Unit 1 When are we going to eat?教学设计及教案分析

Module 2

Unit 1 When are we going to eat? 教学设计

一、教学目标

知识与技能目标

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

3.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。

二、教学重难点

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

2. 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。

三、教学方法

借助图片、跟读模仿、提问。

四、教学过程

Step1: Warm –up: 师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）

Step2: 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 his 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。) Step3: 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) Step4 : 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。

Step5: 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。

Step6: 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，再记忆。

Step7: 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 …

五、课后作业

1.熟记本单元的单词与句子。

2.与父母练习本单元的对话。