小学英语_When are we going to eat教学设计学情分析教材分析课后反思.doc

Module2 Unit1 When are we going to eat?? 教学设计 教学目标: 知识与技能目标: ?1.?能听说读写本课的生词：later/to go/duck/pond/cloud/dry/like /look like/stay,理解课文大意并能准确的认读课文。 2.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? ---what time is it? ?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 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 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: 1.通过猜谜游戏引出“clock”同时复习半点及整点的时间表达法，师课件出示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 activity1 and answer: 1. What time is it now? 引出并复习be going to 的用法(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 Where are they going to go? What are they going to do? S: They are going to have a picnic in the park.? ( 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 are going 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) 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