Unit 1 He is playing the suona, but the phone rings.教案设计范例

Module5 Unit1 He is playing the suona, but the phone rings.教学设计

普兰店区双塔镇中心小学

韩宝珠

一、教材分析

本课教材为外研社《英语》（新标准）（三年级起点）六年级下册Module5 Unit1 He is playing the suona, but the phone rings.本单元的话题是描述正在做一件事情时另一件事情同时发生的场景。本单元的课文情境是Daming在他的生日聚会上为朋友吹唢呐，此时电话响了，他只好停下来。然后Daming 再次吹起唢呐，但门铃响了，他又停了下来。这时又来了不少朋友，Simon的小狗也来了。Daming第三次吹起唢呐时，小狗大声叫了起来，朋友们都听不到Daming的演奏。Simon对小狗说：“别叫了！”小狗不再叫了，大家都笑起来。学生通过学习进而能够运用所学语言简单描述正在做一件事情时另一件事情同时发生的场景。本单元的学习重点是进一步强化复习现在进行时和一般现在时的运用，学生从四年级开始对这两个时态均有所接触，本册教材第一模块强化复习一般现在时，第三四模块强化复习现在进行时，而本课是对这两大时态的综合运用，所以单元的学习既让学生复习巩固旧知，又为学生今后有效进行英语课堂学习做了充分的准备，本单元在本册教材中对学生的知识学习起到了承上启下的作用。本单元共1课时完成。

二、学情分析

本课的教学对象是六年级学生，经过三年多的英语学习，他们具有一定的英语听说读写能力，活泼上进，喜欢合作学习。本单元的教学重点是学会运用现在进行时和一般现在时描述正在做一件事情时另一件事情同时发生的场景。学生从四年级开始对这两个时态均有所接触，本册教材第一模块已经强化复习了一般现在时，第三四模块强化复习了现在进行时，而本课是对这两大时态的综合运用，所以单元的语言难度并不大。本课话题贴近生活实际，因此教师可以利用学生周围的实际生活，诱导学生运用本课所学的新语言，积极实践，大胆交流。在教学中教师应该给基础比较薄弱的学生更多练习的机会，充分巩固、强化所学内容，给他们更多的机会表现自己，激发他们的学习积极性，让所有学生自然地同步前进，并为接下去的学习打好基础。

三、教学目标

1、语言技能

⑴

全体学生能听懂

“He is playing the suona, but the phone rings.”

⑵

全体学生能说“He is playing the suona, but the phone rings.”

⑶

全体学生能朗读课文，阅读相关短文。

⑷

全体学生能按要求完成语句书写。

2、语言知识

⑴全体学生能运用“He is playing the suona, but the phone rings.”这类语句描述正在做一件事情时另一件事情同时发生的场景。

⑵全体学生能够理解词汇:play, third, time, bark, loudly

全体学生能够运用词汇：play, time.

部分学生能运用词汇：third, bark, loudly ⑶

进一步强化语音语调，初步达到语调达意。

3、情感态度

在学习活动中充分发扬团队精神。

乐于接触外国文化，增强祖国意识。

4、学习策略

积极运用所学英语进行表达和交流。

对所学内容能主动复习和归纳。

5、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。

四、教学重、难点

1、重点

全体学生能运用现在进行时和一般现在时以及

“but”

描述正在做一件事时另一件事同时发生的场景。

2、难点

⑴谈论被打断的行为时，一件事情正在发生时用现在进行时，另一件事情突然发生时用一般现在时。

⑵ play和

time 的用法总结。

五、教学准备

单词卡片、CD-ROM、课件、多媒体展台

六、教学过程

（一）复习导入Warm-up and lead-in（5分钟）

1. Greetings. 2. Look and say the poem in Module4 Unit2.

T: Let’s look and say the poem.

Ss: OK. (Say it together.)

T: (Point at the people in the circle and ask the children like these:) Are they happy?

Ss: No, they aren’t.

【设计意图】通过回顾Module4的poem，让学生感受poem的韵律和节奏的同时，自然切入谈论人物的感受，为学习本课活动一做好话题方面的铺垫。

3. Listen and answer.（SB.Act.1）

(1) Watch the CD-ROM then answer questions. T: Look! It is raning. The two dogs are talking sth, too. What are they talking about? Do you want to know? Let’s look and listen then try to find “What are the dogs talking about?” OK? (Show the question on PPT)

Ss: OK! T: Have you got the answer?

S: They are talking about frogs. T: What are the frogs doing? S: They are singing and dancing. They’re having a party. T: Great! Are the frogs happy? Ss: Yes！

T: But are the dogs happy? Ss: No! T: Why? S: Because they are very cold. T: Yes! It is very cold. Maybe they have got a cold. 4. Listen and repeat.

【设计意图】通过复习上一模块的诗歌，既复习了已学的语言点，又激发了学生的学习兴趣，活跃了课堂气氛。同时追加问题

“Are the dogs happy?”

激活并解读了对话的情趣点。

（二）任务呈现Task presentation（1 分钟）

1. Show some interruption pictures T: She is doing homework, but she is interrupted by the phone.

She is doing homework again, but she is interrupted by bell.

She is doing her homework again, she is interrupted by the dog . How to talk about interruptions? 2. Show the task of this lesson on PPT.

T: Today we’ll learn to talk about interruptions(打岔，中断).When sth is happening, another thing suddenly interrupts. After this let’s talk about intterruptions in our life. First, let’s learn the new lesson Module 5 Unit 1

【设计意图】通过任务呈现，使学生明确学习目标以及学习之后要完成的任务。

（三）课文学习Text learning（18 分钟）

1. Watch and answer. T: Look! Today is Daming’s birthday. His family and friends are here. Guess what are they doing? Ss: They are having a birthday party. T: Look! What is Daming doing? S: He is playing the suona. T: But he is interruppted by something. He has to stop. How many times does Daming stop? Do you want to know? Let’ watch the CD-ROM then answer the question. (Show pictures on PPT) S: Three times. 【设计意图】通过带着问题观看动画，让学生初步感知课文，对课文有所了解，引导学生建构整体思维框架。

2. Read and answer. T: Why does Daming stop? Daming is playing the suona, but what happens? Let’s read and answer the question. Now take out your pencil, please. Are you ready? Ss: Yes! T: Read silently then try to underline the answers. 【设计意图】学生生通过自读课文，自主理解，划出问题的答案，培养学生的阅读理解能力。

3. Talk about answers in groups. 【设计意图】学生自主阅读、小组合作交流，讨论解决阅读中的问题，培养学生的阅读能力，同时培养学生小组合作意识，达到“兵帮兵，兵带兵”的目的。

4. Answer the questions and teach the new words and sentences. (1) Daming is playing the suona, but what happens? S:Daming is playing the suona, but the phone rings. (Show answers on PPT) a :Teach “ play”

b: Show the pictures and let Ss talke the pictures with “play” and conclude the usage of “play”

(play football, play chess, play the flute, play the suona.) c: Look and choose Laura is playing ______

piano. a

B. /

C. the

D. an Xiaoyong liks playing ______

table tennis. a

B. /

C. the

D. an

Daming often plays ______ chess. A. a

B. /

C. the

D. an T: Who can talk about the picure?(Write on the Bb) (2) Daming is playing the suona again, but what happens? S: Daming is playing the suona again, but the bell rings. Talk about the pictures with your partner (Show pictures of Act.3)

T: Who can talk about the picures? (Write on the Bb)

(3) Daming is playing the suona for the third time, but what happens? Teach “ third” “ time”

S: Daming is playing the suona for the third time, but the dog starts to bark very loudly. Teach” bark”

“ loudly

”

【设计意图】通过三个细节问题，提炼出Daming 三次被打断的信息，使学生更加深入理解课文，并在语境中感知，理解和学习核心词汇及核心语句，体验语言功能。利用语篇的语境进行词、句、语法等学习，体现词不离句、句不离篇的教学原则。

5. Talk about pictures. (Show pictures of Act.3.) (操练重点句). 6. Read together in roles. 7. Sum up the function and the grammar of the sentences. 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，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：

主语+be+ 动词ing, but 主语

+ 动词原形/动词单三形式。

eg: Daming is playing the suona, but the phone rings. 【设计意图】通过引导学生关注时态的变化，让学生试着自己总结怎样谈论打断行为，然后教师进行补充和纠正，体现以“学生为中心，以学生为主体”的教学理念。

8. Look and say Look at two pictures and talk about interruptions. She __________(play) the erhu, but the dog______(bark) She__________, but ____________. 【设计意图】依据语篇的话题和学生的生活实际简单运用核心词汇和语句，巩固上一环节的知识点和语用功能。

9. Read the dialogue. (1) Listen and repeat. This time, let’s go back to the text. Books up. Read the text after the CD-ROM and pay attention to the verbs with “ing” and “s”.

(2). Read the dialogue by themselves then in groups.

(3).Check reading in groups. 【设计意图】学生跟读，培养学生模仿跟读的习惯；学生自读，培养学生朗读能力；小组查读，培养了学生的小组合作精神。同时，学生通过朗读再次感知、理解和新词汇及核心语句。

（四）训练巩固

Practice（

6分钟）

1. Retell the text T: Try to retell the text with the help of the pictures.

【设计意图】借助图片的提示，按照开课时所建构的思维模式，对本课主要信息的回顾，同时，再一次巩固核心语句。

2. Read and fill in the blanks.

T: You read so well! Now take out your paper, choose and fill in the blanks with the right forms.

Let’s see which team can do better? Are you ready? (Show it with PPT.)

Ss: Yes!

but

bark

playing

third

having

loudly

time

rings

Daming is _____ 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 __________, but the dog starts to_____ very ______.

T: Let’s check!

T: Who is all right? Put up your hands. Let’s read together.

3. Do Act.4: Priactise (1) Look and say T: Daming is interrupted. There are some other interruptions.Open your book. Turn to page 28. Activity4. First let’s look and say. (2) Complete the sentences. (3) Check answers and revise. 【设计意图】通过此练习，使学生在真实语境中巩固现在进行时和一般现在时，特别是动词单三形式。

（五）任务完成

Task completion（

8分钟）

The task: Say something about you with the help of the pictures. Do it like these: a. Show a model. b. Say it in groups.

c. Say and write it down. d. Show it and correct it.. 【设计意图】通过小组合作，每一位成员都参与其中，即使基础相对较差的同学也至少保证会说一句，培养学生的英语口语表达能力；通过运用本节课的语言谈论打断行为，顺利完成本节课的任务，直接反馈检测了学生是否能够准确得体运用所学语言做事情。

（六）

小结与布置作业

Summary and homework（2分钟）

1. Sum up this lesson. (1) Let Ss try to sum up by themselves. (2) Teacher gives advice.

(3) Read words and sentences together. 【设计意图】对本节课的英语语言知识和能力进行归纳总结，既让学生会明确本节课的课后复习巩固目标和重点，又帮助学生形成明确的语言意识，强化学生对所学知识的记忆。

2. Homework The whole class: (1)

Listen and read the text for three times (2) Copy new words and sentences for five times. The most of the class: (1) Retell the text. (2) Talk about interruptions with your partners 【设计意图】分层设计，注重双基训练，尊重学生个体差异，有利于学生个性发展。

板书设计

Module 5 Unit1 He is playing the suona, but the phone rings.

Daming is playing the suona , but

the phone rings

(again)

the bell rings.

(for the third

time)

the dog starts to bark very loudly