外研版七年级下册Module 3Unit 1 What are you going to do at the weekend教案

外研版七年级下册Module3Unit1Whatareyougoingtodoattheweekend教案

I.TeachingObjectives:

Bytheendofthislesson,studentswillbeableto:

1.Talkaboutfutureplansusing'begoingto'.

2.Askandanswerquestionsaboutfutureplansusing'Whatareyougoingtodo?'

3.Usetimeexpressionstotalkaboutthefuture(thisevening,tomorrow,nextweek,etc.).

4.Describeintentionsandmakepredictionsabouttheirownandothers'plans.

5.Understandthedifferencebetweenpredictionsanddefiniteplans.

6.Writesentencesandashortparagraphabouttheirownorothers'futureplans.

7.Recognizetheimportanceofmakingreasonablepredictionsbasedonevidence.

II.KeyVocabulary:

-Verbphrasesforfutureactivities(meetfriends,watchamovie,playsports,etc.)

-Timeexpressions(thismorning,thisafternoon,tonight,tomorrow,thisweekend,nextweek)

-Adjectivestodescribefeelingsorcertainty(excited,sure,unsure,happy,nervous)

-Phrasesfortalkingaboutcertainty(I'msurethat...,Ithink...might...)

-Questionsforinquiry(Whenareyougoingto...?Willitbe...?)

III.TargetLanguageStructures:

-'Begoingto'forfutureplans

-Wh-questionswith'begoingto'(Whatareyougoingtodo?Whereareyougoingtomeet?)

-Yes/Noquestionswith'begoingto'(Areyougoingto...?Isitgoingtorain?)

-Statementsaboutpredictionswithout'begoingto'(Itmightrain.Hemaygotothepark.)

-Usingadverbsofprobability(probably,possibly,definitely)

IV.TeachingAids:

-Multimediaprojectorfordisplayingslidesandvideoexamples

-Whiteboardandmarkersforillustratingkeypoints

-Picturecardsandrealiarelatedtodifferentfutureactivities

-Handoutswithsamplesentences,discussionquestions,andwritingprompts

-Visualaidssuchastimelinestohelpvisualizethefuture

-Audiorecordingsofnativespeakerstalkingabouttheirfutureplans

V.TeachingProcedures:

Step1:Warm-up(5minutes)

-Startwithaquickdiscussionaboutwhatstudentsusuallydoonweekends,encouragingthemtousefutureforms.

-Introducekeyvocabularythroughagamelike"FutureCharades."

Step2:Pre-reading(5minutes)

-Showstudentsimagesorshortvideosdepictingvariousweekendactivities,discussingwhatpeoplemightdoineachsituation.

-Reviewthetargetlanguagestructures,focusingon'begoingto'forfutureplans.

Step3:While-reading(15minutes)

-Provideareadingtextthattalksaboutsomeone'splansfortheweekend,including'begoingto'sentences.Askstudentstoreadalong,identifyingfutureplansmentioned.

-Leadaguidedclassdiscussiontoensurecomprehensionandencouragestudentstorelatetheirownexperiencestothetext.

Step4:Post-reading(15minutes)

-Inpairsorsmallgroups,studentsdiscusstheirownfutureplansusingthetargetlanguagestructures.

-Circulatetheclassroomtoprovidefeedbackandsupportaccurateuseof'begoingto'forfutureplans.

Step5:SpeakingPractice(10minutes)

-Conductarole-playactivitywherestudentstaketurnsaskingandansweringquestionsabouttheirweekendplans,practicinghowtoaskaboutanddescribefutureintentions.

-Somepairscanperformtheirrole-playfortheclass.

Step6:WritingTask(10minutes)

-Assignawritingtaskwherestudentsdraftaparagraphdescribingtheirownoraclassmate'sfutureplans,using'begoingto'andincludingspecificdetails.

-Encouragestudentstouseadverbsofprobabilityintheirwriting.

Step7:Homework&Review(5minutes)

-Ashomework,assignstudentstocreateaposteroratimelineshowingtheirplannedactivitiesforthefollowingweek,using'begoingto'.

-Reviewkeyvocabularyandlanguagestructuresthrougha"FutureTriviaQuiz,"wherestudentsanswerquestionsaboutwhattheythinkwillhappennextinagivensituation.

VI.Assessment:

-Evaluatestudentsbasedontheirparticipationindiscussions,comprehensionduringreadingtasks,correctusageof'begoingto'forfutureplansin