[教学设计]教学设计-Whenarewegoingtoeat-英语-小学-杨璐萍-3707821041
六年级下英语教学设计-Module2Unit1Whenarewegoingtoeat-外研社(一起)
六年级下英语教学设计Module2Unit 1 When are we going toeat外研社（一起）教学目标本节课旨在通过学习Module2Unit 1 When are we going to eat，让学生掌握一般将来时态的用法，并能运用所学句型进行日常对话。
同时，通过本节课的学习，培养学生的观察力、思维能力和合作精神，提高学生的英语听说能力。
教学内容1. 词汇：学习并掌握本节课的重点词汇，如：when, go, eat等。
2. 句型：学习并运用一般将来时态的句子，如：We are goingto eat at 12 o'clock。
3. 语法：掌握一般将来时态的构成及用法。
教学重点与难点1. 教学重点：掌握一般将来时态的句子结构及用法。
2. 教学难点：正确运用一般将来时态进行对话。
教具与学具准备1. 教具：PPT课件、黑板、教材。
2. 学具：学生自备笔记本、文具。
教学过程1. 导入：通过图片或视频引导学生回顾已学的相关知识，激发学生的学习兴趣。
2. 新课展示：利用PPT课件展示本节课的重点内容，讲解一般将来时态的构成及用法，并通过实例让学生理解。
3. 操练：设计各种活动，如角色扮演、小组讨论等，让学生在实际操作中运用所学知识。
4. 巩固：通过练习题让学生巩固所学知识，并及时纠正错误。
板书设计1. Module2Unit 1 When are we going to eat2. 重点词汇：when, go, eat等。
3. 句型：We are going to eat at 12 o'clock。
4. 语法：一般将来时态的构成及用法。
作业设计1. 完成课后练习题。
2. 根据所学内容编写一段对话，运用一般将来时态。
3. 收集并整理与一般将来时态相关的句子。
课后反思1. 教师要关注学生在课堂上的表现，及时发现问题并进行针对性的指导。
2. 教师要关注学生的作业完成情况，及时给予反馈和指导。
六年级下册英语教案-Module 2 Unit1 When are we going to eat
六年级下册英语教案-Module 2 Unit1 When are we going toeat -外研版教学目标1.学生能够听懂、理解并运用日常口语中询问时间和回答时间的表达方式；2.学生能够用英语交际，表达自己的计划和时间安排；3.学生能够听懂并运用日常口语中询问和谈论食物的表达方式；4.学生能够运用语言形式主动参与课堂交流。
教学重点1.掌握短语“have breakfast/lunch/dinner”和日常口语中的词汇；2.掌握问句中的疑问词“when”以及相应句型；3.锻炼听懂并运用简单的时间和食物表达方式；4.通过小组互动，提高学生的口语交际能力。
教学难点1.能够运用英语表达自己的时间安排；2.能够听懂并运用日常口语中询问和谈论食物的表达方式。
教学课时2课时教学内容教学步骤步骤1：导入新课1.引导学生回忆上节课所学内容，并引出本节课的主题：询问时间。
2.向学生展示一张钟表图片，询问学生现在的时间，并呈现一些日常时间，如早餐时间、上学时间、做作业时间等，让学生说出这些时间的英文表达形式。
步骤2：新课讲解1.播放短片《My schedule》，引导学生关注短片中人物的安排和时间。
2.出示“when”的单词卡片，让学生猜测单词意思，并引导学生发散想象：如何用英语表达时间。
3.呈现“when are we going to eat?”的问句，让学生观察其中的疑问词和动词，以达成目的。
4.帮助学生学习时间表达方式，如“What time is it?”、“It’s …”、“I have breakfast/lunch/dinner at…”等。
步骤3：语言运用1.利用磁贴，编制几个关于时间的对话，让学生按照提供的单词卡片，完成对话。
例子：A: When do you usually get up?B: I usually get up at … .A: When do you have breakfast?B: I have breakfast at … .2.分组角色扮演，让学生通过模拟真实情境，练习对话、询问时间、计划活动等。
外研版六英语Module 2《Unit 1 When are we going to eat？》教案
外研版六年级下册英语Module 2《Unit 1 When are we going to eat？》教案一、教材分析：本教材是外研版六年级下册 Module 2《Unit 1 When are we going to eat?》，主要包括两个对话：活动一和活动二。
通过这两个对话，学生将学习如何运用一般将来时态表达将来的活动，并学会用句型"When are we going to...?" 来询问时间并进行回答。
同时，学生还将通过对话了解和体会大自然的美丽，培养对待动物的正确看法。
二、教学目标：1. 语言知识目标：能够听、说、读并理解活动一和活动二的对话。
能够运用 "be going to + 动词原形" 来表达一般将来时态。
能够用句型 "When are we going to...?" 来询问时间并进行回答。
能够正确朗读活动二的对话。
2. 思维能力目标：能够对语篇信息进行分析。
能够体会提问的技巧。
3. 学习能力目标：能够通过教学活动调动学生的积极性，在教师创设的情境中大胆尝试用英语进行交流。
4. 文化意识目标：能够体会大自然的美丽，培养正确对待动物的看法。
三、教学重难点教学重点：能够用一般将来时态的句型来提问并能够回答对活动二对话的理解和认读。
教学难点：对一般将来时态句子的正确运用。
四、学情分析：学生是六年级学生，已经学习了一些基础的英语知识，包括一般现在时态和一些基本的句型。
他们对于时间的表达和询问可能还不够熟练，对于一般将来时态的句子运用也需要进行深入的学习和训练。
在兴趣方面，学生对于大自然和动物可能有一定的好奇和兴趣，可以通过这些主题引发他们的学习兴趣。
五、教学过程：Step 1: Lead-inShow pictures of different activities such as eating, playing, and reading on the board or using a multimedia tool. Ask students to name the activities they see. Encourage them to use complete sentences, such as "I see someone eating."Elicit the question "What are you going to do?" and explain that we can use this question to ask about future plans. Write the question on the board.Teacher: What activities do you see in the pictures? Let's describe them using complete sentences. For example, "I see someone eating."Student 1: I see children playing soccer.Student 2: I see a girl reading a book....Step 2: PresentationPresent the dialogue for Activity 1 on the board or using a multimedia tool. Read the dialogue aloud and ask students to listen and follow along.Play the audio recording of the dialogue and ask students to listen and repeat after the audio.Explain any new vocabulary or expressions in the dialogue, and write them on the board.Divide the class into pairs and ask them to practice the dialogue together, taking turns playing the roles of the characters.Teacher: Now, let's listen to a conversation between Amy and Mike. Pay attention and follow along in your books.[Read the dialogue aloud]Teacher: Great! Now, let's listen to the audio and repeat after it.[Play the audio recording]Teacher: In the dialogue, Amy and Mike are talking about their plans. Can you tell me what they want to do? What did Amy invite Mike to do?Student 1: Amy invited Mike to eat ice cream.Teacher: That's right! Amy invited Mike to eat ice cream. What did Mike say?Student 2: Mike said he was going to play soccer....Step 3: PracticeIntroduce the dialogue for Activity 2. Read the dialogue aloud and ask students to listen and follow along.Play the audio recording of the dialogue and ask students to listen and repeat after it.Ask comprehension questions about the dialogue to ensure students understand the content.Model and practice the question "When are we going to...?" and appropriate answers using the dialogue as examples.Divide the class into pairs or small groups and ask them to role-play the dialogue, taking turns asking and answering questions about the activities.Teacher: Now, let's move on to Activity 2. Listen to aconversation between Lucy and Ben. Pay attention to their plans and the time they mention.[Read the dialogue aloud]Teacher: Let's listen to the audio and repeat after it.[Play the audio recording]Teacher: Good job! Now, let's check your understanding. When is Lucy going to visit her grandparents?Student 1: Lucy is going to visit her grandparents on Saturday.Teacher: Excellent! Now, using the dialogue as an example, let's practice asking and answering questions using "When are we going to...?"Student 2: When are we going to play video games?Teacher: We are going to play video games on Sunday afternoon....Step 4: Grammar ExplanationIntroduce the concept of "be going to + verb" to express future actions.Write examples on the board and explain the structure and usage of the future tense.Provide additional examples and encourage students tocreate their own sentences using the future tense.Teacher: Now, let's focus on the grammar. We use "be going to + verb" to talk about future actions. The form is "am/is/are + going to + base verb." For example, "I am going to eat ice cream."[Write the example on the board]Teacher: Can you give me more examples using "be going to + verb"?Student 1: She is going to read a book.Student 2: We are going to play soccer....Step 5: Guided PracticeGive students a worksheet or handout with sentences in the present tense. Ask them to rewrite the sentences using the future tense.Circulate around the class, providing assistance and feedback as needed.Teacher: Now, let's practice using the future tense. I will give you a worksheet with sentences in the present tense. Your task is to rewrite the sentences using the future tense. For example, "I eat breakfast" should be rewritten as "I am going to eat breakfast."[Give out the worksheets]Teacher: Work individually and let me know if you have any questions.Step 6: Independent PracticeDistribute worksheets or handouts with a set of questions asking about future plans.Instruct students to write their answers using the future tense.Collect the worksheets and provide feedback on their use of the future tense.Teacher: Now, I will give you a worksheet with questions about future plans. Your task is to answer the questions using the future tense. For example, "When are you going to visit your grandparents?"[Hand out the worksheets]Teacher: Take your time to complete the worksheet. When you're done, please pass them to me, and I will provide feedback on your use of the future tense.Step 7: ClosureReview the key points of the lesson, including the use of "be going to + verb" and the question "When are we going to...?"Summarize the main learning objectives and ask students ifthey feel more confident using the future tense.Teacher: Before we finish, let's quickly review what we've learned today. Can someone tell me when we use "be going to + verb"?Student 1: We use "be going to + verb" to talk about future actions or plans.Teacher: Exactly! And how do we form the future tense using "be going to"?Student 2: We use "am/is/are + going to + base verb" to form the future tense.Teacher: Great job, everyone! Today, we practiced asking and answering questions about future plans using "When are we going to...?" I hope you feel more confident using the future tense now. Keep up the good work!六、板书设计：Module 2: Unit 1 When are we going to eat?Key Vocabulary:eatplayreadGrammar:be going to + verbQuestion:When are we going to...?七、教学反思：本节课通过引入不同的活动图片，激发了学生对于未来计划的兴趣。
六年级下英语教案-Module2Unit1Whenarewegoingtoeat-外研社(三起)
六年级下英语教案Module 2 Unit 1 When are we going to eat?外研社（三起）教学内容本单元的主题是“当我们什么时候吃饭”，涉及日常生活中的基本交流，包括表达饥饿、询问用餐时间以及相关回答。
教学内容围绕这一主题展开，包括相关的词汇、短语和基本句型。
学生将通过各种活动来学习如何在实际场景中运用这些表达。
教学目标1. 知识目标：学生能够掌握本单元的核心词汇和短语，如“hungry”, “lunch”, “dinner”等，并能够运用这些词汇进行基本交流。
2. 技能目标：学生能够运用所学句型询问和回答用餐时间，如“When are we going to eat?”和“We are going to eat at 12o'clock.”。
3. 情感目标：通过小组活动，培养学生的合作意识和交流能力。
教学难点1. 时间表达：学生需要掌握如何表达具体的时间，如几点钟。
2. 句型运用：在实际对话中灵活运用所学句型，进行流畅的交流。
教具学具准备1. 多媒体课件：用于展示教学内容和提供听力材料。
2. 单词卡片：用于词汇教学和复习。
3. 时钟模型：帮助学生更好地理解和表达时间。
教学过程1. 课堂导入：通过播放与本单元主题相关的视频或歌曲，激发学生的学习兴趣。
2. 词汇教学：利用单词卡片和多媒体课件，教授本单元的核心词汇。
3. 句型练习：通过角色扮演和小组活动，让学生在实际场景中练习所学句型。
4. 听力训练：播放与本单元相关的听力材料，训练学生的听力理解能力。
板书设计板书将包括本单元的核心词汇、短语和句型，以及相关的语法点。
通过清晰的布局和颜色区分，帮助学生更好地理解和记忆教学内容。
作业设计1. 书面作业：完成教材中的相关练习题，巩固所学知识。
2. 口头作业：与家长或同学进行对话练习，运用所学句型询问和回答用餐时间。
课后反思课后反思将重点关注学生在课堂上的参与程度、学习效果以及对教学难点的掌握情况。
六年级下册英语教案-Module2Unit1Whenarewegoingtoeat∣外研社(三起)
六年级下册英语教案Module2 Unit1 When are we going to eat?外研社（三起）教学内容本节课为六年级下册英语外研社（三起）版本Module2 Unit1的内容，主题为"When are we going to eat?"。
课程将围绕询问和表达用餐时间进行，包括日常对话、语法结构、词汇学习等。
教学内容旨在提高学生的日常英语交流能力，特别是在询问和回答用餐时间方面的应用。
教学目标1. 知识与技能：学生能够理解并运用询问和表达用餐时间的句型，如"When are we going to eat?"，"We are going to eat at12:00."等。
2. 过程与方法：通过角色扮演、小组讨论等活动，培养学生运用英语进行实际交流的能力。
3. 情感态度价值观：培养学生对英语学习的兴趣，增强跨文化交流的意识。
教学难点1. 时间表达的准确性：确保学生能够准确使用不同的时间表达方式。
2. 语法结构的掌握：理解并正确运用一般将来时态。
3. 词汇的记忆与应用：掌握与用餐相关的词汇，如"lunch", "dinner"等。
教具学具准备1. 教材：六年级下册英语外研社（三起）教材。
2. 多媒体：PPT展示、音频播放设备。
3. 实物教具：钟表模型、时间卡片。
4. 练习材料：相关语法和词汇练习题。
教学过程1. 导入：通过播放一段关于日常用餐时间的视频，引起学生兴趣。
2. 新知呈现：讲解新词汇和句型，通过示例和练习加强理解。
3. 实践应用：进行角色扮演活动，让学生在实际对话中运用所学知识。
4. 巩固练习：完成练习题，加强语法和词汇的记忆。
板书设计中心：主题"When are we going to eat?"。
左侧：新词汇列表。
右侧：关键句型及示例。
底部：一般将来时态的语法规则。
六年级下册英语教案-Module2 Unit1 When are we going to eat∣外
六年级下册英语教案－Module 2 Unit 1 When are we going toeat∣外研社（三起）本教案是针对六年级下册英语课程的Module 2 Unit 1设计的，适用于外研社（三起）版本教材。
本单元主要围绕着“我们什么时候吃饭？”这一话题，通过听、说、读、写的方式，帮助学生掌握相关的词汇和句型，提高英语口语表达能力。
教学目标通过本节课的学习，学生将能够：1.熟练使用以下日常生活用语：–When are we going to eat?/What time are we going to eat?–It’s time for breakfast/lunch/dinner.–Let’s have breakfast/lunch/dinner.2.学生能够听懂有关吃饭时间的对话，并能够回答相关问题。
3.学生能够在实际情境中用英语表达关于吃饭时间和用餐礼仪的问题。
4.学生能够在小组合作中参与课堂讨论，表达自己的看法，并听取他人的建议。
教学重点1.掌握日常生活用语，如“when are we going to eat?”等。
2.能够理解和回答有关吃饭时间的问题。
3.能够在实际情境中用英语表达关于吃饭时间和用餐礼仪的问题。
教学难点1.能够在小组合作中进行讨论和表达自己的看法。
2.能够在实际情境中应用所学语言进行交际。
教学准备1.教师课件2.学生课本3.食物图片教学过程Step 1：Warm-up1.通过投影图片，让学生回答问题：“What time do you havebreakfast/lunch/dinner?”2.分享学生们不同的用餐时间。
3.引导学生谈论自己的用餐习惯。
Step 2：Presentation1.展示图片，呈现三餐时间，从而为本单元的主题打开话题。
2.展示日常用语“when are we going to eat?”“It’s time forbreakfast/lunch/dinner.”“Let’s have breakfast/lunch/dinner.”等，并通过投影，演示相关对话。
最新外研版小学英语六年级下册Unit 1 When are we going to eat公开课教学设计.doc
六年级下册第二模块教案模块：Module2 单2 When are we going to eat? 第 1 课时课题When are we going to eat? 课型New教材分析本课主要通过Daming,Simon’s mum 在湖边野餐的情景，用be going to 结构来描述将要发生的事情，让学生理解并掌握一般将来时的用法。
目标表达知识目标：（1）听说读写： Words: duck noisy(2)理解并掌握 Sentences: When are we going to eat?We’re going to eat at half twelve.能力目标: 能正确使用be going to学情分析学生已掌握了什么初步知道一般将来时的用法。
学生还未掌握什么熟练掌握一般将来时的用法。
重点熟练掌握一般将来时的用法。
难点be going to方法手段小组合作展示交流教学流程Step1: Warming -up1. T: Boys and girls, let’s say some rhymes.2. Greeting and sing.Step 2.Free talk and revisionT: What do you like doing in your spare time? S: I like playing football/reading books…T: What are you going to do this Sunday?S: I am going to…T: When are you going to …?S: I am going to …at eight /in the morning.Step 3. LeadingT: Do you want w, what did Daming, Simon and Simon’s mum do during the weekend? Step 4. Presentation and new teaching1. Look at the screen.2. Write these questions on the board. (让学生看生动的动画，带着问题自学课文，并找出疑难。
六年级下英语教案-when are we going to eat_外研版(三起)
学校设计者学科（版本）外研社新标准小学英语6年级下章节 Module2unit1学时1年级6教学目标语言知识目标：全体学生能运用：When are we going to eat?部分学生能运用:later, to go, dark, cloud, Oh dear! dry, stay 语言技能目标：全体学生能听懂：When are we going to eat? 全体学生能说：When are we going to eat? 教学重点难点以及措施全体学生能运用已学语言说明活动计划学习者分析对于本课的语法现象，一般将来时的语言难度不大，大部分学生掌握得较好， 但对于使用一般将来时进行活动计划的安排及语言的运用，还需要进一部教师的引导，对于一般将来时的构成，还有部分学生易与现在进行时混淆，在授课中应帮助学生有更多的练习和巩固的机会，并帮助基础较好的学生有所拓展。
教学环节 教学内容 活动设计 活动目标媒体使用及分析（交互式电子白板使用功能） Step1 Warming up Sing a song: what do you want to eat?全体学生唱上节课学过的歌曲 复习巩固 光盘播放Step2 Review 1.T: Tomorrow is Saturday. Are you going to the restaurant? What are you going to eat? When are you going to eat?/What are you going to do? 2. look at the front, what are you going to do at the weekend?唱完歌曲，采用师生互动，生生互动的方式 全体学生读出白板所示短语，并进行相互对话。
复习一般将来时的一般疑问句和特殊疑问句，进一步巩固复习所学过的一般将来时，为新授做准备 电子白板出示动词短语Step3 Leading in:T ：Last class, we met Simon ’s dad, Simon and Daming, they were in restaurant. Today who are we going to meet? 出示书中第一幅图片,只显示Hooray 一词 通过导入,引起学生注意 白板出示课文第一幅图片Let’s look at. Show the picture of three people. When are we going to say Hooray? S1:I am happy. T: yes. Whyare they happy? What are they going to do? Now Let’s start Module 2 unit 1 出示课题白板出示课题Step4 Listen and answerT:Now look at theIPBD , you willlisten and answerthe questions(Showthe picture)T: what‘s meaning“later”, (Listen to CDs)answer:1.Whatare they going todo?2.Where are theygoing to have apicnic? StudentsguessTo explain latermeans “after atime”引起思考了解later一词的含义利用白板的幕布功能白板给出书中视频截取图片Step5 Listen and repeat1.T: later, what isgoing to happen?Now repeat.2.show the clockT: When are theygoing to eat?And what time is itnow?3.look at thequ estions ,thinkit over, True orFalse 1.Studentsfollow the CD2利用钟面展示两个时间，进行togo 的教学并用其进行造句如，You willleave our schoolin July, howmonths to go?1.There are someducks in the1掌握课文中句子的语音语调2巩固时间的表达法并学习TO GO 的含义3利用判断对1播放光盘2白板展示可移动指针钟面3白板出示判断题r iver.2.There are some planes3. It’s going to snow soon.4.Simon’s mum doesn’t think it’s going to rain 错，让学生对课文有进一步的熟悉Step6 Ask and answer T:Now read it byyourself, thenanswer thequestions1.What are theygoing to eat?2.What are theygoing to drink?3.What's theweather like now?4.What are theducks doing?5.Is it looks likeSimon is going tostay hungry? 学生读完课文后回答问题通过问答，掌握复习一般将来时并学会looklike ,stay的用法Step7 Act out T: work ingroups, then actout 小组之间进行分角色扮演注意语音语调的运用Step8 Activity 3T: Now let’s have amatch, hangman 利用游戏吊小人比赛强化功能句的练习更好的掌握功能句的用法Step9 Practice1.when are yougoing …2.read the text andmatch Fill the blankHave a match巩固新知白板下照相机拍摄教学光盘中的练习题Step10 Work in groups:If you are going tohave a picnic, whatare you going to do? Make discussion 让学生结合课文，说出自己的活动计划Step10 Emotionaledu cation:(Show the pictureof the cleaner)Look at thepicture, What is hegoing to do? (Afterthe students‘answer)T: He isn’t goingto the mountain. Heis only going topick up thegarbage. He is aHuashanMountain’scleaner. To staythe surroundingsclean, their job isvery danger. So, ifyou are going tohave a picnic .Canyou throw thegarbageeverywhere? No, wecan’t. Ss guess: Is hegoing to climbthe mountain?Is he going toshow Kong Fu?Is he going toswing?Show the pictureof the garbage进行情感升华，让学生懂得爱护环境，保护大自然白板出示华山清洁工人吊着绳索捡拾垃圾，游人攀爬树木，乱写乱画，乱扔垃圾的图片Step11 Homework:1.Recite the text2. Look and write。
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教学设计
（一）热身互动
1. Greeting.
2. Sing the song of M1 U2
(设计意图：以歌曲复习上模块的句型和单词，调动学生积极性，使其在欢快的旋律中进入学习的状态。
)
（二）情境导入
Free talk:
T: Simon and Daming are going to have a picnic this afternoon. What are they going to take? Let’s play a game named magic eyes.
（设计意图：以闪图的方式激活学生旧知，复习上节课单词和之前学过的be going to 句式, 为本课的学习做铺垫。
）
T: But where’s Simon? He’s still in bed now. What time is it? Can you guess?
（设计意图：复习时间的表达，引出活动一的情境。
）
（三）:合作探究:
1. Exercise 1：
（1）Watch and answer.
What time is Simon going to get up?
（2）Listen and imitate.
（设计意图：1.带着问题听课文，目的性强，提高学生注意力。
2.模仿语音语调，提高口语水平。
）
2. Exercise 2
(1)、Listen and answer(无字幕)
Is it a sunny day?
(设计意图：第一遍无字幕听课文，对学生进行纯听力训练，让学生带着问题整体把握课文。
)
(2)、(Open books) Listen and find the new words.
Teacher let students listen to a song and guess what animal is it about, and teach the new word “duck”. And let them guess where they are going to learn the new word “pond”and practice it. Then show the picture of the cloud and learn it.
(设计意图：在听完两遍录音的基础上，学生能很容易地猜出新单词的意思。
)
(3)、Watch and find the answers by groups.
*When are they going to eat?
*What time is it in picture 2?
*How is the picnic?
(4)、Listen，point and imitate.
(5)、Read the text in roles.
(设计意图：模仿语音语调，培养语感，提高口语水平。
小组合作学习，培养学生的合作意识。
)
(四)趣味操练
1. Find the sentences including “be going to”.
2. Let’s sing.
When are we going to eat?
(Apple Tree版)
When are we going to eat?
At half past twelve.
It’s going to rain soon.
You’re going to stay hungry.
(设计意图：将枯燥的重点语法句子以歌曲的形式进行趣味操练，调动起学生的积极性，巩固学习效果。
)
(五) 拓展提升
1. Guessing game.
课件展示几个场景，并且遮住部分图像，问学生What/How is/are he/she/they going to do?来练习be going to 的句式。
（设计意图：以猜谜的方式，引起学生兴趣，增强学生在实际生活中的语言运用能力。
）
2. Write your plan for the weekend.
3. I’m the little reporter.
学生可随意调查班内五名同学周末的出游计划，双方需均使用“be going to…”问答，并做好记录。
(设计意图：
1. 联系学生的日常生活，调动学生思维和积极性.
2. 遵循“听说领先，读写兼顾”的原则。
从听说的层面上升到写，使学生的技能得到全面提高。
)
(六) 家庭作业
Tell your friends about your plan of this weekend.。