资源简介

U2 Travelling Around
Discovering Useful Structures教案
教材分析：
本课时承接上一课时的旅行计划，介绍了现在进行时表示将来的用法。重点内容在于学生了解并掌握现在进行时表将来的意义与用法。本课时的价值取向在于学生通过学习，了解现在进行时表将来的意义，通过介绍未来计划来掌握现在进行时表将来用法。
教学策略与设计说明：
1. 采用情境教学法(Situational teaching method), 借助多媒体设备，设置主题情境，引导学生感知观察不同句式的形式与功能，达成教学步骤设计目的。
2. 采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成各教学步骤设计目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，学习现在进行时表将来的意义，掌握现在进行时表将来的用法，能判断分辨不同句式“表将来”的异同，学会利用现在进行时表达自己的计划。
思维品质上，梳理材料发展脉络，列举实施旅行计划的具体方法，并形成自己的计划与具体，意识到计划可操作性的重要性。
文化意识上，意识到考虑具体情境的重要性，如社会环境、人文背景等，根据具体情况制定计划。
学习能力上，形成语法发现意识，感知观察语法用法形式特点，总结类似意义的异同。
教学重点：
学生了解并掌握现在进行时表将来的意义与用法。
教学难点：
学生通过对比感知，分辨不同句式 “表将来”在用法与形式上的异同。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Lead-in: Ss are asked to fill in the blanks according to the pictures and summarize the time the tense refers to. Suggested answers: Garfield is going to eat a large sandwich. ... 利用图片，创设情境，激活学生关于“表将来”的已有知识。 3’ CW
Step 2 Talk about your future plans: Ss are asked to find the meaning expressed by the present continuous tense. Suggested answers: It is about some actions. It is about things that have not been done. It is about future. 引导学生自主感受，通过学生已有知识，帮助建构支架。 2’ CW/IW
Step 3 Read and find: Ss are sked to read the conversation and underline verbs in the present continuous tense. 引导学生自主观察， 总结现在进行时表将来形式。 3’ CW/IW
Step 4 Discuss and think: Ss are asked to discuss in groups to find when and how the tense will be applied. Suggested answers； It comes with the form of be+doing. They are used to describe something that will happen in the future. 引导学生讨论，思考现在进行时表将来的用法与形式， 提升学生学习能力。 4’ GW
Step 5 About the tense: Ss are asked to answer the questions in Step 4 and learn some basic information about the tense. 引导总结现在进行时表将来的用法与形式，提升学生语言能力。 3’ CW
Step 6 Have a try: Ss are asked to read the sentences and tick those express future plans. T leads them to check the answers. 引导学生识别表将来的意义与表达。 3’ IW
Step 7 Have a try: Ss are asked to rewrite the sentences expressing future plans in the present continuous tense. T could give some hints if necessary and lead students to check the answers one by one. Suggested answers: I’m visiting my parents in December. She is applying for a visa. I’m having dinner with my cousins tonight. 引导学生应用所学知识进行句子改写。 3’ CW
Discuss in pairs: Ss are asked to discuss the similarities and differences among “be doing”, “will do” and “be going to do”. 引导学生发现同类表达学生，讨论思考不同表达的异同。 4’ GW
Step 8 be doing VS will do: Ss are asked to think and summarize the similarities and differences between “be doing” and “will do”. Then T summarize the tips for telling them apart. 引导学生通过情境思考不同表达的异同，提升学生语言能力。 3’ CW
Step 9 be doing VS be going to do: Ss are asked to think and summarize the similarities and differences between “be doing” and “be going to do”. Then T summarize the tips for telling them apart. 引导学生发现同类表达，通过情境思考不同表达的异同，提升学生语言能力。 3’ CW
Step 10 Discuss with a partner: Ss are asked to discuss weekend plans with their partners based on the weather report. T could offer an example if necessary. 引导学生应用所学语法知识点，考虑具体条件与情况，设置计划，提升学生文化意识。 8’ GW
Step 11 Project: Ss are asked to finish a project about making a week-long travel plan in Tokyo for Lily and her family. T could give some hints such as what to write for the plan. 2’ CW
Step 12 Presentation: Each group choose a representative to make a short speech. Other Ss can ask some questions about the project. Teacher also can make comment and help they to improve their expression and expand their thought.
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
学生通过本节课的学习，能否了解现在进行时表将来的主要语法形式。
学生通过本节课的学习，能否理解现在进行时表将来的主要含义，能否根据具体语境判断选择正确的时态语态，并根据动词进行正确的变形。
学生通过本节课的学习，能否熟练准确应用现在进行时表将来展示介绍未来计划。

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