When are we going to eat？教学设计
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。
Whenarewegoingtoeat？教学设计
When are we going to eat? 教学设计一、教学目标：1.知识目标1)能听说读写本课的单词：to go /duck/ pond/cloud/dry/like /look like/stay理解课文大意并能准确认读课文。
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.2.能力目标1)利用图画问题信息来理解单词或句子的意思，并能掌握重点单词和句型。
2)能用英语流利的介绍这个故事。
3)能用be going to制定自己的旅游计划，介绍自己的旅游计划，提高综合运用语言能力3.情感目标1)通过设计有趣的活动，来提高学生学习的兴趣。
2)设计并介绍自己的旅游计划，体会学以致用的快乐。
二、教学重点：1.掌握本单元重点单词和句子，能用英语流利的介绍这个故事。
2. 制定自己的旅游计划，能用be going to介绍自己的旅游计划。
三、教学难点：利用图画问题信息，让学生理解单词和句子的意思。
四、教学方法：任务型教学法，游戏比赛教学法，多种形式的练习，实践运用五、知识链接：讨论未来的天气，以前所学的be going to 特殊疑问句六、教学准备：PPT，IQBoard，闹钟，卡片七、教学过程：Step 1:Warm –up:1.Review a poem .(媒体运用：出示上一节课呈现的猜一猜游戏，它是一首诗歌，特别美的一首诗歌，所以这节课让孩子们读一读，感受诗歌的魅力。
)2.Sing a song : Our school will shine today.(媒体运用：制作关于学校，关于孩子们的视频，伴着好听的英文歌Ourschool will shine today.让孩子们回忆快乐的过去，兴趣盎然地进入学习状态，并由此引入FreeTalk环节。
六下M2U1-When-are-we-going-to-eat？教案
M2U1 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 /looklike/stay2.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? Weare 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 lile/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 aregoing 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）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: They are…（师板书lovely,并领读、拼读、记忆）T：Look at part2 , What ' s happening ? listen ！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 ?（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。
When-are-we-going-to-eat？教案
Module 2 Unit 1 When are we going to eat？【教学目标】1、熟练应用be going to 结构，会读、会说、会应用。
2、能够认识时间，并表达。
3、对课文第一部分进行自学合作学习，理解并会读、会看着提示说。
【教学重点】be going to的运用和时间表达【教学难点】时间表达【教具、学具】钟表、多媒体课件、电子白板【教法、学法】自主学习、小组合作、教师点拨、指导【教学过程】一、热身导入活动：几点了做什么？老师运用手中的钟表，转动时间学生表演另一个学生回答。
提问：what time is it now？学生：It is ……。
老师：what are you going to do ?学生：I am going to ……。
引出学习重点：be going to二、新知呈现（1）学习第一部分，看图说话。
学生自读并翻译，听录音跟读（2）学习第二部分前半段1、小组合作，共同翻译短文，不会的标注出来。
2、小组展示，教师指导。
3、听录音，跟读，不会的标记出来。
4、学生自读，不会的可以问老师或小组组长。
5、老师领读，学生齐读，分角色读等方式。
三、情境操练1、自由读课文。
2、学生自由结合，根据提示能够表达文章。
四、展示提升1、根据学习内容找课文完成翻译。
吃早餐11点30分野餐在湖里天空中继续乌云美好的一天2、连词成句。
(1)are to what they do going (?)(2)going are when we eat to (?)3、按要求做题We （）going （）eat （）half past twelve .（1）完成句子。
（2）对画线部分提问。
（3）把句子办成第一人称形式。
板书设计：Module 2 Unit 1 When are we going to eat？be going to主语+be going to+动词原形。
Past用法：分钟+past+小时测试题：1、I （go）have lunch！2、翻译：我们准备什么时候去吃？3、连词成句。
Module2 Unit1 When are We going to eat(教案)外研版(三起)英
Module2 Unit1 When are We going to eat（教案）教学目标1.掌握新单词：eat, snack, dinner, lunch, breakfast, dessert, menu。
2.能够用英语正确地询问和回答什么时候吃什么餐。
3.能够熟练地运用英语介绍自己和别人的饮食习惯。
教学重点1.询问和回答什么时候吃什么餐。
2.熟练地介绍饮食习惯。
教学难点用英语介绍饮食习惯。
教学准备课件、PPT、教学用具、单词卡片。
教学过程Step 1 Warm up1.Greetings.2.Review the names of meals using a flashcard game.3.Ask students what they usually eat for breakfast, lunch, and dinner.Step 2 Presentation1.Show the new words: eat, snack, dinner, lunch, breakfast, dessert, menu.2.Play a listening game. Teacher reads out a time, and students hold up a flashcard of the correct meal they would eat at that time.3.Ask students to write down the new words and their English meanings.Step 3 Practice1.Ask students to work in pairs. Each pair has to ask and answer the following questions:–What time do you usually eat breakfast/lunch/dinner?–What do you usually eat for breakfast/lunch/dinner?2.Students practice asking and answering the questions with their partner.3.Teacher goes around the class and checks their progress.Step 4 Production1.Ask students to introduce their favorite meals, and explain why they like them.2.Then, ask them to introduce their classmates’ favorite meals.3.Teacher can guide the students with sentence starters, such as。
外研版六年级英语(下)M2U1 When are we going to eat教学设计
在教师的帮助下，分角色表演对话（应用实践）
3. Consolidation
(1) Listen and say 播放句子对话录音，学生跟读，然后教师领读。
(2)游戏，火眼金睛
全班抢答竞赛，单词和词组知识一闪而过，看谁记得快记得牢
(3)Activity 4 Practise
A.提示学生看钟表，他们打算去，是计划，现在还没去，马上就要去，改用什么时态呢，引导学生得出用一般将来时be going to 句型。
教师观察学生能否参与学习活动，并进行给予鼓励。
教师观察学生能否参与互动与交流，并根据需要调整提问方式，进行追问或给予指导。
教师根据学生理解词汇拼读单词的情况，能否接收到时间的表达方法，发现问题，及时提供帮助。
教师根据不同学生的朗读水平给予指导或鼓励。
设计意图：本阶段学习活动旨在帮助学生在语境中理解语篇内容，学习对话中的词汇和核心语言。在词汇学习学习中积累拓展词汇知识。学生通过朗读对话进一步理解对话内容，内化语言，为语言输出奠定基础。
二、文化意识：学生能够懂得观察身边即将要发生的事及能够运用be going to句型与同伴进行交流。
三、思维品质：通过本单元的学习，培养学生善于观察生活，体会生活，让学生要懂得规划生活，规划学习及热爱生活热爱学习。四、学习能力：能通过回顾复习be going to 句型、提问的方式来理解文中的重难点，运用be going to 句型进行交流，表达自己将要做某事及身边将要发生的事,在学习活动中逐渐主动与他人合作，共同完成学习任务.
核心素养目标
一、语言能力：1、学生能听说读写单词或短语：later,to go,duck,pond,cloud,dry,like,look like,stay. 2、学生能听懂并运用句型：When are we going to eat? We are going to eat at half past twelve. What are you going to do? I am going to +动词原型。
六下M2U1-When-are-we-going-to-eat？教案
M2U1 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 /looklike/stay2.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 arewe 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 lile/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?。
Module 2 Unit 1-When are we going to eat教学案
《Module 1 Unit 2-When are we going to eat?》教学案一、教学目标：1.学习目标语句：When are we going to eat?We’re going to eat at half past twelve.What are we going to do? We’r e going to walk around the lake.2. 学习并识别单词：duck ,noisy ,并能书写in the park 、have a picnic、under the tree.3. 能口头运用When are we going to eat ?这类词句询问计划的活动时间，并能口头运用At half past twelve .这类词句回答。
二、预习学案1. 用提问题法让学生课前搜集动词短语：What do you like doing in your spare time ？(课余时间) I like doing …(play football\ basketball \table tennis \listen to music \read books \play computer games …)2. 听音预习课文。
三、导学案1. Listen to the tape. (Listen and point 整体感知课文内容)2. Listen again and circle the new words and important sentences. ( duck \ noisy \ wet )When are we going to eat? At half past twelve.What are we going to do now? We are going to walk around the lake.3. Read them in small groups and then show them.4. Listen again and repeat it.5. Listen again then talk about the questions.A. What are they going to eat?B. What are they going to do now?C. Where are they?D. Are the ducks very noisy and hungry?6. Practice:先让学生把例句读一遍，然后小组内讨论完成其它三幅图，再小组展示。
M2U1 When are we going to eat(教案)-2022-2023学年六年级英语
Module 2Unit 1 When are we going to eat？一、教学目标1.语言知识目标（1）全体学生能听说读写: to go, duck, noisy,pond, clo ud, dry, l ike, look like, stay；（2）95%的学生能理解课文大意并能准确认读课文；（3）在复习巩固 be going to 句型的基础上掌握句型：When are we going to eat? We are going to eat athalf past twelve.2.思维能力目标（1）利用问题信息来理解单词或句子的意思，并能掌握重点单词和句型；（2）能用英语流利地复述这个故事；3.学习能力目标（1）能用be going to制定自己的周末计划，介绍自己的周末计划，提高综合运用语言能力。
4. 文化品格目标通过设计有趣的活动，来提高学生学习的兴趣；设计并介绍自己的周末计划，体会学以致用的快乐。
二、教学重点（1）掌握本单元重点单词和句子，能用英语流利地介绍这个故事；（2）制定自己的周末计划，能用be goi ng to介绍自己的周末计划。
三、教学难点1. 学生能理解并正确朗读对话。
2. be going to 句型中，be动词的相应变化。
四、教学准备PPT、单词卡片、教学助中的各种资源。
五、教学方法任务型教学法，讲解法，多媒体教学法六、教学过程Step 1：Warm-up1. Greeting.2. Let's say.用学过的动词或者动词短语描述图中的动作。
We are going to...（复习动词短语，引出本课主要句型。
）Step 2：Lead-in1.Watch and answer（播放活动一视频）Q:What time is it now?Q:What is Simon going to do?2.Read and choose.帮助学生理解一般将来时的用法。
Module2 Unit1 When are we going to eat？(教学设计)- 202
Module2 Unit1 When are we going to eat？（教学设计）教学目标1.学生能够正确运用when are we going to…?结构询问活动时间。
2.学生能够正确运用表示一天不同时间的词汇表达活动时间。
3.学生能够听懂他人询问与回答活动时间的对话，并正确表达自己的活动时间。
教学准备1.PPT课件2.学生课本、作业本3.时钟、日历等时间工具教学过程导入新课（5分钟）1.老师出示课件上的一张图片，上面有一个小女孩和一位妈妈。
2.老师让学生看图片，然后让他们用自己的话描述图片中小女孩和妈妈的活动，如：The little girl and her mother are cooking dinner./The little girl and her mother are eating breakfast, etc.3.老师告诉学生：今天我们要学习如何询问和表达活动时间。
学习新知（20分钟）1.老师出示课件上的一张图片，上面有一张日历。
2.老师问学生：What day is it today? What’s the date?3.老师让学生看一下日历，找到今天的日期。
4.老师问学生：What are you going to do on…（今天的日期）？5.老师介绍when are we going to…?句型，并给出例句，如：When are we going to eat? We are going to eat at six o’clock.6.老师教学生如何用when are we going to…?句型询问和回答活动时间，并让学生进行模仿练习。
7.老师出示一张时钟图片，介绍表示时间的词汇，如：o’clock, half past, quarter past, quarter to。
8.老师让学生看时钟图片，用词汇表达时间。
合作学习（20分钟）1.老师分配学生，两人一组编写一份自己的日程表，列出今天的活动时间，并用when are we going to…?句型进行询问和回答。
Unit1 When are we going to eat教案25
Module2Unit1 When are we going to eat?learning aims：1、能听懂、会说、会读、会写本单元的单词2、能听懂会说：When are we going to eat?We’re going to eat at half past twelve.3、能模仿课文，用be going to谈论意图和计划。
教学步骤：Step 1：Warm-up1. Boys and girls, today we are going to learn Module2 Unit1 When are we going to eat? (出示课件)2.Activity 11)T: look at this picture and listen: What time is it when Simon gets up?2)Answer ,and then read it together.Step 2: PresentationT: I’m going to the park with my friends this weekend. I’m going to go at nine o’clock. How about you? (师一边慢慢地说，一边出示重点句型)What are you going to do? I’m going to….When are you going to go? I’m going to go at….T: Free talk in groupsT: Do you want to know what are Daming, Simon and Simon’s mother going to do this weekend?Show questions and listenQ1: What are they going to do?Q2: When are they going to eat?Q3: How’s the weather?Q4: What are the duck doing?Step 3:Practice1.Try to answer the questions.2.Listen and follow and learn some new words3.Practice the textStep 4:Production1.Read text together2.Fill in the blanks.3.Finis h activity4 of Page7. Ask the children to ask and answer in pairs. Step 5：Summary1、总结“be going to”的用法。
Module2Unit1Whenarewegoingtoeat(教案)-六年级英语下学期(三起)
Module 2 Unit 1 When are we going to eat?some questions.1. What are they going to do?2. When are they going to eat?3. What time is it now?4. What are the ducks doing?T: Let’s have a try.S1:They are going to have a picnic.S2:At half past twelve.S3:It’s half past eleven.S4:They’re eating sandwiches.T: Good job!3)Read the story, then tell the story in class. Daming, Simon and Simon’s Mum are going to have a picnic in a park. What time is it? It’s___________.They are going to eatat_________. There is one hour to go.In the park, there are some __________. They are _________.And there are some dark ________．At half pat twelve, they are eating their_________.But now it’s_____. And the ducks are eating________.It looks like they are going to _____________.T:Look at the blank, and then write some words by yourselves.Ss:...T: Well done!4)Work in groupsWhat are you going to do?I’m going to...When are you going to go?I’m going to go at...T: Boys and girls, now I’ll divide you into four groups. You can role play the dialogue. T: Now, it’s show time. Who wants to play? Ss:...T: Congratulations!5)Listen the tape again. And then imitate the dialogue. Please pay attention to the pronounciation of these sentences.。
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。
Module 2 Unit 1 When are we going to eat 教学设计1-优质公开课-外研新标准一起6下精品
Module 2 Unit 1When are we going to eat?教学设计教学目标：1.知识目标：(1)生词：duck noisy dark cloud stay 等。
(2)句子：When are we going to ...?(3)语法：一般将来时be going to2.能力目标：学习本课单词和课文、简述进行时的用法，能够用一般将来时表达自己的打算、计划等。
3.情感目标：培养学生英语学习兴趣的持续及敢于开口表达的情感态度。
重点难点：1.教学重点：When are we going to eat?We’re going to eat at half past twelve.What are we going to do?We are going to...等新句子的掌握。
2.教学难点：用一般将来时be going to来谈论意图或计划等。
教学方法：情景教学法演绎法听说法role-play教具准备：录音机磁带幻灯片课件教学过程：（一）导入：Step1: Warming -up.T: Boys and girls, let’s say so me rhymes. (课前热身，加强学生的口语练习，让学生很快进入英语学习环境。
)Greeting and sing.（活泼欢快的歌曲活跃了课堂气氛，提高了学生的情趣。
）Step 2.Free talk and revision.T: What do you like doing in your spare time?S: I like playing football/reading books…T: What are you going to do this Sunday?S: I am going to…T: When are you going to …?S: I am going to …at eight /in the morning.（教师以朋友的语气与学生交流，能消除学生的紧张情绪，通过交流，为新课的学习做了铺垫。
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Module 2 Unit 1 When are we going to eat？
【教学目标】1、熟练应用be going to 结构，会读、会说、会应用。
2、能够认识时间，并表达。
3、对课文第一部分进行自学合作学习，理解并会读、会看着提示说。
【教学重点】be going to的运用和时间表达
【教学难点】时间表达
【教具、学具】钟表、多媒体课件、电子白板
【教法、学法】自主学习、小组合作、教师点拨、指导
【教学过程】
一、热身导入
活动：几点了做什么？
老师运用手中的钟表，转动时间学生表演另一个学生回答。
提问：what time is it now？
学生：It is ……。
老师：what are you going to do ?
学生：I am going to ……。
引出学习重点：be going to
二、新知呈现
（1）学习第一部分，看图说话。
学生自读并翻译，听录音跟读
（2）学习第二部分前半段
1、小组合作，共同翻译短文，不会的标注出来。
2、小组展示，教师指导。
3、听录音，跟读，不会的标记出来。
4、学生自读，不会的可以问老师或小组组长。
5、老师领读，学生齐读，分角色读等方式。
三、情境操练
1、自由读课文。
2、学生自由结合，根据提示能够表达文章。
四、展示提升
1、根据学习内容找课文完成翻译。
吃早餐11点30分野餐
在湖里天空中继续
乌云美好的一天
2、连词成句。
(1)are to what they do going (?)
(2)going are when we eat to (?)
3、按要求做题
We （）going （）eat （）half past twelve . （1）完成句子。
（2）对画线部分提问。
（3）把句子办成第一人称形式。
板书设计：
Module 2 Unit 1 When are we going to eat？
be going to
主语+be going to+动词原形。
Past用法：分钟+past+小时
测试题：
1、I （go）have lunch！
2、翻译：我们准备什么时候去吃？
3、连词成句。
(1)are to what they do going (?)
(2)going are when we eat to (?)。