Unit 1 He is playing the suona, but the phone rings.教案和学案内容

Module 5 Unit 1 He’s playing the suona, but the phone rings.

朝阳市龙城区八里堡小学 双丽萍

Ⅰ.Topic（标题）:

He’s playing the suona, but the phone rings.（外研版英语

六年级下）

Ⅱ.Teaching materials（内容）: Talk about the interrupted activities. Ⅲ.The analysis of the textbook（教材分析）

本节课的教学内容为外研版英语(三起点)六年级下册Module 5 Unit 1 He’s playing the suona, but the phone rings.一课的短文教学,本课描述正在做一件事情时另一件事情同时发生的场景。

Ⅳ.Analysis of the situation（学情分析）

本模块的学习重点是进一步强化复习现在进行时的运用，语言难度相对不大，另外本课的新词也不多，故学生学起来比较容易。学生通过对新词汇的学习和积累，掌握了一定的有关描写生日party话题的词汇，具备一定的仿写短文的能力。

Ⅴ.Teaching aims（教学目标）

Knowledge objectives （知识目标）

(1) 掌握单词—play, time ,third, bark, loudly ;掌握句型—He’s playing the suona, but the phone rings. (2) 学会运用“but”进行表示转折。能够用英语谈论正在做一件事时另一件事也发生了。

2. Competence objectives. (能力目标) (1)全体学生能朗读课文，阅读相关短文。

(2)能熟练运用句型He is playing the suona, but the phone rings. 描述当某事正在发生时另一件事突然发生。

3. Emotion objectives.（情感态度）

(1)

培养学生与家人和朋友共享快乐时光的情感。

(2)乐于感知并积极尝试使用英语。

4. Learning strategy.（学习策略）

(1)积极运用所学英语进行表达和交流。

(2)对所学内容能主动复习和归纳。

(3)能初步借助简单的工具书学习英语。

5. Cultural Awareness. (文化意识) 在学习和日常交际中，能进一步注意到中外文化异同。

Ⅵ

.Important points.（教学重点）

(1)单词—play, time ,third, bark, loudly ;句型—He’s playing the suona, but the phone rings. (2)全体学生能运用已学语言描述正在做一件事时另一件事同时发生的场景。

Ⅶ

.Difficult points.(教学难点)

(1)谈论被打断的行为时，一件事情正在发生时用现在进行时，另外一件事情突然发生时用一般现在时。

(2)play 和time的运用训练。

Ⅷ.Teaching method（教学方法）

the Situational Teaching Method(情境教学法), the Activities Teaching Method(活动教学法) Ⅸ.Teaching tools（教具）

PPT Ⅹ.Teaching process（教学过程）

Step 1 Warm –up and Revision

1. Let’s sing a song. “What are you doing?”

(设计意图：通过sing a song,复习现在进行时，为本课的学习奠下良好的语法基础。) 2.Do and say T: I do , you say the phrase and make sentences.

(设计意图：教师做动作，学生说词组并做句子，复习现在进行时并总结“play”的用法，为本课学习打下基础) 3. Learn a new instrument---suona. Who can play the suona? Now let’s learn Module 5 Unit 1 He’s playing the suona, but the phone rings. Please read after me. Let’s write down this sentence together. （设计意图: 通过讨论读书的图片引出本单元的主题interruptions,让学生初步感知如何在谈论一件事时另外一件事突然发生，为下文的学习打下基础,学生很自然的接受。) 4. Two dogs are talking about the frogs. What are the frogs doing? Do you want to know? Let’s watch the CD-ROM and then answer the questions. Have you got the answers?

Are the dogs happy? Why? Step 2 Presentation

1. Have the students look at the picture and describe it. Daming is having a birthday party. He is playing the suona.

（设计意图:通过图片展示大明的生日聚会，描述大明的动作，让学生对本课感兴趣，期待着大明生日party。）

2. T: Let’s look at these pictures and guess what happens to Daming’s birthday? T: There are three pictures. This is the first picture, the second picture, the third picture. (bird---third) （设计意图:通过对图片数量和分别介绍图片的描述，来感知three 和third的关系，在语境中学习单词，自然而不僵硬。）

3. Learn the text (分段学习) (1)听第一段课文录音，回答问题:Daming is playing the suona, but what happens?

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S: Daming is playing the suona, but the phone rings. T: Daming is interrupted by the phone, what about his friends? S: He stops and everyone waits. (2)听第二段课文录音，回答问题：

Daming is playing the suona again, but what happens? S: Daming is playing the suona again, but the bell rings. T: Who comes? S:More friends come in. Simon’s dog comes in too. (3)听第三段课文录音，回答问题并学习生词：

Daming is playing the suona for the third time, but what happens? Teach “time”. Get students to find the different meanings of “time”. S: Daming is playing the suona for the third time, but the dog starts to bark very loudly. Teach“bark”dark---bark

“loudly” cloud --- loudly

4. T: How many times does Daming play the suona?

A Three times. B The third time.

(通过观看动画，学生了解文中大概意思，但通过选择对基数词与序数词进行进一步的复习和巩固) 5. Read the text after the CD-ROM . 6. Read the text by themselves. 7. Sum up the function and the grammar of the sentences. (1) 当一件事情正在发生时,另一件事情突然发生,中间用but连接。

(2)一件事情正在发生时用现在进行时,另一件事情突然发生时用一般现在时。

Step 3 Practice

(1)根据课件示例和图片内容，小组讨论合作完成课件上的看图填空，训练学生对所学表达的实际运用。

1. Fill in the blanks and write down. Daming is having a birthday party. He is playing the suona, ____the phone rings. Daming is______ the suona again, but the bell ______. Daming is playing the suona for the _____ time, but the dog starts to_____ very ______. T: Let’s check. Who is right? Put up your hands. Let’s read together. (设计意图：

通过填写单词的形式对课文进行跟深一步的理解，同时考察孩子对单词的拼写能力) (2)Show Time: 小组为单位上台参照课件进行课文复述，一个小组复述一段。

(3)Look and complete the sentences. 按照图片提示完成教材活动4练习，教师订正答案。

Step 4 Consolidation and extension Talk about interruptions in our daily life.

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(设计意图：

先为学生提供书写的框架，并给予举例，再通过自己的经历进行书写自己的活动，锻炼孩子的书写能力。) Step 5 Sum up

What have you learned in this class? Step 6 Homework 1. Listen and read the text for three times 2. Copy new words and sentences for five times. 3. Write down your own experiences.

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板书设计：

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