2019-2020年六年级英语下册 Module 8 Unit 2(2)教案 外研版（一起）.doc

2019-2020年六年级英语下册 Module 8 Unit 2(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：How did Helen Keller learn to read and write?教学目标：a.语言知识目标：学习目标语句How did Helen Keller learn to read and write?b.语言技能目标：在完成知识目标的基础上，通过背诵比赛、做游戏、演唱歌曲进一步培养学生的竞争意识、c.情感态度目标：通过做“在手指上写单词”的游戏让学生进一步体验Helen生活的不易，从而更加珍惜现在的幸福生活。教学重、难点：重点：finger How did Helen Keller learn to read and write?难点：学生能够流利地在表达学生用书32页活动1的内容.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、教学挂图、录音机教学过程Warm-up（热身活动） T: Hello, everyone.S: Hello, teacher.T: Nice to see you. S: Nice to see you, too.TS: Sing a song together.Presentation（介绍新语言项目） 1.T: Last class, we have learned a story about Helen Keller, can you retell the story to us?S: Try to retell.New teaching（课文教学） 1.T: Helen Keller wrote many wonderful stories, do you want to know how Helen Keller learned to read and write?S: Yes.2.T: Now lets listen to the tape and then you tell us，ok?S: OK.T: All right, questions for you. How did Helen Keller learn to read and write? What was Helen Kellers first word?S: 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。)3.T: Thank you. Now open your books and turn to Page 32, lets listen to the tape for twice, you can try to follow in lower voice.S: Try to read.Practice（练习） 1.T: Then I will give you 2 minutes to recite it.(限时让学生速背是我在高年级经常使用的方法，该方法对于培养高年级学生建立良好的语感和形成良好的语流有很大帮助。)S: Recite.T: Award them.2.游戏：在手指上写单词。T: All right, lets relax and play a game-Write words on your friendss hand. 首先在每组第一个学生手上写一个单词，写的时候不让他们看到，只是凭着感觉走，然后让他们分别往后面的学生手上写。Production（任务完成）T: When you were a baby, what could you do?S: Answer.T: Good. Show a picture and ask, do you want to know when he was a baby what he could do?S: Yes.T: Ok, lets listen to the song, then you can know.S: Listen to the song.T: Now this time, lets read the song words, then sing after it.S: Read and sing.S: Sing in different groups.T: Give every group a score.S: Boys sing, then girls sing.T: Give every group a score.S: Sing together.Summary and homework（小结和作业） T: Time is up, you did a good job in this class, todays homework, recite activity one and sing the song to your parents and your friends. So much for this class, bye bye, everyone.附送：2019-2020年六年级英语下册 Module 9 Unit 1(1)教学实录 外研版（一起）教材分析：语言功能：学习正确表达如何询问原因及做出合理的回答。语言结构：Whats the matter？Why are you laughing?Why are you wearing cups on your heads?教学目标：a.语言知识目标：学习目标语句 Whats the matter？Why are you laughing?Why are you wearing cups on your heads?b.语言技能目标：能够听懂会说本模块句型，能运用所学语言正确表达如何询问原因及做出合理的回答。通过游戏和各种学习活动的开展，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。c.情感态度目标：通过本课的学习，使学生了解到学习语言的乐趣，体会到学习所可能遇到的困难，要有良好的学习习惯与乐观的学习志趣。教学重、难点：重点：Whats the matter？Why are you laughing? Why are you wearing cups on your heads? 并能在实际情景中运用。难点：学生能够流利地使用正确时态来表达如何询问原因及做出合理的回答。学生分析六年级的学生经过几年的学习，已经由最初对英语的神秘感和简单的兴趣，发展到基本具有稳定的学习兴趣，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，综合运用语言能力较强，但少部分学生依然没有形成良好的学习习惯，没有找到有效而合适的学习方法，因而在学习过程中信心不足，参与语言活动的积极性不高，为此，教师要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，在教学过程中，更要关注到学生的情感需要。设计理念学习是一个非线性的过程，它不仅包括结构性知识，也包括学习者自身的体验，而英语课程的目标就是培养学生的综合语言运用能力，因此教师要在课堂活动的设计中，注意以学生为主体，教师为主导，采用多种教学形式，激发学生学习英语的兴趣及运用英语交流的热情。过多机械性的和缺乏意义的操练活动并不利于学生保持持久参与学习活动的兴趣，不利于学生获得语言知识和技能，因此，在英语教学中，教师要力争创设真实的语言情景，开展有意义的活动，使学生在学习中享受到乐趣，做学习真正的主人。教学准备教学挂图,单词卡片、录音机、多媒体教学过程一、Warm- up（热身活动）1. GreetingT: Hello, everybody! Wele to our English class again. Now would you like to sing a song with me? OK! Lets sing together: If you are happy. (师生共同演唱英文歌曲，为本课教学内容作铺垫，并调节课堂气氛) 2. Free talk T：Are you happy now? Im so happy to see you are all very happy. Would you like to tell me why you are so happy? (由歌曲的内容If you are happy自然引入Free talk环节)T: But look at this boy. Is he happy? （可以指着本班的一个小男生）S: No, he isnt happy. Hes sad. （引导学生回答）T: Do you know what the matter is? Lets ask him. T: Whats the matter? Why are you sad? S: Yesterday I left my English book in the classroom, so I didnt read the story Helen Keller. Sorry, teacher.T: No problem. Lets do some revision. (自然引入复习)二、Presentation（介绍新语言项目）1. T: Look at this picture. I think youll still remember this story. Can you still know and answer these questions? Why couldnt Helen Keller hear? Why couldnt Helen Keller see? （教师出示挂图或课件，提问并引导学生回答，让学生在思考与回答中体会如何使用“Why”句型）2. T: Now look at this photo. Can you guess: Whos he? What is he doing? Why is he laughing? （教师出示一张学生正在大笑的照片，鼓励学生大胆猜测）三、New teaching（课文教学）1. T: Did you remember our old friends, Lingling, Amy, Sam? Look! They are laughing. Would you like to know what the matter is? OK! This class, well learn Module 9 Unit 1 Whats the matter? （读课题，导入新课）2. Learn the dialogue(1) T: First look at these questions. Who can read?Questions: What the matter? Why are they laughing?Why are they wearing cups on their heads?What has Sam got in his bag? （课件出示问题，请学生读问题）(2) T: Now listen carefully, then try to answer these questions.（请学生看问题，听课文录音，边听边思考，以此进行信息差教学，初步整体感知课文内容）(3) T: Ok! Are you ready for these questions?（学生听录音回答问题，教师予以指导，如果学生回答问题有困难，可以再听录音，视情况而定）(4) Learn these new words and expressions. Pay more attentions to these sounds: matter , mistake （请学生提出自己认为不容易理解和掌握的知识点，由教师帮助学生利用卡片或图片讲解词语与句型）(5) T: Listen again. Read after that, one by one.（听录音，再读课文，小组练读，分角色朗读）四、Practice（练习）1. T: Now, look and listen to the important sentences in the dialogue, please read and then 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. T: Ok, this time, take out your exercise book and turn to Page 34 . Please listen to the questions and try to finish this story.(课件出示图片与练习题，学生听录音，根据图示写出回答，完成小故事，学生做完后，进行集体核对，一目了然。再以小组为单位，讲故事比赛)3. T: OK! Now lets do some listening practice. Activity Book Page 35. Listen and circle. Then check your answers in small groups.（请学生做听力练习，小组内订正） 五、Production（任务完成）1. T: This time lets play a game. Look at these pictures or these cards. One child will do some actions to show what the word means. The others will guess the word. Then we can ask himher some questions: Whats the matter? Why are you laughing? （大家做“猜词游戏”，教师出示图片或卡片，请一名学生到前面看图，用肢体语言表现该词，其他学生猜词，并引导学生提问，学生要展开想象，作出回答）2. T: Now this time would you like to talk in pairs? OK! Lets finish Exercise 2 on Page 35.(请学生两人一组，互相交流，写出问题与回答，再请几组汇报)3. T: