Unit 1 When are we going to eat?ppt配套的教案及板书设计

Module 2

Unit 1 When are we going to eat? 一

、教材分析

本教材是由外语教学与研究出版社出版的九年义务教育课程标准实验教科书。本课是五年级上册Module2.Unit1中的内容，我借助“任务型”教学采用多样化的教学手段将听、说、读、练、写溶于一体，引导学生培养学习英语的兴趣、习惯和态度及愿望，使学生通过课堂学习后能正确运用所学句型谈论计划，简单描述天气。增强学生学习英语的兴趣和自信心，为初中英语学习进行良好的铺垫和衔接。

二

、学情分析

根据《英语新课程标准》的要求，小学阶段的英语主要是激发学生学习英语的兴趣；培养学生对英语学习的兴趣，让他们建立学习英语的自信心，充分调动学生学习英语的积极性；同时培养学生一定的语感和良好的语音、语调，为今后进一步学习英语打好基础。但作为小学最高段六年级的学生来说，英语课堂不再是如何活跃如何愉悦，而是要更准确更有效的掌握基础英语知识。所以，我采用给英语学困生更多的巩固机会，课堂面向全体学生，并帮助基础较好的学生进行拓展。并且我的英语课堂要求全体学生全面综合发展，每一堂英语课我都会联系实际生活引导学生学会生活，提高学习素质和修养。比如我们上周上过的第一模块What do you want to eat ?引导学生不能挑食，主义健康均衡饮食。单词please 可以引导帮助孩子做文明懂礼貌

的小学生，学会体贴感恩妈妈，吃饭时记得妈妈做饭的辛苦。这样长期教育引导可以让孩子既学会了知识，又学会了做人。

三、教学目标

知识与技能目标

(一) 能听说读写本课的生词：later/go to /duck pond、cloud、dry/like /look like/stay理解课文大意并能准确的认读课文。

（二）在复习巩固be going to 句型的基础上掌握文中的重点句型：When are we going to eat? We are going to eat at half past twelve. What are we going to do now? We are going to +动词原形

四、

过程与方法目标

（一）借助自制单词卡片以及问题条、课文中的图片来理解并认读本课所学的单词。

(二)通过回顾复习be going to 句型、提问的方式来理解文中的重点句型。

(三)通过多次跟读(全班跟读)分角色认读以及部分学生上台展示来达到对课文的熟读。

情感、态度与价值观目标

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。

(四)课堂联系实际生活：合理安排时间，改掉“拖延”习惯，学会自控，学会合理安排时间与生活，做自己生活的主人。（早睡早起，增强意志力。老师介绍自己的方法：锻炼与深呼吸身体和大脑是协调

一致的。只要是你想做的，就是最好的起点。散步、阅读、游泳，甚至是精神饱满的整理自己的书桌或者逛书店，都可以是有效的锻炼途径。）

五、教学重点

（一）能听说读写本课的生词：later/go to /duck pond、cloud、dry/like /look like/stay理解课文大意并能准确的认读课文。

（二）复习并巩固be going to 句型，尤其是特殊疑问句的应用。When are we going to eat?回顾“There be”句型。

教学难点

课文的理解和词汇的记忆。

课标要求

在学习中善于利用图画或非语言信息来理解单词或句子的意思。

教学方法：

借助图片、跟读模仿、用提问的方式引导孩子们自己进去并掌握知识目标。

知识链接

以前所学的be going to

句（一般将来时的运用）

六、教学过程

Step 1:Warm –up: 师展示一个苹果并提问“What’s this?”生回答“It’s an apple.”指一学生提问“Do you want to eat the apple?”

生回答“No,I don’t.”接着提问“What kind of fruit do you want to eat?”生回答“I want to eat…”接着问“Do you want to eat a hamburger for lunch now?”生回答“No.”

师“Why not?”生回答“不敢，正在上课”。师“Yes,it’s class time now(是的，现在是上课时间)”最后提问“When are we going to eat?”生回答“下课After class./At half past twelve.十二点半”引入新课

Step 2:课文导入并出示目标

T: OK, today we are going to learn a new lesson, M2U1

When are we going to eat?板书课题后,师转身很惊讶的问同学们“Where are

Daming and Simon?”（边数学生Count the students.）生边找边说着where,而后回答“In the books.”师“really？Please open your books on page 8.Waooh,they are in the books.Now let’s do a game .Plesae close your books and eyes.After three seconds please open your eyes,you will see Daming and Simon on the screen.Are you ready? S:Yes. T:Three

two

one .Open your eyes. S:Waoh…

T: Boys and girls, Who can you see in this picture? S: Daming and Simon.Adog. T: You are right, Do you know what are they going to do ? S: Get up; have breakfast ; no,have lunch

T:Yes,get up ,have breakfast . I heard someone said have kunch.why?Isn’t it supposed to have breakfast first in the morning?(早上起床不是应该先吃早餐吗？)Simon gets up late. S:He gets up late.(他起床迟到了)

T:(Ok,boys and girls .go to bed early and get up early .If you don’t ,you will miss breakfast.In fact ,breakfast is very important to us.Remember it!同学们，要早睡早起，不然你会错过早餐。事实上，早餐对我们非常重要。记住啊！) T:Now listen and answer “What time is it when he get up?”

S:At half past eleven. T:Good.Now say and play (Guide the students to say the sentences in this part.) Step 3: Presentation(课文学习分为三部分：第一部分引出野餐的事。第二部分讲去野餐及途中。第三部分讲天气变化影响了野餐，食物被鸭子吃了，孩子们依然饿着) T：Can you guess what happened next?It’s a beautiful day Will they go out ang play? S:Yes .They ‘re going to play football .Go to the park…(引导学生说出去公园。

T: Right ,I Agree.In fact ,Simon’s mum will take them to have a picnic.Let’go and see. 1、Frist,listen and circle the words that you can’t read and circle “be going to…”,then answer my questions below(设计意图：在学习课文前，让学生边听边仔细观察图片，对课文有个初步印象，然后设疑：让学生带着好奇心进一步学习课文。通过提问，引导学生们主动思考并说出对话中的内容):

T: Where are they? S: They are in the park T: What are they going to do in the park? S: They are going to have a picnic. T: Do they have a good picnic?

S：No. T: what’s their picnic going to be? 2. 解析课文

Part one T:Now,let’s parse the text together .Frist of all,Simon’s mum told them a good news.What does she say ?(引导学生自己读出书中的句子)(另外叫学生们边理解课文边圈出新单词以及“Be going to”句型) S: “Let’s have a picnic in the park today.”

T：Then ,they’re going to have a picnic. (接下来依然通过提问的方式让学生读出文中句子) T: When are they going to eat? S:At half past twelve. T: What time is it now ? S:At half past eleven. T:From half past eleven to half past twelve , what are they going to do ? S: They are going to have a picnic. T:what are they going to see ?

S:Some ducks. T:what are the ducks like ? S:Lovely. Part2 (依然通过提问引导学生说出这一部分的句子并解析)

T：What time is it now? S:At half past twelve What’s happening ? read！

S: It’s

raining.

T: Where are they going to go when it’s raining? S: They are going over there. T:How’s their picnic? S:食物都潮湿了（老师趁此说出the food is wet为后面的新单词dry 做铺垫。一对反义词）

T: We know it’s raining now , so their food is wet. look at the ducks , they are eating their picnic. Do you think they have a good picnic? Why ? S:No.It’s raining .They are going to stay hungry. (设计意图：

以时间为线索，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 ? 总结提问的形式又回到课前预设的问题中，从而让学生更准确理解课文) 3、Listen to the text again,then read the text together . 4、Ask some groups show their conversations.

5.Language points. 6.Practise. Step4: Summary（见课件）

1.在规定的时间内完成总结并书写在每组简报上。找优秀组上前展示并自主讲解。

2、老师补充、总结。

Step5:Homework(见课件) Step6:致谢听课老师并对学生们的学习成果进行评价奖励（课件用激励的英语做背景，用《明天会更好》的音乐衬托氛围。）

Step6: blackboard design

Unit1

When are we going to eat?

教

学

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原州区五小

李蕾计