2019-2020年六年级英语下册 Module 4 Unit 1(1)教案 外研版（一起）.doc

2019-2020年六年级英语下册 Module 4 Unit 1(1)教案 外研版（一起）Teaching contents:Module four I cant carry them all. Important points: Learn to the new sentence structures: Who can help me? Sorry, I cant. I will help you. All the balloons are flying away.Difficult points:Be able to answer the questions.Ex. Who can help me? Sorry, I cant. Im doing my homework. I will help you.Preparation: tape recorder. some picturesTime:40 minutesTeaching course:1. Greetings: Good morning, boys and girls.Nice to see you again.How are you?2. CAI show: What can you see in the picture? KFC, hamburgers, sandwiches, cold drinks, etc. 3. Tall about the present tense:1) The way to add the “-ing” Ex. playplaying saysaying dancedancing writewriting runrunning swim-swimming4. Help the children to understand the meaning of the sentences.5. Learn to read the sentences.6. Children make some sentences with “be doing” Ex. What are you doing? I am writing. I am waiting for a bus.7. Ask and answer: Can you help me? Who can help me? Yes, I can./ No, I cant. Sorry, I cant. I am doing my homework. 8. Children learn to read the sentences.9. Practice in pairs: Ask and answer each other Can you help me? Yes, I can. No, I cant.10. Children open the books and read the text after the tape.Homework: Read the text after the tape five times.Writing on the blackboard: Module four I cant carry them all. playplaying saysaying dancedancing writewriting runrunning swimswimming be doing Ex. I am dancing.附送：2019-2020年六年级英语下册 Module 4 Unit 1(2)教学反思 外研版（一起）新课程标准强调从学生的学习兴趣、生活实践和认识水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径达到发展学生对语言的综合运用能力。为了达到教学目标，我采用以活动为主的教学形式，让学生通过参与活动，能够运用所学进行英语交流，培养小组分工合作、自主学习的能力。 本课的教学目标是让学生听懂、会说词组：get up, go to school, have lunch；会说、会用句型：I get up at _ oclock. I go to school at _ oclock. I have lunch at _ oclock.并能运用句型进行会话；通过参与教学活动，提高学生的语言运用能力，并培养学生合作、自主学习的能力。教学重点难点是运用所学进行口语会话。本课首先从歌曲切入，创造一个良好的英语学习氛围。通过谜语来引入时间的表达方式。这样不仅巩固了上一节课所学，而且激发了学生的学习兴趣。接着通过卡片来新授本课的新词组：get up, go to school, have lunch等，不仅激发了学生的兴趣，而且很直观，让学生很快就能掌握这些新词组，为最后的口语对话奠定了基础。这节课我主要采用了TPR全身反应教学法。用简单明了的动作贯穿全文，方便学生记忆背诵课文、理解课文，可谓一举两得。课中播放了一个动画片，让学生带着问题来看动画片，既是一种放松，又是一种习的方式。另外我设计了一个My day，让学生根据练习说说自己的一天，先说给同桌听，然后再说给全班同学听。通过这个活动，不仅巩固了新句型，拓展了拓展所学新知，而且这样就调动了他们学习英语的积极性，包括那些平时缺少自信的孩子，在分工合作的过程中也能出一份力，在相互的帮助、配合下能积极主动地参与实践活动。而教师在引导学生主动学习的过程中，就好比一个引路人，对于不同层次的学生，我要想使他们都能到达知识大门前，就要根据他们差参不齐的现状，为他们设计不同的道路，不同的道路会有不同的问题等着学生们去学习，去思考，但最终目的是，他们都能从不同道路上走到同一扇知识大门前，并且开启这扇门，从