Unit 1 When are we going to eat?优秀获奖教案

教学内容分析

本课教学内容为义务教育教科书（外研版），小学英语六年级下册（三年级起点）：Module2 Unit1 When are you going to eat? 课的内容是通过了解DaMing, Simon和Simon的妈妈出去野餐发生的一系列事情学习如何运用When are you going to...? We are going to...这样的句型来询问意图和计划。教师可借助多媒体手段让学生在情境中学习语言，使用语言，增强语言学习的趣味性，激发学生学习的积极性。

学情分析

学生已经学习了一些有关于时间的表达方法，并且会用一般将来时be going to的句型去谈论自己的意图和计划。但是有一部分学生对时间的表达方法以及一般现在时掌握和运用的不是太熟练，希望通过本节课的学习，能够在原有知识的基础上得到提升和巩固。

教学目标

知识目标

1.

能听说读写本课的生词：later, pond, cloud, dry, look like, stay。

2.

在复习巩固be going to句型的基础上掌握重点句型：When are you going to eat?We are going to eat at half past twelve. 3.

理解课文大意并能准确的认读课文。

能力目标

大部分学生能够在恰当的语境下用When are you going to...?

I/We are going to谈论自己的计划和意图。

情感态度目标

1.

在学习过程中渗透热爱生活，热爱旅行的美育教育。

2.

在学习过程中能够让学生意识到要对事情有所计划和安排。

教学重难点

1.

重点

学生能够理解课文大意并准确的朗读课文，并能够运用本课的重点句型：When are you going to ...? We are going to...谈论自己的计划和意图。

2.

难点

学生能够在恰当的语境下用When are you going to...?

I/We are going to谈论自己的计划和意图。

教学准备

课件，人物头饰，卡纸，课文资料。

教学过程

一

Warming-up 1.

Greetings T：Boys and girls,how are you today? Ss: I’m fine.How about you? T:

I’m fine too. So are you ready for the class? Ss: Yes! 2.

Sing a song “what are you going to do?”

设计意图：

以一首欢快的英文歌曲做热身活动，营造课堂氛围的同时为本课的

学习内容做铺垫。

二, Presentation 1.Free talk T：Do you like to have a picnic,why? S1: Yes, I like to have a picnic.Because I can play with my friends. S2: Me too. I can eat lots of delicious foods. S3: Of course I like picnic.Because I can enjoy the beautiful nature. ... 设计意图：

以一个简单的问题Do you like to have a picnic让学生联想到自己的生活，在谈论喜欢或者不喜欢野炊的理由的过程中自然过渡到本课要学习的故事的主题。

2.Learn the text. T: OK, DaMing, Simon and Simon’s mother are going to have a picnic. (教师将DaMing, Simon和Simon妈妈的头像贴在黑板下方) T：Let’s see a video,and try to know what happened to them? ①

Watch and answer. T: After watching the video, there is a question for you? Question:Where are they going to have a picnic? After watching the video T: Who can answer the question？

S1:They are going to have a picnic in a park (教师将用来表示关键信息的Where,park和have a picnic板书贴在相应的位置上。)

设计意图：

带着任务观看视频可以使学生在有画面感且真实的情景中整体感知故事内容，并且获取一些有效且关键的信息。为接下来对故事的深入学习做好铺垫。

②Listen and read. T: Let’s listen and read after the tape,OK? Ss: Yes. （教师逐句播放故事音频，学生跟着字幕朗读。在跟读过程中，教师重点教读cloud ,pond和dry三个单词，并将词卡贴在黑板相应位置。）

设计意图：

为了达到让学生能够准确的认读课文的教学目标，利用多媒体技术将课文音频逐句分开播放并配以颜色鲜艳渐变的字幕，学生在跟读的过程中能够做到有效的输入。

③Group-work T: Boys and girls, now please read the text by yourself and then work with your partner to act it out. After a while... 三个同学一组到讲台上进行给故事视频配音的活动。

设计意图：

跟读是输入的过程，通过自读，小组合作朗读，表演的学习模式检验学生的输出情况。其次，学生对诸如英语配音此类的活动有浓厚的兴趣，在表演的过程中激发了学生学习英语的兴趣，调动学生的积极性。

④Read and answer T: After listen and repeat the text.There are two questions for you guys. The first one is when are they going to eat lunch? （教师将when词卡贴在黑板上。）

S1：They are going to eat lunch at half past twelve. T：Yes,and Simon is hungry at half past eleven. (教师将11:30-12：30的词卡贴在相应位置上。) T: And Do they finish their lunch? S1:No, they don’t. T: Why? (课件上出示课文里的图片) S1：Because it is raining. T：Well done. (教师将表示天气的词卡贴在相应位置) S2:The ducks eat their lunch at last.

T: Excellent! （教师将The ducks eat their lunch at last.的词卡贴在黑板相应位置。）

T:All of you did a good job. Now, you can see this is the mind map of the

whole story. 设计意图：

通过学生回答跟文章相关的两个问题，一同完成故事的思维导图，在这个过程中学生对故事的脉络发展有了更加清晰的了解，为接下来的环节做好铺垫。

⑤Group-work T:According to the mind map, please work with your partners to retell the story in your own words.

S1: DaMing, Simon and Simon’s mother are going to have a picnic in a park.

S2: There are some ducks on the pond. One group

S3: They are going to eat at half past twelve.

S4: There are some duck clouds in the sky, It is going to rain.

S5: The ducks eat their lunch at last. 设计意图：

通过对课文的听，说，读的过程，学生对整个故事情节已经有了深入的了解，再根据黑板上呈现的课文的思维导图复述整个故事，是对他们概括能力，口语表达能力的一种提升。

⑥Think and discuss T: This is the whole story, so do you think they have a good day, why?

S1: I don’t think so. Because the weather is bad. S2: I think it is just so so, the ducks eat their lunch, they are hungry. T: Most of you think they don’t have a good day, I’m agree with you. So if we change the story and give it a happy ending, what are you going to do? T: If you are mother, what are you going to do? S1: if I am the mother, I am going to watch the weather report before we go. S2: I am going to bring the foods to the dry place. T:If you are Simon ,what are you going to do? S1: I am going to get up early and eat breakfast. T: If you are Daming, what are you going to do? S1: I am going to persuade them to eat early. T: Yes , you did a good job,and you are a good writer of the story. Different choice makes different consequences. 设计意图：

六年级的学生已经具备了一定的思辨能力，学习的过程也是内化的过程。学完一个故事，要对故事有所思考，有所启发。这样一个改写故事并赋予它一个快乐结局的活动会让学生有所思考，如果在做事情之前能够有安排和计划，或者做出不同的选择就会产生不一样的结果。

三、Practice

1.

Group-work T：If you are going to plant trees, have a picnic,fly a kite or climb mountains, what kind of preparatory work(准备工作) should you do? Please discuss with your partners and write down on your paper. 学生合作完成本组出行所要做的准备工作，最后派代表上台展示他们的卡片并朗读。教师将卡片上台的同学的卡片贴在黑板上。

设计意图：

故事的主人公因为没有做好准备工作出行导致结果不好，设计一个在具体情景下出行的活动并让学生做准备工作。训练句型的同时在点滴中给学生渗透了热爱旅行并且要做好出行计划的美育教育。

作业设计：

1.Write down the new words on you exercise book. 2.Read the text for your parents. 3.Make your family plan. 板书设计：

教学反思

本课教学内容为义务教育教科书（外研版），小学英语六年级下册（三年级起点）：Module2 Unit1 When are you going to eat? 课的内容是通过了解DaMing, Simon和Simon的妈妈出去野餐发生的一系列事情学习如何运用When are you going to...? We are going to...这样的句型来询问意图和计划。在整节课中，我采用多种教学方式，并且充分运用多媒体技术辅助教学，学生的学习积极性一直很高，活动效果非常明显。反思整个教学过程，我认为本节课充分体现了教室的主导

作用，学生的主体作用。在课堂上，我始终起主导作用，是引导者。例如：在导入部分以一个问题Do you like to have a picnic？激发学生并联系自己的生活实际去自由发言。又如：在看视频回答问题，跟读课文的过程中以三个问题让学生理清思路，逐渐呈现这篇课文的思维导图。在拓展环节，学生反思为什么课文的主人公没有一个很好的野餐经历从而想到如果自己要户外活动，联系生活实际应该做一些什么样的准备工作。教学方法灵活多样，充分运用现代信息技术，对课文视频处理后让学生进行配音活动，训练学生语音语调，增加趣味性。

反思整个课堂，本节课也有很多不足之处。教师与学生的情感交流方式要丰富一些，课堂评价用语过于单一，也可以运用肢体表达方式。今后也要不断的学习，让信息技术能够不断地融入到我的课堂教学中去。