

Step 1: Warming up and revision

Free talks: What do you often do on the weekend?

I often…

What are you going to do this weekend?

如果有学生回答，那么引出本单元的话题 My weekend plan. Step 2: Presentation

1. Let’s try

(1)T: It’s Saturday moring. Sarah in on the phone with Mike. Listen and cirle the right answer.

(2) Check the answers.

2. New sentence learning

(1) What is Sarah going to do?

She is going to…

(2) 讲解：be going to 的意识是“打算做什么事情”

(3) I have 5 weekend activities: go ice-skating; wash clothes; draw pictures; make a snowman; go for a picnic. Which activiy do you like? Please answer my question:

T:What are you going to do this weekend?

S: I’m going to…

3. Let’s talk

(1) T: Mike is on the phone with Sarah now. Watch the video and answer the questions:

a. What is Sarah going to do tomorrow?

b.What is Mike going to do tomorrow?

(2)Watch it again and fill in the blanks

a. Sarah and her classmates are going to _____________ in Renmin Park.

b. Mike have to ________now.

(3) Read the dialogue after the tape.

(4) Let’s act as Mike and Sarah.

Step 3: Consolidation and extension

1. 情境设计：

It’s Friday, you are talking the weekend plan with your friend.

(1) A demo with a student

What are you going to do this weekend/tomorrow?

I’m going to…

What about you?

(Let’s …together.)

(2) Practise with the partner

(3) Feedback

2. 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 are…going to do?

3. Let’s 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.

Step 4： Assessment and homework

1. Do the exercises on the AB.

2. Homework: xKb 1.Co m

板书设计： Unit 3 My Weekend Plan

What are you going to do tomorrow?

I’m going to have an art lesson.

What ___ _____ going to do?

He/She is going to

We/They are going to

第 2 课时

一、教学要求:

1. 学生能够听、说、读、写本课核心词组：visit my

grandparents,see a film, take a trip, go th the supermarket

2. 学生能够运用核心句型What are you going to do today? I’m going to see a film.在真实的情境中进行交流周末计划。

3.学生能够合理安排和计划自己的周末生活。

二、教学重点：

三个四会词组和两个句型。

三、教学难点：

能够合理和科学地安排自己的周末生活 。

四、教学过程：

Step 1: warming up and revision

1. Sing a song together: What are you going to do?

2. Free talk: What are you going to do tomorrow?

I’m going to…

Step 2: Presentation and practice

1. Present “ this morning, this afternoon, this evening”

(1) What are you going to do this morning/ this afternoon/ evening?

S: I’m going to…

(2) Make the students understand the meaning.

(3) Write the words on the board, and spell the words.

2. Present “tonight”

(1) I’m going to read a book tonight. What are you going to do tonight?

(2) Understand the meaning: 通过日期和实践的选择让他们明白意思。

(3) Write the work on the board.

篇四：My Weekend Plan(我的周末计划)

My Weekend Plan

——黄振栩

The weekend will be coming! I′m going to have a happy weekend. On Saturday morning, I′m going to ride a bike with my friends after breakfast. Then, we are going to the robot exhibition. At noon, we are going to eat good food in McDonald′s. In the afternoon, we are going to Guangzhou Zoo to see animals. The animals are cute there, I like them very much! I′m going to visit my grandparents in the evening, and buy some gift for them, I think they will be surprise.

On Sunday morning, I′m going to do my homework at home. I′m going to help my mother water the flowers in the afternoon, that will be fun!

What about you? What are you going to do on the weekend?

篇五：PEP7 Unit3 My Weekend Plan Part A教案和反思

PEP7 Unit3 My Weekend Plan

教学设计

一、教学目标：

1、 能够听、说、认读句型：”What are you going to do this evening?I’m going to the cinema.”并能对其中的动词和时间短语进行替换操练。

2、 能够听、说、认读动词短语：take a trip, go to the cinema, read a magazine.

3、 能够听、说、读、写时间短语：next week, this morning/ afternoon/ evening; 并能够听、说、认读时间短语：tomorrow, tonight.

4、 能够在Pair work 中合理安排自己的活动时间并与他人进行交流。

二、教学重、难点：

1、 本课时的教学重点是能够听、说、读、写Let’s learn部分的四会短语；并能替换be going to do句型中的动词和时间短语对将来的活动进行表述。

2、 本课时的教学难点也是四会词汇的听、说、读、写以及对be going to do 句型的理解和替换操练。

三、教学准备：

多媒体课件、录音机、磁带、字典、连环画、单词书、明信片、其他学习用具

四、教学过程:

Step1 热身（warm—up）

1、Greeting。

What day is it today /tomorrow?

What do you usually do on Mondays?

(日常会话是为了巩固和复习与新知识相关联的句型，为学习新知识作铺垫。)

2、Let’s sing.

这一步我利用多媒体，点击播放本单元歌曲“What are you going to do?” 学生初步感知be going to do 句型。

（设计意图：通过歌谣的引入，调动学生的学习兴趣、吸引学生的注意力，向本课时进入主题做准备。）

Step2 新课呈现及操练（Presentation&Practice）

1、呈现课表，导入句型。(由I'm doing...句型导入本课时重点句型I'm going to do...）

T:Look , we have so many classes in a week. What classes do we have on Mondays?

S:On Mondays, we have English, Chinese, math...

T: What are you doing now?

S:We are having English class.

T:Oh, you're having English class now. Then look at the timetable again, and answer my question：What classes are you going to have this morning? （放慢速度问）

T leads Ss to answer " I'm going to have math、Chinese class."so on.

(Show" I'm going to...this morning/ this afternoon/this evening" on the blackboard.)后继续问答：What are you going to have this afternoon? What are you going to do this evening(tonight)?让学生感受一天中的时间短语。

(设计意图：利用旧知识，带出新知识，让学生在不知不觉中掌握新知识。）

2、创设情境，让学生从情境交际中掌握句型。

1）利用课件，点击出示Let’s start 图片，（屏幕中展示四个动词短语及图片：visit my grandparents/ clean my room/ play sports/ watch TV)，

T: Zhang Peng is free today. Look at the pictures. Suppose you're Zhang Peng. Can you tell me: What are you going to do this weekend? 此时学生就会根据图片容易作答了。

（设计意图：通过课件展示，让学生从形象的图片中初步领悟四个动词短语，同时也揭示了本课时的重难点。）

2）创设情境，开展二人小组对话，并用tomorrow, next week 等表示时间的词语进行替换，让学生进行口头练习。

T: Suppose we're also free today. What are you going to do? S: I'm going to...（go shopping/watch TY）

T:You’re going to go shopping.That’s good. But when? This morning, this afternoon, or this evening?引导学生根据实际意愿作答，之后继续提问：What are you going to do tomorrow/next week?引出另外两个时间短语，板书拼读。

(设计意图：新课导入，从易到难，层层深入，通过情境创设，口头操练，让学生有效地理解和灵活地运用新知识。）

3、开展”演一演，猜一猜“活动

这一活动的目的是有已学动词词组引入新动词词组的学习，整个过程我是这样设计的。

我拿出事先准备好的动词卡片，如:play sports, go hiking, do morning exercises, go to the cinema, take a trip, read a magazine等以及相关道具，如电影票、杂志、背包、太阳帽等。让学生抽出一张卡片，根据上面的图片或文字，用动作表现出来，其他学生猜是什么短语。并运用到I'm going to do...句型中去。当有学生抽到新短语read a magazine时，我可引导他借助道具（杂志）来进行表演，其他学生由此可能会猜：read a book我借机引入新词magazine。我将take a trip 留到最后自己表演，借助背包、太阳帽。学生可能会猜是go hiking,这时我便说：No, I’m going to take a trip。

（此活动我设立“最佳表演奖”来鼓励学生进行创造性表演。设立“心有灵犀奖” 来鼓励学生踊跃竞猜测。）

4、播放课文录音，学生静听，然后跟读。

5、Practice.

学生两人一组进行练习，我引导他们主动替换对话中的时间和动词短语，进行更为广泛的操练。

（设计意图：通过操练，让学生将学习的知识立马加以运用，达到学以致用的目的，同时培养了学生装进行合作学习，体现了语言的交际功能。）

6、Pair work

我出示Pair work部分的表格，说：Look! Here are some activities that are good for you. Please decide when you are going to do them and tell your partner. Pay attention: You can do them in two weeks.接着让学生先在表格中填入时间短语，然后进行四人小组操练。最后我请几组同学演示对话。

Step3 巩固和延伸（Consolidation and extension)

(1)学生抄写本课时的四会词汇。

(2)课下学生以表格形式安排自己第二天的活动并向同桌介绍。

教后反思：

本课主要学习关于书籍的四个单词: post card , dictionary, comic book.以及在前面三课的基础上学习句型:Where are we going? To the bookstore. I’m going to buy a comic book.并且引导学生进行灵活的运用.本课的难点在于单词dictionary 的读音,以及灵活运用句型. 由此我从听、说、读写四方面设计了以下活动:

1.课前准备：Listen to a song. 首先让学生感受本单元的歌谣, 在这个歌谣中,突出了本单元的语法时态（一般将来时），从这个歌谣引申,在Free Talk环节我让学生来说一说自己下午和晚上的安排和打算. I'm going to .... 学生都能比较流畅地表达。

2. 故事情景引入。由上一节课的故事情节延续下来，John和Jack打算去看完电影后，将继续去哪里呢？让学生通过我的描述来猜一猜Where are they going？让他们在有趣的故事情节中学习新单词bookstore。

3.实物和CAI展示图片. 本课主要学习关于书籍的词汇,所以,通过实物和多媒体直接展示,直观形象地让学生明白了词汇的意思.。

4.听音找单词. 在新单词的呈现中,我先让学生来听一听新单词读音,再让学生在词库中找出所听到的新单词，不仅培养了学生听英语的能力，而且还提高了他们的辨音能力。

5.情景表演.要求学生在听写完新学的单词后，把习得的单词和句子进行灵活应用.我设计了"我的书店"这个情景.在询问学生需要什么书籍之后,请学生到我的书店进行购买. 运用句型:Can I help you? Yes. Do you have ....? Yes, here they are ...等. 学生表现出极高的积极性. 不足的是: 情景表演道具准备得不够充分, 这样表演起来不够真实. 在下一个班级上课时候应该好好准备一下,这样学生就会更加有激情, 学生就会运用地更加灵活自如了.

从课堂气氛和学生的参与程度来看，由于设计的教学活动都根据学生的实际和贴近生活，所以本节单词教学课基本能达到我的预期目标。但是在教学时间的把握上，我未能控制好，如果在课前准备欣赏歌曲和复习句型的环节时间紧凑一点，把更多的时间放在后面的情景表演，让学生多运用新知识到实际活动中，那么学生的学习效率会更高。

六年级上册Unit 3 My weekend plan Part A说课稿

一、说教材

本教材选自人教版PEP小学英语六年级上册第三单元PartA, 教材内容是一个句型：”What are you going to do?? I’m going to do?”的问答，以及三个动词词组：take a trip, read a magazine and go to the cinema及各种信息的替换与交流。本课时教材是对前两个单元一系列地点名词的一个扩充和运用上的拓展，同时也引入了一个新的时态-----一般将来时“be going to do sth”的学习与操练。

二、说教学目标

1、 能够听、说、认读句型：”What are you going to do this evening?I’m going to the cinema.”并能对其中的动词和时间短语进行替换操练。

2、 能够听、说、认读动词短语：take a trip, go to the cinema, read a magazine.

3、 能够听、说、读、写时间短语：next week, this morning/ afternoon/ evening; 并能够听、说、认读时间短语：tomorrow, tonight.

4、 能够在Pair work 中合理安排自己的活动时间并与他人进行交流。

三、说教学重难点

1、 本课时的教学重点是能够听、说、读、写Let’s learn部分的四会短语；并能替换be going to do句型中的动词和时间短语对将来的活动进行表述。

2、 本课时的教学难点也是四会词汇的听、说、读、写以及对be going to do 句型的理解和替换操练。

四、说教法

1、教法设计：小学英语教学应该把培养学生的学习兴趣、调动学生学习英语的主动性作为教学重点，根据学生的认知规律，我采用了游戏教学法和任务型教学法，让学生通过看图、思考、猜词、交流和合作等方式学习和使用英语，完成学习任务。

2、学法指导：在学习过程中，从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与和交流的学习方式，培养学生的英语语言综合运用能力，主动思维，大胆实践，形成自主学习的能力。

3、教学手段和方法：在教学活动中，通过采用各种生动、形象、有趣的手段激发学生的学习兴趣，根据以上对教材重难点的分析，在这一课时中我采用了以下教学方法;

1)情景法

小学作文