新标准英语六年级下册M9教案

Module 9题目Module 9 Whats the matter?题材（主要）内容“cup” 和“cap”由于发音近似，所以引发了孩子们要戴者杯子参加棒球比赛了。这时山姆及时拿来了棒球帽，问题解决了。教学目标语言知识目标功能询问及表述原因。语法（结构、句子）本模块重点复习现在进行时。主要句型结构是：Whats the matter?Why ?词汇1、能够听说认读的单词和短语： understand escape 2、 能够听说读写的单词和短语： baseball team mistake scared make mistakes cry ill easy 语言技能目标语句能够听说读写的语句：Whats the matter?Why are you laughing?Why are you wearing cups on your heads?Why are you scared?学习策略尝试阅读英语课外读物了解相关学习内容。文化意识注意区分发音相近的词，把每个音发清楚。情感态度与小伙伴团结互助。任务仿照课文写一个发生在自己身边的小笑话。 Unit 1 Whats the matter？【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、多媒体第一课时【教学过程】一、Warm- up（热身活动）1. Greeting T: Hello, everybody! Welcome 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: In the dialogue Lingling made mistakes with these two words: cups and caps. I think it is also easy for our classmates to make mistakes with English. Sometimes like these words: cats and kites, thirty and thirteenDo you have the same feelings? Can you give us some other words?（请学生说一说自己在英语学习中容易混淆的词语）六、Summary and Homework（小结和作业）T: OK! Now I believe you all know that it is interesting to learn English and it is not so easy. Please try your bests. Just do it! Todays homework:1. Read this dialogue.2. Try to retell the story to your friends and your parents.3. Write down these words that you make mistakes. ank you for your good cooperation. So much for this class, see you.第二课时Step 1: Warmup Free talk.Step 2: Preview Review the new words and the sentence。Step 3: Presentation 1. T: Listen and retell the text. 2. Then answer the question in the workbook Ex1. 3. Play the tape twice for the answer. Then answer and T write the answers on Bb for the Ss to read and say.Step 4: Practise 1. Play the tape. Ask the Ss to listen and repeat. 2. Play again to read one by one. Pair work, group work to read it. 3. Ask some pairs to act it in front of the class. 4. Do activity book.Step 5: Games: and Summary:Step 6: Homework:1.Remember and copy the new words(four skills)2. Listen to the tape and review.Module 9 Unit 2 Why are you scared？【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：Why are you scared? Because there is a snake. Why is it here? Because it escaped from the zoo.教学目标：a.语言知识目标：学习目标语句Why are you scared? Because there is a snake. Why is it here? Because it escaped from the zoo 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，以积极乐观的学习态度对待学习中的困难，在学习交流中体会他人感受，学会关爱。教学重、难点：重点：Why are you scared? Because there is a snake. Why is it here?Because it escaped from the zoo 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】录音机，教学挂图，图片,卡片第三课时【教学过程】一、Warm- up（热身活动）1. Greeting T: Hello, Boys and girls! Nice to meet you here again! What day is it today? Whats the date today? Whats the weather like today? 2. Sing a songT: Now first lets sing a song, OK? Would you like to tell us what you can hear and see in the song? (师生共同欣赏本课的英文歌曲，引导学生说一说从歌中听到了什么) 3. Do some revision T：Boys and girls, did you still remember the story? Did you still remember the baseball cups? OK! Now take out your baseball caps and act out the dialogue together.(复习表演对话) 二、Presentation（介绍新语言项目）1. T: Look! This is a photo. Do you know it? She looks very happy. Why is she so happy? Can you guess? S: She is happy because she is（教师可以出示本班某个小女生的一张照片，只露出她高兴的笑脸，让学生猜一猜原因，并引导学生用“Because”句型来回答）三、New teaching（课文教学）4. T: You know, this girl is very happy. And look at that girl! Does she look happy? S: No, she looks scared. （教师出示本课的教学挂图，指着其中的小女孩，引导学生回答）T: Yes, she is not happy. She is so scared. Would you like to know what the matter is? Why is she scared? OK! This class, well learn Module 9 Unit 2 Why are you scared? （读课题，导入新课）5. Learn the dialogue(6) T: First look at the pictures and just think: Why is the girl scared? Why is the snake here? OK! Now listen carefully, then try to answer these questions.（请学生带着问题，听课文录音，边听边思考）(7) T: Ok! Can you answer 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）(8) Learn these new words and expressions. Pay more attentions to these sounds: scared, escaped （请学生注意scared, escaped的读音）(9) 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 open your books ,turn to Page 36. Look at these pictures and talk in pairs according to these questions. （请学生看图，大胆描述，两人一组，问答练习）2. T: Ok, this time, take out your Activity books and turn to Page 37 . Please look and write these sentences.（请学生参照例题独立完成，然后在小组交流，再请学生回答，进行集体核对）3. T: Now lets have a rest. Listen to the song again. Try to understand it and you can do the actions while you are singing.（听歌曲，让学生理解歌词大意，鼓励学生边唱边演，活动起来，以此放松休息）4. T: This time lets have a match. Students Book Page 37. Look, listen and point. Can you read them loudly and quickly? Please try to read it as fast as you can.(学生看图片、听录音，小声模仿，快速练习，大声朗读，并展开比赛，这样的大量的口头练习可以使学生的嘴部肌肉得到锻炼，发音更流利优美)五、Production（任务完成）1. T: OK! Now lets do some listening practice. Activity Book Page 36. Can you answer these questions: Where does Anna live? Is she a school girl? Where did Anna visit yesterday? （请学生做听力练习，鼓励学生看图仔细听,能回答教师的问题）2. T: After reading this passage, please do Exercise 2 by yourselves. Then talk in small groups.（请学生自己读懂短文做练习2，小组内订正） 3. T: OK, children! Are you happy today? Why are you happy? I guess maybe somebody feels tired, hungryNow here is a task for you: Today you are a little reporter. If you want to know your friends feelings, You can ask them: What are you feeling today? Why are you? And the answer should be:“Because” （开展“我是小记者”活动，以此促进学生对所学语言的运用）六、Summary and Homework（小结和作业）T: OK! Now I believe we all feel very happy this c