2019-2020年六年级英语下册 Module 8 Unit 1(1)教案 外研版（一起）.doc

2019-2020年六年级英语下册 Module 8 Unit 1(1)教案 外研版（一起）教材分析本课是以人物(Helen Keller)介绍为主要内容，目的是通过教材提供的故事情境，用could, couldntt来谈论过去能够做的或者不能做的事。同时本课素材也对学生进行了意志、品质的教育。从素质教育的要求和学习语言的目的看，小学英语教学重视培养学生运用英语交流的能力。对于六年级的学生来说，课标中要求学生能在语境中或者在图片的帮助下正确的运用需要的语句；能在图片的帮助下听懂和读懂与话题有关的简单小故事并作出反应，表达与这些话题有关的简单信息。学情分析六年级大部分学生对英语的学习积极性浓厚,基础知识扎实,学习方法得当,综合运用的能力较强;但仍有少数学生还是没有掌握合适的方法,学英语仍旧吃力.针对此种情况,教师应充满耐心,精心备课,在教学中多鼓励他们,帮助他们建立学好英语的自信心。教学目标知识与技能：听懂会说单词 blind, deaf.学习目标语句：She was blind. So she couldnt see.She was deaf. So she couldnt hear. But she could learn. 能运用所学语言 could, couldnt表达过去能做以及不能做的事。过程与方法：通过情境创设和大量练习，采用TPR、情境交际、小组合作等方法，引导学生自主完成“阅读语篇”学习任务。情感态度与价值观：a.使学生乐于参加用英语交流的实践活动，并在实践中建立自信，提高学生参与语言活动的积极性。b.体会Helen Keller身残志坚的精神,让学生学有所得,学有所悟,希望她的精神能激励和教育我们的学生在任何时候遇到艰难永不退缩。教学重、难点：重点：学习并掌握词汇：blind deaf学习并能在实际情景中运用目标语句：She was blind. So she couldnt see. She was deaf. So she couldnt hear. But she could learn.难点：正确使用could, couldnt描述自己或他人以前能做和不能做的事.教学策略通过课前预习、课上互动、课下交流反思,老师和学生互敬互学,培养良好的师生关系。教学准备CD-ROM, 投影仪，卡片，学生自备的小时候的照片。教学流程IPreparation（热身与准备） 1. Greeting.2. Free talk: T: I can. What can you do? S1: S2: I can (one by one). (设计意图：这一环节通过教师与学生的亲切交流和TPR活动，激活学生已有的知识和活动热情，为新授做铺垫)。IIPresentation (任务呈现) 1. Lead out: T: Look，Whos she?(Helen Keller). What do you know about Helen Keller? Today we will learn about Helen Keller.（设计意图：以图片呈现本课话题，交待本课学习任务）2.(CAI)Listen and think: Where was Helen Keller from? (设计意图：根据阅读教学和课文整体感知原则，首先教师设计一个简单的问题，引领学生走入故事情结，使学生带着任务听录音)III. Practice （巩固与练习）1.(CD-ROM) Listen and repeat.2. Read after the teacher, circle“could, couldnt”, then report.3.Read the questions, then study in groups and find these answers. （设计意图：在学生充分感知课文的基础上，教师呈现一系列问题，以任务为导向，学生通过小组学习共同寻找答案，培养自主学习能力和合作精神。）4.Students answer the questions.1) When was Helen Keller born? She was born in 1880.2) What couldnt she do? Why?She was blind. So she couldnt see. (In the course, learn “blind, deaf”)She was deaf. So she couldnt hear. 3) What could she do?She could learn.（设计意图：通过句子问答和练习，进一步理解课文，并学习四会单词blind, deaf. 以及目标语句。）5.Listen and say, operate the target language.（设计意图：通过看、听、读、说的方式来进一步操练目标语句。）IVProduction（提升与拓展）1.Talk about“could”,“couldnt”.1) (CAI展示自己小时候的照片)T: Look, whos she?Ss: T：Its me. Talk: a. What could I do? Ss talk. b. What couldnt I do? Ss talk. c. Talk in groups then guess. T1 T2 T3 T4(设计意图：教师利用自己的儿时照片，为学生创设一大学习情境，通过谈论和猜测，使学生进一步加深了对本课目标语言和话题的理解和记忆。)2) (实物投影) T: Whos he/she? What could/couldnt he/she do?S1,S2 He/She could/couldnt（设计意图：用学生的儿时照片，进一步激发起学生的好奇心和求知欲，从而自觉运用本课目标语言谈论相关话题，达到学以致用的目的。）3) Students take out photos, cooperate in pairs, talk about what they could do, and what they couldnt do. （设计意图：利用同学间互助交流的形式，运用could, couldnt谈论自己过去能做以及不能做的事，为学生“真实运用”语言提供了空间。）2. Lucky Time! Have a match. T1 T2 T3 T4（设计意图：采用幸运大转盘游戏，设计闯关活动，让学生在玩中学，并激发他们的奋斗意识。） 3. Read and write on the paper. (Fill in the blanks with” could” and “couldnt”)（设计意图：根据六年级学生的实际水平和能力培养目标，设计了小练笔活动，一方面培养了学生的动笔能力，拓展思维，培养学生自主探究能力；另一方面，也及时获得本课学习情况的反馈信息。）VSummary and homework (总结与作业) 1. Sum up (1) What have we learnt today? （教师引导学生对本课学习进行归纳和总结，并谈其精神收获。）(2) Assessment. （教师对本课活动进行评价，并激励学生不断进取）2.Homework: (1) Talk to your friends with could, couldnt. (2)Look for more information about Helen Keller, and try to describe her life.（作业任选其一，以适合不同能力层次学生的需要。）附送：2019-2020年六年级英语下册 Module 8 Unit 1(2)教案 外研版（一起）教材分析语言功能：能够谈论现在和过去所具备和不具备的能力。语言结构： She was blind. So she couldnt see.She was deaf. So she couldnt hear.But she could learn.教学目标：语言知识目标：学习目标语句 She was blind. So she couldnt see.She was deaf. So she couldnt hear.But she could learn.语言技能目标：在完成知识目标的基础上，通过游戏和阅读比赛活动的开展，培养学生的合作能力、竞争意识和综合运用语言知识的能力。情感态度目标：通过学习Helen Keller这位世界上著名身残志坚有志之人的优秀事迹，让学生学有所得，学有所悟，希望她的精神能激励和教育我们的学生在任何时候遇到艰难永不退缩。教学重、难点：重点：学生能够用“could，couldnt”来描述过去所具备和不具备的能力。难点：学生能够流利地使用正确时态来描述自己的能力，能够复述Helen Keller的伟大事迹。学生分析在六年级学段，大部分学生对英语的学习积极性浓厚，基础知识扎实，学习方法得当，综合运用能力的能力较强；有少部分学生还是没有找到合适的方法，学英语仍旧吃力，针对此种情况，教师应充满耐心，精心备课，在教学中多鼓励他们，帮助他们建立学好英语的自信心。设计理念在六年级下学期这一阶段，教学内容主要是复习巩固以前学过的内容和继续扩展学习新的内容。本册的主线是继续和Daming一起了解美国，了解Daming回到中国之后为小学毕业、升入中学学习做的准备。这一学段学生对语言的综合运用能力需要进一步提高，为此，我们在课堂上应尽可能多地运用我们以前学习过的语言，坚持听说训练，同时进行相应的读写训练。教学准备单词卡片，录音机，多媒体，图片，眼罩，芭比娃娃，学生小时候的照片教学过程Warm-up (热身活动) T: Hello, boys and girls.S: Hello, teacher.T: Wele to our English class again. Would you like to sing-body song with me? S: Yes.TS: Sing a song together. (在开课伊始，教师播放课件，师生共同演唱英文歌曲，意在使彼此身心得到放松。)Presentation (介绍新语言项目) Game: Blind drawing game1.T: 让全班同学都戴上眼罩（eye-shade）画画。Now please take out your eye-shades，a piece of paper and a pen. A girl and a boy are weled to draw on the blackboard，wear your eye-shades please，lets draw a picture.T: Whod like to e here?S: Volunteer to e to the blackboard.T: Are you ready? Draw a big round face, two small eyes, a big nose, a big mouth and two big ears.S: Draw.After thatT: All right please take off your eye-shades, lets see our pictures.S: 看到画也许会笑。2. T: Ok, this time, please wear this again and do the action.(教师让学生再次戴上眼罩，并做堵住耳朵的动作。)S: Wear and do.T: 提出指令：Stand up. Look, a beautiful doll and a toy with music.S: 大部分学生应该听不见。 T: Thank you. （用非常夸张的大声说）Please take off your eye-shades and we can hear again. Did you hear what I said just now, did you see my beautiful doll? (课件)S: No.T: Then what kind of feeling did you have when you couldnt see and hear just now?S: Tell their feeling.3. T: We only couldnt see and hear just now for a while, and felt hard to do things, can you imagine a lady who couldnt see, couldnt hear and even couldnt talk for almost the whole life? Can you imagine how terrible life she had ? Do you want to know whom she was? S: Yes.T: All right, look, listen and then tell me.(教师利用多媒体课件出示Helen Keller生前的部分照片，播放课文的第一段录音。)New teaching (课文教学) 1.T: Can you tell me whom she was?S: Helen Keller.通过让学生亲身感受，引出本课的人物Helen Keller.T: You are right. Thank you. Its Helen Keller. Shes a great woman. She did many useful things.T: Ok, here look at the questions, who can read? .(课件出示问题)S: Read individually.When was Helen Keller born?Was she blind? Could she see? Was she deaf?Could she hear? Could she talk? What could she do?T: Explain difficult words, be born, blind, deaf. Then lead to read.并分别板书。(教师在这里用自身的例子让学生理解be born的含义，同时教会学生“年”的时间表达法，如1880：18-eighteen 80-eighty，进而询问他们的出生日和父母的出生日，如果不明确的话，回家可以用英语问父母，一方面培养孝心，一方面让学生练习在实际生活中使用英语。)T: Play the tape of the story. (课件播放课文录音)S: Look at the questions and listen.(教师播放课件出示问题，同时背景音为整篇课文录音，学生一边听音、看图画，一边思考这些问题的答案。这是教师有意在进行信息差教学，以此来更好地开动学生的英语思维。）T: Ask the questions.S: Volunteers to answer the questions.T: Award them.(及时鼓励和奖励学生，帮助他们增强学好英语的自信心。)2.教师用课件出示本课的较难单词、动词原型、过去式和新句型。T: Show some words while teacher collected.S: Read and review.T: Here teacher explains normal.（板书）3.学习课文。T: Show the story.(课件出示Helen Keller故事，学生跟读。)S: Read after it.S: Read in groups.S: Read with deep feeling in different groups, boys read and girls read.Practice（练习） 1.重点句型练习。T: Now, look and listen to the important sentences in the story, please read and then recite.（板书cancould, cant-couldnt）S: Read and recite.(出示本课的重点句型，学生看图片、听录音，小声模仿，一分钟内循环播放句子录音，学生背诵。大量的口头练习和背诵可以使学生的嘴部肌肉更加发达，说起语言更加游刃有余。)2.听力练习，加深理解和记忆。T: Ok, this time, take out your exercise book and turn to Page30. Please listen to the story again and try to finish Exercise One and Exercise Two.(课件出示练习题，学生做完后，进行集体核对，一目了然。通过完成此练习，学生对本课的整体印象会更加深刻。)3.游戏破译句子密码.(每组准备一个密码)T: You really did a good job. Next lets relax and play a game-破译句子密码. Find sentences in the story. Every group will have a card. There are some big letters on it. If you see SCS, you can get from the story, which is “She couldnt see.” Lets see which group can be the first one to guess the sentence.同样是刚才的小组，每组分到三个密码，如：“Helens friend wrote the word water on Helens hand.”该句的密码为“HFWTWWOHH”也就是该句子的每个单词的首字母组合成的。给每组发一个密码，在规定的时间内，哪个组最先破译出来就是胜利者。（游戏使得学生在放松娱乐的同时，感受Helen Keller成长的不容易。）Production（任务完成） Tell