外研版 (三年级起点)六年级下册Unit 1 When are you going to eat?教学设计

这是一份外研版 (三年级起点)六年级下册Unit 1 When are you going to eat?教学设计，共6页。

教学目标
知识与技能目标
1. 能听说读写本课的生词：later/g t /duck pnd、clud、dry/like /lk like/stay理解课文大意并能准确的认读课文。
2.在复习巩固be ging t 句型的基础上掌握文中的重点句型：When are we ging t eat? We are ging t eat at half past twelve.
What are we ging t d nw? We are ging t +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 ging t 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/g t /duck pnd、clud、dry/like /lk like/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 ging t 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 ging t 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 yu ging t d at fur ’clck this afternn?
S: I am ging t …(师引导学生用be ging t 作答，从而回顾以前所学的be ging t 句型)
（设计意图; 由复习时间的表达，过渡到What are yu ging t d at fur ’clck in this afternn ?让学生复习be ging t 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, tday we are ging t learn a new lessn, M2U1 When are we ging t eat?.(出示课题)，first let’s lk at ur aims abut this class.(课件展示)
Ok, let’s lk at this picture:
T: Wh can yu see in this picture?
S: Daming, Simn and Simn’s mum.
T: Yu are right, D yu knw what are they ging t d ?
S: They are ging t have a picnic.
( 师出示野餐的图片并领读picnic---have a picnic)
T: Yes, they are ging t have a picnic, d yu knw what’s their picnic ging t be ? Nw we are ging t listen , and find ut 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 ging t be ?让学生带着好奇心进一步学习课文)
Step 3: Presentatin(课文学习)
1. Lk and listen then circle the wrds that yu can’t read and circle : “be ging t …”(整体感知课文)
T: Where are they?
S: They are in the park.
T: What are they ging t d in the park?
S: They are ging t have a picnic.
T: D they have a gd picnic?
T: k, let’s talk abut the picnic.
2. 解析课文
Listen part 1 and ask :
T: What time is it nw ? And when are they ging t 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: Frm half past eleven t half past twelve , what are they ging t d ?
S: They are ging t have a picnic.
T: What’s the weather ging t be like ?
S: It’s ging t rain .(引导学生用It’s ging t rain ,并板书)
T：But Simn’s mum says: It’s a beautiful day. And what are they ging t see ?
S: They are ging t see sme ducks.
T: Yu listen, what are the ducks like ?
S: They are … ( 师板书lvely,并领读、拼读、记忆)
T： Lk at part2 , What’s happening ? listen！
S: It’s raining.
T: Where are they ging ?
S: They are ging ver there.
T: lk at the ducks , they are eating their picnic.
We knw it’s raining nw , s their fd is wet
Hw is their picnic ? D yu think they have a gd 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 ging t .. 展开教学活动，从而理解课文大意,最后以Hw 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。
Step 5: 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。
Step6: Summary
This class we learnt sme new wrds and phrases:
Teacher says Chinese, students say English
(课件展示)
Main sentences: be ging t …
Step7: D 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
Daming ,Simn and Simn’s Mum are ging t have a picnic in a park. It’s________ past eleven. There is ne hur t g. They are ging t eat at half past twelve. There are sme _______ n the pnd. They are __________.And there are sme dark ________in the sky．It’s _______nw. The ducks are eating ur sandwiches .They are __________.