木門片區(qū)小學(xué)備課案年級與科目：六年級英語時間：課題：《Whenarewegoingtoeat?》課時：1課時主備人：李莎莎審核人：授課班級：授課時間：第一步學(xué)習(xí)目標(biāo)（學(xué)習(xí)結(jié)果）設(shè)計(jì)課標(biāo)要求與本質(zhì)理解：本堂課的課標(biāo)要求是讓學(xué)生在學(xué)習(xí)中善于利用圖畫或非語言信息來理解單詞或句子的意思。本課設(shè)計(jì)了許多對詞匯、句子的練習(xí)，要讓學(xué)生基本掌握本課知識點(diǎn)。對課后活動4的練習(xí)，要讓學(xué)生熟悉掌握各個時間點(diǎn)的表示方法和一個將來時態(tài)begoingto句型的理解與用法。在學(xué)習(xí)鞏固begoingto句型時，學(xué)生容易與現(xiàn)在進(jìn)行時“主語+be+動ing+其他.”混淆，老師要注意糾正，學(xué)生也要對be動詞加以正確的應(yīng)用。學(xué)習(xí)目標(biāo)：知識與技能目標(biāo)：1.能聽說讀寫本課的生詞：later,togo,duck,pond,cloud,dry,like,look?like,stay；2.理解課文大意并能準(zhǔn)確的認(rèn)讀課文；3.在復(fù)習(xí)鞏固be?going?to句型和時間整點(diǎn)、半點(diǎn)的基礎(chǔ)上掌握文中的重點(diǎn)句型：When?are?we?going?to?eat??We?are?going?to?eat?at?half?past??are?you?going?to?do??Iam?going?to+動詞原形。過程與方法目標(biāo)：1.借助課件、課文中的圖片來理解并認(rèn)讀本課所學(xué)的單詞；2.通過回顧復(fù)習(xí)be?going?to?句型、提問的方式來理解文中的重點(diǎn)句型，特別是特殊疑問句的問答；3.通過多次跟讀、小組內(nèi)分角色認(rèn)讀來達(dá)到對課文的熟讀。情感、態(tài)度與價(jià)值觀目標(biāo)：培養(yǎng)學(xué)生善于觀察生活、體會生活中的語言，對日常生活中常用句子的理解和應(yīng)用。重難點(diǎn)（易混易錯點(diǎn)）：能聽說讀寫本課的生詞，理解課文大意并能準(zhǔn)確的認(rèn)讀課文；鞏固begoingto句型的運(yùn)用；課文的理解和單詞的記憶。突破重難點(diǎn)的方法：情景教學(xué)法；課堂中根據(jù)學(xué)生的實(shí)際情況，加強(qiáng)對詞匯何句型的操練。常見考試題型：以When/Whattime開頭的特殊疑問句的問答；begoingto句型及一般疑問句的應(yīng)用。拓展補(bǔ)充：表示將來的還有“will”課前準(zhǔn)備：教案、教學(xué)PPT、視頻光盤第二步教學(xué)設(shè)計(jì)流程教學(xué)流程Step1:Greetings.Teacherandpupilssayhellotoeachother.Step2:Warm-up.?asong.《Fivelittleducks.》、《Tenlittlefingers.》2.師課件出示時鐘的圖片并顯示不同的時間。T:What?time?is?itnow?Ss:It’s?…T:Whatareyoudoing?Ss:Iam…T:What?time?is?it?Ss:It’s?…T:What?are?you?going?to?do?at?four?o’clock?this?afternoon??S1:I?am?going?to…(師引導(dǎo)學(xué)生用be?going?to作答，從而回顧以前所學(xué)的be?going?to句型)?設(shè)計(jì)意圖:由復(fù)習(xí)時間的表達(dá)，過渡到What?are?you?going?to?do?at?four?o’clock?this?afternoon?讓學(xué)生復(fù)習(xí)be?going?to句型，為下文的學(xué)習(xí)打下基礎(chǔ)。3.課文導(dǎo)入并出示目標(biāo)T:OK,today?we?are?going?to?learn?a?new?lesson,?M2U1?When?are?we?going?to?eat?(出示課題)Nowlet’s?look?at?this?picture:Who?can?you?see?in?this?picture??Ss:Daming,Simon?and?Simon’s?mum.?T:You?are?right.Do?you?know?what?are?they?going?to?do??Ss:They?are?going?to?have?a?picnic.(師出示野餐的圖片并領(lǐng)讀picnic,have?a?picnic)?T:Well,they?are?going?to?have?a?picnic.Howistheirpicnicgoingtobe?Now?let’shavealook.?設(shè)計(jì)意圖:在學(xué)習(xí)課文前，讓學(xué)生仔細(xì)觀察圖片，對課文有個初步印象，然后設(shè)疑，讓學(xué)生帶著好奇心進(jìn)一步學(xué)習(xí)課文。Step3:Presentation.?,listenandcircle?the?words?that?you?can’t?read?and?circle?:?“be?going?to…”(整體感知課文)?T:?Where?are?they??Ss:?They?are?in?the?park.?T:?What?are?they?going?to?do?in?the?park?Ss:?They?are?going?to?have?a?picnic.?T:?Do?they?have?a?good?picnic?Nowlet’s?talk?about?it.?atthevideoagain?and?ask:?T:?What?time?is?it?now??(Q1)S1:It’sonlyhalfpasteleven.T:When?are?they?going?to?eat?(Q2)S2:At?half?past?twelve.(師課件出示11點(diǎn)半和12點(diǎn)半的圖片并進(jìn)行領(lǐng)讀和拼讀記憶)?T:?What’s?the?weather?going?to?be?like??(Q3)S3:?It’s?going?to?rain?soon.(引導(dǎo)學(xué)生用It’s?going?to?rain.)T：But?Simon’s?mum?says:?It’s?a?beautiful?day.?And?what?are?they?going?to?see???(Q4)S4:?They?are?going?to?see?some?ducks.?T:?Great,they?are…(lovely)?T：Look?at?part3.What’s?happening??Listen！(Q5)Ss:?Theducks?are?eating?their?picnic.???T:We?know?it’s?raining?now,so?their?food?is??is?their?picnic?Do?you?think?they?have?a?good?picnic??Why???設(shè)計(jì)意圖:以時間為線索，采用借助圖片，師生問答的形式對be?going?to…展開教學(xué)活動，從而理解課文大意,最后以How?is?their?picnic?總結(jié)提問的形式又回到課前預(yù)設(shè)的問題中，從而讓學(xué)生更準(zhǔn)確理解課文.Step4:Practise.1.集中操練詞匯的認(rèn)讀和書寫:課件出示文中的生詞，師領(lǐng)讀，生領(lǐng)讀，小組內(nèi)互讀，檢查記憶；andrepeatthetext；(跟讀，注意語音語調(diào)的模仿,然后小組內(nèi)分角色朗讀課文)andwrite.Thenaskandanswer.(P10Part4)設(shè)計(jì)意圖:以通俗易懂的操練方式，加強(qiáng)對詞匯、課文的理解與記憶，以此完成課后活動4的練習(xí)題。Step5:Summary.?class?we?learnt?some?new?words?andphrases.(Teacher?says?Chinese,?students?say?English)Themain?sentences:be?going?to(+動詞原形)，表示將來的還有“will”?！痵chant.I用am,I用am,Iamgoingtodo.You用are,you用are,youaregoingtodo.We用are,we用are,wearegoingtodo.Sheis,heis,itis,goingtodo.3.根據(jù)課文內(nèi)容及提示復(fù)述課文。（見PPT）設(shè)計(jì)意圖:再次展示本課重點(diǎn)詞匯和句型，了解學(xué)生掌握情況，總結(jié)歸納本課重難點(diǎn)。Step6:Homework.?1.練習(xí)書寫本課所學(xué)的生詞；（見課件）?the?text.3.根據(jù)課件出示的時間，寫一寫你未來某一天的安排。（分層作業(yè)，按學(xué)生各自實(shí)際情況完成。）設(shè)計(jì)意圖:以寫、讀為契機(jī)，加強(qiáng)學(xué)生對本課重點(diǎn)知識的理解與記憶，以此完