六年级英语下册M2U1 When are we going to eat-教学设计外研版
2015年六年级英语下册M2U1 When are we going to eat?教学设计（外研版）
庆云四中学科教案编号：
年级六年级学科英语日期2.11课型新授
课题M2U1
When are we going to eat? 主备人吴元强执教人吴
元强使用时间3.12
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。
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、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:Warm –up:
师课件出示一时钟的图片并显示不同的时间。
T: Wha?
S: It’s …
T: What are you going to do at four o’cla?
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’cla?让学生复习be going
to 句型，为下文的学习打下基础）2:课文导入并出示目
标
T: OK, today we are going to learn a new l2U1 When are we going to eat?.(出示课题)，first let’s look at our aims aboulass.(课件展示)let’s look aure: T: Who can youure?
S: Damingand Simon’s mum.
T: You are right, Do you know what agoing to do ? S: They are going to have a( 师出示野餐的图片
并领读picnic---have a picnic)
T:are going to have ado you know what’going to be ? Now we are going to listen ,and find out the answ(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’going to be ?
让学生带着好奇心进一步学习课文): Presentation(课
文学习)
1.Look an d lle the words that you can’t read and circle : “be going to …”(整体感知课文)
T: Where a?
S: They aaT: What agoing to dark?
S: They are going to have aT: Dave a good picnic?
T: ok, let’s talk abou2.解析课文
Listen part 1 and ask :
T: Whaw ? And when agoing 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 agoing to do ?
S: They are going to have aT: What’s the weather going to be like ?
S: It’s going to r ain .(引导学生用It’s going to rain ,并板书)xKbT：But Simon’s mum says: It’s a beautiful day. And what agoing?
S: They are goingduT: 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 ? liste n！
S: It’s raining.
T: Where agoing ?
S: They are going ovT: look at the duare eatingWe know it’s raining nowd is wHow? Do youave 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? 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): 集中操练词汇的认读和书写出示文中的生词
2.师领读，优生领读，小组内互读，互相拼读，检查记忆: Read the texlisten and repeaxt.(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。
: 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。
: Summary
This class we leaw words and phrases:
Teacher saudents say Engl(课件展示) Ma: be going to …: 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
Damingand Simon’s Mum are going to have aa park. It’s________ past eleven. Tur to go. They are going to eat at half past twelve. There a_______d. They are __________.And there adark ________．It’s
_______now. The ducks are eating our
sandwiches .They are __________。
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。
六年级英语下册Module2Unit1《Whenarewegoingtoeat》教案(新版)外研版(
教
学
反
思
Practice the sentences by different ways.
(设计意图：通过话题练习重点句型，让学生在运用中掌握重点知识，这样掌握起来更轻松、牢固。)
Step3: Learning the text
1.T:同学们，发挥你们的想象力，用下列单词组成一个故事，不
会的单词可以用汉语代替：weekend, twelve o’clock, walk around the lake, rain, ducks.不要忘了用上be going to …句型。
3. Read the text.(以自己喜欢的方式读，个性读，大声读，两人读等等)
4. Play the E-pen. Let the students read after the E-pen.
（设计意图：通过不同形式的朗读再次激发学生的学习积极性,学
教
学
过
程
生能多角度掌握课文，对课文的学习有很大的帮助。）
3. They’re eating our sandwiches.
4. You’re going to stay hungry.
5. When are we going to eat?
6. We’re going to eat at half past twelve.
（设计意图：通过检测，了解学生掌握情况，便于查缺补漏。）
(设计意图：借助实物与学生进行对话练习，为导入课题做铺垫。让学生练习be going to…这个句型。）
Step2: Presentation
1.出示鸭子的图片学习单词duck.
(设计意图：用图片学习单词形象生动，学生比较感兴趣，学起
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。
六下M2U1-When-are-we-going-to-eat？教案
M2U1 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 /looklike/stay2.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? Weare 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 what 's their picnic going to be ? Now we aregoing 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）xKb 1 .C mT：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 ' sraining.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 wetHow 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 text1.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。
完整版六下M2U1Whenarewegoingtoeat？教案
M2U1 When are we going to eat?讲课目知与技术目：1.能听写本的生：later/go to /duck pond、cloud、 dry/like /looklike/stay2.理解文马虎并能正确的文。
3.在复牢固be going to 句型的基上掌握文中的要点句型： When are we goingto eat? We are going to eat at half past twelve.What are we going to do now? We are going to + 原形程与方法目： 1. 借助卡片、文中的片来理解并本所学的。
2.通回复 be going to 句型、提的方式来理解文中的要点句型。
3.通多次跟、小内分角色来达到文的熟。
感情、度与价目：培育学生擅长察生活、意会生活中的言，生活中常用句子的理解和用。
讲课要点 1. 能听写本的生：later/go to /duck pond、cloud、dry/like /look lile/stay理解文马虎并能正确的文。
2.四会文中的。
3.复并牢固 be going to 句型，特别是特别疑句的用。
讲课点：文的理解和的要求：在学中擅长利用画或非言信息来理解或句子的意思。
讲课方法借助片、跟模拟、提知接从前所学的be going to句型教学程Step 1:Warm –up:件出示一的片并示不一样样的。
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 ⋯(引学生用be going to 作答，从而回从前所学的be going to 句型 )（意 ; 由复的表达，渡到What are you going to do at four o ’clock in thisafternoon ? 学生复be going to 句型，下文的学打下基）Step 2:文入并出示目T: OK, today we are going to learn a new lesson, M2U1 When are we going to eat?.( 出示 )， firstlet ’ s look at our aims about this class.( 件展现 )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.( 出示野餐的片并picnic---have a picnic)’ s their picnic going to be ? Now we are T: Yes, they are going to have a picnic, do you know whatgoing to listen ,and find out the answer.(意：在学文前，学生仔察片，文有个初步印象，此后疑：what ’s their picnic going to be ? 学生着好奇心一步学文)Step 3: Presentation( 文学 )1. Look and listen then circle the words that you can ’t read and circle : “ be going to ⋯”(整体感知文 )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:ok, let ’ s talk about the picnic. 2.解析文T: What time is it now ? And when are they going to eat?S:At half past twelve.(件出示12 点和 12 点半的片并行和拼)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 .( 引学生用It’ s going to rain ,并板 )xKb 1 .C mT： 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:It ’ sraining.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 wetHow is their picnic ?Do you think they have a good picnic? Why ?(意：以索，采纳借助片，生答的形式be going to .. 张开讲课活，从而理解文马虎 ,最后以 How is their picnic ? 提的形式又回到前的中，从而学生改正确理解文 )Step 4 : 会合操的和写1.件出示文中的生2.，生，小内互，相互拼，Step 5: Read the text1. listen and repeat the text.( 跟，注意音的模拟)2.小内互，注意相互。
外研版六年级英语(下)M2U1 When are we going to eat教学设计
在教师的帮助下，分角色表演对话（应用实践）
3. Consolidation
(1) Listen and say 播放句子对话录音，学生跟读，然后教师领读。
(2)游戏，火眼金睛
全班抢答竞赛，单词和词组知识一闪而过，看谁记得快记得牢
(3)Activity 4 Practise
A.提示学生看钟表，他们打算去，是计划，现在还没去，马上就要去，改用什么时态呢，引导学生得出用一般将来时be going to 句型。
教师观察学生能否参与学习活动，并进行给予鼓励。
教师观察学生能否参与互动与交流，并根据需要调整提问方式，进行追问或给予指导。
教师根据学生理解词汇拼读单词的情况，能否接收到时间的表达方法，发现问题，及时提供帮助。
教师根据不同学生的朗读水平给予指导或鼓励。
设计意图：本阶段学习活动旨在帮助学生在语境中理解语篇内容，学习对话中的词汇和核心语言。在词汇学习学习中积累拓展词汇知识。学生通过朗读对话进一步理解对话内容，内化语言，为语言输出奠定基础。
二、文化意识：学生能够懂得观察身边即将要发生的事及能够运用be going to句型与同伴进行交流。
三、思维品质：通过本单元的学习，培养学生善于观察生活，体会生活，让学生要懂得规划生活，规划学习及热爱生活热爱学习。四、学习能力：能通过回顾复习be going to 句型、提问的方式来理解文中的重难点，运用be going to 句型进行交流，表达自己将要做某事及身边将要发生的事,在学习活动中逐渐主动与他人合作，共同完成学习任务.
核心素养目标
一、语言能力：1、学生能听说读写单词或短语：later,to go,duck,pond,cloud,dry,like,look like,stay. 2、学生能听懂并运用句型：When are we going to eat? We are going to eat at half past twelve. What are you going to do? I am going to +动词原型。
六年级下册英语教学设计-Module 2 Unit 1 When are we going to e
六年级下册英语教学设计-Module 2 Unit 1 When are we goingto eat教学目标1.能听懂、会说、会读、会写句型“ When are we going to eat?”。
2.学会询问和回答关于未来的计划。
3.学会使用一些时间状语。
教学重点1.掌握句型“ When are we going to eat?”。
2.熟练使用一些时间状语进行交流。
教学难点使用一些时间状语进行交流。
教学过程导入1.教师简单介绍本节课教学内容，并呈现课件“Module 2 Unit 1 When are we going to eat?”。
2.播放一段视频：“我的一天”，呈现问题并引导学生思考：“What time do you get up?” “What time do you have breakfast/lunch/dinner?”3.整理思路，介绍本课学习询问和回答关于未来的计划。
讲授1.呈现句型：When are we going to eat? “When” 什么时候，“are we going to” 将要怎么样，“eat” 吃。
2.播放一段音频，模仿教材中的句型，学生跟读。
3.教师以“next Saturday”作为时间状语，提示学生说出下个星期六的计划。
学生跟着说，教师辅助纠正。
这样，学生可以使用现在时态进行未来的谈论。
4.老师举例使用“tomorrow”、“in the morning”等时间状语，让学生自由运用。
5.让学生两两配对，提供问题，运用时间状语来交流未来的计划，并交流他们所得出的信息。
操练1.让学生完成教材的Part 2，Part 3和Part 4的听力练习。
2.让学生按照“planning a day out”的情景角色扮演，使用句型“ When are we going t o…”、“We are going to…”来交流计划。
3.先教会学生如何制定计划，为学生提供一些可行且与当地文化相符的方案，使学生沉浸在生活场景中，尝试使用英语进行交流。