1、Module 2 Unit 1 When are we going to eat?教案一、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.2.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
2、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。 二、教学重难点 1. 能听说读写本课的生词：later/go to /duck pond、cloud、dry/like /look /stay理解课文大意并能准确的认读课文。2. 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。三、教学方法 借助图片、跟读模仿、提问。四、教学过程Ste
3、p1: 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: Its T: What are you going to do at four oclock 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 oclock in this afternoon ?让学生复习be going to 句型，为下文的学习打下基础）Step2: 课文导入并
4、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 lets look at our aims about this class.(课件展示)Ok, lets look at this picture: T: Who can you see in this picture?S: Daming, Simon and his mum.T: You are right. Do you know what are they going to do?S: They
5、 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 whats 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：Whats their picnic going to be ?让学生带着好奇心进一步学习课文。)Step3: Presen
6、tation(课文学习)1. Look and listen then circle the words that you cant 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, lets talk about the picnic.2. 解析课文Lis
7、ten 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: Whats the weather going to be like?S: Its going to rain. (引导学生
8、用Its going to rain ,并板书) T：But Simons mum says: Its 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, Whats happening ? listen！S: Its raining. T: Where are they going?S: They
9、are going over there.T: look at the ducks, they are eating their picnic.We know its raining now, so their food is wet How 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)Ste
10、p4 : 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。Step5: 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。3. 小组内分角色朗读课文。Step6: 重点句子的理解要练说，得练听。听是说的前提，听得准确，才有条件正确模仿，才能不断地掌握高一级水平的语言。我在教学中，注意听说结合，训练幼儿听的能力，课堂上，我特别重视教师的语言，我对幼儿说话，注意声音清楚，高低起伏，抑扬有致，富有吸引力，这样能引起幼儿的注意。当我发现有的幼儿不专心
11、听别人发言时，就随时表扬那些静听的幼儿，或是让他重复别人说过的内容，抓住教育时机，要求他们专心听，用心记。平时我还通过各种趣味活动，培养幼儿边听边记，边听边想，边听边说的能力，如听词对词，听词句说意思，听句子辩正误，听故事讲述故事，听谜语猜谜底，听智力故事，动脑筋，出主意，听儿歌上句，接儿歌下句等，这样幼儿学得生动活泼，轻松愉快，既训练了听的能力，强化了记忆，又发展了思维，为说打下了基础。课件出示文中的重点语句，师进行领读、引导生理解后，再记忆。单靠“死”记还不行,还得“活”用,姑且称之为“先死后活”吧。让学生把一周看到或听到的新鲜事记下来,摒弃那些假话套话空话,写出自己的真情实感,篇幅可长可
12、短,并要求运用积累的成语、名言警句等,定期检查点评,选择优秀篇目在班里朗读或展出。这样,即巩固了所学的材料,又锻炼了学生的写作能力,同时还培养了学生的观察能力、思维能力等等,达到“一石多鸟”的效果。Step7: SummaryThis class we learnt some new words and phrases:Teacher says Chinese, students say English“师”之概念，大体是从先秦时期的“师长、师傅、先生”而来。其中“师傅”更早则意指春秋时国君的老师。说文解字中有注曰：“师教人以道者之称也”。“师”之含义，现在泛指从事教育工作或是传授知识技术也或是某方面有特长值得学习者。“老师”的原意并非由“老”而形容“师”。“老”在旧语义中也是一种尊称，隐喻年长且学识渊博者。“老”“师”连用最初见于史记，有“荀卿最为老师”之说法。慢慢“老师”之说也不再有年龄的限制，老少皆可适用。只是司马迁笔下的“老师”当然不是今日意义上的“教师”，其只是“老”和“师”的复合构词，所表达的含义多指对知识渊博者的一种尊称，虽能从其身上学以“道”，但其不一定是知识的传播者。今天看来，“教师”的必要条件不光是拥有知识，更重于传播知识。(课件展示) Main sentences: be going to 五、课后作业1.熟记本单元的单词与句子。2.与父母练习本单元的对话。
