《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，去参加外教的生日带什么礼物。
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，我们可以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、活动用书等
六、教学设计
Step 1 Warming up
1.Greetings
T: In this class, 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 ?
T: Who won’t visit Ryan tomorrow? What will you do tomorrow?
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.Teacher says some sentences, let students say true or false.
2. Listen and repeat, try to imitate. (Watch the video and repeat)
3. Books open, and read in roles, T—dad, Boys— Sam, Girls—Amy.
4. Read the dialogue by themselves and circle the word “will”.
5. Complete the texts with the missing 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 classroom?
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。
（接受宋巧珍老师的建议：游戏时间控制在5分钟之内，选择4—5个气球即可。）
Step 5: Practice——Discussion: 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 discuss in groups.
T gives a demo first with three 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 guess what I will take for him?
S1 and S2 guess: 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, discuss 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.
(此环节接受卢英苗老师和宋巧珍老师提出的建议：让学生尽可能地完成贺卡，如果没有时间笔头练习，改为参照Bobby的示范小作文，让学生口头练习。)
【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.
《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，去参加外教的生日带什么礼物。
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，我们可以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、活动用书等
六、教学设计
Step 1 Warming up
1.Greetings
T: In this class, 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 ?
T: Who won’t visit Ryan tomorrow? What will you do tomorrow?
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.Teacher says some sentences, let students say true or false.
2. Listen and repeat, try to imitate. (Watch the video and repeat)
3. Books open, and read in roles, T—dad, Boys— Sam, Girls—Amy.
4. Read the dialogue by themselves and circle the word “will”.
5. Complete the texts with the missing 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 classroom?
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。
（接受宋巧珍老师的建议：游戏时间控制在5分钟之内，选择4—5个气球即可。）
Step 5: Practice——Discussion: 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 discuss in groups.
T gives a demo first with three 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 guess what I will take for him?
S1 and S2 guess: 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, discuss 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.
(此环节接受卢英苗老师和宋巧珍老师提出的建议：让学生尽可能地完成贺卡，如果没有时间笔头练习，改为参照Bobby的示范小作文，让学生口头练习。)
【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.