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Moudle2 Unit1 We are going to have a picnic导学目标：1.知识目标能在图片提示下整体识别walk，around ,have a picnic, wet ,noisy等单词、词组。
能听懂会用What are you going to do? We are going to have a picnic.这类句子询问并进行回答。
2. 能力目标:能熟练运用所学语言来描述图片，能用简单的语句写出图片的内容。
3.情感教育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运用。
导学重点：复习并巩固句型：what are you going to +动词原形？We are（I am）going to+动词原形？导学难点：be going to 句型中，be动词的相应变化一、预习学案自主学习1.听录音，掌握下面的词组和句子。
duck , wet, noisy, have a picnic ，walk around, , a beautiful day ，go under the tree, eat our picnic, have a birthday party.2.听录音学习课文，注意下列句子。
We are going to have a picnic。
What are you going to do?We are going to walk around the lake.When are we going to eat?We are going to eat at half past twelve.Look, It is going to rain soon.二、导学案1.课前延伸——预习检测(1)小组长带领检查预习单词情况。
(2)学会下列短语进行野餐________________ 在湖周围散步____________举行生日聚会_____________ 在树下______________吃野餐_____________2.课内探究(1) 自主学习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，回答下列问题。
Module 2：Unit 1：We are going to have a picnic试题预览一. 重点、难点：单词：around在……周围 duck 鸭子soon不久，快 dry干naughty 顽皮的，淘气的词组：in the park walk around the lake句型：When are we going to eat ? We are going to eat at half past twelve.Look . It’s going to rain soon.语法：一般将来时二. 具体内容：一般将来时：概念：表示将要发生的动作或存在的状态及打算、计划或准备做某事。
时间状语：tomorrow, next day(week, month, year…),soon, in a few minutes, by…,the day after tomorrow, etc.基本结构：①am/is/are/going to + do；②will/shall + do.否定形式：①was/were + not; ②在行为动词前加didn’t，同时还原行为动词。
一般疑问句：①be放于句首；②will/shall提到句首。
【典型例题】用所给动词的适当形式填空1. I usually _____________ (get) up at six，but yesterday I_____________(get) up at seven, and tomorrow I_____________ (get) up at eight.2. When I got there, you _________ already _________ (start) playing.3. She _________ (draw) a horse at this time yesterday.4. We _________ (study) in this school for 3 years.5. If it _____________ (not rain) tomorrow, they _____________ (go) fishing.6. Lily said that she _________ (put) on the new dress the next day.7. How many times _________the girl _____________ (see) the film since last year?8. Jack _________ (collect) more than two hundred Chinese stamps.9. By the end of last month, he _____________ (teach) us four English songs.10. The doctors _________ (operate) on the sick boy now.11. My brother _____________ (speak) French well.12. There _____________ (be) a volleyball match on the playground tomorrow afternoon.13. Look, the students _____________ (have) a physics lesson in the lab.14. When we _____________ (arrive) home yesterday afternoon, the wind ____________ (blow) hard.15. We _____________ never _____________ (hear) the story of Miss Evans before.16. I _____________ (not write) to my friend Mike for a long time.17. Please _____________ (not open) the window. It _____________ (be) cold outside.18. Hurry up! We _____________ (wait) for you.19. Listen! Someone _____________ (knock) at the door.20. Do you know if he _____________ (come) next week?21. Soon they _____________ (build) a high way between the two cities.22. I _____________ just _____________ (buy) a dictionary. I_____________ (buy) it last week. Now, I _____________ (look) up a word in it.23. He _____________ (finish) junior middle school in July 1997.24. Kate’s sister _____________ (play) the piano wonderfully.25. We didn’t get the tickets because our teacher _____________ (give) them all to the other class.26. __________ it __________ (take) you half an hour to finish your homework yesterday?27. The teacher told us that we _____________ (not have) a maths test the next Monday.28. _____________ the bus _____________ (come) yet?29. These foreign friends _____________ (be) to the Great Wall twice.30. Jim isn’t at home. He _____________ (go) to his uncle’s.31.“Mother, may I go out and play?”“ _____________ you _____________ (clean) your bedroom?”“Yes, I _____________ (do) it five minutes ago.”32. The boy is not hungry. He _________ (have) his lunch.33. I think the suit _________ (fit) me before long though it _________ (not fit) me now.34. As soon as the rain _________ (stop),they _____________ (go) out and played happily.35. They _____________ (call) you in a day or two.36. I _____________ (tell) her the news as soon as she _____________ (come) back. I promise you.(我答应你)37. Her aunt _________ (study) in Germany at this time last year.38. _________ you _____________ (read) this book? No, but I _____________ (borrow) one from the library .Would you like to go with me?39. Please keep quiet. Can’t you see we _________ (talk)about something important?40. Our teacher often _________ (work) at night but she usually _________ (go) to work on time.答案：1. get got will get2. had started3. was drawing4. have studied5. doesn’t rain will go6. was going to put7. has seen 8. has collected9. had taught 10. are operating11. speaks 12. will be13. are having 14. arrived was blowing15. have heard 16. haven’t written17. don’t open is 18. are waiting19. is knocking 20. is coming21. will build 22. have bought bought am looking23. finished 24. plays25. had given 26. Did take27. wouldn’t have 28. Has come29. have been 30. has gone31. Have cleaned did 32. has had33. will fit doesn’t fit 34. stopped went35. will call 36. will tell comes37. was studying 38. Have read will borrow39. are talking 40.works goes【模拟试题】（答题时间：60分钟）1. -Where is Kate? -She _____ to England.A. has beenB. has goneC. will beD. will go2. What ____ he_____ when his mother opened the door?A. did, doB. had, doneC. will, doD. was, doing3. -How long _____the man_____? -For 4 years.A. has, diedB. did, dieC. was, diedD. has, been dead4. She told us that she ________ our factory the next day.A. had visitedB. was visitedC. would visitD. will visit5. We _____ not go to the cinema if it _______this afternoon.A. will, will snowB. will, snowsC. do, snowsD. do, will snow6. Mr. Lee said he _____ never _____to Japan.A. has, goneB. has, beenC. had, goneD. had, been7. The earth _____ around the sun all the year.A. has moved B . moved C. moves D. will move8. He _______ his bike, he has to walk to。
Module 2Unit 1 We are going to have a picnic.一、教学目标：1、知识目标学习单词：duck noisy掌握句型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 walk around the lake.2、能力目标：谈论意图和计划3、情感目标：提高学生的积极性，增强学习信心。
二、教学重点：单词 duck noisyWhat are we going to do?难点：when are we going to do?We are gong to walk around the lake.三、教具：单词卡点读笔多媒体四、教学过程：一、热身活动，前置复习1. Sing an English song.2. 老师向学生问候后，进行提问：What do you like doing in your spare time?引导学生回答用“I like doing……”回答，以此引出词组：play football，play basketball，play table tennis，watch TV, read books，play the flute，listen to music……然后老师接着提问：What are you going to do this Saturday？提醒学生用“I’m going to…….”回答。
老师再提问“When are you going to do？提醒学生用“I’m going to…at…/in the morning/in the afternoon.”句式回答。
二、激情导入，学习新知The teacher tells the students：Do you like picnic？We’re going to have a picnic this Sunday. What are we going to eat？When are we going to eat ？让学生讨论上述两个问题，同时板书上述两个句子。
六年级上英语教案Module 2 Unit 1 We are going to have apicnic.外研社（一起）教学目标1. 知识与技能：使学生能够理解并运用一般将来时来表达将来的计划。
2. 过程与方法：通过听、说、读、写等多种方式，培养学生的英语综合运用能力。
3. 情感态度价值观：培养学生对英语学习的兴趣，增强合作意识，提高跨文化交际能力。
教学内容1. 词汇：单词包括"have", "go", "picnic", "food", "fruit", "drink", "game", "place"等。
2. 句型： We are going to have a picnic. What are you going to bring? I'm going to bring教学重点与难点1. 教学重点：掌握一般将来时的用法，能够用英语表达自己的计划。
2. 教学难点：正确运用一般将来时，理解并运用相关词汇和句型。
教具与学具准备1. 教具：PPT，录音机，教学卡片。
2. 学具：学生自备笔记本，英语课本。
教学过程1. 导入：通过图片或视频，引出本课主题“野餐”，激发学生的学习兴趣。
2. 新课内容展示：利用PPT展示本课词汇和句型，讲解一般将来时的用法。
3. 练习：通过听录音，让学生跟读并模仿，加强语音语调的练习。
4. 小组活动：学生分组，用英语讨论野餐的计划，练习本课所学内容。
5. 展示：每组选代表，用英语分享他们的野餐计划。
板书设计1. Module 2 Unit 1 We are going to have a picnic.2. 词汇：列出本课的重点词汇，如"have", "go", "picnic"等。
Book 8 Module 2 Unit1实验小学李志慧We are going to have a picnic.一、教学内容分析本节课是外研社小学英语六年级第二模块第一单元的内容，这一单元主要学习一般将来时态这个语法知识。
讲述了Daming 参加Simon一家的一次野餐活动，课文以野餐为主题，展开了Daming ，Simon和Simon的妈妈之间的对话，对话开始于野餐之前，自然地呈现出本单元需要学到的语法知识：一般将来时态的一种表达方式be going to。
在unti 1中，主要讲某人将要做某事，以孩子喜欢活动开始，想让他们学会这一表达法并不困难。
二、教学目标(一)知识目标:1.能整体识别duck,nosiy,walk around, walk around the lake,have a picnic, wet等单词和短语2.能听懂会用What are you going to do? We are going to have a picnic.这类句子询问并进行回答。
3.能够表达自己与他人的活动安排。
4.能够流利的朗读本单元的课文。
（二）技能目标能灵活的运用一般将来时态与别人进行活动计划的交流。
（三）情感目标能够大胆的表达自己，积极体验参与集体活动。
三、教学重、难点：教学重点：能运用When\What are we going to eat/do?这类语句询问计划的活动时间和内容并做出回答。
教学难点be going to 句型中，当人称变化时，be 动词相应变化。
四、教学过程StepⅠ Warming up1. Have a free talk.2 .Let’s sing a song.3. play a game.StepⅡ P resentation1. 板书课题We are going to have a picnic.让学生说出本句的句型及时态。
师生总结be 的用法。
（出示幻灯片）（设计意图：用形象生动的幻灯片展示课题和总结be 直观易懂，学生感兴趣。
Module 2 Unit 1We’re going to have a picnic.说课稿今天我说课的内容是新标准英语第八册Module 2 Unit 1。
这是一节情景对话课,围绕“be going to”展开会话。
一、教材分析：本课讲解了 Module 2 Unit 1 We’re going to have a picnic.复习并巩固be going to 结构，这篇对话向同学们展示了一个去公园野餐的情景，教会学生学习讲述计划和将要发生的事。
二、学生分析：学生在以前曾经接触过be going to句型，有了一定的基础，因此在本课的学习中，不仅要巩固拓展他们的语言。
而且需要更多的活动来参与、来实践、来运用他们所学的语言。
而小学生仍然以形象思维为主，教学应尽量采取形象、生动、活泼、有趣的活动来激发他们的学习兴趣，树立他们的自信，从而使他们真正成为学习的主人。
三、教学目标：1. 语言知识目标：学习目标语句：When are we going to eat? Weare going to eat at half past twelve. It’s going to rain.2. 语言技能目标：能够听懂会说本模块句型，能运用所学语言用英语进行表达。
3. 情感态度目标：激发学生学习英语的兴趣及运用英语交流的热情，使学生在学习中建立自信，提高学生参与语言活动的积极性。
四、说教法和学法：为了实现以上目标，我是这样设计教学过程的：1.首先复习了上节课学过的单词，六年级学生的表现欲强，课件的利用和单词的考查有效地激发了他们的学习兴趣，从而更快进入英语学习状态，英语氛围也更加活跃。
2.新授课通过让学生带着问题先听录音再进入课文的学习，点出本课重点句型通过听力、朗读、个别回答问题的方式识记句型，从而加深对语言的记忆。
本节课以真实交际、运用为主。
通过大量听说训练，有效地刺激学生的思维，使他们在突破重难点句型后，整篇文章很快便琅琅上口，激发他们学习的积极性。
Module 2Unit1 We’re going to have a picnic.第一课时（40分钟）教学内容：SB(学生用书)与AB(课堂活动用书)Unit1 We’re going to have a picnic.教学目标：1、学习语句：We’re going to eat at half past twelve.When are we going to eat?At half past twelve.单词：duck, noisy2、能口头运用When are we going to eat?这类语句询问计划的活动时间，并能口头运用At half past twelve.这类语句回答。
3、能识别单词：duck, noisy能书写单词：under, tree .重难点：1、能口头运用When are we going to eat?这类语句询问计划的活动时间，并能口头运用At half past twelve.这类语句回答。
2、能识别单词：duck, noisy能书写单词：under, tree功能：谈论意图和计划教学程序：一、热身复习1、教师询问学生：“What time is it now?”让个别学生进行回答。
然后出示一个钟，它调成不同的时间，然后用“What time is it ?”不断询问学生钟面上所表示的时间，从而帮助复习有关时间的英文表达。
2、教师接着提问：“What are you going to do at １２o’clock?”提醒学生用“I’m goingto …”进行回答。
教师尽可能地引导学生操练句型“be going to”.二、任务呈现与课文导入教师告诉学生：“我们今天来看看Daming, Simon和Simon’s mother 在周末做了什么？等下你们也来谈谈这个周末打算做什么？”三、课文教学1、播放录音向学生呈现SB第一单元活动１，请学生结合插图听一听Daming ,Simon和Simon’s Mum 之间的对话，看看是否明白发生了什么事情。
We’re going to have a picnic. 教案教学目标：1.⑴能听懂、会说本篇对话。
⑵掌握本课中的四会单词：duck, noisy, picnic⑶掌握句型：simple future tense: be going toWhen are we going to eat?We’re going to eat at half past twelve.What are we going to do?We are going to walk around the lake.⑷能模仿课文，运用重点句型进行扩展性的情景会话。
2.会用be going to谈论意图和计划。
3.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。
教学重点：四会单词及句型，课文的掌握。
教学难点：能模仿课文，运用重点句型进行扩展性的情景会话。
教学准备：录音机，多媒体课件教学步骤：Step 1 Warm-up1. Review the sentences we learnt last class. Find out what they want to eat or drink.2. Ask the children: What do you like doing at the weekend? (Let more students answer) The children may ask: I like doing…, such as, playing football, playing table tennis, watching TV, reading books, playing the piano, listening to music etc.Step 2 Presentation1. Do you want to know what are Daming, Simon and Simon’s mother going to do at the weekend? Listen to the dialogue carefully and ask several questions.2. Play the cassette and circle the new words. Teach the new words in different ways: duck, noisy, picnic（师板书新单词）Then let Ss remember the words in their own small groups.3. Play the cassette and ask some questions.1).What are Simon, his mum and Daming going to do？2).When are they going to eat？3).What time is it？4).What are they going to do now？5).What’s the weather like now？4. Play the cassette again and pause after each utterance for the children to repeat.5. Practice in groups and act out the dialogue.Step 3 Teach the target languages1. T: I’m going to go to the park with my friends this weekend.I’m going to go at nine. How about you, children?(师板书重点句型)What are you going to do? I’m going to….When are you going to go? I’m going to go at….（出示短语）play football play table tennis watch TVgo swimming listen to music read booksfifteen past five eight half past fourfifteen to seven eleven half past six2. Practice the sentences by different ways.3. Finish activity 3 of Page7. Ask the children to ask and answer in pairs.Step4 SummaryGroup work:让学生自己总结“be going to”的用法。
Book 8 Module 2 Unit1We are going to have a picnic.教学设计全国中小学“教学中的互联网搜索”优秀教学案例评选高密市大牟家镇周戈庄小学刘玲玲教案设计一、教案背景1.面向学生：小学2.学科：英语3.课时：14，学生课前准备：（1）熟知be going to……结构及表示的含义（2）初读对话，并能根据图片提示理解对话内容。
（3）对照课下注释了解词义；（4）自制一张自己喜欢的运动项目的简笔画图片并写出相应的动词短语二、教学课题(一)知识1.能整体识别 duck, noisy, walk around, walk around the lake, have a picnic, wet等单词和短语2.能听懂会用What are you going to do? We are going to havea picnic.这类句子询问并进行回答。
3.能够表达自己与他人的活动安排。
4.能够流利的朗读本单元的课文。
（二）技能能灵活的运用一般将来时态与别人进行活动计划的交流。
（三）情感态度和价值观本文讲述了Daming 参加Simon一家的一次野餐活动，培养学生热爱自然、热爱祖国大好河山的美好情怀。
在学习活动中能够大胆的表达自己，积极体验参与集体活动。
过程与方法1.任务教学法：让学生在任务中学习2.看图说话：描述图片表示的含义3.诵读对话，培养诵读能力和一定的语感三、教材分析本节课是外研社小学英语六年级第二模块第一单元的内容，这一单元主要学习一般将来时态这个语法知识。
讲述了Daming 参加Simon一家的一次野餐活动，课文以野餐为主题，展开了Daming ，Simon 和Simon的妈妈之间的对话，对话开始于野餐之前，自然地呈现出本单元需要学到的语法知识：一般将来时态的一种表达方式be going to。
在unti 1中，主要讲某人将要做某事，Daming ,Simon和Simon 的妈妈之间的对话将这一语法知识的掌握但一浅显易懂的句子呈现出来，孩子们喜欢户外活动，他们能够与Daming ,Simon产生共鸣，更能理解Daming ,Simon想要野餐的急切心情，以孩子喜欢活动开始，想让他们学会这一表达法并不困难。
Book 8 Module 2 Unit1
We are going to have a picnic.教学设计
一、教学内容分析
本节课是外研社小学英语六年级第二模块第一单元的内容，这一单元主要学习一般将来时态这个语法知识。
讲述了Daming 参加Simon一家的一次野餐活动，课文以野餐为主题，展开了Daming ，Simon和Simon的妈妈之间的对话，对话开始于野餐之前，自然地呈现出本单元需要学到的语法知识：一般将来时态的一种表达方式be going to。
在unti 1中，主要讲某人将要做某事，以孩子喜欢活动开始，想让他们学会这一表达法并不困难。
二、教学目标
(一)知识目标:
1.能整体识别duck,nosiy,walk around, walk around the lake,have a picnic, wet等单词和短语
2.能听懂会用What are you going to do? We are going to have
a picnic.这类句子询问并进行回答。
3.能够表达自己与他人的活动安排。
4.能够流利的朗读本单元的课文。
（二）技能目标
能灵活的运用一般将来时态与别人进行活动计划的交流。
（三）情感目标
能够大胆的表达自己，积极体验参与集体活动。
三、 教学重、难点：
教学重点：
能运用When\What are we going to eat/do?这类语句询问计划的活动时间和内容并做出回答。
教学难点
be going to 句型中，当人称变化时，be 动词相应变化。
四、教学过程
StepⅠ Warming up
桌上摆满食物：apple ,hamburger ,bread ,egg…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：借助实物与学生进行对话练习，为导入课题做铺垫)。
StepⅡ Presentation
1. 板书课题We are going to have a picnic.让学生说出本句的句型及时态。
师生总结be 的用法。
（出示幻灯片）
We have a picnic.be going to
are going to
打算、将要
am
•be is
are
（设计意图：用形象生动的幻灯片展示课题和总结be 直观易懂，学生感兴趣。
为本堂课的学习打下良好的基础。
）
2.出示鸭子的图片学习单词
This is a duck.
出示鸭子的图片学习单词duck,播放鸭子吵闹的声音学习单词noisy.在此基础上引导学生说出短语these ducks , very noisy以及句子These ducks are very noisy.I like the ducks.and so on (设计意图：用图片和声音学习单词形象生动，符合小学生的认知特点；由单词——短语——句子，体现了英语学习的递进性。
).
3.Teach the text.
(1)导入
T:同学们，发挥你们的想象力，用下列单词组成一个故事，不会的单词可以用汉语代替： weekend,twelve o’clock, walk around the lake, rain, ducks.不要忘了用上be going to …句型。
（设计意图：用编故事的形式导入课文的学习能激发学生的学习兴趣，为课文的学习做准备）
（2）T: You are very clever. Your weekends are so interesting. Do you know what are Daming ,Simon and Simon’s mother going to do? Before we learn ,let’s read the questions.(出示课件)
①Who are they?
②Where are they?
③When are they going to eat?
④What are they going to do before eating?
⑤Is it a sunny day?
(设计意图：通过学生读问题让他们对课文有大概的了解，明确学习的目的性)
（3）小组合作学习，课件出示学习要求：
课文学习要求：
•熟读课文，画出文中的be going to
•找出文中的短语，说出文中的英语时态及
句子。
•讨论并回答问题。
(4)Group show.
Answer the questions: (小组展示)
①They are Daming ,Simon and Simong’s mother.
②They are in the park.
③At half past twelve.
④They are going to walk around the lake.
⑤No.It is going to rain.
(5)Read the text.(以自己喜欢的方式读，个性读，大声读，两人读等等)
（6）Play the tape.Let the students read afer the recorder.Pay attention to pause after each sentence.
（设计意图：通过小组学习课文，可增强成员之间的互助性；通过不同形式的朗读再次激发学生的学习积极性）
Step III Practise
T: Boys and girs,do you like the picture? Let’s look at it and say what .
四人一组进行看图说话，形式多样。
后进行小组展示。
（设计意图：用学生喜欢的图片进行英语说话贴近学生的心理，接近生活，更能保持英语学习兴趣的持久性）
Step IV. Game.击鼓传花游戏。
一生在台前击鼓，其他生从前排第一个开始传花，鼓听，花在谁的手中谁就用be going to 句型说一个句子，说过的句子不许重复。
（设计意图：喜欢游戏是孩子的天性。
它不但能活跃课堂气氛，激发孩子的学习兴趣，而且能强化知识的巩固）
Step V Have a test.
一．用be (am ,is ,are )填空。
1.We _____going to to the park.
2.She _____going to have an apple.
3.It ______going to rain.
4.You ____going to go to school
5._____they gong to do homework?
6.When ___he going to go?
二．英汉互译
1.在十二点半———————
2.hungry and thirsty_______
3.绕着湖走——————
4.吵闹的鸭子——————
5.have a picnic________
6. a beautiful day______
7在那棵树下——————8.in the park________
Step VI Homework
1.将Daming他们的对话改写成简短的一篇小短文。
2.用be going to 句型写五个句子。
（以上两题任选其一）
Step VI Blackboard Design
教学反思：
本堂课的成功之处：各教学环节紧扣，设计突出学生的认知特点，认知规律。
用直观形象的幻灯片学习新知激发学生的学习兴趣，用游戏不但巩固了本课的知识更活跃了课堂气氛，做到了英语学习兴趣的持久性。
从多侧面体现多媒体的作用。
紧紧抓住重难点，层层击破。
本节课的板书明了清晰，学生很容易把握住本课的知识点。
不足之处：
在课文学习时，教师对be going to 句型和现在进行时态的句子The ducks are eating our picnic.未进行比较，反复讲解。
而只顾训
练be going to …句型了。
在师生总结了be 的形式后，未进行跟踪练习。
在后来的课堂检测中弥补了这一缺陷。
讲课就是一个不断反思不断学习不断总结的过程，我会在发扬优点的同时，努力寻找自己的不足之处，努力吧自己的课堂打造成一个学生喜欢的课堂，一个高效的课堂。
