《新标准英语》（一年级起始）Book 6 Module 9 Unit 1 Tomorrow is Friday.
一、教材分析
本单元是以Tomorrow is Friday为题的对话，具体内容是：Sam和 Amy得知一家人要在周六外出郊游之后，Sam询问Amy打算携带什么物品去郊游。
本单元的语言结构学习内容是复习Will you „? Will you take„? 和 Will you take„to„? 以及回答Yes, I will. No, I won’t.以巩固其运用能力。
Will结构是本册在上半学期重点学习的内容之一，在Module2, 3, 4, 5已经重点和系统学习。按照目标要求，学生理应已经掌握。但随着Module 6，7，8对于一般过去时的学习，学生可能出现了对于will用法的遗忘，所以在本学期临近结束时，对于本学期的重点结构进行一次强化巩固。期望通过本次巩固，实现以下目标：全体学生能准确理解和基本运用will。所以本课时的重点是：在理解对话内容、学习本课重点语句的同时，帮助困难学生全面复习巩固will结构的理解与运用。
本单元的词语学习目标是复习Friday, Saturday, Sunday等星期名词，为Unit 2学习更多星期名词做准备，并学习take、复习物品名词。星期词集中学习显得太多，所以本教材采用了分散与集中结合的办法，
Friday, Saturday, Sunday已经在Book 4 and 5学过，本模块学习另外四个，都在第二单元，但是，大多数学生能够说出七个星期名词。本单元可以复习已学星期词汇，也要求全体学生能够理解和口头运用。
本单元功能是询问自己对将要发生事情的预测是否准确。 本功能的语用目的是询问计划，以便自己制定相应计划（Sam问Amy去picnic要带什么，这样自己可以不带重复的东西）。
从以上分析可知，本单元的教材设计的教学目标是： 1．教学目标：
知识目标：复习巩固功能句 Will you take your kite to the picnic tomorrow ? Will you take your ball tomorrow? No, I won’t.的理解与运用，新授单词：take, tomorrow, why(not), 复习强化Friday, Saturday, Sunday。
技能目标：能够听懂会说本模块句型，能灵活运用功能句谈论将来的行为。
情感目标：在积极参与教学活动中体会到学习的快乐。
运用目标：运用所复习工具的Will you...?结构，询问小组同学，去参加外教的生日聚会带什么东西。
2．教学重、难点：
灵活运用重点句Will you take„? 和 Will you take„to„? 以及回答Yes, I will. No, I won’t.帮助在Module 2,3,4,5学习中没有完全掌握will结构的学生理解和口头运用这一结构。
二、学情分析
经过近三年的英语学习，学生们具备了一定的听说读写技能，有较好的模仿能力，在老师的引导下，能运用所学基本句型进行语言操练，在课堂教学中能积极参与，互动交流。因为在
2、
3、
4、5模块的学习中学生可以用will来问答将来发生的事情，功能包括：对对方要去的地点提问，对对方将来要做的职业提问，对团体要做的事情提问等等。内容包括Will you go to „? What will you be? Will we„? 大多数学生能够问答周末要去哪里，将来可能从事何种职业等等。本课运用will 对对方将来要做的事情提问，对于大多数学生来说比较容易掌握。但是，要灵活自如地运用重点句型进行语言交流、制定计划，还需要大量的操练。
三、教学策略
运用学生已有知识经验，在自由交流中自然导入。创设合理的情境，进行语言操练，在完成任务的同时，提高语用能力。在预设的基础上，把握生成、利用生成，师生在和谐氛围中形成良好的多维互动。
四、课堂教学目标
基于以上分析，我们把在青岛四方实验小学进行本课时教学的课堂教学目标设计为：
语句学习目标：能通过完成学习活动，100%的学生运用Will you take your kite to the picnic tomorrow ? Will you take your ball tomorrow? No, I won’t.的能力得到强化，其中80%的学生能自如运用这一结构。
语词学习目标：
100%的学生能全面参与学习take, tomorrow, why/ why not等本单元新学语词的活动，其中60%的学生能达到自如运用；
100%的学生能通过复习强化运用Friday, Saturday, Sunday的能力，其中80%的学生能自如运用这些词。
技能学习目标：100%的学生能听懂本模块句型，其中80%的能灵活运用所学结构询问将来的行为可能并进行回答。
情感培养目标：100%的学生能在活动中进一步强化相互了解、进行协作的情感。
语言运用目标：100%的学生能运用所复习的Will you...?语句结构，询问小组同学，明天去参加外教的生日聚会准备带什么礼物。20—30%的学生能够在老师的示范和帮助下写生日卡片或者一封短信送给外教。
五、教具：课件、a CD、卡片、头饰、练习纸等
六、教学设计
Step 1 Warming up 1.Greetings
T: In this cla, if you get three stars, you will get a happy face (sticker).Try hard!
2.Lead-in
T: What day is today? Ss: Today is Tuesday.
T: Tomorrow is Wednesday.What’s the meaning of “tomorrow”? Ss: Tomorrow means _____.Read the word “tomorrow”.
T: Tomorrow, I will visit my friend, your foreign teacher Ryan（出示Ryan的照片）.Tomorrow is Ryan’s birthday.This is his first birthday in China.There will be a birthday party.Will you go with me tomorrow?
Ss: Yes, I will./ No, I won’t.(Bb)
T: Who will visit Ryan with me tomorrow ? (Some students hands up.)
T: Who won’t visit Ryan tomorrow? (Some students hands up.)What will you do tomorrow? ( Several students say one by one.)
T: I will take a present for Ryan.Will you take something to the party?
T: All right.We will talk about it later.Let’s talk about Amy and Sam first.
【设计意图】师生自由交谈中，既复习了“Will you…？”、“will”、“won’t”，还学习了新授词“tomorrow”,为新授课做好准备。教师提出的话题也为新授课之后的任务操练做好铺垫。
Step 2 Presentation
1.Show a picture of Sam and Amy.（Sam 和 Amy非常高兴的样子.）
T: Look! How happy they are! Why are they so happy? What are they going to do? Please watch and listen.
Get the answer: They are going to have a picnic.T: When are they going to have a picnic?
Get the answer: On Saturday.
2.Watch the video again and learn the main sentences.Pre-watching questions:
(1) Will Amy take the kite to the picnic tomorrow? (2) Will Amy take the ball tomorrow?
Get the answer: No, she won’t.No, she won’t.T: How does Sam ask Amy?
Bb: Will you take your kite to the picnic tomorrow? Will you take your ball tomorrow? T: How do you spell “take”?
(ppt)T: How to remember “take” easily and quickly? take---cake, lake, make
Group 1 and group 2 ask and answer the main sentences.T: Amy won’t take her kite tomorrow.She won’t take her ball tomorrow.Why not? （Bb）
启发、帮助学生回答：Tomorrow is Friday.It’s not Saturday.But Sam thinks tomorrow is Saturday.
【设计意图】本环节主要是帮助学生理解对话大意，呈现重点知识。学生带着不同问题，两次观看CD-ROM，问题难度不断递增，使学生对课文的理解逐渐加深。寻找答案的过程就是理解课文和呈现重点的过程。
Step 3: Drills
1.Listen and repeat, try to imitate.(Watch the video and repeat) 2.Books open, and read in roles, T—dad, Boys— Sam, Girls—Amy. 3.Read the dialogue by themselves and circle the word “will”.4.Teacher says some sentences, let students say true or false.5.Complete the texts with the miing words.
First Ss do it on the worksheet, then check the answer together.【设计意图】充足的机械操练帮助学生熟悉文本，使新授语言材料更容易上口。填空练习可以进一步帮助学生巩固对话，把握重点单词。
Step 4: Game
T：Let’s play a game! Look! There are seven balloons.There are seven words on the balloons.Let’s read the words together.(Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday,)
Each balloon has 2 pictures. Guided Practice.
T: Let’s play together first.Sunday---
T: Will you take your T-shirt to Hainan? Ss: Yes, I will.T: Why?
Ss: Hainan is very hot.Monday----
T: Will you take your dog to the claroom? Ss: No, I won’t.T: Why not? Ss: ……
然后放手让学生问答： S1 choose, Ss ask him/her.Ss: Will you take…to…? S1: Yes, I will./ No, I won’t.Ss: Why? / Why not?
【设计意图】此游戏是在教师引导下的学生之间的互动，这种互动是点与面的互动。目的是操练重点知识will take…to…？教师在此环节可以较好地把握生成，使学生获取更多的语言表达机会，培养学生的语用能力。另外，气球上的七个单词是星期名词，在游戏的同时，可以不断地复习巩固这几个单词。这一游戏具有语言性、学习性、趣味性。
Step 5: Practice——Discuion: Take something to the foreign teacher.
T: Do you remember what I will do tomorrow? Yes, Some students and I will visit Ryan，the foreign teacher.Because tomorrow is Ryan’s birthday.
I will take a present for him.Will you take something? Now, let’s talk what we will take for him.I know some of you won’t go with me tomorrow, I hope you give us some suggestions.(Some choices will be
given to the students in order to let them choose from these things, such as flowers, fruits, food, drinks, books, CDs)
Now, let\'s discu in groups.
T gives a demo first with two top students: T to S1: Will you take some apples tomorrow?
S1: Yes, I will./ No, I won’t.S1: S2, Will you take a card? S2: No, I won’t.I will…
T: Can you gue what I will take for him? S1 and S2 gue: Will you take…?
T: I will take a CD and some green tea for Ryan.He likes Chinese music and Chinese tea very much.
T： Now, discu in groups.
Several minutes later, let one or two groups show their dialogues, and ask other students say what they will take.
T: If you won’t visit Ryan tomorrow, please write some words on a card.We will give him instead of you.
Look! This is a card from Bobby to Ryan.Dear Ryan,
Tomorrow is your birthday. Happy birthday to you! What will you do tomorrow? Will you have a birthday party? Will you eat a birthday cake?
Have a good time! From Bobby
T: Do you want to say something to him like Bobby?
Let some students say some words.(If there is no time, let Ss do at home.)
T: Ryan will be very happy.
【设计意图】前后呼应，创设情境，布置任务，设置信息差，在任务驱动之下，师生之间、生生之间展开对话。既操练了Will you take…?,等重点句型，又提高了语用能力。而且，当学生在猜测、讨论的过程中会用到大量的物品，这也是对所学名词的回顾和运用。
Step 6: Homework and Summary 1．Homework
Listen to the dialogue and read it.Remember the main sentences.Write a card to Ryan.
2． Look at the Bb and summarize.
T: What have you learned today? (Let Ss say one by one.)
How many happy faces will you get?
Ss: I will get a happy face./ I will get 2 happy faces.T: Congratulations.
下面是我的课文教学活动设计及说明：
一、Lead in the dialogue 导入课文
（在这以前的教学环节，我已经把这篇课文的相关词汇和语法项目处理完，通过本段研修的学习，我收获较大，尤其是学习中提到的：不必在呈现新对话之前过多地为学生排除障碍。要快速导入，让学生带着更多的疑问和信息差进入课文，带着问题进入课文，然后解决问题。所以在以上教学环节，我只处理了必要的课文学习障碍。现在我续接上一环节的教学情景导入本课课文。）
T：We have a good time in Halloween.Lala invite the other friends on the party.What food do they like? Now, let’s watch the video first.
二、Presentation呈现新知
1．整体感知
获取主要信息
Watch the video (no captions) and circle the food you heard.
2．再次视听
获取具体信息
Watch the video(no captions) again and match.
(把人物与他们喜欢吃的食物连起来。)
3．阅读文本，解决疑难
1) Read the dialogue and find the sentences they don’t understand.2) Discu in groups and try to solve their problems by themselves.
3) The teacher help the students solve the problems they can’t.
4．听音模仿，感知语音语调。
Listen and repeat.Pay more attention to the pronunciation and intonation.
5.模仿语音语调，分组表演
Act out the dialogue in groups.
【设计意图】通过教师承上启下的情境导入，让同学们带着生动的任务去学习。听课文录音是通过观看VIDEO实现的，目的是让学生们先有形象、整体的
感知，而且也在学习最初就给了学生们最规范的语言引导。同时，让学生先后带着具有难度梯次的视听问题观看课文视频，培养学生通过视听获取信息的能力。
三、语言运用
同学们，你们这个周末有朋友聚会吗？接下来玩一个“过家家”的游戏吧？ 1.四人一组group work.客人们先来告诉主人你们喜欢吃什么食物？（大屏幕出现：China food和West food）
2.小主人，快为客人端出你准备好的饭菜吧！
学习运用语言：Here you are.Have some ….3.角色互换，拓展语言。
引导学生做客从进门开始，如：
A B and C: Hello!
D: Welcome to my home.Sit down please!
What do you like?
A: I like ….B: I like ….C: I like ….D: Here you are.Have some ….AＢC: Thank you !
Good bye! D: Bye.
（学生可以充分发挥自己的想象力进行文本的扩展与延伸，师及时给予肯定与表扬）
【设计意图】学习语言的最终目的是用来在生活中的交流与运用，说到底语言的学习就是为了交际,而且，只有通过使用语言才能学好语言。因此，第三部分“语言运用”环节，通过同学们经常参与的朋友聚会这个情境，通过三个有梯度的递进环节，让同学们在玩的过程中，体验语言的运用。
四、课堂检测
根据宽基课堂理念，通过本节课的学习，要让不同的学生都有提高与发展。因此我设计了两种不同颜色的检测纸，我尝试使用两种颜色来代表两种选择。学生们根据自己的实际情况选择相应颜色的检测纸。
五、Homework
尝试在本周末举行一次朋友聚会吧！为你的朋友准备上健康、丰盛的美食，祝大家周末开心！
