PEP小学英语六年级上册第三单元教学设计
六年级英语教学案例及反思 教学内容: Unit 3 What are you going to do? Part B let’s talk. Pair work. 教学目标: A、语言知识方面： 1）Where, what when 引导的特殊疑问句并能做出相应的问答。 2）能掌握句子：Where are you going? I’m going to … What are you going to buy(do)? I’m going to … When are you going? I’m going …并能在实际情景中运用。 3）能在图文和场景下进行简单的交流和表演。 4）能够使用各种疑问句采访他人的计划并做记录。 B.情感态度方面 通过本课的学习使学生达到运用英语交际的能力，培养学生的合作精神和创新意识。 教学重、难点： 1、教学重点是三个特殊疑问句的问与答以及各种信息的替换和交流。 2、教学难点是学生能运用三个特殊疑问句进行真实的交际。 三、教学准备： 录音机、本课的磁带、头饰、单词卡片、多媒体课件、表格 教学步骤 Step 1、热身 (Warm-up) 1、Greeting. 2、全班齐唱本单元的歌谣。 （设计意图：通过歌谣的引入，调动学生的学习兴趣、吸引学生的注意力，向本课时进入主题作准备。） Step 2、新课呈现及操练 (Presentation & Practice) 1、 猜谜语。 T：I have four riddles. This is a place. There are many kinds of books in it, you can buy or choose any book you want. Where is it? Ss: It’s a bookstore. 教师对学生给予及时的评价及表扬，给学生相应的小组加分。 T: …… 教师依次说出另外三个谜语，引出本课的生词：shoe shore, fruit stand, pet shop, 为后面的句型替换做好准备。 （设计意图：利用小学生的好奇心理，设计谜语，调动学生的积极性，而且利用旧知识带出新知识，让学生在不只不觉中掌握新知识。） 2、用课件出示几幅图片，让学生练习 T：There are some places. Where are you going to this weekend? I’m going to the library.同时板书Where are you going to this weekend? I’m going to the library.并领读。 Ss: I’m going to the library. S1: I’m going to the park. S2: I’m going to the pet shop. …… 然后让学生两人一组练习，然后找几组学生展示他们的对话。 （设计意图：通过教师的范例让学生感知句意，知道如何询问和应答将要去哪里。直击本课时的重点、化解本课时的难点。） 3、出示Chenjie头饰问：Who is she? Ss: She is Chenjie. T: Yes, she is Chenjie. She is going to buy something. Let’s listen and answer three questions. (课件出示问题同时教师把问题读一遍) 听完录音后让学生四人一组，讨论完成表格。 T：（指Chenjie）Where is she going this afternoon? S1: She is going to the bookstore. 利用课件回到表格，出示问题答案。 T：（把C头饰给学生）Where are you going this afternoon? S2: I’m going to the bookstore. 问两到三名学生。 T：What is she going to buy? S5: She is going to buy a comic book. 利用课件回到表格，出示问题答案。 T：I’m going to buy a magazine. What are you going to buy? Or what are you going to do? 同时板书What are you going to buy? I’m going to 并用所学的单词进行替换，如：newspaper, book, magazine 等。 S6: I’m going to buy a book. ….. 问一到两名同学。 T：When is she going? Ss: She is going at 3 o’clock. 利用课件回到表格，订正答案。 板书When are you going? I’m going at 3 o’clock. 教师领读并用tomorrow, next week, on Monday等表示时间的词进行替换。问一到两名学生。 （设计意图：新课导入由易到难，层层深入，通过头饰让学生直观、有效地感受和理解新知识） 3、听录音，跟读。教师把学生分成两组（男女生）分角色表演对话，然后让学生两人一组分角色表演，并对做的好的组及个人给所在小组加分。 （设计意图：这一步，主要考虑到英语程度差一点的学生，最起码要让他们掌握课本上的内容，给他们一点自信心，觉得自己本节课学到了一些知识，并不是一无所获。） Step3 Task 1、让学生四一小组，采访他人的周末计划并做记录，完成表格内容。最后让学生把他们的采访过程表演出来，教师对每组的表现给予及时的评价。 Name Where What When Chenjie
(设计意图：英语做为一门语言，会应用是关键，任务型教学活动设计实现了语言在实际情景中的灵活应用，为学生搭建了良好的学习平台，小组活动既培养了学生独立思考的能力，又促进了学生之间相互合作的意识。) Step4 Consolidation 1、出示课件，教师把本课所学主要句型编成歌谣并领读。然后让学生自编歌谣。在学生说完后，对本节课学生的表现给予评价，并对优胜组给予表扬及鼓励。 （设计意图：编成歌谣便于学生记忆，朗朗上口） 2、Homework: * Copy B: copy the main sentences for 3 times; Read Let’s talk to your parents for 3 times; Interview your parents or friends’ weekend plan. (设计意图：课内外衔接，课后的活动计划是课堂的延伸，在课堂上学生完成听说读演个环节的操练，课后通过正确地引导学生进行书写作业，能有效地巩固所学的新知识，以促使学生听说读写个项技能全面发展。) 板书设计： Unit 3 What are you going to do? Where are you going this weekend? I’m going to the library. (pet shop, bookstore, supermarket…) What are you going to buy(do)? I’m going to ……(magazine, newspaper, book, postcard…) When are you going? I’m going …… (at 3 o’clock, on Monday, in the morning…) pep六年级英语教学设计 Unit 3 What are you going to do? Part B let’s talk. Pair work
滦县雷庄镇黄庄小学 柴海霞 课后反思： 本课选自小学英语六年级上册Unit 3 What are you going to do?。本课的教学内容是Part B中的Let’s talk 部分的句型和Pair Work。重点让学生区分Where, What, When在be going to 结构中的运用，理解一般将来时的意义和基本构成，并且熟练运用句型进行语言交际。现将我对这节课的整体思路阐述如下： 一、导入、呈现新内容较自然 在本节课中，我采用多媒体引入，从学生的兴趣学习入手，由chant自然过渡到本课时的学习主题中来。让学生在说说唱唱中开始了愉快的语言学习，既引出了be going to结构，又复习了大量的动词短语，为本课所学的内容及拓展做好准备。在呈现新内容时，通过游戏Guessing riddles引出本课生词，增强学生学习的趣味性，这样在用新知识激发学生兴趣的同时，为后面的教学进行了铺垫，适当降低了教学难度，而且也为学生用所学知识进行替换单词造句和进行对话练习做准备。在课堂上，学生始终处于一种积极轻松的状态中，在猜猜玩玩中学习新知识，使学生体验到英语教学的趣味。 二、注重培养学生的合作精神和创新意识。 学习的目的是为了运用，在英语教学中创设一定的语言情景，使学生宛如置于一种真实的语言环境中，就能使学生自然而然使用所学习词汇、句型来表达他们的思想感情，从而达到学以致用的效果。如：在教学完Where are you going ……? I am going to…句型后，我设计了Group work小组活动环节，学生两人一组，用CAI中的图片进行情景交际。采用任务型教学方法让学生进行对子练习，然后让学生对对话活动进行汇报。 三、尊重全体，自主学习，发挥学生的表演才能 我们常说教学要面向全体，要因材施教，英语作为一门语言，应体现它的交际功能，我一贯认为学生会应用英语是关键。给学生自由发挥的空间，通过小组合作学习新的语言，互相帮助努力完成共同的任务。通过小组之间的竞争有效激发他们的学习热情。让他们充分的发挥想象，在最后一个环节，我设计了一个任务型活动：采访他人的周末计划，这样学生可以活学活用英语，同时也培养了学生的表演才能，每个学生根据自己的能力，自由的发挥，达到各自的语言目的。在这个环节，我利用课件给学生了一些提示，也告诉他们可以不用课件中的内容，可以自编采访内容，只要有本课主要句型Where, What, When在be going to结构中的运用就行了，我没想到的是最后一个小组上来展示他们的采访过程，他们不但加入了表演，还把以前学过的内容运用在了对话中，真的很好。在最后的小结中，我又以chant来总结本节课的主要句型，又让学生自编chant，让学生在轻松愉快的氛围中结束了本节课。但我还有一个困惑的地方，就是最后的和，把哪个放到前面会更好一点，本来想的是先给学生留家庭作业，然后以说说唱唱收尾，让学生在轻松愉快的氛围中结束本课，但又觉得留作业就让学生觉得本节课已经结束了，最后的小节内容学生给不太重视。
新版pep小学英语六年级上册Unit 3 My weekend plan Let's try & let's talk
Unit 3 My weekend planThe Second PeriodContent: A Let’s try & let’s talkAims and demands:1.To master the following sentences:What are you going to do tomorrow?I am going to have an art lesson.We are going to draw some pictures in Renmin Park.2. Apply the sentences to the real situation.3. Talk about your and your friend s’ weekend plan.Important teaching point andImportant teaching point :the three sentencesDifficult point:Apply the sentence “be going to”to ask and answer and talk about the simple weekend planTools:tape recorder CAIOverview: Talk about your and your friend s’ weekend plan.Precedures:Step 1 Reviewa.Warm-upLet’s chantPicture,picture, I will take a picture.Film, film, I’m going to see a film.Trip, trip , I’m going to take a trip.Grandparents, grandparents, I’m going to visit my grandparents.What are you going to do ?What are you going to do ?b.Free talkLook at the pictures ,ask and answerA:What is … going to do tomorrow?B:He/ She is going to ….….Step 2 PresentationT: Then what are Mike and Sarah going to do tomorrow?Listen and tick or cross1. Sarah is going to have an English lesson tomorrow.2. Mike is going to see a film tomorrow.3. Mike has some homework to do.Read and answer the questions:1.What is Sarah going to do tomorrow?2.What is Mike going to do tomorrow?3.What are they going to do in their art lesson? Make a new dialogue:What are you going to do?I’m going to….We are going to….I have to….Step 3 EngagementGroup workSummarySentences:What are you going to do tomorrow?I am going to have an art lesson.We are going to draw some pictures in Renmin Park. Homework1.Listen and recite let’s talk2.Talk about your own weekend plan.。
人教PEP版六年级英语上册《Unit3》精品课文小学优秀公开课
人教PEP版六年级英语上册第三单元Unit3My weekend plan课文Page22What are you going to do in the nature park?I’m going to draw some pictures.What about you?I’m going to look for some beautiful leaves.Page23Mike is going to see a film.John is going to buy his favourite comic book.Hmm,what am I going to do this weekend?Page241.It’s Saturday morning.Sarah is on the phone with Mike.Can Mike go swimming today?(Yes,he can)(No,he can’t)He has homework to do.He is fishing now.2.What are you going to do tomorrow?I’m going to have an art lesson.What are you going todo in your lesson?We’re going to draw some pictures in Renmin Park.Sounds great!I’m going to see a film tomorrow.Have a good time!You too.I have to do my homeworknow.Bye.Ok.Bye.3.What is she going to do?She is going to go ice-skating.What are they going to do?They are going to wash clothes.He is going to draw pictures and make a snowman.They are going to go for a picnic.Page25What are you going to do today?I’m going to see a film tonight.I’m going to visit my grandparents this morning.I’m going to take a trip next week.I’m going to the supermarket this afternoon.Page261.John is on his way home.He sees Amy.What is Amy going to do?Is the ice cream for John?2.My cousin Jack is going to visit me next week.That’s nice.Where are you going?We aregoing to the cinema.We’re going to see a film about space travel!Cool!I have lots of comic books about space.When are you going?Next Wednesday.Why not go on Tuesday? It’s half price then!Really?Thank you!Page271.Where are we going?To the bookstore.I’m going to buy a new comic book.2.What are you going to buy,Sarah?I’m going to buy some word books.3.Can I help you?Yes.Do you have comic books?Yes!Here they are.Page281.What are these holiday?What do your family do on these days?Tell your partner about another time when your family get together.2.Dear Diary,Tomorrow is Mid-Autumn Festival.My family are going to get tighter and have a big dinner.My aunt is going to make mooncakes.My grandma will tell us a story about Chang’e.Robinand I going to read a poem.This is our poem:F is for family.We will all be tighter tonight.A is for autumn.It is the autumn season.M is for moon.We eat mooncakes and tell stories about the moon.I is for“i”.I am so happy today.L is for love.We love Mid-Autumn Festival.Y is for you.You can be tighter with your family too!Page311.What are you going to do tomorrow?I’m going to learn how to swim.Ok.I’ll teach you.2.Please don’t disturb me.I’m learning to swim.How can you learn to swim without goingto a pool?e on.Let’s go to the swimming pool.No!I’m afraid of water.4.Just jump in!Catch this.Practice and you will learn.Help!Help!5.Just try.This way…This way…Ok,now can you do it?6.Oh,it’s easy.We should always remember“Learn by doing.’。
人教PEP版六年级英语上册《Unit3_B_Read_and_write名师教案》
教材版本：P EP小学英语六年级上册第三单元课题内容Unit3My weekend planPart B Read and write主备人备课时间复备教师一、课程标准能借助图片读懂简单的故事或小短文，并养成按意群阅读的习惯。
能根据拼读的规律，读出简单的单词。
二、教材解析本课时分为读、写、语音三部分：第一部分要求学生阅读图片和文段并补全吴一凡和家人的活动安排表；第二部分为有意义的句子书写活动，要求书面补全句子之后并能口头表达出来；第三部分为语音练习，要求学生根据例词，选取阅读文段中有重音的单词并能朗读出来。
三、目标预设1. 能理解Read and write部分的信件，并根据信件内容回答文后的问题。
2. 能口头描述自己的家庭成员在中秋节的活动并写下来。
3. 能根据例词提示在文段中找到更多双音节单词或多音节单词，知道重音位置并能正确朗读出来。
四、重难点预设1. 重点：通过合作学习，能阅读短文并完成课后相应练习。
2. 难点：能复述信件内容，掌握单词的重读技巧。
五、评价设计1. 通过小组讨论、点名提问检测目标1的达成情况；2. 通过点名提问、展示检测目标2的达成情况；3. 通过听音跟读、找规律、点名读检测目标3的达成情况。
六、教学设计第5课时教学环节教学预设一、热身/复习（Warm-up/Revision）二、呈现新课（Presentation）三、趣味操练（Practice）1.Sing a song教师播放歌曲“What are you going to do?”，学生跟唱。
2.Free talk教师用含有what,where,when的特殊疑问句与学生进行问答练习。
Read and write1. 通过多媒体课件呈现本部分的三幅图片，简要说明并提问：Here are some pictures for some holidays.What holidays are they?Do you know their English names?2. 教师教读National Day,Spring Festival,Christmas后，组织学生讨论What do we often do on these holidays?交流在不同的节日不同的计划。
小学英语_Unit 3 Where did you go教学设计学情分析教材分析课后反思
教学设计教学目标：能力目标：1.学生能够运用所学过去式单词和短语对自己的思想和看法进行表达和交流。
2.学生能够运用What, How, Where,When等特殊疑问词所表达的例如What did ...do?Where did...go? How did...go there?等句型来对提出自己的疑问并进行表达。
3.学生能够理解故事内容。
情感态度、文化意识目标：1.学生能够理解故事所表达的Life is what you make it.生活是由自己创造的。
这种生活态度。
2.鼓励学生对自己的生活和学习充满信心。
教学过程：I．Greeting:Say Hello to the students and introduce the character Sue they’ll learn with.（设计意图：与学生打招呼，并对本节课的主人公Sue介绍给学生，渗透中心主线的同时引导学生进入良好的学习状态。
）II. Free-talk:Fun-time 1: Do you know?According to the pictures to review the phrases the students learnt.（设计意图：借助学生外出游玩的图片复习有关过去式的旧知，为接下来的学习搭建学习支架。
）III. Presentation:Step 1:Look at the pictures about Zoom and try to ask him some questions.（设计意图：通过让学生观察Zoom假期的图片，启发学生思考，让其初步感知所学，并通过自己的所看，尝试提出自己的所想。
）Step 2:Discuss the questions and try to write them down.Then ask the questions.（设计意图：鼓励学生讨论后把自己提出的问题记录下来，然后向大家提出自己的问题。
新课标pep小学英语六年级上册全册教学设计doc
新课标pep小学英语六年级上册全册教学设计docUnit6Thetoryofrain一、基本教学理念1．让学生成为学习的主体，养成良好的学习习惯和有效的学习策略。
2．创设生活化的情境，尽可能赋予语言意义。
让学生习得语言，在玩中学，在学中玩。
3．依据不同学生的特点，因材施教，调动学生的积极性，培养兴趣，符合其多元智能的发展。
二、设计思路以新课程为指导，教学活动力求以学生为主体，以话题为线索，以活动为中心，让学生通过做事，通过思考，通过合作来体验语言，体验生活，体验学习的过程与快乐，采用任务型教学，活动的形式与任务的驱动紧密结合，使学生在“用”中发展思维能力、创新意识和各种语言运用能力。
三、教材内容及目标分析1．Content1）Topic:cience2）SentenceStructure:HowdoyoudothatFirt,------then,------ne某t,------and,------3）Word:tream,vapor,eed,oil,prout,rain,cloud,un,plant2．MainPoint: ReadingofthetoryaboutwatercycleDifficultPoint:Thewaytodecribetheproce,e.g.Firt,------then,------ne某t,------and,------3．Goal1）知识目标：掌握课文单词和句子结构掌握音标//与//的长短区别读懂文章watercycle和painting，并能依照图片或范文进行仿写和填空2）能力目标：交流与合作日常生活常识的听说读写学习策略上学习归纳如何描述说明事物的过程“Firt,then,ne某t,and或者firt,econd,third,等等”3）情感目标：科学合理有效地安排生活中的事物顺序，能对过程及程序给出自己的建议，学会仔细观察和科学有效利用时间。
2通过对物质的几种形态变化的了解，培养学生的科学探究意识。
PEP人教版六年级英语上册全册教案(教学设计)
PEP小学英语六年级上册全册教案UNIT 1 How do you go there?第（1）课时教学内容 A Let’s learn Let’s play Let’s try教学目标1、学会Let’s learn部分的几个新单词。
2、会熟练运用How do you ….?进行问话。
重点、难点：新单词的学习。
教学准备单词卡片录音机和磁带教学过程1、新课准备音标拼读练习。
2、导入新课(1) 在黑板上画一辆自行车。
引出by bike---I go to school by bike.I go to school on foot.I go to school by bus.I go to Shanghai by plane.I go to Taiwan by ship.I go to Shanghai by train.Do you know Subway”? 引出Subway，in Shanghai, many people go to work by subway, because it’s cheap and convenient.(2) 利用上面的句子编一首chant.(3) 各种形式读chant(4) 老师不失时机地提出问题：How do you go to school?引导学生利用学过的句子回答。
3、练习(1) 听录音。
(2) 出示单词卡片，让学生根据单词卡片组织对话。
4、作业(1) 英语作业本。
修改意见第（2）课时教学内容Let’s talk C部分Let’s sing Task time教学目标1、能听、说、读、写四会掌握句子：How do you go to school? Usually I go to school on foot. SometimesI go by bike. 并能在情景中正确运用。
2、能够表述自己以何种方式上学并简单陈述原因。
教学重点难点重点：听、说、读、写句型：How do you go to school? Usually/Sometimes I go by…难点：学生书写四会句子并能简单陈述选择某种交通方式上学的原因教学准备录音机和磁带单词卡片教学过程1、热身（1）复习上一课时对话（2）放Let’s sing 的歌曲2、预习（1）教师出示单词卡片，提问：How do you go to school?（2）做Let’s try的题目。
PEP小学六年级英语上册Unit 3 what are you going to do L5课件
---What are you going to do ?
----I’m going to …
a pet shop a pet
a pet dog
on Sunday
---Where are you going…? ----I’m going to … ? ---What are you going to do ? ----I’m going to …
this afternoon tonight tomorrow this weekend on Saturday on Sunday on the weekend next week on Saturday evening in the morning in the afternoon in the evening
---What are you going to do ? ----I’m going to …
take a trip the Great Wall
this weekend
---What are you going to do …? ----I’m going to … ---Where are you going?
the theme park
on Saturday
--Where are you going…? ----I’m going to … ? ---What are you going to do ? ----I’m going to …
my grandparents’ home visit my grandparents on the weekend
----Where
is she going tomorrow?
----She’s going to a shoe shop ?
pep六年级英语上册Unit 3 My weekend plan 说课稿
Unit 3 My weekend plan 说课稿一、说教材（一）、教材内容：PEP版《小学英语》六年级下册第三单元a 部分的Let’s read，属于词组教学。
（二）、教材的地位: 本课时教材是在学习了一般将来时态是对一般将来时态的综合运用。
结合单元教学要求和本课特点，依据新课标中“知、过、情”三个维度，我将本课的教学目标确定为：1、知识目标：能正确运用用一般过去式描述周末的活动，能够完成书中的填空和排序练习。
2、能力目标：能够正确地阅读并理解文，能够在文本中提取关键信息。
3、情感目标：能够进一步提高学生对英语的学习热情及学习兴趣；鼓励学生积极主动参与课堂活动，大胆开口，主动模仿；在阅读中培养学生的团结合作意识。
二、说教法和学法(一)、理念设计：通过拓展文本，应用信息，促进学生学以致用，提升理解能力、口头交际能力和书面表达等综合能力。
（二）、教法设计：采用任务型教学法，通过pre-reading(铺垫知识，介绍背景，初步获取信息)，While-Reading(任务驱动，理解文本，获取信息)，Post-Reading(拓展运用，提升能力，应用信息) 让学生在完成任务的过程中，不断巩固所学新知，融会贯通地运用已知，达到综合运用。
（三）、学法指导：在学法指导上，重视多元智能教学理论、合作学习法和任务型语言学习法等。
在学习过程中,从学生的学习兴趣、生活经验和认知水平出发,倡导体验、实践、参与和交流的学习方式,培养学生的英语综合语言运用能力,主动思维,大胆实践,形成自主学习的能力。
（四）、教学手段：根据本课教材的特点,我除了采用常规的教学手段外,同时采用了现代教学技术,使学生的多种感官共同参与到整个学习过程中,激发学生的学习兴趣,提高课堂教学效率。
三、说教学过程Step 1: Warm-up1.Sing a song:<<Where are you going to do?>>2.师生问候，What day is it today? Which days do you like in a week?(根据有些学生答的Saturday or Sunday)板书weekend.3.教师出示动词短语图片，问：What do you often do on the weekend?4.再问：What are you going to do this weekend?学生答：I’m going to ....根据学生的回答，This lesson let’s learn 板书课题：My weekend plan part a let’s learn引入本单元be going to 句型。
人教PEP版小学英语六年级上册Unit 3A.Let's talk说课稿
Unit 3 My weekend planA Let’s talk说课稿一、说学情在教单词的时候，把以前所学的动词词组复习了，还有这节课的重点句型也操练过，基本没有难的，重点是培养学生的朗读技巧和运用能力。
二、说教学目标1能够在情景中运用What are/is…going to do? I’m…,He/She is going to…谈论周末活动计划。
2. 在小组合作中了解be going to表示将来计划的用法。
3. 能够树立需要在活动前做好合理计划的意识。
三、说重难点重点：能够在情景中运用What are/is…going to do? I’m…,He/She is going to…谈论周末活动计划。
难点：了解be going to表示将来计划的用法。
四、说教法创设情景，小组合作五、说教学过程Step1 warm-up1.Let’s sing. What are you going to do?学生拍手齐唱。
2.复习单词。
图片: take a trip see a filmgo to the supermarketvisit grandparents this morning3.Free talk.T: Tomorrow is Saturday. Let’s make a weekend plan. I’m going to wash my clothes thisSaturday morning.What are you going to do, XXX?Step2 Presentation1.接着学生的话说;You have a busy/happy day.课件呈现A Let’s talk的插图，介绍对话背景:It’s Saturday morning. Sarah is on the phone with Mike, They are talking about their plan for tomorrow.．What is Mike going to do tomorrow?What is Sarah going to do tomorrow?Look at the picture, can you guess?2.①Read the talk by yourself (完成表格)see a film go fishinghave an art lesson go swimming②师提问:What is he going to do tomorrow?He is going to…What is she going to do tomorrow?She is going to…(板书句子并解释：be going to的用法)③放动画，隐藏句子，让学生感知。
PEP小学英语六年级上册Unit...
PEP小学英语六年级上册Unit...PEP小学英语六年级上册Unit 3 My weekend plan Part B Read and write课堂实录执教：幸福益稼小学陈娜点评：县教研室李蔓蔓Step One: Warming up1. GreetingsT:Good morning ,boys and girls!Nice to meet you .S:Nice to meet you,too.T:How are you?S:I’m fine,thank you.2. Free-talkT:I am so happy,because tomorrow is the weekend .What are you going to do?S1、2 、3:I am going to see a film/ watch TV/ do my homework.T:Wow,these are our plans for the weekend.(由此引出课题)Step Two: Presentation1. 初步感知文本。
T: Look at the picture .What are these holidays?Ss:National Holiday ,Spring Festival,Christmas Day,Father's Day,Mother's Day,Children’s day.(1) Show them another picture of “Mid-Autumn Festival”.T:What holiday is it?S:Mid-Autumn Festival.(用大小声带读此单词)(设计意图：通过观看以前学过的节日图片自然地引入到“Mid-Autumn Festival”。
) T:What do your family do on this holiday?S1:Have a big dinner.S2:Eat mooncakes.(2)Read and answer.T:Now suppose tomorrow were Mid-Autumn Festival. This is Wu Yifan's diary. Let's listen to the diary.(教师播放课文朗读视频并用课件呈现问题)T:What are Wu Yifan's family go ing to do? Let’s listen to it.S:His family will get together.（讲解并板书will →be going to）T: You see ,the answer is “will get together”, the question is “What are Wu Yifan's family going to do?”Ｗe can know “will”is as same as “be going to”。