六年级英语下册 Module 8 Unit 1(3)教学案 外研版(三起)
2019-2020年六年级英语下册 Module8 unit1(3)教案 外研版
2019-2020年六年级英语下册 Module8 unit1（3）教案外研版第一课时（40分钟）教学内容：SB（学生用书）与AB（课堂活动用书）Unit 1 Helen Keller教学目标：1．学习语句Helen Keller was born in America in 1880.She became blind and deaf.She couldn’t see and she couldn’t hear.2．能口头运用Helen Keller was born in America in 1880.这类语句来介绍人物。
3．能识别单词：born, child, as, later, drew, letter, herself, all over, world, model 书写单词：could重难点：1．能口头运用Helen Keller was born in America in 1880.这类语句来介绍人物。
2．能识别单词：born, child, as, later, drew, letter, herself, all over, world, model 书写单词：could功能：谈论或询问某人过去的能力。
教学程序：一、热身复习1．教师与学生热情问候. 然后引导学生谈谈自己的偶像以及偶像最能吸引自己的才能是什么。
其目的是引导学生练习使用can 和can’t 进行交流。
二．任务呈现与课文导入1．教师想学生展示自己儿时的照片，然后和学生聊聊自己小时候能或不能做的事情，从而引出“could”,“couldn’t”.要求学生跟读，要求学生能够理解和书写could以及couldn’t.2．教师问学生是否知道Helen Keller，如果有学生知道她的故事，可以请学生先来讲关于Helen Keller的故事。
然后再回到课文，看课文介绍。
告诉学生学习完课文以后，教师会请同学来讲述Helen Keller的故事。
外研版(三起)-英语-六年级下册-外研版六年级下册 Module 8 Unit 1 Helen Keller教案
外研版六年级下册Module 8 Unit 1 Helen Keller教案一、基本说明1教学内容所属模块：Module 82年级：六年级3所用教材出版单位：外研社《新标准英语（三年级起点）》4所属的章节：Unit 1 Helen Keller5学时数：45分钟二、教学设计【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 couldn’t see.She was deaf. So she couldn’t hea r.But she could learn.教学目标：a.语言知识目标：学习目标语句She was blind. So she couldn’t see.She was deaf. So she couldn’t hear. But she could learn.b.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。
c.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，couldn’t”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。
【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】一．Warm-up (热身活动)1.Magic eye ：review some verb phrases.【设计意图】：(在上课伊始，教师引导学生复习以前学过的动词词组，为第二部分I say you do的游戏做准备。
外研版六年级下册英语 第八模块M8U1 教学设计
Module 8Unit1 Why do you have cups on your heads? 教学设计一、教材分析：教学内容：本课的教学内容为外语教学与研究出版社的三年级起始《新标准英语》第八册Module 8 Unit1 Why do you have cups on your heads?本册教材图文并茂，即吸引学生的注意力，又很好地开发了学生的语言思维能力，较适合高年级的小学生学习。
本课围绕mistakes这一主题展开运用? Why do you have cups on your heads? Why are you…? Because I …句式用以询问不理解的事情的原因的语言交际活动，学生在情境中掌握教学内容。
本课的生词有四个planned (plan的过去式), cup, baseball, more, smile, with, said(say的过去式)，mistake，make mistakes.但事实上cup, more, with, said这四个单词学生均已学过。
本课的句式较为口语化，简单易学，语法知识点覆盖现在进行时与过去时两种。
本课主要培养学生积极主动参与英语活动和不怕犯错、大胆开口说英语的良好品性。
二、学情分析：一般特征：六年级学生已拥有近四年的英语学习史，对英语较感兴趣，拥有运用英语进行交流的欲望；表现欲强，急于得到别人特别是老师的肯定，具有集体荣誉感；在英语听力、跟读、书写方面的能力有了一定的基础，大部分学生具备了课堂学习中输入、内化语言、重组并输出语言的能力。
但少部分学生在语言表达和书写能力方面仍显得吃力，需要教师的巧妙引导；喜好创新与挑战性强的知识点；拥有一定的自学理解能力，可放手让学生大胆进行推理、并尝试根据图片或提示写出简单的句子。
初始能力：有一定的英语知识储备与英语学习方法，能够较好地与英语老师进行课堂教学中的互动并能把握学习的主动权。
信息素养：学生具有课堂学习环境下学习英语的经验，了解计算机操作，具有初步在多媒体教室学习的经验。
六年级下册英语(外研版三起)教案第八模块第一单元
1. Free talk---Look and say . T: Look, what are they doing? S: They are playing basketball. T: what is he doing? S: He is playing baseball. 2.T:Sam,and his friends are going to play baseball. Now open your book. Look at these pictures, What are they doing? S: They are laughing. 3. Listen and answer. Q1:Why do they have cups on their heads? Q2:Why are they laughing? Q3:What’s in Sam’s bag? Q4:What did they do at last? 4. Listen and repeat Step4 Practice. 1. Fill in the blanks. 2. Retell the story. 3. Ask and answer. A:Why are you laughing? B: Because I’m happy. Step5:Homework a. Read the text fluently , copy the tape as possible as you can. b. Make sentences with three new words.
板书设计：
Unit 1 Why do you have cups on your hughing? B: Because I’m happy.
教学反思或教 学札记（教学札 记是每单元一 次）
Module8 Unit1 外研版(三年级起点)六年级下册教学设计
外研版（三年级起点）六年级下册Module 8 Unit 1Why do you have cups on your heads?教学设计一、教学目标1. 能理解和运用Why do you have cups on your heads? Why are you wearing a hat? 询问和说明原因。
2. 理解故事内容并能简单地复述。
3. 进一步强化语音语调，提高学生的朗读技巧，能够正确有感情地朗读课文。
4. 帮助学生了解英语语音学习中可能产生的错误或导致的误解，培养学生英语学习的兴趣和信心。
二、教学重难点1. 教学重点：理解课文内容，正确有感情地朗读课文。
2.教学难点：1）运用停顿、升降调、重音等技巧正确有感情地朗读较长句子。
2）用自己的话复述故事内容。
三、教学过程Step1 Warming up1. Greetings：Hello, boys and girls! Nice to see you here. Welcome to our English class! Are you ready?2.Warming upHere’s a riddle for you! Listen: It’s a daily necessity. We often use it to drink tea or coffee. What’s it? (Ss: cup) I’ve got a funny picture about cups? Would you like to see?Step2 Pre-reading1.(show a picture) Look! What can you see?2.What do you want to know from the picture? You can ask some questions.3、Now let’s begin another guess: Why do they have cups on their heads?Step3 While-reading1.Did you all guess the right answer? Listen the story and find out the answer.2.What English words did Lingling make mistakes? And what happened? Open the books on Page44, M8U1 Why do you have cups on your heads? (板书课题）Read Activity 2 Paragraph2 quickly and find out the answer. You can circle the key words.4. Great! Do you know baseball? Can you tell something about baseball? (Ss: ...) Baseball game is very popular in the US. People in the US love baseball games very much. Many children in the US go to play baseball in their free time. It is their national sport. Do you know our national sport? Yes, it’s table-tennis. Do you like playing table-tennis? When we playtable tennis, what should we take? ( table tennis balls and table tennis bats) And look! To play a baseball game, they need baseballs, baseball bats, baseball gloves and baseball caps. So when they play a baseball game, they should wear caps, not cups.5. Now, Let’s think: Why did Lingling make mistakes with “cap” and “cup”?6. Can you help Lingling distinguish “cap” and “cup”? Speak out your mind.7. Play a game.1)I point, you say. As quickly as you can.2) I do, you say.3) I say, you do.8. Lingling made mistakes. But are her friends angry? ( Ss: No.)Maybe they think Lingling’s mistake is OK. It’s funny to wear cups on the head. So don’t be shy. If you make mistakes in English, I won’t be angry.9. Listen to the tape and think: Did they play baseball at last?10. Guess: What will they do after the baseball game?11. Now, listen and repeat. Pay attention to the pronunciation and intonation.Step4 Group work1.Boys and girls, do you understand this story? It’s long, but interesting. Let’s work in groups, make the story into a dialogue, and role play. Can you? 5 minutes for you.2.Show time.Step5 Summary and Homework1. Summary and moral educationT: Today we learnt a funny story. Lingling made a mistake with “cup”and “cap”. But that’s OK. Because it’s easy to make mistakes with English. So boys and girls, keep trying! Keep speaking! Don’t be shy! I believe you can do better and better! Come on!2. Show the homework1) Act out the story with your friends.2) Find another funny story and try to retell it to your friends. Blackboard designing：M8U1 Why do you have cups on your heads?At lastLatermake mistakes withFirstplanned to。
六年级英语下册module8unit1教学案外研版(三起)
外研版（三起）六年级英语下册教学案Module 8 Unit 1Helen Keller一、学习目标：1.知识目标：1）主要学习两个句型:(1)She was blind. So she couldn’t see.(2)She was deaf. So she couldn’t hear.(3)But she could learn.2）能识别单词：born, child, as, later, drew, letter, herself, all over, world, model 2．能力目标：通过谈论图片和讲故事，能够利用could以及couldn’t，谈论或询问某人过去的能力。
能复述故事：Helen Keller。
3．情感目标：通过学习Helen Keller 的故事，激发学生热爱学习、热爱生活，开展向Helen Keller学习的活动。
4．教学重难点：1）重点是能识别单词：born, child, as, later, drew, letter, herself, all over, world, model 。
学生能够使用“could, couldn’t”来描述过去所具备和不具备的能力。
2）难点是学生能够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。
二、学案：1．上一节课我们了解了Shenzhou V和Yang Liwei叔叔，今天我们要继续了解一个人物Helen Keller，请你按照下面的程序进行预习。
1）预习本模块的单词，做到会读、会认、会写。
born, child, as, later, drew, letter, herself, all over, world, model（学法指导：可向老师、同学、家长或他人请教单词发音。
也可以查找英汉字典，借用语言学习机自学本课单词。
）2）请把以上单词制成卡片。
（要求：卡片正面在四线格中写出英语单词，背面写出该单词的汉语意思，便用随身携带记忆。
外研版小学英语六年级下册教学设计Module 8(教案)
外研版小学英语教学设计Module 8Unit 1 Helen Kellerlearning aims：1、能听懂、会说、会认、会读：born ,child , as, later ,drew, letter， herself ,all over , world , model. 等单词。
2、能听懂并熟练运用Could 和Could’t谈论过去的能力。
.3、能口头运用What was his name ?When was he born? Where was he born？等问句。
4．能根据所给的资料来描述人及其过去所发生的事情。
教学步骤：Step 1：Warm-up and show the learning aims1、Introduce Helen Keller:T: My kids, We can see, we can hear and write now .we could see, we could hear, we could speak when we were a small child, but there is a girl, as a small child, she became blind and deaf, she couldn’t see and she couldn’t hear, when she grown up, she learned to speak、read、and write , she wrote a book, and went all over the world, do you know who she is?S: She is …Now let’s learn Module 8 Unit 1 Helen Keller，OK?(板书课题并齐读) First ，please look at our learning aims.(出示本课学习目标，教师慢慢读，学生仔细看、认真听。
六年级英语下册 Module 8 Unit 1(3)课件 外研版(三起)
3.What couldn’t she do? She couldn’t see, hear and talk.
4. What could she do?
She could learn.
5.Was she a clever girl? Yes, she was.
1.When was Helen Keller born?
• She was born in 1880.
2. Where was she born?
❖She was born in America.
3.What couldn’t she do? • She couldn’t see, hear and talk.
yourself “When I was a child, I could… I couldn’t…”
感谢亲观看此幻灯片，此课件部分内容来源于网络， 如有侵权请及时联系我们删除，谢谢配合！
MODULE 8
When I was a child, what could I do? can
I could play yoyo.
When I was a child, what couldn’t I do? can’t
I couldn’t paint.
a child,
When I was
4. What could she do? ❖She could learn.
5.Was she a clever girl? • Yes, she was.
6.What did she say?
• She said:“Blind people are • normal people. We can learn • and work, too. ”
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外研版（三起）六年级英语下册教学案
Module 8 Unit 1
Helen Keller
一、学习目标：
1.知识目标：
1）主要学习两个句型:
(1)She was blind. So she couldn’t see.
(2)She was deaf. So she couldn’t hear.
(3)But she could learn.
2）能识别单词：born, child, as, later, drew, letter, herself, all over, world, model 2．能力目标：通过谈论图片和讲故事，能够利用could以及couldn’t，谈论或询问某人过去
的能力。
能复述故事：Helen Keller。
3．情感目标：通过学习Helen Keller 的故事，激发学生热爱学习、热爱生活，开展向Helen Keller学习的活动。
4．教学重难点：
1）重点是能识别单词：born, child, as, later, drew, letter, herself, all over, world, model 。
学生能够使用“could, couldn’t”来描述过去所具备和不具备的能力。
2）难点是学生能够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。
二、学案：
1．上一节课我们了解了Shenzhou V和Yang Liwei叔叔，今天我们要继续了解一个人物Helen Keller，请你按照下面的程序进行预习。
1）预习本模块的单词，做到会读、会认、会写。
born, child, as, later, drew, letter, herself, all over, world, model
（学法指导：可向老师、同学、家长或他人请教单词发音。
也可以查找英汉字典，借用语言学
习机自学本课单词。
）
2）请把以上单词制成卡片。
（要求：卡片正面在四线格中写出英语单词，背面写出该单词的
汉语意思，便用随身携带记忆。
）
3．预读课文，画出不理解的词句，根据上下文及插图理解它们的含义。
4．在预习本课单词中，聪明的你有什么发现？
5．预习检测
1）你对“过去时态”掌握多少？下面检查一下自己，写出动词的过去式？
is ( ) have( ) learn( ) write( ) go( ) live( )
make( ) read( )
2．）你能描述一下这些你做过的事情吗？
Yesterday I ____(go) to the park.
I _____(read) English book this morning.
I____(visit) my grandma and grandpa yesterday.
I_____(is) born in 1997.
I_____(buy) a story-book last week.
三、导学案：
1．教师与学生热情问候. 然后引导学生谈谈自己的偶像以及偶像最能吸引自己的才能是什么。
其目的是引导学生练习使用can 和can’t 进行交流。
2．初读课文，做到会读、读通
（1）认真听录音，感知课文大意。
（2）听录音并试着跟读，注意单词的发音及句子的语调。
（教师根据实际情况纠正学生发音。
）（3）再听录音，跟读课文。
（4）自己练习把课文读通顺、流畅。
并与同学互相评读，看谁读得好。
3．深入理解、探究课文内容
1）小组合作学习，讨论下列短语及句子的含义，疏通课文大意。
<1> a model for blind people———— <2> learned to speak———
<3> a book about herself ————--- <4> lived to be 87————
<5> all over the world_______________
思考与观察： (1) could 和couldn’t用来表达什么意思？
(2) 动词在could 和couldn’t 的后面使用了什么形式？
(3)（learned） to read 、(lived) to be 87怎么理解？
2）全班交流
3）教师点拨：
<1>could 和couldn’t用来表达过去某人的能力，它是can 的过去式应用。
<2> 动词在could 和couldn’t 的后面使用了动词原形的形式，这说明它们是情态动词的用法。
<3> to read 、做learned的宾语， to be 87 做lived的补语)
4．联系实际，灵活运用本课所学知识。
（1）在小组内，聊聊自己小时候能或不能做的事情，能够使用“could”,“couldn’t”。
（2）运用本课所学知识，讲述你了解的人物。
5．自我展示
（1）有表情朗读课文。
（2）能使用第三人称复述课文。
四、课堂检测：
1．按要求写出下列各题
(1.)children (单数)_____(2.)her (反身代词)____(3.)draw（过去式）(4.)become（过
去式）____ (5.)people（复数）_____(6.)write(过去式) (7.)here (同音词)_____
(8.)big(反义词)_____
2.读课文，勾一勾
<1> Helen Keller was born in______□A. 1880 □B. 1888 □C. 1890
<2.> She was deaf. She couldn’t____.□A.read □B.see □C.hear
<3.>She couldn’t see.She was _____.□A.deaf □B. blind □C.sad
<4>She wrote a book about _____.□A.herself □B.the world □C.her teacher.
<5.>She is a _____for blind people. □A.teacher □B.model □C.student
3.对于本节课，你还有什么问题？(让学生举手提问，老师解答)
五、课后作业：
通过学习七、八模块，你可以用英语描述一个你熟悉的人物故事，和他所具备的让你佩服的能力。
（不少于60词，要求语句通顺，时态正确。
）
六、板书设计：
Module8 Unit1
Helen Keller
1．blind deaf could couldn’t
2．(1)She was blind. So she couldn’t see.
(2)She was deaf. So she couldn’t hear.
(3)But she could learn.。