外研版（三起）六年级下册Module 3-Unit 2 The cows are drinking water.-教案、教学设计-市级优课-(配套课件编号：804d0).doc

1、外研版（三年级起点）六年级下册外研版（三年级起点）六年级下册 M3M3 Unit2Unit2 TheThe cowscows areare drinkingdrinking waterwater. . 第一课时第一课时 一、教学目标一、教学目标 （一）知识目标： 1. 能听说读写单词和短语：blow, cow, rabbit, drinking water 2. 能理解并使用句型：What is he/ she doing? He/She is” “What are they doing? Theyre” （二）技能目标：能运用一般现在进行时的句型“主语+be 动词 ing” 描述照片或活动中

2、的场景。 （三）情感目标： 1通过分组竞赛、小组合作讨论等方式为学生营造积极参与、大胆表 达、勇于合作的学习氛围，培养学生的竞争意识和合作意识。 2通过视频和照片分享同学们在校开心的学习生活，增进学生之间的 感情，激发学生珍惜友谊，感恩朋友的情感。 二、学情分析二、学情分析 学生在 Module 3 Unit 1 已经学习了现在进行时的表达，这节课侧重于 扩展和运用。 三、学习策略：三、学习策略： 1运用多媒体创设情境，在“任务型”教学方式的引导下，在自主探 究与合作交流中学习和运用语言，使学生“乐学”。 2倡导体验、实践、参与、合作与交流的学习方式，使学生 “好学” 。 3通过微课教学巩固复

3、习，化繁为简，使学生“易学”。 四、教学重点、难点、教学重点、难点: 1教学重点：掌握本课时的重点单词与重点句型。 2教学难点：了解现在分词的构成规律，熟悉一般现在进行时的句型 结构，并能灵活运用于真实生活情境中。 五、教具：自制卡片、实物教具、多媒体课件、微课等。五、教具：自制卡片、实物教具、多媒体课件、微课等。 六、教学过程六、教学过程: Step 1：Warming up (1) Greetings: T: Good morning, boys and girls. Ss: Good morning, Miss Yang. (2) Sing a song: First of all, L

4、ets sing a happy song together. The name of it is “Are you sleeping”. （设计意图：播放歌曲，让学生做动作、模仿跟唱。以唱歌活跃课堂 气氛，同时让学生初步感知本节课将要学习的内容） T: You can sing very well. In this lesson, I will divide you into two teams: Daming Team and Simon Team. Lets see which team will be the winner. Ok? Ss: Ok! （设计意图：分组竞赛，激发斗志） S

5、tep 2: Review (1) Answer two questions about the song. (What is Brother John doing? What are ringring?) (设计意图： 让学生回忆歌曲内容， 复习所学一般现在进行时的问答 句型，唤起学生对旧知的记忆。） (2) Game 1：Sharp Eyes T：Now Miss Yang will play two games with you. The first one is “Sharp Eyes”. Read the words loudly as soon as you see them. (

6、3) Game 2：Guessing game. T: You did a good job. Now lets play a guessing game. I want some of you to come here and do the actions. And the other guess what is he/she doing. （设计意图：通过两个游戏激发学生兴趣，同时复习所学过的动词 短语和动词分词短语，层层深入，为后面一般现在进行时态句型的 呈现作铺垫。） Step 3: Presentation （新课的呈现主要是通过幻灯片播放图片、声音等谈论大明寄给玲玲 的其中一种照片

7、，并通过操练、游戏等方式巩固。） (1) Learn the new word “blow”. T: Boys and girls, in last lesson, we learnt that Daming sent some photos to Lingling. Here is one of the photos, lets look at it together. Whats the weather in this photo? Ss: In this photo, the sun is shinging. T: Yes, its a sunny day. Lets listen th

8、e sound carefully. ( 播 放 风 声)Whats the sound? Ss: Its the wind. T: Very good. The wind is blowing. (设计意图：通过上节课所学知识一步步引出句型“The wind is blowing.”和新单词“blow”, 让学生温故知新，易于新知识的理解 和接受。在黑板上画出风的简笔画，形象生动。) T: Boys and girls, Miss Yang brought some cute balloons here. Lets blow the balloon together. Blow，blow，b

9、low the balloon. （设计意图：呈现教具气球，一边做出打气球的动作，一边和学生们 大声念“Blow，blow，blow the balloon”。通过有趣的打气球游戏巩 固新单词“blow”） (2) Listen to the birds sound and present the sentences “What are the birds doing? The birds are singing.” (通过听鸟叫声引出小鸟，进而通过简笔 画板书引出重点句型。) (3) Learn the new word “cow”. T: There are some animals be

10、side the river. What are they? Can you guess? Ss: They are cows. (设计意图：让学生通过观察被遮盖住大部分的图片，根据动物的颜 色和轮廓等， 猜测被挡住的动物， 激发学生的好奇心， 使之乐于探索， 寻找答案。并由此引出新词“cow”，并通过图片呈现。) T: This is a picture of a cow. Read after me, ow /a/，cow。 (出示已学 过的单词 how, now，让学生根据字母发音规律自己拼读出单词 “cow”，促进学生的单词拼读能力和知识迁移能力的发展。) T: Show the pi

11、cture of some cows and ask : “ What are they?” Ss: They are cows. T: What are the cows doing? Ss: They are drinking water. (再次巩固重点句型) (4) T: Look！There are some animals on the river. What are they? Can you guess? Ss: They are ducks. T: Exactly！ What are the ducks doing?(播放鸭子叫声， 呈现鸭子游泳动 态图。) Ss: They

12、 are swimming. (再次巩固重点句型) (5)T: Kids, some animals are jumping. They can jump really high. And they have got long ears. Who can guess what are they? Ss: They are rabbits. (通过猜动态图引入新词 “rabbit”，生动有趣。) T: This is a rabbit. Its so cute. Do you like rabbits? Ss: Yes, I do！ T: Many people like rabbits, bu

13、t some dont know about rabbits. Lets learn more about rabbits. （科普有关兔子的生活习惯、饮食等知识， 增长学生见识。） （6）T：Daming wrote a letter to Lingling. Lets have a look at it. Watch the video and answer two questions. (7) Follow the video and answer two more questions.（任务型教学，让 带着问题学习课文，使学生明确学习目标。） (8) Ss read the lette

14、r together. (9) Retell the letter by mind-maps. （设计意图：利用思维导图复述课文，激发学生对课文内在关系的联 想，锻炼学生的组织概况能力，使学生思维更清晰，对课文进一步理 解。） （10）Fill in the blanks. Step 4: Practice and Consolidation （1）Pair work: Watch a video and write about it. T: Miss Yang took a video of you. Lets watch it together and write about it in

15、pairs.（两人小组合作设计与录像相关的小海报，培养学生的合作 意识，增强沟通、协作能力。） T：Have you finished? I want some groups to tell us something about your favourite animals. (请小组上来投影展示) （2）Learn a new song. （设计意图：把课文重点句子以两只老虎的曲调创作一首新歌，教学 生唱。激发学生兴趣，使学生在美妙的歌曲中运用句型，巩固所学知 识。） Whats he doing? Whats he doing? Hes jumping. Hes jumping. What

16、 are they doing? What are they doing? Theyre singing. Theyre singing. Step 5：Emotional education The more we get together, the happier well be. （情感教育。播放学生在校生活照，并配上轻快的背景音乐，引起学 生珍惜友谊，感恩朋友的共鸣。） Step 6：Summary （1）Read the key words and sentences together.（齐读重点单词和句子） （2）Find out the winner. （总结评价台，找出冠军组奖励） （再次归纳本节课的重点，加深记忆） Step 7：Homework （1）Make a video of your family (制作录像)； （2）Watch the micro class about the present continuous tense.（观看微 课，利用网络资源巩固复习所学。） Step 8：Blackboard design Module 3Uint 2The cows are drinking water. The wind is blowing. blowing