小學英語外研新標準（三起）六年級下冊Module2M2U1Whenarewegoi

木門片區(qū)小學備課案年級與科目：六年級英語時間：課題：《Whenarewegoingtoeat?》課時：1課時主備人：李莎莎審核人：授課班級：授課時間：第一步學習目標（學習結果）設計課標要求與本質(zhì)理解：本堂課的課標要求是讓學生在學習中善于利用圖畫或非語言信息來理解單詞或句子的意思。本課設計了許多對詞匯、句子的練習，要讓學生基本掌握本課知識點。對課后活動4的練習，要讓學生熟悉掌握各個時間點的表示方法和一個將來時態(tài)begoingto句型的理解與用法。在學習鞏固begoingto句型時，學生容易與現(xiàn)在進行時“主語+be+動ing+其他.”混淆，老師要注意糾正，學生也要對be動詞加以正確的應用。學習目標：知識與技能目標：1.能聽說讀寫本課的生詞：later,togo,duck,pond,cloud,dry,like,look?like,stay；2.理解課文大意并能準確的認讀課文；3.在復習鞏固be?going?to句型和時間整點、半點的基礎上掌握文中的重點句型：When?are?we?going?to?eat??We?are?going?to?eat?at?half?past??are?you?going?to?do??Iam?going?to+動詞原形。過程與方法目標：1.借助課件、課文中的圖片來理解并認讀本課所學的單詞；2.通過回顧復習be?going?to?句型、提問的方式來理解文中的重點句型，特別是特殊疑問句的問答；3.通過多次跟讀、小組內(nèi)分角色認讀來達到對課文的熟讀。情感、態(tài)度與價值觀目標：培養(yǎng)學生善于觀察生活、體會生活中的語言，對日常生活中常用句子的理解和應用。重難點（易混易錯點）：能聽說讀寫本課的生詞，理解課文大意并能準確的認讀課文；鞏固begoingto句型的運用；課文的理解和單詞的記憶。突破重難點的方法：情景教學法；課堂中根據(jù)學生的實際情況，加強對詞匯何句型的操練。常見考試題型：以When/Whattime開頭的特殊疑問句的問答；begoingto句型及一般疑問句的應用。拓展補充：表示將來的還有“will”課前準備：教案、教學PPT、視頻光盤第二步教學設計流程教學流程Step1:Greetings.Teacherandpupilssayhellotoeachother.Step2:Warm-up.?asong.《Fivelittleducks.》、《Tenlittlefingers.》2.師課件出示時鐘的圖片并顯示不同的時間。T:What?time?is?itnow?Ss:It’s?…T:Whatareyoudoing?Ss:Iam…T:What?time?is?it?Ss:It’s?…T:What?are?you?going?to?do?at?four?o’clock?this?afternoon??S1:I?am?going?to…(師引導學生用be?going?to作答，從而回顧以前所學的be?going?to句型)?設計意圖:由復習時間的表達，過渡到What?are?you?going?to?do?at?four?o’clock?this?afternoon?讓學生復習be?going?to句型，為下文的學習打下基礎。3.課文導入并出示目標T:OK,today?we?are?going?to?learn?a?new?lesson,?M2U1?When?are?we?going?to?eat?(出示課題)Nowlet’s?look?at?this?picture:Who?can?you?see?in?this?picture??Ss:Daming,Simon?and?Simon’s?mum.?T:You?are?right.Do?you?know?what?are?they?going?to?do??Ss:They?are?going?to?have?a?picnic.(師出示野餐的圖片并領讀picnic,have?a?picnic)?T:Well,they?are?going?to?have?a?picnic.Howistheirpicnicgoingtobe?Now?let’shavealook.?設計意圖:在學習課文前，讓學生仔細觀察圖片，對課文有個初步印象，然后設疑，讓學生帶著好奇心進一步學習課文。Step3:Presentation.?,listenandcircle?the?words?that?you?can’t?read?and?circle?:?“be?going?to…”(整體感知課文)?T:?Where?are?they??Ss:?They?are?in?the?park.?T:?What?are?they?going?to?do?in?the?park?Ss:?They?are?going?to?have?a?picnic.?T:?Do?they?have?a?good?picnic?Nowlet’s?talk?about?it.?atthevideoagain?and?ask:?T:?What?time?is?it?now??(Q1)S1:It’sonlyhalfpasteleven.T:When?are?they?going?to?eat?(Q2)S2:At?half?past?twelve.(師課件出示11點半和12點半的圖片并進行領讀和拼讀記憶)?T:?What’s?the?weather?going?to?be?like??(Q3)S3:?It’s?going?to?rain?soon.(引導學生用It’s?going?to?rain.)T：But?Simon’s?mum?says:?It’s?a?beautiful?day.?And?what?are?they?going?to?see???(Q4)S4:?They?are?going?to?see?some?ducks.?T:?Great,they?are…(lovely)?T：Look?at?part3.What’s?happening??Listen！(Q5)Ss:?Theducks?are?eating?their?picnic.???T:We?know?it’s?raining?now,so?their?food?is??is?their?picnic?Do?you?think?they?have?a?good?picnic??Why???設計意圖:以時間為線索，采用借助圖片，師生問答的形式對be?going?to…展開教學活動，從而理解課文大意,最后以How?is?their?picnic?總結提問的形式又回到課前預設的問題中，從而讓學生更準確理解課文.Step4:Practise.1.集中操練詞匯的認讀和書寫:課件出示文中的生詞，師領讀，生領讀，小組內(nèi)互讀，檢查記憶；andrepeatthetext；(跟讀，注意語音語調(diào)的模仿,然后小組內(nèi)分角色朗讀課文)andwrite.Thenaskandanswer.(P10Part4)設計意圖:以通俗易懂的操練方式，加強對詞匯、課文的理解與記憶，以此完成課后活動4的練習題。Step5:Summary.?class?we?learnt?some?new?words?andphrases.(Teacher?says?Chinese,?students?say?English)Themain?sentences:be?going?to(+動詞原形)，表示將來的還有“will”?！痵chant.I用am,I用am,Iamgoingtodo.You用are,you用are,youaregoingtodo.We用are,we用are,wearegoingtodo.Sheis,heis,itis,goingtodo.3.根據(jù)課文內(nèi)容及提示復述課文。（見PPT）設計意圖:再次展示本課重點詞匯和句型，了解學生掌握情況，總結歸納本課重難點。Step6:Homework.?1.練習書寫本課所學的生詞；（見課件）?the?text.3.根據(jù)課件出示的時間，寫一寫你未來某一天的安排。（分層作業(yè)，按學生各自實際情況完成。）設計意圖:以寫、讀為契機，加強學生對本課重點知識的理解與記憶，以此完