六级英语下册ModuleUnit《Whenarewegoingtoeat》教案外研版(一起)讲义

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六年级下册英语教案-Module 2 Unit1 When are we going to eat

六年级下册英语教案-Module 2 Unit1 When are we going toeat -外研版教学目标1.学生能够听懂、理解并运用日常口语中询问时间和回答时间的表达方式；2.学生能够用英语交际，表达自己的计划和时间安排；3.学生能够听懂并运用日常口语中询问和谈论食物的表达方式；4.学生能够运用语言形式主动参与课堂交流。

教学重点1.掌握短语“have breakfast/lunch/dinner”和日常口语中的词汇；2.掌握问句中的疑问词“when”以及相应句型；3.锻炼听懂并运用简单的时间和食物表达方式；4.通过小组互动，提高学生的口语交际能力。

教学难点1.能够运用英语表达自己的时间安排；2.能够听懂并运用日常口语中询问和谈论食物的表达方式。

教学课时2课时教学内容教学步骤步骤1：导入新课1.引导学生回忆上节课所学内容，并引出本节课的主题：询问时间。

2.向学生展示一张钟表图片，询问学生现在的时间，并呈现一些日常时间，如早餐时间、上学时间、做作业时间等，让学生说出这些时间的英文表达形式。

步骤2：新课讲解1.播放短片《My schedule》，引导学生关注短片中人物的安排和时间。

2.出示“when”的单词卡片，让学生猜测单词意思，并引导学生发散想象：如何用英语表达时间。

3.呈现“when are we going to eat?”的问句，让学生观察其中的疑问词和动词，以达成目的。

4.帮助学生学习时间表达方式，如“What time is it?”、“It’s …”、“I have breakfast/lunch/dinner at…”等。

步骤3：语言运用1.利用磁贴，编制几个关于时间的对话，让学生按照提供的单词卡片，完成对话。

例子：A: When do you usually get up?B: I usually get up at … .A: When do you have breakfast?B: I have breakfast at … .2.分组角色扮演，让学生通过模拟真实情境，练习对话、询问时间、计划活动等。

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。

六年级下英语教案-Module2Unit1Whenarewegoingtoeat-外研社(三起)

六年级下英语教案Module 2 Unit 1 When are we going to eat?外研社（三起）教学内容本单元的主题是“当我们什么时候吃饭”，涉及日常生活中的基本交流，包括表达饥饿、询问用餐时间以及相关回答。

教学内容围绕这一主题展开，包括相关的词汇、短语和基本句型。

学生将通过各种活动来学习如何在实际场景中运用这些表达。

教学目标1. 知识目标：学生能够掌握本单元的核心词汇和短语，如“hungry”, “lunch”, “dinner”等，并能够运用这些词汇进行基本交流。

2. 技能目标：学生能够运用所学句型询问和回答用餐时间，如“When are we going to eat?”和“We are going to eat at 12o'clock.”。

3. 情感目标：通过小组活动，培养学生的合作意识和交流能力。

教学难点1. 时间表达：学生需要掌握如何表达具体的时间，如几点钟。

2. 句型运用：在实际对话中灵活运用所学句型，进行流畅的交流。

教具学具准备1. 多媒体课件：用于展示教学内容和提供听力材料。

2. 单词卡片：用于词汇教学和复习。

3. 时钟模型：帮助学生更好地理解和表达时间。

教学过程1. 课堂导入：通过播放与本单元主题相关的视频或歌曲，激发学生的学习兴趣。

2. 词汇教学：利用单词卡片和多媒体课件，教授本单元的核心词汇。

3. 句型练习：通过角色扮演和小组活动，让学生在实际场景中练习所学句型。

4. 听力训练：播放与本单元相关的听力材料，训练学生的听力理解能力。

板书设计板书将包括本单元的核心词汇、短语和句型，以及相关的语法点。

通过清晰的布局和颜色区分，帮助学生更好地理解和记忆教学内容。

作业设计1. 书面作业：完成教材中的相关练习题，巩固所学知识。

2. 口头作业：与家长或同学进行对话练习，运用所学句型询问和回答用餐时间。

课后反思课后反思将重点关注学生在课堂上的参与程度、学习效果以及对教学难点的掌握情况。

六年级下册英语教案-Module2 Unit 1 When are we going to eat？｜外研社(一起)

Module 2 Unit 1 When are we going to eat.【教学目标】1．学习新单词：duck, noisy, hungry , snow, rain2．学习重点句子：（1）We are going to have a picnic．（2）When are we going to eat?（3）At half past twelve .（4）It’s going to rain soon .3．功能运用：能够表达自己和他人的活动计划，能够听懂和表达天气情况，能够根据天气情况制定活动计划并且相互交流。

【教学重难点】1．单词：duck, noisy, snow, rain2．学会用句型：When are we going to eat? 这类语句询问计划的活动时间，并能口头表达运用At half past twelve. 这类语句回答。

3．be going to 句型中，当人称变化时，be 动词相应变化。

4．培养学生口语表达，尝试预告某地的天气。

【教学过程】1.预习学案预习目标：（1）各小组准备单词卡片。

（2）听课文录音并找出生词和难懂的句子。

预习内容一、听一听，读一读。

duck, noisy, hungry, snow, rain二、想一想，连一连。

1．去野餐________2．在十二点半__________3．围着湖边散步________4．去上学________5．一个好天___________6．吃我们的野餐_________三、我会欣赏通过读课文，你领会到课文主要写了什么？试着用简单的英语句子回答。

2.导学案I. Warming up1．Greetings2．各小组出示单词卡片，引导小组成员相互询问“What are we going to do now ?”We are going to ...3．听录音（引出课题并板书）。

II、小组自主互助1．听录音（整体感知）2．师解答小组值日代表提前写在黑板上的生词和难懂的句子，并补充难点。

外研版英语六年级下册《Module2UnitWhenarewegoingtoeat》教案

外研版英语六年级下册《Module2Unit When are we going to eat》教案一、教学目标1.通过本课的学习使学生掌握外研版英语六年级下册《Module2Unit When are we going to eat》的相关内容；2.通过听说读写等各种教学活动提高学生英语综合运用能力；3.通过巩固所学知识，使学生们能够在日常生活和学习中灵活运用所学英语知识。

二、教学重点1.能够理解本课文的含义，并准确使用所学的词汇和句型；2.能够通过各种语言活动，培养学生的语言能力和交流能力。

三、教学难点1.能够在不同场合正确运用所学的英语；2.能够灵活运用所学内容进行创造性思维。

四、教学方法1.以学生为中心的教学法；2.听说读写相结合的综合教学法；3.情景教学法。

五、教学过程1. 学习课文1.师生一起朗读课文；2.学生自己朗读课文。

2. 听力练习1.播放录音，师生一起跟读课文；2.短文听力练习；3.情景听力练习。

3. 词汇练习1.课文中的生词、短语进行归纳；2.课文中的单词进行单词拼写和词形转换。

4. 语法练习1.掌握句子结构，进行句型操练。

5. 阅读练习1.阅读和理解课文；2.阅读短文，进行语言理解和鉴赏。

6. 书写练习1.练习写出课文中的生词和短语；2.小作文练习。

六、教学评价1.练习听说读写的能力；2.认真分析每个学生在学习中的表现和进步；3.从学生的表现上得出相应的结论，为教学调整提出建议和方案。

七、练习题1. 看图说话根据给出的图片进行描述：1.I am eating breakfast.2.I am going to school.3.I am playing basketball with my friends.2. 短文填空Hello, I am Tom. I am ____ years old. I am a student. I go to school from Monday to Friday. I usually have breakfast at seven ____. I have lunch at ____ twelve o’clock. I go home at five o’clock inthe afternoon. I usually play ____ with my friends in the playground.3. 小作文给你一张你周末安排的日程表，写一篇50-100字的小短文，介绍你的周末安排。

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。

六年级英语下册Module2Unit1《Whenarewegoingtoeat》教案(新版)外研版(一起)(新)

You’re going to stay hungry.
教
学
反
思
3.桌上摆满食物：apples, hamburgers, bread, eggs…教师边捂肚子边说：I’m hungry. I’m going to eat a hamburger. What are you going to eat?
(设计意图：借助实物与学）
2.T: You are very clever. Your weekends are so interesting. Do you
know what Daming , Simon and Simon’s mother are going to do? Before we listen, let’s read the questions.(出示课件)
3. Read the text.(以自己喜欢的方式读，个性读，大声读，两人读等等)
4. Play the E-pen. Let the students read after the E-pen.
（设计意图：通过不同形式的朗读再次激发学生的学习积极性,学
教
学
过
程
生能多角度掌握课文，对课文的学习有很大的帮助。）
Step2: Presentation
1.出示鸭子的图片学习单词duck.
(设计意图：用图片学习单词形象生动，学生比较感兴趣，学起
来比较轻松。）
2. T: I’m going to go to the park with my friends this weekend.
教
学
过
程
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)

外研版小学英语六年级下册 Module2 Unit 1 When are we going to eat 教学设计

Module 2Unit 1 When are we going to eat?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: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 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 our aims about this class.(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 what are they going to do ?S: They 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 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)1. 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 do in the park?S: They are going to have a picnic.T: Do they have a good picnic?T: ok, let’s talk about the picnic.2. 解析课文Listen 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: What’s the weather going to be like ?S: It’s going to rain .(引导学生用It’s going to rain ,并板书)T：But Simon’s mum says: It’s 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 , What’s happening ? listen！S: It’s raining.T: Where are they going ?S: They are going over there.T: look at the ducks , they are eating their picnic.We know it’s raining now , so their food is wetHow 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)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 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。

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。

外研版(一年级起点)六年级下册M2U1 When are we going to eat？教案

六年级下册Module 2 Unit 1 when are we going to eat?教材分析本课是新标准英语第十二册第二模块第一单元。

教学内容是Daming, Simon 和Simon’s mum一次野餐活动，课文以野餐为主题展开的对话，他们在谈论的过程中就使用了“be going to”这个句子结构，自然地呈现出本单元需要学到的语法知识：一般将来时的一种表达方式be going to …。

学情分析对于六年级的学生来说，以前曾经学过时间的表达，也学过一般将来时的用法，对本课内容有一定的语言积累，在原有知识的基础上进行新课文的学习，能够达到充分理解和灵活运用的目标。

教学目标语言知识1：谈论活动计划。

2：全体学生能运用：When are we going to eat?3: 全体学生能理解:later, to go, dark, cloud, Oh dear! dry, stay语言技能听：全体学生能听懂：When are we going to eat?听懂相关短文。

说：全体学生能说：When are we going to eat?读：全体学生能朗读课文写：全体学生能写出4-5个语句说明活动计划。

运用1、全体学生能运用已学语言说明活动计划2、敢于开口，讨论活动计划。

教学重点掌握目标词汇：later, to go, dark, cloud, Oh dear! dry, stay.掌握目标语句: I’m hungry. When are we going to eat? At half past twelve. Look at the ducks! What are they doing? They’re eating our sandwiches 进一步强化复习一般将来时的运用和时间的表达教学难点运用be going to句型说明活动计划教学准备教材、PPT课件、课文视频一. Warming up and lead in1. Greetings:2. Free talk:(1) T: What day is it today? S: It’s ...... T: What’s the weather like? S: It’s .....T: What’s the weather going to be like? S: It’s going to rain. （出示天气预报表）T: What’s the weather going to be like this weekend?S: It’s going to .......T: Yes, it’s going to..... What are you going to do this weekend?T: I’m going to watch TV at home. What are you going to do this weekend?S: I’m going to ....3.出示图片1.Look and guess.T: look, what time is it? What is Simon going to do?S: He is going to get up and have breakfast.T: What did Daming say to Simon? ,please listen.播放第一部分动画S: Daming said:【设计意图】通过自由的谈话激活学生已有的be going to (I’m going to…)知识,讨论周末计划，为进行做计划的教学做好铺垫。

六年级下册英语教案-Unit1Whenarewegoingtoeat外研社三起

科目版本章节课名学习目标重难点Module 2 Unit 1 When are we going to eat?教课方案小学英语（三年级起点）外研版六年级下册Module 2Module 2 Unit 1 When are we going to eat?1. 可以听懂、会说，并初步运用描绘计划和将来天气：later, to go, duck, pond, cloud, dry, like, look like, stay.2. 可以听懂、会说，并认读句型“ When are we going to eat? At half past twelve.”并能在实质情境中灵巧运用。

可以听懂、会说，并初步运用描绘计划和将来天气：later, to go, duck, pond, cloud, dry, like, look like, stay教课环节 /步骤学生活动教师活动设计企图1. Sing a song. 1. Sing a song.学生演唱上一模块所学的歌Hello, boys and girls. First of all, let’s sing a song.经过复习上一节课的歌曲。

播放上节课学习的歌曲，学生一同演唱。

曲将学生带入情形，进行2. Look, listen and say. 2. Look, listen and say.热身。

带着问题看动画，热身进入读图，看动画，听录音，回When do you usually get up? 你往常几点起床呢？经过察看回答下列问题，引出答问题。

Please look at the picture, what time is it when Simon本节课要点句型。

gets up?What is he going to do?播放录音并让学生回答下列问题。

1. Watch and answer. 1. Watch and answer. 经过对课文的频频听读，学生察看图片找出文章中的新知体现人物，并猜想 Daming，Simon和Simon 的妈妈要去做什教师 PPT 出示课文图片，让学生读图。

六年级下册英语教案-Module 2 Unit 1 When are we going to eat

六年级下册英语教案-Module 2 Unit 1 When are we going toeat一、教学目标1.学生能够听懂、掌握询问和表示时间的英语表达方式。

2.学生能够在日常生活中正确地使用时间表达方式。

3.学生能够运用所学知识，口头表达自己的日程安排。

二、教学内容及时间分配时间活动5分钟复习上一课时所学内容15分钟呈现新课内容，介绍核心词汇及表达方式20分钟听力训练及语音模仿20分钟语法与实际应用15分钟练习与反馈三、教学重难点1.重点：掌握核心表达方式及其应用2.难点：时间表达与日程安排的结合运用四、教学准备1.多媒体教学设备2.中英文翻译词汇表3.听力练习音频五、教学过程1. 复习上一课时所学内容先复习上一课时所学的和日期相关的英文表达方式，包括日历、星期几、月份等。

2. 呈现新课内容，介绍核心词汇及表达方式教师呈现新课内容，给学生们介绍核心的时间表达方式。

1. When are we going to eat? 2. We are going to eat at noon. 3. What time is it? 4. It’s half past ten.解释以上英文句子的意思及其背后的指代含义，确保学生们理解语言表达的核心。

3. 听力训练及语音模仿给学生们播放带有时间指示的英语语音，帮助他们熟悉不同时间段的表达方式。

同时，教师可引导学生们通过模仿语音的方式，体验和练习语言发音。

4. 语法与实际应用引导学生们运用所学语言表达方式，组成与日程安排相关的问答句，并通过小组合作进行练习以加深记忆。

例如，你准备什么时候去上学？我准备在早上六点半之前出门。

5. 练习与反馈对学生们进行练习与反馈，帮助他们巩固所学内容。

教师可以在教室内放置时钟或日历，引导学生们用所学语言表达出其指示的时间或日期，以帮助他们更好地记忆。

六、课后作业让学生们回家后，运用所学表达方式，写一份自己的日程安排表，并准备在明天到校后互相之间分享并更正。

Module 2 Unit 1 When are we going to eat Period 1(

Module 2 Unit 1 When are we going to eat? Period 1（教案）教学内容：本节课选自人教版六年级下册英语教材，Module 2 Unit 1 When are we going to eat? 第一课时。

本节课主要学习一般将来时态的用法，以及询问和回答关于未来计划的问题。

教学内容包括词汇学习、句型练习、听力理解、口语表达等。

教学目标：1. 知识与技能：学生能够正确理解和运用一般将来时态，掌握询问和回答关于未来计划的句型，如"When are we going to ...?" "We are going to ...at ...".2. 过程与方法：通过听力、口语、小组合作等环节，培养学生运用英语进行交流的能力，提高学生的听说技能。

3. 情感态度与价值观：培养学生对英语学习的兴趣和自信心，培养学生积极向上的生活态度。

教学难点：1. 正确理解和运用一般将来时态。

2. 询问和回答关于未来计划的句型的运用。

教具学具准备：1. 教具：PPT课件、黑板、录音机、磁带。

2. 学具：教材、练习册、文具。

教学过程：1. 导入a. 跟唱歌曲"When are we going to ...?"，激发学生学习兴趣。

b. 引导学生谈论自己的周末计划，复习一般将来时态的句型。

2. 新课展示a. 利用PPT展示本节课的主要教学内容，如词汇、句型等。

b. 通过听力练习，让学生理解和掌握新知识。

3. 小组合作a. 学生分组，每组选择一个场景，如公园、商场、餐厅等，讨论并编排一段对话。

b. 各小组展示对话，其他学生进行评价。

4. 巩固练习a. 完成练习册上的相关练习，巩固新知识。

b. 教师选取部分练习题，进行讲解和答疑。

5. 总结与布置作业a. 教师对本节课的内容进行总结，强调重点和难点。

b. 布置课后作业，要求学生完成练习册上的相关练习。

Module2Unit1Whenarewegoingtoeat？(教案)外研版(三起)英语六年级下册

教案：Module 2 Unit 1 When are we going to eat?一、教学目标1. 知识目标（1）能够听懂、会说、会读本课的生词和重点句子。

（2）能够用英语简单描述未来的计划。

2. 能力目标（1）能够运用所学的单词和句子进行简单的交流。

（2）能够根据图片或情景，运用所学知识进行简单的预测和描述。

3. 情感目标培养学生的团队协作精神，学会尊重他人的意见。

二、教学内容1. 主题：谈论未来的计划。

2. 重点词汇：week, day, morning, afternoon, evening, go, swim, shop, have lunch, watch TV。

3. 重点句型：When are we going to + 动词原形? We aregoing to + 动词原形 at + 时间段。

三、教学重点与难点1. 重点：能够听懂、会说、会读本课的生词和重点句子，能够运用所学知识进行简单的交流。

2. 难点：掌握句型When are we going to + 动词原形? We are going to + 动词原形 at + 时间段，并能够灵活运用。

四、教具与学具准备1. 教具：多媒体课件、图片、录音机、磁带。

2. 学具：课本、练习册、录音机、磁带。

五、教学过程1. 热身（5分钟）（1）播放上一课的录音，让学生跟读。

（2）老师出示一些日常用品，如pen, book, ruler等，让学生用英语描述。

2. 导入（10分钟）（1）老师出示一张日历，引导学生谈论今天的日期。

（2）老师提问：What are you going to do today? 学生回答，并引导学生谈论未来的计划。

3. 呈现（15分钟）（1）老师出示一张图片，上面有一家人在吃饭，提问：What are they doing? 引导学生回答：They are eating.（2）老师出示一张图片，上面有一家人在游泳，提问：What are they doing? 引导学生回答：They are swimming.（3）老师出示一张图片，上面有一家人在购物，提问：What are they doing? 引导学生回答：They are shopping.（4）老师出示一张图片，上面有一家人在看电视，提问：Whatare they doing? 引导学生回答：They are watching TV.4. 练习（15分钟）（1）老师引导学生分组，每组选择一张图片，用英语描述图片内容。

外研版六年级英语下册 (When are we going to eat)课件教学

Why are you eating? Because I’m hungry.
Read and answer
1. What had Sam got in his bag?
There were baseball caps.
2. Why do they put the cups on their heads? Because Lingling made a mistake.
Module 8 Unit1 Why do you have cups on your heads?
Why is he happy?
Look and Read
ask —asked laugh — laughed smile — smiled open — opened shout — shouted play — played
2. Why are they laughing?
Because they are funny.
Look and say
shout
A：Why is he crying ？ B：Because he is sad .
drink
eat
crying I’m sad.
Why are you shouting? Because I’m angry.
Writing
A
（funny/ interesting/sad/
unforgettable/……) thing.
_____________________________ _____________________________ _____________________________ ___________________________

六年级下册英语教案-Module2Unit1Whenarewegoingtoeat外研社(一起)

六年级下册英语教案 Module 2 Unit 1 When are we going toeat 外研社（一起）教学目标1. 知识与技能：学生能够理解并正确使用将来时态来表达未来的计划，特别是在询问和回答关于用餐时间的问题时。

2. 过程与方法：通过情境模拟、小组讨论和角色扮演等活动，学生将练习听力理解、口语表达和阅读理解的能力。

3. 情感态度与价值观：培养学生的时间观念和对集体活动的责任感，同时增进同学间的相互理解和合作。

教学内容1. 词汇：包括 "lunch", "dinner", "picnic", "restaurant" 等与用餐相关的词汇。

2. 语法：将来时态 "be going to" 结构的运用。

3. 功能句型：例如 "When are we going to eat lunch?", "I'm going to have a picnic with my family."教学重点与难点1. 重点：学生能够正确运用 "be going to" 结构来谈论未来的计划。

2. 难点：理解并正确使用将来时态的时间表达，如 "at 12:30" 或 "in the evening"。

教具与学具准备多媒体教学设备词汇卡片时间表模板角色扮演道具教学过程1. 导入：通过展示不同时间的图片，引导学生复习过去时和现在时，并自然过渡到将来时。

2. 新授：使用多媒体展示与用餐相关的场景，教授新词汇和句型。

3. 实践：学生分组进行角色扮演，模拟在不同时间安排用餐计划的场景。

4. 巩固：通过填空、选择等书面练习，加深对将来时态的理解和应用。

板书设计中心词汇和句型高亮显示将来时态的结构和使用示例时间表达的例句作业设计填空和选择题，用以巩固语法和词汇。

六年级下册英语教案-Module2 Unit1 When are we going to eat ｜外研社(三起)

初备人Liaoyunayn Coursemeeting times本学期第课时本单元第课时上课时间第周星期Module 2 Unit 1 When are we going to eat? Topics Lesson Type of lesson New lessonTeaching AimsKnowledgeAims1.Function : Use ‘be going to’ to express the plan.2.Grammar: When are we going to eat? We are going to eat at half pasttwelve.3.V ocabulary:：later, go to ,duck pond、cloud、dry, like ,look like, stay Ability Aims1.Listening: Ss can understand “When are we going to eat? We aregoing to eat at half past twelve.”2.Speaking: Ss can speak sentences “ When are we going to eat? We aregoing to eat at half past twelve.”3.Reading: Read the text book and some relative passage.4.Writing: the sentences .Moraleducation1.Learning Strategies: Ss are able to describe things they plan.2.Cultural Awareness: know the foreign cultural.3.Emotional Attitude: express their own thoughts bravely.Key Points Sb be going to do sth atsometimeDifficultPointsBe going to…Teaching Tools PPT, CD-ROM,CARDSStuden ts’preparationBOOKS,PENS,PAPER,EXERCISEBOOKSTeaching ProgressTeachingself-evaluation、correction andrethinkingThe first class1. Warming-up Greetings.T makes Ss have a dictation in 10 mins during which group leaders checks their members’.2. Lead-in the New Language 1.T writes the phrases including have a picnic, one hour to go, on the pond, duck, cloud, dry, over there,and Ss circle them in part in part2. Then T teaches the phrases one by one in case that Ss can’t master them with many activities.2.T draws a clock presenting12;30, and ask Ss’ What’s the time now?’Ss answer” It’s half past twelve. ”Then T writes some trime as following, and ask the Ss to describe the time.6.307.308.00 12.153. PresentationT points 6.30, and say”I am going to get up at 6,30. ”Then “I am going to have breakfast at 7.30. I am going to school at 8.00 I am going to have lunch at 12.15 . ”T makes Ss read the sentences one by one or together.4. Practice T makes Ss say the sentences by themselves with be going to.5. Expand Knowledge,Ehance TranferT make Ss learn part1.Firstly, Ss watch TV without voice.Secondly, Ss look at their books, and read after the tape one by one.Thirdly, Ss read together.6.Assess Performance Ss read the part1 in groups, then each group will gives us a show.7.HomeworkAfter class Ss read part1.Blackboard DesignUnit 1 When are we going to eat?have a picnic, one hour to go, on the pond, duck, cloud, dry, over there, 6.30 7.30 8.00 12.15教学后记The second classTeachingself-evaluation、correction andrethinking1. Warming-upGreetings.2. Reviews the New Language 1. words : later, go to ,duck pond、cloud、dry, like ,look like, stay2. sentences: I am going to ….at …He/ she is going to…at…They/ we/ you are going to…at…3. Presentation Student 1 says the sentence”I am going to havebreakfast at 7.30.”T asks S1that When are you going to eat breakfast? S1 answers” At 7.30.”More Ss do the dialogues with T.4. Practice First time, Ss listen and watch what happened in the the dialogue. T leads Ss to understand the meaning of this sentence.Second time, ss read after the tape sentence by Third time, ss read by groups.At last, T asks a few ss to read in class text.5. Expand Knowledge,Enhance Transfer T makes Ss do part 4 according the 4 pictures in 3mins. Then T comes out of the answers and Sscomplete the blanks.Then makes Ss read the dialogues one sentence byone sentence.6.Assess PerformanceSs read part 3 in groups helping each other, and prepare to show for us.7.HomeworkAfter class Ss write part 1 and part3 once, and translate the dialogues into Chinese. Then the words in M2 twice.Blackboard DesignUnit 1 When are we going to eat.初备人Liaoyunyan Coursemeetingtimes本学期第课时本单元第课时上课时间第周星期Module 2 Unit 2 It will snow in Harbin.Topics Lesson 1 Type of lesson New lessonTeaching AimsKnowledgeAims1.Function : Use ‘be going to’ to express the plan.2.Grammar: It will snow in Harbin.3.V ocabulary:：later, go to ,duck pond、cloud、dry, like ,look like, stay Ability Aims1.Listening: Ss can understand “When are we going to eat? We aregoing to eat at half past twelve. It will snow in Harbin. ”2.Speaking: Ss can speak sentences “ When are we going to eat? We aregoing to eat at half past twelve. It will snow in Harbin.”3.Reading: Read the text book and some relative passage.4.Writing: the sentences .Moraleducation1.Learning Strategies: Ss are able to describe things they plan.2.Cultural Awareness: know the foreign cultural.3.Emotional Attitude: express their own thoughts bravely.Key It will snow in Harbin. Difficult The difference between will and be going 教学后记Points Points to. Teaching Tools Book and PPTStudents’preparationBook, exercise book and pen.Teaching ProgressTeachingself-evaluation、correction andrethinkingThe first class1. Warming-up 1. Greetings.2. T and Ss ask and answer as following-When are you going to have breakfast?- I’m going to have breakfast at 7.30.Try more times with Ss.3. T makes Ss listen to the chant of part1 three times, and ask them to chant together.2. Lead-in the New LanguageT plays a video about the weather report in order to introduce our topic. Then T presents some pics of different weather, such as, snow, rain, cold, windy, sunny, cloudy, warm, hot.T makes Ss do the practice of these words.3. Presentation Listen and read.(P11.2)T makes Ss look at part 2, and explain the sign of the different weather. Then makes Ss say the sentences with the sentence structure” It will….in…”Then T makes Ss underline the words describing different weather including snow, rain, cold, windy, warm, sunny.4. PracticeT does the dialogues with Ss as following-What’s the weather in Harbin/ Beijing…? -It will snow/ rain… in Harbin.Ss do the dialogues with themselves.5. Expand Knowledge, Ehance Tranfer (P12.3) Ask and answerT leads Ss to do the dialogues.-Where am I?-You’re in Harbin.-It will snow tomorrow.-That’s right.More practice about different places”Beijing, Xi’an, Lhasa, Shanghai, Guangzhou, Haikou..”6. Assess Performance T give Ss 3 mins to prepare part 3. Then show for us. Whichever group shows will get one score.7. HomeworkAfter class Ss review the text of part1.2.3. Blackboard DesignUnit 2 It will show in Harbin.教学后记The second class Teaching self-evaluation correction and rethinking1.Warming-upGreetings.T plays the chant of part 4.2.Reviews the New Language 1.words : later, go to ,duck pond、cloud、dry,like ,look like, staysnow, rain, cold, windy, warm, sunny.2. sentences: What’s the weather tomorrow?It will…3.Presentation T makes Ss look at part 5 on page 13.First of all, T leads Ss to read the words in part 5. Secondly, T say two sentences about the day and place according to the pics.. Such as, I will be hot on Friday. It won’t be sunny in Hangzhou.4.Practice T invites one or two Ss to practice the part5.Then T makes Ss prepare this part in 5 mins.T invites some groups to show for us whicheverwill get a score.5.AssessPerformance T shows a plan for the weekend with some explanations.Then make Ss make a plan, and show for us.6.HomeworkAfter class Ss write part 2 once, and translate thedialogues into Chinese. Then the words in M2twice.BlackboardDesignUnit 2 It will show in Harbin.教学后记。

完整版六下M2U1Whenarewegoingtoeat？教案

M2U1 When are we going to eat?讲课目知与技术目：1.能听写本的生：later/go to /duck pond、cloud、 dry/like /looklike/stay2.理解文马虎并能正确的文。

3.在复牢固be going to 句型的基上掌握文中的要点句型： When are we goingto eat? We are going to eat at half past twelve.What are we going to do now? We are going to + 原形程与方法目： 1. 借助卡片、文中的片来理解并本所学的。

2.通回复 be going to 句型、提的方式来理解文中的要点句型。

3.通多次跟、小内分角色来达到文的熟。

感情、度与价目：培育学生擅长察生活、意会生活中的言，生活中常用句子的理解和用。

讲课要点 1. 能听写本的生：later/go to /duck pond、cloud、dry/like /look lile/stay理解文马虎并能正确的文。

2.四会文中的。

3.复并牢固 be going to 句型，特别是特别疑句的用。

讲课点：文的理解和的要求：在学中擅长利用画或非言信息来理解或句子的意思。

讲课方法借助片、跟模拟、提知接从前所学的be going to句型教学程Step 1:Warm –up:件出示一的片并示不一样样的。

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 ⋯(引学生用be going to 作答，从而回从前所学的be going to 句型 )（意 ; 由复的表达，渡到What are you going to do at four o ’clock in thisafternoon ? 学生复be going to 句型，下文的学打下基）Step 2:文入并出示目T: OK, today we are going to learn a new lesson, M2U1 When are we going to eat?.( 出示 )， firstlet ’ s look at our aims about this class.( 件展现 )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 what are they going to do ?S: They are going to have a picnic.( 出示野餐的片并picnic---have a picnic)’ s their picnic going to be ? Now we are T: Yes, they are going to have a picnic, do you know whatgoing to listen ,and find out the answer.(意：在学文前，学生仔察片，文有个初步印象，此后疑：what ’s their picnic going to be ? 学生着好奇心一步学文)Step 3: Presentation( 文学 )1. Look and listen then circle the words that you can ’t read and circle : “ be going to ⋯”(整体感知文 )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:ok, let ’ s talk about the picnic. 2.解析文T: What time is it now ? And when are they going to eat?S:At half past twelve.(件出示12 点和 12 点半的片并行和拼)T:From half past eleven to half past twelve , what are they going to do ?S:They are going to have a picnic.T:What ’ s the weather going to be like ?S: It’ s going to rain .( 引学生用It’ s going to rain ,并板 )xKb 1 .C mT： But Simon ’ s mum says: It’ s 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:It ’ sraining.T:Where are they going ?S:They are going over there.T:look at the ducks , they are eating their picnic.We know it ’ s raining now , so their food is wetHow is their picnic ?Do you think they have a good picnic? Why ?(意：以索，采纳借助片，生答的形式be going to .. 张开讲课活，从而理解文马虎 ,最后以 How is their picnic ? 提的形式又回到前的中，从而学生改正确理解文 )Step 4 : 会合操的和写1.件出示文中的生2.，生，小内互，相互拼，Step 5: Read the text1. listen and repeat the text.( 跟，注意音的模拟)2.小内互，注意相互。