英语人教版（2024）Unit 6 Plan for Yourself Section A Grammar Focus第三课时教学设计

这是一份英语人教版（2024）Unit 6 Plan for Yourself Section A Grammar Focus第三课时教学设计，共2页。教案主要包含了教学内容，课时教学目标，重点难点，教学过程，板书设计，教学反思等内容，欢迎下载使用。
1. Knw abut the usage f the structure f the future tense “be ging t”.
2. Talk abut future plans r arrangements by using the future tense “be ging t”.
二、课时教学目标
三、重点难点
重点:
1. Students are able t master the structure f “be ging t”，including the crrect cllcatin f the verb “be (am/is/are)” with the subject，as well as the rule f using the base frm f the verb after it.
2. Students are able t learn t independently explre the differences between “be ging t” and ther future tenses (such as “will”) and summarize the usage rules and applicable scenaris f each tense.
3. Students are able t understand the cre usage f this structure in expressing future plans r arrangements and be able t accurately distinguish when t use “be ging t” instead f ther future tenses.
难点:
1. Students may have difficulty accurately determining when t use “be ging t” t express future plans r arrangements.
2. Students are able t think deeply abut their future plans，evke an emtinal resnance，and enable them t truly integrate language learning with their persnal lives and future planning.
四、教学过程
Step 1 Review & Lead-in
1. Shw cards r pictures t students and guide the students t guess what the teaching is ging t d thrugh these pictures.
T: What d yu think I am ging t d this weekend?
S1: Are yu ging t play basketball?
T: Yes! I am ging t play basketball with friends./N，I am ging t…
【设计意图】通过猜测老师的周末安排导入新课，为接下来的语法学习做铺垫。
Step 2 Grammar(3a)
Wrk n 3a
1. Ask students t read the sentences and wrk in grups t discuss the usage f “be ging t” by bserving the wrds in bld.
(When students share the answers，the teacher writes key pints n the blackbard.If necessary，crrect their mistakes at the same time.)
2. Ask students t take turns sharing their plans.One student is respnsible fr drawing the scene，while thers recrd English sentences n the pster.Encurage the use f negative sentences.
3. Ask each grup t present their pster.Other grups ask questins using “be ging t”.
T: Nw we are ging t have “Our Class Future Plans”. Each grup will draw and write abut yur plans fr the next mnth.Use “be ging t”！
【设计意图】通过小组合作分享和总结语言现象，激发学生的自主学习能力。
Step 3 Practice(3b～3c)
Wrk n 3b
1. Ask students t match the situatins with what peple are ging t d.
2. Ask students t share the answers in cmplete sentences，like “Alice wants t be an actress，s she is ging t take acting lessns.”
Wrk n 3c
1. Ask students t cmplete the cnversatin using the wrds in brackets.
2. Chse three students t write their answers n the blackbard and check the answers with ther students tgether.
【设计意图】通过做练习，学生能够在真实的情境中充分理解和掌握目标语法。
Step 4 Speaking(3d)
Wrk n 3d
1. The teacher guides the students t leave their seats and use English t ask their classmates，“Are yu free n…？ What are yu ging t d？”
2. Ask each pair f students t shw their respective schedules t each ther.Based n each ther's arrangements，they use “be ging t” sentence pattern t jintly discuss and make plans fr activities they can d tgether.Each pair shuld determine at least 1－2 cmmn activities and mark them n bth f their schedules.
3. Ask 3 r 4 pairs f students t cme t the frnt f the class，present the jintly－created weekend schedules，and use English t intrduce their riginal plans and hw they reached an agreement n activities t d tgether.
4. Ask students t make their wn schedule fr the weekend.Then talk t a partner using the sentence structure f “be ging t” and try t arrange a time t d smething tgether.
【设计意图】通过对目标语言进行口头训练，学生能够进一步在真实情境中巩固语法句型，培养并提升自己的语言交际能力。
Step 5 Summary
Ask students t draw a mind map t summarize the usage f “be ging t”.
Step 6 Hmewrk
1. D the exercises in students' wrkbks.
2. Extended: Write 3 t 5 sentences with “be ging t” t describe yur weekend plan.
五、板书设计
六、教学反思
Language Abilities
Grasp the fllwing imprtant pints as well as be able t read and write crrectly.
Key wrds and phrases: bath，miss，be tired f，take a ht bath，take acting lessns
Key sentences: ①—What d yu want t be in the future？—I want t be…
②—Hw d yu plan t d that？—I'm ging t…
③Are yu ging t read mre bks abut IT？—Yes，I am./N，I'm nt.
④What else are yu ging t d?
⑤It's ging t rain.
Learning Abilities
●Learn t rganize language systematically，clearly express ne's wn ideas and plan steps.
●Learn t use “be ging t” t express unique future plans，breaking thrugh cnventinal thinking，allwing students t bldly imagine emerging ccupatins that may appear in the future.
●Learn t use “be ging t” t describe hw they prepare fr engaging in these ccupatins.
Thinking Qualities
●Be able t actively acquire new grammatical knwledge and understand its cmpsitin and usage rules.
●Be able t independently explre the differences between “be ging t” and ther future tense expressins and summarize its usage rules and scenaris thrugh infrmatin research and cmparative analysis.
●Be able t use “be ging t” t describe ne's wn and thers' future plans r arrangements，and imprve the ability t apply language knwledge.
Cultural Awareness
●Understand hw peple in English－speaking cuntries use this structure t express future plans and cmpare it with the expressins in ne's wn culture.
●Understand hw peple in different cultures anticipate and plan fr their future lives，cultivate their ability t understand and be inclusive f diverse cultures，braden their internatinal hrizns，and establish an attitude f respect and appreciatin fr different cultures.
Unit 6 Plan fr Yurself
第三课时 Grammar Fcus