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外研版七年级下册 Module 3Unit 1 What are you going to do at the weekend教案
I. Teaching Objectives:
By the end of this lesson, students will be able to:
1. Talk about future plans using 'be going to'.
2. Ask and answer questions about future plans using 'What are you going to do '
3. Use time expressions to talk about the future (this evening, tomorrow, next week, etc.).
4. Describe intentions and make predictions about their own and others' plans.
5. Understand the difference between predictions and definite plans.
6. Write sentences and a short paragraph about their own or others' future plans.
7. Recognize the importance of making reasonable predictions based on evidence.
II. Key Vocabulary:
- Verb phrases for future activities (meet friends, watch a movie, play sports, etc.)
- Time expressions (this morning, this afternoon, tonight, tomorrow, this weekend, next week)
- Adjectives to describe feelings or certainty (excited, sure, unsure, happy, nervous)
- Phrases for talking about certainty (I'm sure that..., I think... might...)
- Questions for inquiry (When are you going to... Will it be... )
III. Target Language Structures:
- 'Be going to' for future plans
- Wh- questions with 'be going to' (What are you going to do Where are you going to meet )
- Yes/No questions with 'be going to' (Are you going to... Is it going to rain )
- Statements about predictions without 'be going to' (It might rain. He may go to the park.)
- Using adverbs of probability (probably, possibly, definitely)
IV. Teaching Aids:
- Multimedia projector for displaying slides and video examples
- Whiteboard and markers for illustrating key points
- Picture cards and realia related to different future activities
- Handouts with sample sentences, discussion questions, and writing prompts
- Visual aids such as timelines to help visualize the future
- Audio recordings of native speakers talking about their future plans
V. Teaching Procedures:
Step 1: Warm-up (5 minutes)
- Start with a quick discussion about what students usually do on weekends, encouraging them to use future forms.
- Introduce key vocabulary through a game like "Future Charades."
Step 2: Pre-reading (5 minutes)
- Show students images or short videos depicting various weekend activities, discussing what people might do in each situation.
- Review the target language structures, focusing on 'be going to' for future plans.
Step 3: While-reading (15 minutes)
- Provide a reading text that talks about someone's plans for the weekend, including 'be going to' sentences. Ask students to read along, identifying future plans mentioned.
- Lead a guided class discussion to ensure comprehension and encourage students to relate their own experiences to the text.
Step 4: Post-reading (15 minutes)
- In pairs or small groups, students discuss their own future plans using the target language structures.
- Circulate the classroom to provide feedback and support accurate use of 'be going to' for future plans.
Step 5: Speaking Practice (10 minutes)
- Conduct a role-play activity where students take turns asking and answering questions about their weekend plans, practicing how to ask about and describe future intentions.
- Some pairs can perform their role-play for the class.
Step 6: Writing Task (10 minutes)
- Assign a writing task where students draft a paragraph describing their own or a classmate's future plans, using 'be going to' and including specific details.
- Encourage students to use adverbs of probability in their writing.
Step 7: Homework & Review (5 minutes)
- As homework, assign students to create a poster or a timeline showing their planned activities for the following week, using 'be going to'.
- Review key vocabulary and language structures through a "Future Trivia Quiz," where students answer questions about what they think will happen next in a given situation.
VI. Assessment:
- Evaluate students based on their participation in discussions, comprehension during reading tasks, correct usage of 'be going to' for future plans in speaking practice, and the quality of their written assignments.
- Assess the ability to ask and answer questions about future plans accurately, including the use of time expressions and adverbs of probability.

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