六年级英语下册Module2Unit1Whenarewegoingtoeat教案外研版(三起)
2. Ask the children: What do you like doing in your spare time?
3. The teacher says: Boys and girls, today we are going to have a picnic. Let’s go!
Unit 1 When are we going to eat?
课题：Module 2
Unit 1 When are we going to eat?
教学目标：
1、能听懂、会说、会读、会写本单元的单词duck, cloud,later,dry,like, picnic
2、能听懂会说：
When are we going to eat?
Step 2: Learn the new words and the key sentences.
Ask the students to learn the newto read by themselves.
② Listen to the tape and read after the tape.
What are you going to do? I’m going to….
When are you going to go? I’m going to go at….
3. Practice the sentences by different ways.
4. Ask the children to ask and answer in pairs.
We are going to eat at half past twelve.
Look, it’s going to rain soon.
教学准备：光盘、单词卡、点读笔
课时安排：2课时
教 学 过 程 设 计
二次备课或
即时反馈
Step 1： Warm-up and show the learning aims
2、 Play the tape and circle the new words.
3、 Pause after each sentence for the children to repeat.
4、 Practice in groups and act out the dialogue.
Step 4： Summary
1、请学生自己总结“be going to”的用法。
2、创设情景，结对子用“be going to”进行对话练习，并进行展示。
Step 5：Homework
1.Recite the text .
2. Copy the new words and the key sentences correctly four times.
板书设计：
Unit 1When are we going to eat?
What are you going to do?
I’m going to….
When are you going to go?
I’m going to go
教学反思或教学札记（教学札记是每单元一次）
③Let Ss read the words in their own small groups.
2. T: I’m going to go to the park with my friends this weekend. I’m going to go at nine. How about you, children? (师一边慢慢地说，一边板书重点句型)
We’re going to eat at half past twelve.
It’s going to rain soon.等句子。
3、能模仿课文，用be going to谈论意图和计划。
教学重点：用be going to谈论意图和计划。
教学难点：When are we going to eat?
Step 3: Learn the text
T: Do you want to know what did Daming, Simon and Simon’s mother do during the weekend?
1、 Put the picture on the blackboard and ask the children to look at the picture carefully.
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。
Module2Unit1Whenarewegoingtoeat？(课件)英语六年级下册
Presentation
Listen, read and act out
听录音,看课文。在听的过程中, 画出文中生词。
Presentation
Listen, read and act out
听录音回答下列问题。
1. Where are the Simon’s family going to have a picnic? In the park.
It’s four o’clock.
It’s half past two.
It’s ten o’clock.
Leading in
I’m going to fly a kite with my parents.
Ask and answer
Tomorrow is Saturday and it will be sunny. What are you going to do?
Presentation
Listen and say
听录音, 了解对话内容。
Presentation
听录音，完成下列问题。
Listen and say
( A )1. When are the Simon’s family going to eat?
A. At half past twelve. B. At half past eleven.
2. When are they going to eat? At half past twelve.
3. How is the weather? There are some dark clouds in the sky.
4. Who are eating their picnic? Ducks.
外研版六年级下册Module2 unit1 When are we going to eat to eat原创、实用课件
Stay cool please! (保持冷静) Simon: Naughty ducks! 看起来…
Simon’s mum : It looks like you’re going to stay
hungry, Simon!
保持/一直…
看来，你要饿肚子了
Miss Zhang wants to stay healthy. (保持健康)
. But it
dry
is raining
now. So they
place. They ducks are
eating their sandwiches . They have to(不得不) stay hungry
. What a sad day!
A: When are you going to school? B: We’re going to school at eight .
在池塘里
be going to +动词原形
用来表示按划或要发生的动作，有“准备；打算” 的意思。
1.I am going to get up and have breakfast. 2.We are going to have a picnic. 3.It is going to rain soon. 4.It looks like you are going to stay hungry. 5. When are we going to eat?
They are going to eat in an hour/ an hour later .
3. What do they think the duck on the pond at first?
They think the ducks are lovely .
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。
最新六年级英语下册Module2Unit1《Whenarewegoingtoeat》 1(新版)外研版(一起)优选教学课件
A
一般过去时态
描述 过去 发生 的事
B
描述 正在 发生 的事
be + Ving
C
描述 将来 发生 的事
be going to +动词原形
用来表示按划或要发生的动作，有“准备；打算”的意 思。 1.I am going to watch TV。 2.We are going to have a picnic. 3.It is going to rain. 4.Lingling and Daming are going to walk around
缺口却在那里。这个缺口就是改变习惯、放弃自己、就是我给你的太在乎…… 就像有人说过：在几米的世界里，向左走，向右走，爱与错过，一步之遥；在现实生活里，信任与狗血，爱与恨，一步之遥。就是这一步之遥打开了我人生的的缺口，你就是那个永远也填满不了的缺口，撕裂开的的那一道道口子随着时间会有愈合的时候可那清晰可见的疤痕却也无法修补。
我曾试过收起那些东西甚至屏蔽一切与你有关的东西。直到最后，我不得不承认，用心爱过的人，就连忘记也需要格外用力。 最近在抖音上被这样一句话刷屏了：“以后我们的关系就这样吧，如果接下来的日子里你不找我，那么我也不会主动找你，直到慢慢的没有交集。你的微信我不会删，电话也不会删，因为毕竟我们爱过。如果你给我发消息我还是会秒回你。但是没有任何期待了。我会放下手机继续等待。如果你来，我还是会原地等你，但这次我不知道会等多久，因为等一个人的期限是有限的，我也说不出你哪里好？只是你给了我别人给不了的感觉。”
我不苛求完美的人生，我知道遇上你错过你我的人生已经变得不完美了，可我还是无憾了，“我还是会等你，但这次我不知道等多久，因为等一个人是有期限的……”最终那道撕裂的缺口没被你填满可我也不会再无期限的让它去裂开了。 你给的缺口是满心欢喜也是忧郁和悲伤……。撕裂便会疼痛但也无法愈合…… 我也曾试着挽回，试着去弥补，可终究太苍白太无力了。这就是世间的无奈，我也不得不承认你我终究错过了，我也该放下了…… 现在的我终于学会了该怎么去割舍，我终究学会了真正的放下就是面对你的一切波澜不惊、坦然面对。即使听见你的名字多少次也不再泛起涟漪，终于接受了，你只能陪我一程，终究无法参与我的余生。 谢谢你教会我的一切，包括那些没实现的承诺……或许你会说你爱过我，可我还是决定把你归还于人海了，不是赌气，也不是不爱，只是觉得该清醒了……
外研社小学英语六年级下册 module 2 第1课时 Unit 1 When are we going to eat
播放《微视频Weekend plans知识点总结》和《微视频时间表达法》，总结be going to和时间表达法。
4.第三次播放录音，请学生跟读，然后教师请三名学生在班内展示。
T:Boys and girls, listen to the tape again, and read.
E.g.Whenis / are…going to…?
I’m / He’s / She’s going to…
让学生在交流中大量运用所学句型，加深记忆。
借助游戏，激发学生的学习兴趣，帮助其巩固核心句型。
Step 4
Production
10分钟
Pair work
1. Look and write
教师请学生看图，说出各个时钟显示的时间和图片表现的活动名称。然后请学生朗读例句，仿照示例，独立写出其余三个问题的答句。再请学生两人一组开展问答活动。最后请部分小组朗读对话，全班核对答案。
能力目标
1.能够准确朗读课文，围绕主题展开对话。
2.能运用本课所学句型be going to…谈论计划或打算。
情感目标：
1.培养学生将学到的英语知识运用到生活中的能力，提高学生的交际能力和实践能力。
2.培养学生学习英语的积极性，帮助他们建立英语学习的成就感和自信心，形成的良好的学习策略。
教学重点
用be going to谈论意图和计划。
学习新词汇，为后面的课文学习作铺垫。
初步了解课文内容。
内化语言知识，及时突破重难点。进一巩固本课知识。Step 3
Practice
8分钟
Individual
Whole class
1.Listen andsay
外研社六年级英语下册第二模块Unit1 When are we going to eat
I’m going to
go swimming at five.
I’m going have a party at half past eight. to
Ask and answer
A: What are you going to do? B: I’m going to have a picnic. A: When are you going to have a picnic? B: I’m going to have a picnic at half past eight.
B. It’s ten .
C. It’s
C
( )3.What are the ducks doing ? A. Playing foot ball. B. Flying kites . C. eating sandwiches.
Do a survey: What are you going to do this weekend? I’m going to … What When
.
half past fi is it ?
half past two
half past seven
three o’clock
I’m going read a book at half past seven. to
I’m going to
watch TV at six o'clock .
• • • • • • • • What are you going to，going to? What are you going to do on Saturday？ I’m going to the park, to the park. I’m going to the park on Saturday. Where are you going , going ? Where are you going on Saturday? I’m going to the zoo, to the zoo. I’m going to the zoo on Saturday.
六年级下册英语教案-Module2Unit1Whenarewegoingtoeat外研版
六年级下册英语教案Module 2 Unit 1 When are we going toeat 外研版教学内容本课为外研版六年级下册英语Module 2 Unit 1的内容，主题为"When are we going to eat?"。
教学内容主要包括：1. 词汇：学习并掌握与食物相关的词汇，如hamburger、sandwich、noodles、soup等。
2. 句型：学习并运用询问和表达用餐时间的句型，如"When are we going to eat?"和"We're going to eat at 12:00."。
3. 语法：学习一般将来时态的用法，能够在句子中正确运用be going to结构。
教学目标1. 知识与技能：学生能够听懂、会说、会读本节课的重点词汇和句型，并能运用一般将来时态进行询问和表达用餐时间。
2. 过程与方法：通过情境创设、小组合作等形式，培养学生英语听说能力和合作学习能力。
教学难点1. 词汇的掌握与运用：学生需要掌握与食物相关的词汇，并能运用到实际情境中。
2. 句型的正确运用：学生需要学会运用一般将来时态进行询问和表达用餐时间。
3. 语法知识的理解和运用：学生需要理解一般将来时态的概念，并在句子中正确运用be going to结构。
教具学具准备1. 教具：多媒体课件、单词卡片、时钟模型等。
2. 学具：学生自备教材、笔记本、彩色笔等。
教学过程1. 导入：通过图片展示各种食物，引导学生复习已学的食物词汇，为新课的学习做好铺垫。
2. 新课呈现：利用多媒体课件呈现本节课的重点词汇和句型，引导学生跟读并模仿。
3. 情境创设：创设用餐场景，让学生运用所学句型进行角色扮演，巩固知识。
4. 小组合作：学生分组讨论，用一般将来时态描述自己的用餐计划，提高口语表达能力。
5. 巩固练习：设计针对性的练习题，帮助学生巩固所学知识。
六年级下册英语教案-Module2Unit1Whenarewegoingtoeat外研社(三起)
六年级下册英语教案Module 2 Unit 1 When are we going toeat 外研社（三起）教学内容本课选自外研社《新标准英语》六年级下册，Module 2 Unit 1的内容。
主要围绕“计划与时间表达”这一主题，通过对话的形式让学生学会用英语询问和表达将来的计划和时间。
教学内容包括词汇学习、句型练习以及听力理解。
教学目标1. 知识目标：学生能够听懂、会说、会读本课的关键词汇和句型，如“when, going to, eat, at”等。
2. 能力目标：学生能够在真实语境中运用所学句型和词汇，进行关于未来计划的简单英语对话。
3. 情感目标：培养学生的时间观念和计划意识，以及合作学习的习惯。
教学难点1. 正确运用一般将来时态来描述未来的计划。
2. 不同时间表达法的学习和运用，如“in the morning, in the afternoon, in the evening”。
教具学具准备1. 多媒体教学设备。
2. PPT课件，包括词汇卡片、句型示例和练习题。
3. 学生练习本和文具。
教学过程1. 导入：通过日常对话询问学生今天的计划，引入本课主题。
2. 新课呈现：展示PPT，介绍新词汇和句型，让学生跟读并模仿。
3. 互动练习：设计小组活动，让学生练习使用目标语言进行对话。
4. 听力训练：播放录音，让学生听并完成相关练习。
5. 角色扮演：学生分组进行角色扮演，模拟真实场景使用英语交流。
板书设计关键词汇高亮显示。
主要句型结构示例。
重要的语法点提示。
课堂练习和活动安排。
作业设计1. 书面作业：完成练习册上的相关练习题。
2. 口头作业：与家长或同学用英语讨论未来的计划。
3. 扩展作业：收集并学习更多关于时间表达的英语短语。
课后反思通过课后反思，教师将评估学生对新知识的掌握程度，以及教学方法和材料的适用性。
根据学生的反馈和学习效果，教师将对教学方法进行相应的调整，以促进学生的学习进步和语言技能的提高。
Module 2 Unit 1 When are we going to eat外研版英语六年级下册
At half past twevle.
It’s half past eleven.
They’re eating our sandwiches. They’re eating their sandwiches.
go to the park------at eleven go to school--------at eight go home-----------at half past four go to the party--------at half past six
Let’s have a picnic in the park.
A:When are we going to eat?
B:We’re going to eat at half past twelve.
What time is it? It’s half past eleven. One hour to go.
the lake.
Let’s relax
She is going to watch TV .
They are going to play football .
He is going to go swimming .
She is going to read a book .
Look!
It’s g are you going to do? B: I am going to…
I’m going to read a book at half past seven. I’m going to watch TV at six .
I’m going to go swimming at five. I’m going to have a party at half past eight.