Unit 1 When are we going to eat?教学设计范文

Module 2 Unit 1 When are we going to eat? 教

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Ⅰ.Topic（标题）: When are we going to eat?（新标准英语

六年级下）

Ⅱ.Teaching materials（内容）: When are we going to eat? I’m going to ---at---- Ⅲ.The analysis of the textbook（教材分析）. 本节课的教学内容为新标准英语(三起点)六年级下册Module2 Unit1 When are we going to eat?一课的对话教学,本节课以Daming, Simon以及Simon’s Mum去野餐时的对话为教学内容。

Ⅳ.Analysis of the situation（学情分析）.

这节课的内容与学生的日常生活紧密相关,学生比较感兴趣,之前学生已经学习了一些关于学习和生活活动的内容,在前面的学习中已经学习了“be going to ”句型,因此本节课的教学内容对他们来讲不是很难。六年级学生的模仿力、记忆力强、爱玩、爱游戏、爱活动、爱表演,视觉和听觉的感受性已发展到一定水平,感知事物的目的性比童年阶段明确,已从具体形象思维向抽象逻辑思维过渡,但仍然是同直接与感性经验相联系,仍然具有很大成分的具体形象性,仍习惯于模仿实际动作,而且往往对自己的能力估计过高。

Ⅴ.Teaching aims（教学目标）.

Knowledge objectives （知识目标）

(1) 巩固掌握:later / to go / pond / cloud /dry / like / look like /stay词汇

(2) 学习运用be going to 句型。

2. Competence objectives. (能力目标) 能运用句型:When are we going to eat?询问他人的活动计划并掌握回答: We are going to ... at ….

3. Emotion objectives.（情感态度）

(1)培养学生善于观察生活、体会生活中的语言,对生活中常用句子的理解和应用。

(2)使学生积极运用所学英语进行表达和交流,并培养合作学习的精神。

4. Learning strategy.（学习策略）

对所学内容能主动复习和归纳。

5. Cultural Awareness. (文化意识) 知道英语国家中典型的食品和饮料的名称。

Ⅵ

.Important points.（教学重点）

(1)单词—later/ to go / pond /cloud/dry/like /look like/stay. (2)句型--能听懂会说本课语言:“When are we going to eat? At twelve o’clock.”并能够用这样的句子进行问答练习。

Ⅶ

.Difficult points.(教学难点). (1)使用be going to 句型表达某一时间的计划是本节课的难点之一。

(2)比较熟练地运用本课的交际用语进行拓展交际。

Ⅷ.Teaching method（教学方法）

the Activities Teaching Method(活动教学法)，the Situational Teaching Method(情境教学法). Ⅸ.Teaching tools（教具）

PPT Ⅹ.Teaching process（教学过程）

Step 1 Warm –up and Revision

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Show the photos and say the activities. Discuss the photos. T: What is she going to do? What is she doing? (设计意图：通过短语的复习以及两个时态的问答，让学生对两个时态有初步了解并进行区分，为本课的学习奠下良好的语法基础。) 2.师课件出示一时钟的图片. T: What time is it? S: It’s half past eleven. T: Guess, What are they doing? S: They are having a picnic.

T: Today we are going to learn Module 2 Unit 1 when are we going to eat? Please read after me. S: when are we going to eat? (设计意图：通过对时间的复习，为本课学习打下基础) 3. The time schedule in the new term. T: What time is it? S: ----- （设计意图: 由复习时间的表达，过渡到When are you going to---?让学生复习be going to 句型，为下文的学习打下基础,利用电子白板提供学习和生活中的活动场景，让学生学以致用，运用本节课所学的语言进行交际问答,在复习时间和操练句型的同时,讲授短语to go,学生很自然的接受这个词组,同时教育学生在新学期伊始养成良好的作息习惯。) 4. Practise in pairs. （设计意图:继续操练句型, 同时也复习了有关学习和生活活动的动词短语,主要是激发学生的学习积极性和营造良好的英语学习氛围）

Step 2 Presentation

1. T: Let’s look at this picture:

T: Who can you see in this picture? S: Daming, Simon and Simon’s mum.

T: You are right. Do you know what are they going to do? S: They are going to have a picnic.

T: Yes, they are going to have a picnic, do you know what’s their picnic going to be? Now we are

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going to listen, and find out the answer. (设计意图：在学习课文前，让学生仔细观察图片，对课文有个初步印象，然后设疑：What’s their picnic going to be ?让学生带着好奇心进一步学习课文) 2. T: What’s this? Where are the ducks? Describe the photo. (通过图片，学习duck ,pond 单词，再一次出示图片让学生进行描述图片，充分利用there be 句型，为第三模块的描述图片做铺垫。) 3. T: What’s the weather going to be?

Describe the photo (通过图片，学习cloud 单词，再一次出示图片让学生进行描述图片充分利用there be 句型，为第三模块的描述图片做铺垫。) It’s going to rain. 4. Make a difference between two photos. It’s going to rain. It’s raining now. (设计意图：通过两幅图片的对比，让学生更加清晰对两种时态的理解以及语用) 5. T: What’s happening when they are eating their picnic? It’s raining. The ducks are eating their sandwiches. T: We know it’s raining now, the food is wet. It looks like they’re going to stay hungry .where are they going? T: Where are they going? S: They are going over there. 6. (1) Watch the cartoon and answer the questions.

(设计意图：采用借助图片，师生问答的形式对be going to .. 展开教学活动，从而理解课文大意,最后以How is their picnic ? 总结提问的形式从而让学生更准确理解课文) (2)Listen and repeat. 再次播放课文录音,请学生跟读。

(3) T: Do they take umbrellas? 不管做什么样的事情，也不管面对的是什么样的情况，都要在事前做好充分的准备。要知道，只有在做好准备的情况下，才会有事半功倍的效果。如果一个人在没有任何准备的情况下去做一件事情的话，不但成功的机会不大，甚至还会有更糟糕的事情发生。

(设计意图：通过西蒙的野餐经历，对学生进行思想教育，做事情之前要做好准备) 7.

Disambiguation

Step 3.Practice

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Fill in the blanks and write down. Daming, Simon and Simon’s mum are going to have a _____ in the park. It’s only ____ past eleven. They are going to eat at half past twelve. There is one hour _______. There are some _____ on the ______. And there are some dark ______ in the sky. It’s ________ now. The ducks are eating their sandwiches. It looks _____ they’re going to stay ______. (设计意图：

通过填写单词的形式对课文进行跟深一步的理解，同时考察孩子对单词的拼写能力) Step 4 Consolidation and extent ion How to talk about a plan(计划）? 1.

Analysis the plan (it includes the time, place , people, weather , things) 2.

Describe your weekend plan. (设计意图：

先为学生提供书写的框架，并给予举例，再通过自己身边的游玩去处进行书写自己的周末计划，锻炼孩子书写能力的培养。) Step 5 Sum up

What have you learned in this class?

When ?

One hour to go.

What ?

There are some ducks on the pond.

There are some dark clouds in the sky.

Where?

What about the weather? It’s going to rain.

It’s raining.

Step 6 Homework 1. Remember the new words. 2. Read the text three times. 3. Make a weekend plan. 板书设计

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