六年级英语下册 Module 8 Unit 1(1)教案 外研版(一起)
外研版一起六年级英语下册教案
Module 8 Unit 1 Helen Keller.
教材分析
本课是以人物(Helen Keller)介绍为主要内容，目的是通过教材提供的故事情境，用could, couldn’t’t来谈论过去能够做的或者不能做的事。
同时本课素材也对学生进行了意志、品质的教育。
从素质教育的要求和学习语言的目的看，小学英语教学重视培养学生运用英语交流的能力。
对于六年级的学生来说，《课标》中要求学生能在语境中或者在图片的帮助下正确的运用需要的语句；能在图片的帮助下听懂和读懂与话题有关的简单小故事并作出反应，表达与这些话题有关的简单信息。
学情分析
六年级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,综合运用的能力较强;但仍有少数学生还是没有掌握合适的方法,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。
教学目标
知识与技能：听懂会说单词 blind, deaf.
学习目标语句：
She was blind. So she couldn’t see.
She was deaf. So she couldn’t he ar.
But she could learn.
能运用所学语言could, couldn’t表达过去能做以及不能做的事。
过程与方法：通过情境创设和大量练习，采用TPR、情境交际、小组合作等方法，引导学生自主完成“阅读语篇”学习任务。
情感态度与价值观：a.使学生乐于参加用英语交流的实践活动，并在实践中建立自信，提高学生参与语言活动的积极性。
b.体会Helen Keller身残志坚的精神,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：学习并掌握词汇：blind deaf
学习并能在实际情景中运用目标语句：
She was blind. So she couldn’t see.
She was deaf. So she couldn’t hear.
But she could learn.
难点：正确使用could, couldn’t描述自己或他人以前能做和不能做的事.
教学策略
通过课前预习、课上互动、课下交流反思,老师和学生互敬互学,培养良好的师生关系。
教学准备
CD-ROM, 投影仪，卡片，学生自备的小时候的照片。
教学流程
I．Preparation（热身与准备）
1. Greeting.
2. Free talk:
T: I can…. What can you do? S1: …S2: …I can… (one by one).
(设计意图：这一环节通过教师与学生的亲切交流和TPR活动，激活学生已有的知识和活动热情，为新授做铺垫)。
II．Presentation (任务呈现)
1. Lead out: T: Look，Who’s she?(Helen Keller). What do you k now about Helen Keller? Today we will learn about Helen Keller.
（设计意图：以图片呈现本课话题，交待本课学习任务）
2. (CAI) Listen and think: Where was Helen Keller from?
(设计意图：根据阅读教学和课文整体感知原则，首先教师设计一个简单的问题，引领学生走入故事情结，使学生带着任务听录音)
III. Practice （巩固与练习）
1. (CD-ROM) Listen and repeat.
2. Read after the teacher, circle“could, couldn’t”, then report.
3. Read the questions, then study in groups and find these answers.
（设计意图：在学生充分感知课文的基础上，教师呈现一系列问题，以任务为导向，学生通过小组学习共同寻找答案，培养自主学习能力和合作精神。
）
4. Students answer the questions.
1) When was Helen Keller born?
She was born in 1880.
2) What couldn’t she do? Why?
She was blind. So she couldn’t see. (In the course, learn “blind, deaf”)
She was deaf. So she couldn’t hear.
3) What could she do?
She could learn.
（设计意图：通过句子问答和练习，进一步理解课文，并学习四会单词blind, deaf. 以及目标语句。
）
5. Listen and say, operate the target language.
（设计意图：通过看、听、读、说的方式来进一步操练目标语句。
）
IV．Production（提升与拓展）
1.Talk about“could”,“couldn’t”.
1) (CAI展示自己小时候的照片)T: Look, who’s she?
Ss: … T：It’s me. Talk:
a. What could I do? Ss talk.
b. What c ouldn’t I do? Ss talk.
c. Talk in groups then guess. T1 T2 T3 T4
(设计意图：教师利用自己的儿时照片，为学生创设一大学习情境，通过谈论和猜测，使学生进一步加深了对本课目标语言和话题的理解和记忆。
)
2) (实物投影)
T: Who’s he/she? What could/couldn’t he/she do?
S1,S2 …He/She could/couldn’t…
（设计意图：用学生的儿时照片，进一步激发起学生的好奇心和求知欲，从而自觉运用本课目标语言谈论相关话题，达到学以致用的目的。
）
3) Students take out photos, cooperate in pairs, talk about what they could do, and what they couldn’t do.
（设计意图：利用同学间互助交流的形式，运用could, couldn’t谈论自己过去能做以及不能做的事，为学生“真实运用”语言提供了空间。
）
2. Lucky Time! Have a match.
T1 T2 T3 T4
（设计意图：采用幸运大转盘游戏，设计闯关活动，让学生在玩中学，并激发他们的奋斗意识。
）3. Read and write on the paper. (Fill in the blanks with” could” and “couldn’t”)（设计意图：根据六年级学生的实际水平和能力培养目标，设计了小练笔活动，一方面培养了学生的动笔能力，拓展思维，培养学生自主探究能力；另一方面，也及时获得本课学习情况的反馈信息。
）V．Summary and homework (总结与作业)
1. Sum up
(1) What have we learnt today?
（教师引导学生对本课学习进行归纳和总结，并谈其精神收获。
）
(2) Assessment.
（教师对本课活动进行评价，并激励学生不断进取）
2. Homework:
(1) Talk to your friends with could, couldn’t.
(2)Look for more information about Helen Keller, and try to describe her life. （作业任选其一，以适合不同能力层次学生的需要。
）。
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。
外研版六年级英语下册全册教案
新标准英语三年级起点第八册教案一、教学内容本教学知识点源于外语教学研究出版社，小学英语（供三年级起始用）第八册Modｕｌe １第一单元。
本教学知识点围绕“在快餐店点餐”展开教学的。
学习“hamburｇｅｒ、colａ、doｌlar、cent、eｎjoｙ”等单词及“Wｈat do ｙou want?／I wａnt a ｈoｔｄog,plｅasｅ.／Ｈoｗmuch is it?／It is thｉｒｔeen ｄollaｒs aｎｄ twenty-ｆive cents.”重点句型展开教学使学生在情景中掌握教学内容，培养学生自主学习英语的能力和运用英语分析、解决问题的能力,以及交流和合作的能力。
二、教学目标1、知识目标（1）四会单词：hambｕrger、coｌa、dｏllar、cent、enjoy（2）能灵活运用重点句型,并清楚其运用的场合和语言：What do you want?／I wａｎt a hｏt dog,pleas ｅ./How mｕcｈis it?／Iｔ is thｉrtｅen dｏllarｓ and twenty-ｆive ceｎｔｓ．2、能力目标（1)通过情景交际活动,营造探究的学习氛围，引导学生自我探究,培养学生的听、说、读、写等综合能力及英语进行交际的能力。
（２）通过会话表演、小组比赛、游戏等活动多角度激发学生自主探究学习的积极性,培养学生学习英语的兴趣。
3、情感目标（1）根据学生的心理特点及实际情况设计有意义的教学活动，激发学生的积极性,使学生懂得如何在西式快餐店用英语点餐。
（2)使学生能利用所学的知识与别人合作、交流获得成功的喜悦。
三、教学重、难点１、教学重点:Whａt ｄｏ you wａnt? I want ａ hｏt dog,plｅase.Hoｗ mucｈ is iｔ? It ｉs ｔｈiｒｔeen ｄoｌlars ａnd twｅnty－fｉｖｅｃents.2、教学难点:使学生懂得如何在西式快餐店用英语点餐。
外研版-英语-六年级下册-6B M8 Unit1教案
Module 8 unit 1 Helen KellerLearning aims:Knowledge aims:To grasp the language points, such as words: born, as, later, drew, herself, model.Sentence patterns：She couldn't see and she couldn't hear.She could also write.Ability aims:To use the new sentence patterns to describe what they could or couldn't do in their daily life.Emotional aims:To learn Helen Keller's noble quality that is optimistic and progressive. Important points:To grasp the important language points.Difficult points:To know how to use the new sentence patterns very well in our daily life . Step Ⅰ:Pre-listeningActivity 1, Greetings.Activity 2, Leading-in (Game).Step Ⅱ:While-listeningActivity 1, Listen and findClose your books and listen to the text for one time.I guess there are some new words for your understanding. That’s OK. Let’s learn them together. (Word cards)Activity2, Listen and chooseListen again and choose in groups, and you have 10 seconds to read the questions before listening.1.Helen Keller was born in .A. 1880B. 1888C.18902.She couldn't see. She was .A. deafB. blindC.sad3.She was deaf. She couldn't .A. readB. seeC.hearter she learnt to .A. speakB. singC.draw5.She wrote a book about .A. herselfB. the worldC.her teacher6.She is a for blind people.A. teacherB. modelC.studentActivity3, Listen and answerListen again and answer the questions in groups, and you have 5 secondsto read the questions before listening.1.When and where was Helen Keller born?2.What happened to (发生) Helen Keller as a small child?3. How did she learn to speak?4.Why is she famous?Activity4, Listen and repeatListen again, and repeat sentence by sentence. Pay attention to the pronunciation and stress.StepⅢ: Post-listeningListen again and complete the passage in groups.Helen Keller in America in 1880. She blind anddeaf a small child. She and . Latershe had a , she in Helen's hand.Then she learnt and . She also write. She wrote a bookabout . She went . And she 87.Helen Keller is a for blind people and for you and me.StepⅣ: practice1.Helen Keller see but she learn. She hear but she speak.2.Zhang Haidi walk, but she write.3.Tai Lihua hear the music, but she dance.4.Peter had a cut in his left leg. He go to school, but he study at home.5.My bike was broken. I ride to school, but I goto school on foot.6.The child had a pain in his right hand. He write, but he read.7.When I was a baby, I see but I read. I hear but I talk. I walk, but I learnand I play.StepⅤ: DevelopmentRetell the text according to the key words .Born----child---Education---Activities-----Things----Death----HonorsStepⅥ: SummaryWhat have we learn t this lesson?Words: born, as, later, drew, herself, model.Sentence patterns：She couldn't see and she couldn't hear.She could also write.Use the new sentence patterns to describe what they could or couldn'tdo in their daily life.To learn Helen Keller's noble quality that is optimistic and progressive.StepⅦ: Homework1. Write six sentences with "could, couldn't" and what we have learnt to describe what you could or couldn't do in your daily life.2. Write a passage to introduce Zhang Haidi as Helen Keller.（You can choose either of them ）Words of Helen Keller:Although the world is suffering, it is also full of the overcoming ofit.虽然世界多苦难，但是苦难总是能战胜的。
(外研版)六年级英语下册教案 Module8 unit1(3)
Module8Unit 1 Helen Keller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。
三、课文教学1．呈现第一单元活动1。
外研版-英语-六年级下册-6B Module8 Unit1教案
Module8 BiographiesUnit1 Helen Keller一、教学内容：学习Module8 Unit1 Helen Keller二、教材分析本课主要学习如何谈论或询问某人过去的能力。
三、教学目标(Teaching objectives)1.知识目标(knowledge goals)：学习目标语句(Sentences）：Helen Keller was born in America in 1880.Helen Keller became blind and deaf.She couldn’t see and she couldn’t hear.Later she could read and write.She wrote a book about herself.学习目标词汇：born, child, as, later, drew, letter, herself, all over, world,model, could学习动词过去式：may—might will—would must—musthas/have—had shall—should do/does—did2.能力目标(Ability goals)：学习并能口头运用“Helen Keller was born inAmerica in 1880.”这类语句来介绍人物。
能读懂描述Helen Keller一生经历的句子，并能用所学语言以小作文形式描述一个人的经历。
能识别词汇：born, child, as, later, drew, letter, herself, all over, world,model,并能书写could。
3.情感目标: 了解Helen Keller 等残疾人身残志坚的故事，学习勇敢面对困难，勇于向命运挑战的精神，培养抗挫能力。
四、教学重、难点1、重点(Teaching focus)：能听懂并能口头运用目标语句来谈论某人过去的经历。
2019-2020年六年级英语下册 Module 8 Unit 1(1)教学反思 外研版(一起)
2019-2020年六年级英语下册 Module 8 Unit 1(1)教学反思外研版（一起）宽松和谐的情感体验能使学生乐于表达、乐于交流，使其充分地参与其中，并进行自我表达与个性展示，使学习成为一种自觉的情境化的交谈。
今天我上了“Helen Keller”这一课，在教学过程中，我有以下几点体会：一、兴趣是学习最好的老师。
本课教学中，我注重激发学生的学习兴趣，通过设计符合学生生理和心理的活动来丰富课堂教学。
如Warm-up中的说唱英文歌曲，使学生很快融入英语气氛；师生间的Free talk很快拉近了心理距离，同时又较好地复习了旧知引入新知。
另外，在practise中我通过设计阶梯性的练习，使学生学之能用，学之即用。
既培养了学生的协作精神，又培养了学生的交际能力，真正体现了英语学习的交际性。
二、在教学中，成功实现了教师角色的转化，体现了以学生为中心的原则。
使教师从单纯的示范者转化为情景的设计者和学习的指导者，通过卡片、图片和和创设生动的教学情景，帮助学生理解语言的结构和意义。
同时给学生提供模仿、体验、实践和创造性运用语言的机会，并在活动中适时地表扬和鼓励学生，保护学生的自信心和学习的自觉性，使学生真正学有所获。
三、在教学中，特别注重评价的作用。
在教学中，我全力肯定学生的一切努力，保护、激励学生的一切创造欲和尝试。
我一贯以不同的标准评价不同层次的学生，对学生的课堂活动都给予发自内心的赞赏，肯定他们的点点滴滴的进步，真诚地称赞他们：“You are so clever. You did a great job. That is a good boy.”学生从我的举手投足中感受到了我对他们的赞赏和鼓励性评价，对他们能力的肯定和进一步的期望，体会到了自己的生命价值，逐渐消除了用英语交际的胆怯心理，树立了参与课堂活动的信心。
四、语法教学始终是横亘于学生和教师之间的一道屏障。
语法对于英语学习的重要性是有目共睹的。
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。
外研版六年级下册英语Module 8 Unit 1课件
单元新词
with
（介词）与……有关
形近 wish（动词）希望 拓展 with（介词）用……；
和……一起；拥有
例句 Be careful with that glass. 小心那个玻璃杯。
第八页，共二十三页。
单元新词
said
（ say 的过去式）说
形近 paid（pay 的过去式）支付 拓展 原形：say 例句 — What did she say? 她说什么了？
第十二页，共二十三页。
2 Listen and read.
Daming told him the story. They planned to play a baseball game. Amy asked Lingling to bring some caps for the game. But Lingling brought some cups. They all laughed. Then they put the cups on their heads and laughed more.
语单词方面很容易犯错误，” 他说。 “ It's easy to do sth. ”表示“做某事很容易。” 例句：It is easy to work out the problem.
第十四页，共二十三页。
知识讲解
1 Where's my bag? 我的包在哪里？
“ Where+be 动词 +名词/代词？”意为“……在哪里？”，用来 询问某人或某物所处的位置，be动词的形式根据其后的主语而定。 回答时用“主语+be动词+表示位置的介词短语”。
例句： —Where is my pen? 我的钢笔在哪里？
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。
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。