Unit 1 When are we going to eat?教学设计一等奖

Module 2 Unit 1 When are we going to eat? 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理解课文大意并能准确的认读课文。 2.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: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、提问

知识链接：以前所学的be going to 句型

教学过程： 第一课时 Step 1: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） 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 whats 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。

教学反思：