Unit 1 When are we going to eat？

学情分析

本课When are we going to eat?是六年级下册第二模块第一单元的内容，旨在通过故事主人公将要去野餐来帮助六年级毕业生复习特殊疑问词、将来时态、天气以及用将来时制定计划。同时，也为第二模块第二单元做铺垫。本课时的教学重点是通过复习特殊疑问词和将来时来讨论周末计划。在计划制定中，老师要注意引导学生正确使用特殊疑问词和“be going to”的结构谈论将来要做的事。教材的内容是Simon，Daming和Simon的妈妈一起去公园野餐，在这个过程中因为突然下雨，导致没有吃到午餐而挨饿。因此，教师通过创设相同的情境，将学生带入一个将来时态的语境中。虽然特殊疑问词之前学过，但是确实是一个难点。学生能理解特殊疑问词，并不一定能用它提出正确的问题，非常容易出现语序错误。所以教师将通过前测题目作为示范，同时检测学生对特殊疑问词的掌握情况来开展教学；通过设置有梯度的问题，让学生自己仿照提问，学习提问，学会提问，并应用到自己的生活中去。

教学工具

本单元为六年级内容，整本书围绕相关主题，建立话题结构，展开复习为主的情景语言交际。对于“be going to ”的结构，学生不再生疏，但是他们如何提问，如何说出正确的语序，如何提出关键问题帮助自己理解课文，如何运用所学去交流自己的计划，是我们研究的方向与目标。教师应依据学情，紧扣目标，课堂层层推进，帮助学生从学着提问到学会提问。

教学资源

2.Listen,read and act out.mp4 m2u1a2.mp3 课文.JPG 周末计划微课.mp4

教学目标

1、通过前测，了解学生对特殊疑问词Who,What, Where,When的掌握情况；

2、学生通过小组合作，能够自己使用特殊疑问词What, Where,When来对故事内容提问；

3、学生通过小组合作，为自己所提问题找寻答案。

4、学生能够运用所学知识谈论计划，并能周到的考虑列计划时应注意的事项。

教学重难点

1、学生可以通过学习，学会谈论自己的计划。

2、语言能力上，学生能准确表达在未来的时间里何时、何地做何事的句型；

3、在思维品质上，学生应能在制定计划时考虑天气、时间等因素；

4、在学习能力上，学生学会通过小组合作有效开张学习

5、在文化品格上，学生能爱护自然，热爱生活。

教学方法

教学过程

教学过程一稿

Step 1: Warm up.

T: Good morning, boys and girls. Nice to meet you!

Ss: Nice to meet you too!

T: Thank you. What day is it today?

S: Today is ...

T: And what day is this day?

S: ....

T: The Mid-Autumn Festival is coming. We’re going to have a holiday.I love holidays.So, what am I going to do ? Listen!

Step 2:Review:

T: Wow, I’m going to have a good time. What am I going to do?

S1：Have a picnic.

T:Please say the whole sentence.

S: ...

T: Yes, I’m going to have a picnic with my friends.So, Where are we going to have this picnic?

S2: You are going to have a picnic in the park.

T: oh,we are going to have a picnic in a beautiful park. Of course we are going to eat delicious food. When are we going to eat? Can you guess?

S: Maybe you are going to eat at...

T: oh, ... It’s early/very close.Actually, I’m going to eat at 12:30.But, this is 12:00.Who can help me?

S: ...

T: Can you help me ? Is he right? ...

Step 3: Look and guess

T: What about our friends? Daming, Simon and this is Simon’s mum, got it?

T: Look at these pictures carefully. They are going to have a/an_____ holiday.

S: ...lovely/sad/boring/interesting....

T: Why do you think so?

S: ....

Step 4:Ask questions and find the answers.

T: Good guess. Maybe they are going to have a .....holiday. So, actually, what is going to happen? We can use ....to ask questions about this story. Please work in groups.

Students’ report.

T: Thank you. Big hands. Any more questions? These questions are the key questions about this story. They can help us understand the story better.

T: Now, let’s find the answers. First, listen.Then,.... Ok,stop. Now please discuss the answers in your group.

T: Ok, time is up. Let’s check the answers. What are they going to do?Who can try? They are going to ....Right. And where? In the park. And when? Today.So, when are they going to eat? At half past 12. So, they are going to ....

Step 5:Let’s learn:

T: Is it going to be a lovely picnic? Let’s have a look.

T：The sky is blue, wow,it’s a beautiful day. And they look happy. What

Does mum say?

T: Later, look at them. Simon and Simon’s mum look happy but Daming is _____. What are they thinking? Please read by yourselves and fill in the blanks.

T: Now, please discuss the answers with your partners.

T: Ok, time is up. Who can try? There are some lovely ducks on the pond.

T: Yeah, the ducks are so lovely. They are swimming on the pond. And what is Daming thinking? Can you try?

T: Oh, look, there are some dark clouds in the sky. Daming thinks: Oh, it’s going to rain soon. But mum says: ___. Daming is very worried. What are they going to do?

S: They are going to have a picnic.

T: Yes, it’s 12:30. Waw, it’s time to eat.Simon can’t wait. But listen. Let’s see what happening.

T: What a funny picnic.Can you act it out?

Step 6:Talk about your plan.

T: Wow, what a funny picnic! You’ve already known my weekend plan. I want to know about your weekend plan too. Please ...

A: Hello, ____!

B: Hello, ____!

A:The holiday is coming. It will be cloudy.

What are you going to do?

B: I'm going to _____________ .

A: Where are you going to ___________ ?

B: I'm going to _____________ .

A: When are you going to ___________ ?

B: I'm going to __________at _________ .

A: Have a good time. /Good for you!// ...

B: Thank you!

Step 7:Homework.

1. Finish Practise 4 on page 10.

完成课本第十页第四题。（基础作业）

2. Perform the story with your classmates.

和同学一起表演故事。（提高作业）

3. Make a plan for your holiday（Mid-Autumn Festival）.

制定中秋节计划，尽可能的考虑周到（天气、时间、交通等）。（拓展作业）

T: Look, the homework. If you sent me a video about your performance or summer plan, I will give you a big surprise. So much for today. It’s time to say goodbye. Stand up, please. Goodbye, boys and girls.

Ss: Good bye, Ms Xiao.

T: Thank you.

教学过程二稿

Step 1: Warm up.

T: Good morning, boys and girls. Nice to meet you!

Ss: Nice to meet you too!

T: Thank you. What day is it today?

S: Today is ...

T: And what day is this day?

S: ....

T: Weekend is coming.I love weekends.So, what am I going to do ? Listen!

Step 2:Review:

T: Wow, I’m going to have a good time. What am I going to do?

S1：Have a picnic.

T:Please say the whole sentence.

S: ...

T: Yes, I’m going to have a picnic with my friends.So, Where are we going to have this picnic?

S2: You are going to have a picnic in the park.

T: oh,we are going to have a picnic in a beautiful park. Of course we are going to eat delicious food. When are we going to eat? Can you guess?

S: Maybe you are going to eat at...

T: oh, ... It’s early/very close.Actually, I’m going to eat at 12:30.But, this is 12:00.Who can help me?

S: ...

T: Can you help me ? Is he right? ...

Step 3: Look and guess

T: What about our friends? Daming, Simon and this is Simon’s mum, got it?

T: Look at these pictures carefully. They are going to have a/an_____ weekend.

S: ...lovely/sad/boring/interesting....

T: Why do you think so?

S: ....

Step 4:Ask questions and find the answers.

T: Good guess. Maybe they are going to have a .....weekend. So, actually, what is going to happen? We can use “What,Where, When”to ask questions about this story. Please work in groups.

Students’ report.

T: Thank you. Big hands. These questions are the key questions about this story. They can help us understand the story better.

T: Now, let’s find the answers. First, listen.Then,.... Ok,stop. Now please discuss the answers in your group.

T: Ok, time is up. Let’s check the answers. What are they going to do?Who can try? They are going to ....Right. And where? In the park. And when? Today.So, when are they going to eat? At half past 12. So, they are going to ....

Step 5:Talk about your plan.

T: Wow, what a funny picnic! You’ve already known my weekend plan. I want to know about your weekend plan too. Please ...

A: Hello, ____!

B: Hello, ____!

A:Weekend is coming. It will be cloudy.

What are you going to do?

B: I'm going to _____________ .

A: Where are you going to ___________ ?

B: I'm going to _____________ .

A: When are you going to ___________ ?

B: I'm going to __________at _________ .

A: Have a good time. /Good for you!// ...

B: Thank you!

Step 6:Homework.

1. Finish Practise 4 on page 10.

完成课本第十页第四题。（基础作业）

2. Perform the story with your classmates.

和同学一起表演故事。（提高作业）

3. Make a plan for your holiday.

制定元旦节计划，尽可能的考虑周到（天气、时间、交通等）。（拓展作业）

T: Look, the homework. If you sent me a video about your performance or summer plan, I will give you a big surprise. So much for today. It’s time to say goodbye. Stand up, please. Goodbye, boys and girls.

Ss: Good bye, Ms Xiao.

T: Thank you.

教学过程三稿

Step 1: Lead-in.

T: Good morning, boys and girls. Nice to meet you!

Ss: Nice to meet you too!

T: Thank you. Let's check your homework. At home, you watched a video about my weekend plan and asked questions about my plan. Let’s see the data.

问题：1. ______ is going to have a nice weekend?

2. ______ is Ms Xiao going to do?

3. ______ is Ms Xiao going?

4. ______ is Ms Xiao going to eat ?

T: Wow, it looks like most of you know how to use these question words. We use who to ask about the people. We use what to ask about the activities. We use where to ask about the places.We use when to ask about the time.

（设计意图：预学：学生的家庭作业是通过观看关于教师周末计划的微课，根据教师的计划使用特殊疑问词来提问。教师在课堂上反馈学生的完成情况，以学定教。）

Step 2: Ask questions

T: This is my plan about the weekend. What about our friends? Daming, Simon and Simon’s mum? Look at these pictures carefully. Are they going to have a happy weekend? Are they going to have a wonderful weekend? Are they going to have a sad weekend? What do you want to know about their weekend? We can use “What,Where, When”to ask questions about this story. Please work in groups.

Students’ report.(先提交的组先上)

T: Thank you. Good job. These questions are the key questions about this story. They can help us understand the story better.

（设计意图：小组合作，一起使用特殊疑问词对想知道的故事内容提问。）

Step 3:Find the answers.

T: Now, let’s find the answers. First, listen.Then,underline the answers on your book.

T: Ok, time’s up. Now please discuss the answers in your group.

T: Ok, boys and girls, let’s check the answers. What are they going to do? Who can try? They are going to ....Right. And where? In the park. And when? Today.So, when are they going to eat? At half past 12. So, they are going to ....

（设计意图：听课文，找答案，更清晰的把握课文脉络。）

Step 4:Read and think:

If you were Simon, do you like this picnic?

Yes, I like this picnic because...

No, I don’t like this picnic because...

（设计意图：使用平板跟读课文，现场反馈分数，了解发音情况。

通过思考教师提出的问题，引导学生得出制定计划要考虑天气等的结论。）

Step 5:Talk about your plan.

T: So when are making a plan, we should think about the weather. Now, it’s your turn to tell me about your weekend plan. Please work in pairs.

A: Hello, ____!

B: Hello, ____!

A:Weekend is coming. It will be cloudy.

What are you going to do?

B: I'm going to _____________ .

A: Where are you going to ___________ ?

B: I'm going to _____________ .

A: When are you going to ___________ ?

B: I'm going to __________at _________ .

A: Have a good time. / ...

B: Thank you!

（设计意图：从课文迁移到实践中，我们在制定计划时，要考虑天气等因素，并运用前面所学的句型结构来询问和表达自己的计划。）

Step 7:Homework.

Have to do: Dub the text(给课文配音)；

Choose to do: Send Ms Xiao a video about your performance(表演课文，并录成视频发给老师)。

T: Look, the homework. You can choose some of them. So much for today. Class is over. Goodbye, boys and girls.

Ss: Good bye, Ms Xiao.

T: Thank you.

（设计意图：分层设计作业，给孩子更多的选择和提高的空间。）

教学过程终稿

Step 1: Lead-in.

T: Good morning, boys and girls. Nice to meet you!

Ss: Nice to meet you too!

T: Thank you. Look at the calender. What day is it today?

Ss：Wednesday。

T：And what day is it this day?

Ss: Sunday.

T：Right. And what will the weather be like on Sunday? Yes, it will be cloudy. It’s a nice day, not too hot or too cold. I made a plan about my weekend. All of you watched the video about my plan before you came here. And you’re so clever that you can ask some questions about my plan.Let's check your homework.

问题：1. ______ is going to have a nice weekend?

2. ______ is Ms Xiao going to do?

3. ______ is Ms Xiao going?

4. ______ is Ms Xiao going to eat ?

（设计意图：预学：学生的家庭作业是通过观看关于教师周末计划的微课，根据教师的计划使用特殊疑问词来提问。教师在课堂上反馈学生的完成情况，以学定教。）

Step2: Presentation:

T: Wow, it looks like most of you know how to use these question words. We use who to ask about the people. We use what to ask about the activities. We use where to ask about the places.We use when to ask about the time.

（设计意图：通过分析预习结果，以学定教，带领学生学习和总结特殊疑问词的用法。）

Step3: Practice:

1.Ask questions

T: This is my plan about the weekend. What about our friends? Daming, Simon and Simon’s mum? Look at these pictures carefully. Are they going to have a happy weekend? Are they going to have a wonderful weekend? Are they going to have a sad weekend? What do you want to know about their weekend? We can use “What,Where, When”to ask questions about this story. Please work in groups.

1. What are they going to ____?

2. Where are they __________?

3. When __________________?

T: Thank you. Good job. These questions are the key questions about this story. They can help us understand the story better.

（设计意图：小组合作，一起使用特殊疑问词对想知道的故事内容提问，并提交到平板上，方便老师分析学生的掌握情况，及时调整教学，以学定教。所提问题为关键问题（key questions），有助于学生更好地把握课文脉络和理解课文。）

2.Find the answers.

T: Now, let’s find the answers. First, listen.Then,underline the answers on your pad.

T: Ok, boys and girls, let’s check the answers. What are they going to do? Who can try? They are going to ....Right. And where? In the park. And when? Today.So, when are they going to eat? At half past 12. So, they are going to ....

（设计意图：听课文听力，在平板上划出答案并提交。教师可以及时查阅并展示学生的学习情况。然后使用软件里的抢答和随机点名功能点学生回答上述问题。）

Step 4:Read and think:

1: Read after the video. (跟读课文。)

2. Think and vote(思考并投票):

If you were Simon,do you like the picnic?

如果你是Simon，你喜欢这次野餐吗？

A: Yes,I do. B. No,I don’t.

And why? Because...

（设计意图：思考并投票，教师可以实时了解全班学生的想法。通过思考为什么，引导学生得出制定计划要考虑天气等的结论。）

Step 4:Expansion: Talk about your plan.

T: So when are making a plan, we should think about the weather. Now, it’s your turn to tell me about your weekend plan. Please work in pairs.

A: Hello, ____!

B: Hello, ____!

A: Saturday/Sunday is coming. It will be rainy/cloudy.

What are you going to do?

B: I'm going to _____________ .

A: Where are you going to ___________ ?

B: I'm going to _____________ .

A: When are you going to ___________ ?

B: I'm going to __________at _________ .

A: Have a good time. / ...

B: Thank you!

（设计意图：从课文学习迁移到实践中，运用前面所学的句型结构来询问和表达自己的计划，并在制定计划时考虑天气等因素。）

Step 5:Homework.

Have to do:

1. Dub the text(给课文配音)；

2. Ask your best friend about his/her weekend plan(使用所学句型询问好朋友的周末计划).

Choose to do:

Make a survey about 3 classmates’ weekend plan.(调查并记录三位同学的周末计划).

T: Look, the homework. You can choose some of them. So much for today. Class is over. Goodbye, boys and girls.

Ss: Good bye, Ms Xiao.

T: Thank you.

（设计意图：家庭作业的设计能有效巩固课堂上所学知识，分层设计作业可给孩子更多的选择和提高的空间。）

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