教师板书并教学：I’m/You’re/She’s/He’s going to have a busy weekend.
教师在歌曲中引领学生进入英语课堂，并通过歌曲和自由对话复习了本单元的新授句型和词组，同时巧妙渗透了教学第一人称和第三人称句型的转换，在反复的总结中新授了短语have a weekend.
1.教师通过教学媒体资源把Let’s read 的内容呈现给学生，教师边呈现边说“Is Liu Yun going to have a busy weekend?”之后教师让学生听课文录音回答下列问题：
What is Liu Yun going to do on Saturday?
What is she going to buy?
What is she going to do at home?
What is she going to do on Sunday?
Who is she going with?
What is she going to do in the evening?
What is she going to have a busy weekend?
听完录音后，教师让学生自主选择问题进行回答。
带着问题听录音是训练学生听力的有效方式，学生自主选择问题进行回答降低了难度，达到初步感知文章的目的。
2.教师再放两遍录音，让学生逐句跟读，然后小组谈论问题答案，师生共同讨论，找出最佳答案。
3.学生自由朗读课文，先让学生独立完成Liu Yun’s weekend plan，然后在组内讨论，交流。最后教师通过教学媒体资源把Liu Yun’s weekend plan 的图表呈现给学生，
读懂并读熟短文，同时进行必要的书写练习是阅读课的要求。课堂上有效地指导学生进行朗读能力和阅读能力的培养。
教师请每名学生在一张小纸条上写下自己的周末安排（1～2项），如：“I’m going to play ping-pang on the weekend.”随后在教室里自由询问：“What are you going to do on the weekend?”如果遇到相同安排的学生便说：“Great! We can play together.”再一起去问其他同学，看谁的伙伴最多，最后小伙伴们一起向教师和其他同学汇报自己的周末安排。
学生运用所学知识独立完成周末活动计划，进行了必要的书写练习，同时根据语言为交际所用原则设计了找伙伴游戏，不但巩固了所学知识，而且培养了学生创造性使用语言的能力。
1. 教师把部分的教学挂图呈现给学生，让学生听录音，着重注意红体字的读音，让学生感知音标的音与形。
2.播放完毕，教师让学生看单词，然后教师示范朗读，让学生仔细对照口型大声跟读。教师在学生模仿朗读过程中对学生出现的错误要给予及时的纠正和指导。
3.教师让学生独立完成连线练习，然后订正答案。
教师和学生一起总结本课时的教学重点。
1.学生朗读部分的例词，并试着找出更多的例词，同学之间互相交流，
2.采访一家人的周末活动安排，并用英语做好记录。
【】
1.能够听、说、读、写句子：What are you going to do? I ’m going to buy an English book in the bookstore. When are you going this afternoon? 并能在现实生活中灵活运用，做到语调自然，语音准确。
2.能够听、说、认读单词和词组：dictionary, post card, newspaper, magazine, comic book,并能够书写词组post card, newspaper, 和comic book.
3.能够运用所学句型What are you going to do ?I’m going to buy …, 进行Let’s play 部分的购物活动。
4.能够了解Good to know部分的知识。
【】
1.听、说、读、写有关书籍的四会单词和短语。
2.能够在现实生活中灵活运用句型What are you going to do? I ’m going to buy an English book in the bookstore. When are you going this afternoon? 力求做到语音准确，语调自然。
【】
1.与本课时相关的教学挂图。
2.录音机和本单元的教学录音带。
3.准备本课的词组卡片。
4.教师准备一个书架。
5.教师准备作为奖励的小奖品。
【】
1.Sing the song《What are you going to do?》
2. Let’s chant.
教师通过教学媒体资源给学生重现前面学过的Let’s chant.部分。
在愉快的歌声和明快的chant中引领学生进入英语课堂，快速集中学生的注意力，激发学生的学习兴趣，活跃课堂气氛，同时复习了be going to do 句型。
1.教师让学生快速朗读课本30页的“Let’s read”部分，然后根据课文内容，快速问答，并教学post card, comic book。
Is she going to the cinema?
Is she going to the park?
Is she going to the bookstore?
Is she going to buy a new CD? (出示实物教学单词post card,并进行拼读)
Is she going to buy a post card? （出示实物教学单词comic book,并进行拼读）
Is she going to buy some story-books?
在复习中引出并教学部分新的单词。体现了分散教学的教学原则，降低了学生接受新知的难度。
2.教师介绍自己的书店，通过教学挂图教学单词dictionary, newspaper, magazine,
复习有关单词，如comic book, Chinese book, English book, math book, story book, notebook, post card
T: Liu Yun has a busy weekend. What am I going to do this weekend, can you guess?
学生猜测后，教师扮演书店的老板，出示准备好的书架。
T: Look, I have a bookstore. I am the boss. Welcome to my bookstore. There are many kinds of books here. What books?
学生回答，复习有关书籍单词，然后教师边出示实物边教学单词：dictionary, newspaper, magazine, post card, comic book,然后就每个单词做对话练习。
Magazine
T: I like reading magazines. Are you going to read magazine this evening?
S: Yes. /No.
T: When are you going to read?
S: …
Post card
T: When are you going to buy a post card?
S: New Year’s Day/Teachers’ Day/…
T: Where can we send the post card?
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