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 8
Unit 1 Helen Keller
learning 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 aims
1、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。
) Step 2: Show the guides （指导自学）
1. Show some pictures of Helen to the students.
2. Listen and read the text ，find out the new words
3. Stick them on the board after read.
4. Find out the main sentence patterns:
Q1：What couldn’t Helen do?
Q2: What could Helen do?
5. Then do activity 3 in pairs.
Step 3: Practice:
1、Listen to the tape the tape and read the text.
2、Look at the pictures and talk about Hellen Keller.
Eg: she was born in America in 1880…
3、Have the class into two groups，the teacher show out some pictures .
Make some sentences with the words: could or couldn’t.
Step 4: Finish a task
1、填出横线上的词
（1）Helen Keller couldn’t see , but she could learn. She couldn’t hear but she could speak.
(2) When I was a baby, I could see but I couldn’t read. I could hear but I couldn’t talk. I couldn’t walk but I could learn and I could play.
2、请学生以小组为单位进行讨论。
引导学生运用：“I was _______. So I couldn’t ____________ but I could________.”句型来表达。
Designs:
Helen Keller
Helen Keller was born in America in 1880.
As a small child.
Later, Helen had a teacher.
The teacher drew letters in Helen’s hand
Module8
Unit 2 His name was Louis Braille.
learning aims：
1．能听懂、会说、会认、会读blind ,deaf ,learn ,be born 单词。
2. 能熟练运用could 和could’t谈论过去的能力。
3. 熟练运用When were you born ?Where were you born.等句型询问并回答。
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 aims
1、Review unit1 (ask and answer)
1）when was Helen Keller born?
2）Where was Helen Keller born?
3）Why is Helen Keller famous?
2、T:Today I will introduce a blind man to you. He was born in France. He became blind in 1812.And he is very famous. Who is he? What happened to him? Now let's learn unit 2 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。
)
Step 2: Show the guides （指导自学）
1. Play the tape for students and follow the tape.
2. Let students pay attention to the pronunciation and intonation.
3. Let students read the questions in Part 2, then play the tape again and again, and answer the questions.
1) His name is Louise Braille.
2) He was born in 1809.
3) He was born in France.
4) He became blind in 1812.
5) He learned to read at school for blind children.
6) Because he made the first letters in Braille.
4. Activity Book Ex, 1 match the phrases
Give students some minutes and match, then check the answers in pairs. Step 3.Practise:
Let the students describe their young.
For example:
In this photo, I was 5 years.
I could dance.
I couldn’t speak English
Designs:
Unit 2 His name was Louis Braille.
Name: Louis Braille.
Born: 1809
Country: France
1802: became blind
At School for blind children。
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。
外研版英语六年级下册Module 8教学设计
Module 8Unit 2 His name was Louis Braille.教学设计Teaching Objectives:1.Words: 识别并书写was born2.Sentences: 学习并能口头运用When was he born?He was born in 1809.3.会用这类语句来询问并回答你想知道的人物信息。
4.Grammar: the past tenseTeaching difficult points:1、能描述本课所学盲人的情况。
2、能听懂熟练运用 what,when,where,why疑问词来提问并能回答。
Teaching Procedures:Step1 Warm-up. Describe my young.描述事先准备好的小时候的照片，以此来复习前课所学的内容，并为新课做好准备。
For example: In this photo, I was 5 years.I could dance.I couldn’t speak Englis h.Step 2 Presentation（出示课本挂图并对Louis Braille进行简单的介绍。
）T: Today we’re going to learn unit2His name was Louis Braille.At first, I will introduce a blind man to you. He was born in France. He became blind in 1812. He was very famous.Can you guess who is he? What is he? What happened to him?1、Does he blind?2、Does he deaf?look at the text.Think and answer my questions.Step3 Say.Listen again then answer the questions（老师把关键的疑问词写在黑板上，运用“对答如流”的游戏回答本课的问题）What was his name?When was he born?Where was he born?Why is he famous now ?如：Who -- Louis Braille When -- in 1809 Where – FranceTurn to page 32,Do exercise 3.Step4 Practice and say（感知课文大意，并完成下面的练习）。
外研版六年级英语下册《Module 8 Unit 2》精品教案教学设计优秀公开课
Module 8Unit 2Why are you wearing a hat?教学设计科目版本小学英语（三年级起点）外研版六年级下册章节Module 8课名Module 8Unit 2Why are you wearing a hat?学习目标1.能够听懂、会说，并初步运用词汇和词组：raincoat,theatre,hat 和基本短语wear a raincoat,go to the theatre ，wear a hat.2.能够听懂、会说，并认读句型“Why...?”来询问某件事发生的原因,并用Because...(future tense with be going to)作简单的回答。
教学环节/步骤学生活动教师活动设计意图1.Sing a song.1.Sing a song.“why,why,why...?”.Hello,boys and girls.Nice to meet you all.First,let’s sing a song together.“why,why,why...?”.问候学生,歌曲导入。
2.Look and answer.Look at this picture,why is Sam here?Let’s watch the video.看图回答问答，Sam 为什么会在这里呢？3.Listen and read.Let’s listen and read it.播放录音并让学生跟读。
歌曲导入，复习上一单元重点句型Why...。
通过师生回答及歌曲导2.Look and answer.入方式进入课堂模式，以热身进入听录音回答问题。
歌曲的形式复习有关M8U1内容，练习重点句3.Listen and read.Why...?Because...听录音跟读。
新知呈现1.Watch and answer.学生看动画，了解课文内容，1.Watch and answer.Sam is talking with Amy,what are they talking about?通过视频，整体感知课文大意回答问题，学生理解获取信息：Sam和Amy正在Let’s listen and find it.引导学生再听录音，了解课文内容，获取信息：Sam和Amy正在聊什么呢？2.Look,listen and answer.Ask students to look at the picture and answer thequestions.What’s the weather like?Why is Tomwearing a raincoat?Let’s listen to the tape.看图片，让学生来说一说图片中Tom为什么穿雨衣呢？复习重点句型。
外研版(三起点)六年级下册英语模块八备课教案M8
小学英语基于标准的教学案例单位名称：适用年级：六年级设计者：模块备课课题名称：外研版（三起点）六年级下册 Module8一、目标确定依据1.相关课程标准论述（1）能看图识词，能在图片的帮助下，认读所学单词。
（2）能根据拼读的规律，读出简单的单词。
（3）能在教师的帮助和图片的提示下，听懂、读懂简单的小故事。
（4）能根据录音模仿说话，正确朗读和复述课文。
（5）能根据图片、词语或例句的提示，写出简短的语句。
（6）在学习中乐于模仿，敢于表达。
乐于感知并积极尝试使用英语。
2.教材分析（话题、功能、情境、目标语言、前后关联等）本模块是外研版英语（新标准）（三年级起点）六年级下册第八模块的内容。
本模块的话题是“feelings”，功能是运用Why询问事情，并用because来表达原因。
第一单元的课文情景是Sam看到朋友们的头上顶着杯子，于是询问原因。
大明告诉他事情的经过：他们计划打一场棒球赛，Amy让玲玲为比赛带来帽子，但是玲玲带来了杯子。
Sam说道在英语单词方面很容易犯错误，而且他为大家带来了棒球帽。
最终大家戴上帽子去打棒球了。
本单元的目标语言是Why do you have cups on your heads? Why are you laughing?第二单元的课文是四组人物对话，为什么某人正穿着雨衣、戴着帽子、穿着T恤或连衣裙？并用because回答了原因。
本单元的目标语言是Why are you +动词ing..? Because+原因。
本模块的学习重点是能正确运用Why询问事情，并用because来表达原因。
3.学情分析（认知特点、已有的知识基础与生活经验、预估存在的困难与障碍等）（1）生理、心理特点：六年级的学生对英语有一定的语言基础，初步掌握了单词的发音规律和句子的朗读规律，对一些有趣的话题也很感兴趣。
（2）认知基础：六年级学生已积累了一定的学习方法；并具备初步的英语听、说、读、写能力。
之前也学习过现在进行时和一般将来时，有一定的基础。
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。
外研版(一起)六年级英语下册教案Module8Unit1HelenKeller
外研社《新标准英语》三年级起点第8册Model 8 Unit 1 Helen Keller阳城实验小学延七艳一、教学目标1. 学习新句型① Helen Keller was born in America in 1880.② She became blind and deaf.③ She couldn’t see and she couldn’t hear.2. 学习本单元的生词：born, child, as, later, drew, letter, herself, all over, world, model，并能书写could。
3. 能理解课文，准确流利地朗读课文。
4. 培养学生积极的学习态度。
5. 通过学习Helen Keller的故事，学生从中受到教育，懂得在学习和生活中遇到困难要有迎面而上、永不退缩的勇气，要做生活的强者。
二、教学重点与难点重点：新单词和新句型。
难点：能理解课文，准确流利地朗读课文。
三、教学用具多媒体课件四、教学过程Step 1 Warm up1.Greetings.2. 说出下列动词的过去式。
learn—learned live—lived is—was are—werecan—could can’t—couldn’t write—wrote go—wentsee—saw become—became have/has—had(复习本课动词的过去式,给新课做铺垫。
)Step 2 Introduce the new lesson１．T: Today,we’ll know a great women. (教师利用多媒体课件出示Helen Keller生前的部分照片。
)简介海伦·凯勒（Helen Keller），美国盲聋哑女作家和残障教育家。
是一位学识渊博，掌握英、法、德、拉丁、希腊五种文字的著名作家和教育家。
主要作品有《假如给我三天光明》、《我的生活》、《我的老师》等。
(三起点)外研版六年级英语下册《Module8_Unit1_教学设计》
Module8 Unit1教学设计【内容来源】外研版三起点（2013年版）六下Module8 Unit1【主题】Why do you have cups on your heads?【课时】此教学设计按单元写，教师可根据实际情况划分课时一、教学目标(Teaching aims)（一）知识目标(Knowledge aims)1. 听、说、读、写单词with, said；听、说、认读单词cup, more, smile, planned, baseball, mistake。
2. 听、说、读、写句子“Why do you have cups on your heads? Why are you laughing?”。
（二）能力目标(Ability aims)能够询问并回答事情的原因。
二、教学重难点(Teaching points and difficulties)（一）重点(Points)1. 听、说、读、写单词with, said。
2. 运用“Why …”询问事情的原因。
（二）难点(Difficulties)运用“Why …”询问事情的原因。
三、教学准备(Teaching preparation)课件（）四、教学过程Step 1: Warm-up1. 师生相互问候。
2. 教师播放Module7 Unit2活动4歌曲动画，学生跟唱。
Step 2：Presentation1. 活动1：Look, listen and say.(1) 教师在课件上呈现本部分图片，学生运用学过的句型来描述，比如：There is a book on the bed.(2) 教师播放本部分动画，学生观看一遍。
(3) 教师再次播放本部分动画，学生跟读。
2. 活动2：Listen and read.(1) 教师询问学生在生活中有没有闹过笑话，学生分享后，教师告知学生：玲玲也闹了笑话，引出本部分内容。
(2) 教师播放课文录音，学生初步感知课文，回答问题：What did Sam’s friends have on their heads?(3) 教师再次播放课文录音，学生回答问题：Why did Sam’s friends laugh?What did Sam bring for his friends?(4) 教师播放课文录音，学生跟读；（cup, planned, baseball, more, smile, mistake, with, said为新词，教师需解释其意思并注意学生的发音）(5) 教师再次播放课文录音，学生逐句仿读。
Module 8(说课稿)外研版(一起)英语六年级下册
Module 8（说课稿）外研版（一起）英语六年级下册1. 教材分析1.1 教材背景本模块是外研版（一起）英语六年级下册的 Module 8，主要围绕“Shopping （购物）”展开，涵盖了“shopping mall（购物中心）”、“department store （百货商店）”、“supermarket（超市）”等核心词汇，以及与购物相关的常用句型、场景，旨在帮助学生在英语语境中更加流畅地进行购物交流。
1.2 教学目标•熟练掌握购物中心、百货商店、超市等场景中常用的英文词汇及相关场景对话；•能够在购物场景中灵活运用所学单词和句型，进行简单的交际和沟通；•培养学生的听、说、读、写英语能力，提高英语综合应用能力。
1.3 教学重点•学习与购物相关的单词和句型；•掌握购物场景的听力和口语表达能力。
1.4 教学难点•灵活运用所学单词和句型，进行场景交际。
2. 教学内容2.1 单元教材本单元教材主要包括：1.生词：mall、department、floor、level、supermarket 等2.句型：Can I help you?、I’m looking for…、How much is it? 等3.对话：购物场景对话、询问价格对话、描述衣物颜色对话等。
2.2 教学步骤2.2.1 Lead-in通过一个小游戏的形式，激发学生对购物的兴趣，引入单元话题。
2.2.2 Presentation介绍购物场所的常用词汇，并引导学生注意这些词汇在场景中的实际应用情况。
教师可用图片、视频等方式辅助呈现并发起讨论。
2.2.3 Practice带领学生通过购物对话练习，熟悉并巩固所学单词和句型的用法。
教师可设置多个小组，进行角色扮演，让学生在实际的场景中进行语言练习。
2.2.4 Production提供多个购物场景，并要求学生在小组内分别进行场景表演和探讨，展示所学的购物知识和语言能力。
2.3 课堂评估通过对话表演和场景演练，以及提问和回答的形式进行课堂测评，了解学生对所学知识的掌握情况，并给予针对性的指导和建议。
外研版六年级英语下册《Module 8 Unit 1》精品教案教学设计优秀公开课
线按照故事发展的顺序循序渐进地学习课文，还通过多种学习方式引导学生关注细节、理解动画内容，描述动画中的场景。课文问答、巩固练习等方式让学生了解、掌握本课重点句型，学会用Why.....? Because询 问
不理解事情的原因和作答，自读更督促学生养成自主学习的好习惯。
引导学生看动画，通过简单的提问帮助学生了解课
文语境，获取信息：Sam与朋友间发生了什么事情
呢？
2. Listen and answer.
2. Listen and answer.
学生看第一段动画，回答问
题。
Ask the students to listen to the first part and get to
题.练习本课重点句型：
Why…? Because….
Why did they have cups on their heads? Why were they
laughing?
播放第段视频，让学生获取更多信息，回答：Whydid
they have cups on their heads?练习本课重点句型：
2.了解并掌握why和because的使用语境，能用why和because询问不理解事情的原因和作答。
教学环节/步骤
学生活动
教师活动
设计意图
1. Look and say.
1.Look andsay.
Hello,boys and girls. Welcome to our English class.
know what Sam asked?
3.Watchandread.