外研版 (一年级起点)六年级下册Unit 1 Why do you have cups on your heads?教案设计

这是一份外研版 (一年级起点)六年级下册Unit 1 Why do you have cups on your heads?教案设计，共5页。教案主要包含了教学目标，Task Cmpletin等内容，欢迎下载使用。
新标准英语 六年级下册Module8 Unit1 Why do you have cups on your heads?一、     教材分析:本课是外研社版小学新标准英语（一年级起点）六年级下册，Module 8 Unit 1 Why do you have cups on your heads? 本模块分为两个单元，主要内容是询问和说明原因。Unit1 的课文情景是Sam走进教室发现同学们头上都带了纸杯，Daming 告诉他是因为Lingling在理解单词时出现了错误，Sam带来了帽子，大家一起去打棒球了。本课以阅读课文和能运用why句型来询问原因为主。Unit2则是理解运用why句型的基础上，进行写的训练。第三课时是进行语法和课外阅读的训练，同时反馈学生书面表达的质量。在英语学习中，一般过去时和一般现在时都是非常重要的时态，它贯穿于整个小学阶段的英语学习。本课是以一个故事的发生、发展为依托，将两种时态相互融合，让学生进一步强化复习两种时态的运用。同时可以运用“why”和“because”来询问和说明原因。教师以问题为牵引，引导学生逐步学习、理解课文内容，并且能根据文章的主要脉络复述这篇短文。最后能以小组为单位，自编一个幽默小故事展示给大家，从而更好的进行综合的语言运用。二、     学情分析：进入六年级的学生已经有一定的英语学习基础，大部分学生养成了良好的英语学习习惯。在学习新知识前，已经有了相当丰富的生活经验和实践积累。因此在教学中，教师要尽量引导学生自主学习、合作学习，同时还要考虑到教材前后编排的连续性，以便教学时做到有的放矢，把新旧知识结合起来。在小组自编故事展示的过程中，学生可能会缺乏方向性，教师要在活动开始时给大家一个框架或示范，在此基础上充分发挥学生的主观能动性，结合学生身边的生活经历，让学生在课堂上运用表达，同时培养发散思维的能力。三、教学目标：（一）语言知识1. 全体学生能掌握并运用单词brought，word；理解单词cup, baseball, more, mistake, with, make mistakes。能够区分单词：cup、cap。2. 全体学生会运用：Why do you have cups on your heads? Why are you laughing?等句型来询问不理解的事情的原因，并能用Because…进行回答。（二）语言技能1.全体学生能够听懂、会说: Why do you have cups on your heads?等why…?引导的相关句型及回答2. 全体学生能根据板书的主要内容，对课文进行复述。3.小组内能够模仿范例，自编一个生活中的幽默小故事并展示。（三）情感态度1. 学生在活动中能够大胆表达，积极参与，不怕犯错误。2. 在小组活动中能与其他同学相互配合，在交际中注意到中外因果关系表达的相关差异。重难点：重点：能用“Why …?” “Because…”对不理解的事情进行询问并回答。难点：能够说说自己生活中遇到的funny story。教学准备：课件，小卷教学过程：一、Warm-up and lead-in1. Greeting2. Enjoy a song----“Why, why, why…?”3. Play a funny video, and the teacher ask “Why are you laughing?”Ss: Because…（教师播放一段搞笑视频集锦，然后询问学生）教师提出问题：Why are you laughing? 学生尝试回答：Because …引出本节课的重点句型：Why…?  Because… (设计意图：通过歌曲感知Why…?  Because…，观看视频后教师用why…?进行提问，让学生能够回顾以前学习的知识，从真实交际入手，将知识得以运用。)二、Task PresentationT: Sam is looking for his bag. “Why can’t he find his bag?”Let’s look at the CD-ROM Ss: Because it's under his bed.T: The pronunciations of the words are similar. We should read them correctly. When we finished the text, let’s make a short funny story about yourselves.(设计意图：利用bed和bag引出英文中读音容易出错的词，确定本课的任务。)三、     Text LearningT: “Who is he?”教师出示一张Sam的图片Ss: He is Sam.T: “Who are they?” 教师出示一张同学们的图片Ss: They are classmates.教师出示单词卡片讲授“classmate”一词。Step1. Listen Paragraph 1 and answer. Please look at the CD-ROM, and answer the question. “What did they  have on their heads?”听第一段课文，回答问题。Ss: They had cups on their heads. (板书)，教师利用实物cup分别戴在几个学生的头上，操练该句型，让学生能熟练的表达。Step2. Read Paragraph 2 and answer. T: Why do they have cups on their heads? 齐读第二段课文，并回答该问题。S: Amy asked Lingling to bring some caps for the game. But Lingling brought some cups.（板书）一起区分cap与cup的读音，并学习本课的重点词汇brought。T: Why are they laughing?S: They put the cups on their heads and laughed more.(板书) Step3. Read Paragraph 3 and answer. 学生自读第三段课文，思考并回答问题：Why did Lingling bring cups?         Because she made a mistake.(板书)What were there in Sam’s bag?         There were some caps in his bag. (板书)At last, what did they do?             They played baseball together. (板书)T: It’s a funny story, isn’t it? We are learning English. It’s easy to make mistakes with English words. 学习重点词汇word,并出示单词卡片。T: Now, look at some words in the sentences. Let’s try to read them!Group 1: There is a ship in the sea.              There is a sheep on a farm.         I live in Dalian.                     I leave Dalian.Group 2: This is a mouse.                     This is my mouth.        I can hear with my ears.               I have got long hair.  Group 3: I’m two.                           I’m two, too.       The sun is shining.                    My son is singing.T: It’s easy to make mistakes with these words.出示几幅犯错的图片，让学生用It’s easy to make mistakes with…进行练习。育人点： When we study English, we always make mistakes. But don’t  be afraid of making mistakes. Don’t be shy!. Please speak loudly! I believe we can do it better!Step4. Read the whole passage, then retell the story.T: Please read the whole passage by yourselves.T: Look at the blackboard and retell the story.（设计意图：分段设计问题，通过听课文，齐读课文，自读课文等形式，回答问题并理解故事的发展顺序，在语境中对重点的单词和句型进行材料，使得学生能更好的运用。对学生进行德育渗透，鼓励学生敢于开口说英语，不怕犯错误。）四．Practice 1. 出示图片，T: Sam said “Why are you laughing？”    Ss: Because we are funny.进而又出示两幅图片，学生看图回答：Why are you laughing / crying / sleeping? Because I am… 理解why 与because的用法。Read and write, then ask and answer in pairs. (P46-4)请同学们自己说一说，在书写时要注意哪些事情？What should we pay attention to?教师最后再强调时态的准确性和书写的规范性。完成书中第四部分，两人一组进行问答练习(设计意图：在操练中，理解why 与because的用法，还能根据提示词进行相应的书写，从而达到读写结合的目的。)五、Task CompletionSam and his classmates made a funny story. What about you? Do you have a funny story in your life? 请学生思考自己在生活中遇到的有趣的事情，然后教师用以下三个问题进行提问。Where did you go?What happened there?Why is it funny?T: I think you can make your story much more interesting. Now watch a video, please! We can learn from it.教师以问题的形式，提出编写故事需要注意的几个方面，然后播放一段由学生自编自演的a funny story微课视频，给其他同学作为例子进行效仿。学生进行创作并汇报表演。在每组结束后，教师要提问学生，了解学生是否听懂故事的主要内容。T: What did they make a mistakes?T：Why did they make a mistake? (设计意图：通过本课的学习，教师布置任务并明确的提出任务的要求，提供一段自编微课视频让学生进行模仿学习，通过小组合作能自己说说在生活中发生的因为出现错误所引发的搞笑小故事并向大家做以展示，提高了学生的语言的运用能力和表达能力，激发团队的合作精神。)六：Summary and Homework1.Recite the text 2. Write a funny story about yourselves.板书设计：Module8 Unit1 Why do you have cups on your heads?At first:  They had cups on their heads.Then :   Amy asked Lingling to bring some caps for the game.Lingling brought some cups.They put the cups on their heads and laughed more. At last: Because she made mistakes.   It’s easy to …with…       There were some caps in his bag.They played baseball together.