Unit 1 When are we going to eat?多媒体教案及点评

课题 M2 U1 When are we going to eat? 教学目标: 知识与技能目标 : 1.全体学生

能听说读写本课的生词：later/go to /duck pond、cloud、dry/like /look like/stay 2.全体学生理解课文大意并能准确的认读课文。

3.98%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

过程与方法目标

：

1. 借助单词卡片、课文中的图片来理解并认读本课所学的单词。

2. 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。

3. 通过多次跟读、小组内分角色认读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。

教学重点：

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

2. 四会文中的词汇。

3. 复习并巩固be going to 句型，尤其是特殊疑问句的应用。

教学难点：

1、

课文的理解和词汇的记忆课标要求

。2 2、

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、提问知识链接 以前所学的be going to 句型

教

学

过

程：

Step 1:Warm –up: 课件出示一时钟的图片并显示不同的时间。

T: What time is it ? S: It’s …

T: What are you going to do at four o’clock this afternoon?

S: I am going to …(师引导学生用be going to 作答，从而回顾以前所学的be going to 句型) （设计意图; 由复习时间的表达，过渡到What are you going to do at four o’clock in this afternoon ?让学生复习be going to 句型，为下文的学习打下基础）

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?.(出示课题)，first let’s look at our aims about this class.(课件展示) Ok, 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. ( 师出示野餐的图片并领读picnic---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 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) Step 3: Presentation(课文学习) 1. Look and listen then circle the words that you can’t read and circle : “be going to …”(整体感知课文) 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? T: ok, let’s talk about the picnic.

2. 解析课文

Listen part 1 and ask : T: What time is it now ? And when are they going to eat? S:At half past twelve.( 师课件出示12点和12点半的图片并进行领读和拼读记忆) 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’s the weather going to be like ?

S: It’s going to rain .(引导学生用It’s going to rain ,并板书

T：But Simon’s mum says: It’s a beautiful day. And what are they going to see ?

S: They are going to see some ducks. T: You listen, what are the ducks like ? S: They are … ( 师板书lovely,并领读、拼读、记忆) T：

Look at part2 , What’s happening ? listen！

S: It’s raining. T: Where are they going ? S: They are going over there. T: look at the ducks , they are eating their picnic. We know it’s raining now , so their food is wet

How is their picnic ? Do you think they have a good picnic? Why ? (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) Step 4 : 集中操练词汇的认读和书写

1. 课件出示文中的生词

2. 师领读，优生领读，小组内互读，互相拼读，检查记忆

Step 5: Read the text 1. listen and repeat the text.(跟读，注意语音语调的模仿) 2. 小组内互读，注意相互纠错。

3. 小组内分角色朗读课文。

Step 5: 重点句子的理解

课件出示文中的重点语句，师进行领读、引导生理解后，生记忆。

Step6: Summary This class we learnt some new words and phrases: Teacher says Chinese, students say English (课件展示) Main sentences: be going to …

Step7: Do exercises: 1. 练习书写本课所学的生词：（见课件）

2. 根据课文大意

填空

Daming ,Simon and Simon’s Mum are going to have a picnic in a park. It’s________ past eleven. There is one hour to go. They are going to eat at half past twelve. There are some _______ on the pond. They are __________.And there are some dark ________in the sky．It’s _______now. The ducks are eating our sandwiches .They are __________. Step7: Homework

1.

掌握并背诵本课重点单词和句型。

2.

完成新课堂本课的相关练习。

板书设计：

Module2 Unit 1 When are we going to eat?

When are we going to eat?

We’re going to eat at half past twelve.

You’re going to stay hungry.

When

are we going to eat?教学反思

1新课程标准提倡任务型教学。在本课的教学初始，任务的呈现是：这个周末你打算去哪里玩，你有什么样的计划，最后看看我们能不能一起去。但是在第二课时结束本课教学时，此任务的提出并没有达到理想的效果（展示的学生只能在一次又一次的模仿我与示范学生的对话内容，并没有更深入的拓展出要得到的效果，仅仅局限在本课内容的对话上）。

2第一课时，热身和导入环节时间17分钟，文本对话学习12分钟，配套练习5分钟，整个时间的设置与教案设计不太一样。可见在备课时没有考虑到学生对已学知识的掌握程度，导致What do you do in your spare time? 对动词/词组的复习以及What are you going to do this weekend? 的回答、be going to 的使用上占去相当长时间，以致文本刚开展下课时间响起。教学重点偏离，没有实现高效课堂。

3第二课时中重点放在对文本的理解运用，When are we going to eat? What are we going to do? 但是拓展的又相对少，仅仅拘泥于对课本第四部分的掌握。第二课时没有课堂练习达标题的设计环节，也是需要改进。