Teaching Design of Unit 3 in Book 7
I. Teaching Content: B Read and write
II. Teaching Aims:
1. Language knowledge and ability
To read, listen, understand the short diary and extract effective information with reading skills to fill the table in P29 and retell it.
To talk about the plan for Mid-autumn Festival and try to plan for other holidays and festivals in simple future tense with the structure “will/ be going to”
2. Emotional and cultural attachments
To appreciate the meaningful activities for celebrating holidays and festivals with our family.
3. Thinking quality
To brainstorm more festivals, holidays and the celebrating activities creatively.
To talk about the ways to celebrate festivals according to custom logically.
4. Learning strategy
To foster the cooperative learning capacity in group work.
To learn to ask Wh- questions while reading and thinking.
III. Teaching Keys and Difficult Points
1. Keys.
To read and understand the short passage in simple future tense.
2. Difficulties.
To write about the plans for festivals with their limit English language scope.
IV. Teaching Aids.
Bb, PPt. The multimedia facilities (with a slide), the writing paper, word cards.
V. Teaching Procedures
Step 1: warming up and revision
1. Greetings
2. Free-talks: Where are you going this weekend?
What are you going to do?
Step 2: Pre-reading
1. Brainstorm: Do you know any holidays and Festivals?
2. Look and say: What are these holidays?
3: Think about it: Which one do you like best? Why?
Step 3: While-reading
1. Fast reading (Read and Choose)
What kind is this passage?
What is the topic?
2. Listen and find.
When?
Who?
3. Intensive reading (Match and say)
Who are the family?
What are they going to do?
(1) What are Wu Yifan’s family going to do?
(2)What is Wu Yifan’s aunt going to do?
(3)What is Wu Yifan’s grandma going to do?
(4)What are Wu Yifan and Robin going to do?
4. Underline, fill in the table,Check and retell.
will = be going to
5. Understand and appreciate the structure and topic of the English poem.
6. Tips for pronunciation.
7. Read aloud.
Step 4: Post-reading
1. Discussion: What else can you do for Mid- autumn Festival?
What about your Mid-autumn Festival plan?
2.Talk and write.
For Mid-Autumn Festival, I’m going to ___________ _______________.
My partner is going to _________________________ ______________.
2. Extension
1. Brainstorm: What are you going to do for The Spring Festival?
2. Pay attention to the form of English diary and the structure of the plan.
3. Try to write the plan for the Spring Festival.
4. Display, evaluate and revise.
Step 5: homework
Talk about your favourite festivals, search information about it online and try to write about the plan for it in diary.
VI. Bb lay-out
Unit 3 My weekend plan
Read and write Mid-autumn Festival When : tomorrow Who What Wu Yifan’s family get together; have a big dinner Wu Yifan’s aunt make mooncakes Wu Yifan’s grandma tell us a story about Chang’e Wu Yifan and Robin read a poem am/ is / are going to= will
VII. Writing paper design：
教学反思:
结合本单元对于Plan的拓展，本篇阅读材料以Mid-autumn Festival 为主题应用be going to 这一重点句型链接以学习的will， 加强对一般将来时态的理解。本节课教学活动设计由浅入深。首先，让学生带着问题通过听录音和速读，培养学生有目的思考和获取信息的能力，初步了解文章大意。然后，精读，让学生充分理解文章细节性的内容，进一步理解一般将来时态的结构。最后，以复述的形式进一步内化一般将来时态的结构和意义。末尾的英文小诗作为本课情感目标的推进，从结构、主题和朗读上简单处理，深化传统节日的文化内涵。
本节课的教学旨在“以读促写”，通过阅读材料拓展相关词汇后培养六年级学生处补得模仿习作能力。通过简单的口头交流熟练句型后，落实到句子练习，最后尝试篇章主题的句群书写。这一过程中，结合音乐、图片和日记纸帮助学能创设细作氛围，大大调动了学生交流讨论分享的热情。但是由于时间限制，后面的写作时间比较紧张，没有给与学生充分的思考和交流分享的时间，给本节课教学目标的达成留下了些许遗憾。
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