Module 5 Unit 2 He's riding his bike,but it's starting to rain教案

外研版六年级下册英语Module 5
《Unit 2 He's riding his bike, but it starts to rain.》教案
一、教材分析：
本单元是外研版六年级下册的第五模块，主要围绕"进行时"这一语法内容展开。学生已经在前几个单元中学习了进行时的基本用法，并能够正确使用一般现在时。本单元通过多个情境展示了进行时的使用，帮助学生进一步巩固和应用这一语法点。
二、教学目标：
知识目标：
1. 能够听懂、说出、认读以下句型：
He's riding his bike, but it starts to rain.
She’s having lunch, but the phone rings.
He’s riding his bike, but it starts to rain.
She’s doing exercise, but it gets too hot.
She’s watching TV, but the bell rings.
He’s walking in the park, but it starts to snow.
He’s reading a book, but his sister starts to ring.
2. 能够正确运用句型表达进行时的动作，使用不规则动词的过去时形式。
能力目标：
1. 能够在合适的情境语境中正确运用所学句型。
2. 进一步培养学生听、说、读、写的能力。
情感目标：
培养学生热爱英语，乐于小组合作。
三、教学重点和教学难点：
重点：通过听、说、读的综合训练，掌握句型表达和进行时的用法。
难点：学生理解并正确使用进行时的不规则动词过去时形式。
四、学情分析：
学生已经掌握了一般现在时的用法，对进行时的概念有一定了解。他们具备一定的听、说、读的基础，但在理解和运用不规则动词的过去时形式上可能存在困难。因此，本节课需要通过训练和练习，帮助学生巩固并扩展他们的语言能力。
五、教学过程：
Step 1: Warm-up
1. Greet the students and review the previous lesson on the present continuous tense.
2. Engage the students in a short conversation using the present continuous tense:
T: Good morning, class! How are you today
S1: I'm feeling excited!
T: That's great! Now, let's do a quick warm-up. What are you doing right now Let's go around the class and share.
S2: I'm writing in my notebook.
S3: I'm listening to the teacher.
T: Wonderful! It seems like everyone is engaged in different activities. Now, let's move on to our new lesson.
Step 2: Presentation
1. Introduce the new sentence pattern: "He's riding his bike, but it starts to rain."
T: Today, we will learn a new sentence pattern. Look at this sentence: "He's riding his bike, but it starts to rain." What do you notice
S4: It has two parts joined by "but".
T: That's correct! This sentence shows an action that is happening, but something else happens. Let's practice saying it together: "He's riding his bike, but it starts to rain." Repeat after me: "He's riding his bike, but it starts to rain."
2. Use visual aids, such as pictures or real objects, to present different situations where the sentence pattern can be used.
T: Look at this picture. What do you see What do you think is happening
S5: I see a boy riding his bike, and then it starts raining.
T: Excellent observation! That's exactly what's happening in the picture. Now, let's practice saying the sentence using this context. Repeat after me: "He's riding his bike, but it starts to rain."
3. Model and drill the sentence pattern with the students.
T: Now, I will say the sentence, and you repeat after me. Pay attention to the intonation and stress. Ready "He's riding his bike, but it starts to rain."
Students: "He's riding his bike, but it starts to rain."
4. Repeat the process for the other sentence patterns in the unit, providing examples and explanations.
T: Now, let's look at another sentence pattern. "She's having lunch, but the phone rings." Can you guess what happens in this situation
Step 3: Practice
1. Divide the class into pairs or small groups.
2. Give each group a set of picture cards depicting different activities and weather conditions.
3. Students take turns describing the pictures using the sentence patterns they have learned.
T: In your groups, I want you to choose a picture card and create a dialogue using the sentence patterns we've learned. One person can start the dialogue by describing an activity, and the other person can interrupt with a weather condition or unexpected event.
S6: (describing) "He's walking in the park..."
S7: (interrupting) "...but it starts to snow!"
4. Encourage students to ask and answer questions using the sentence patterns.
T: Great job! Now, let's add some questions to our dialogues. For example, you can ask, "What is he doing " or "What happens next " Practice asking and answering questions using the sentence patterns.
S8: (asking) "What is she doing "
S9: (answering) "She's watching TV, but the bell rings."
5. Monitor the groups and provide assistance when needed.
T: I will walk around and listen to your dialogues. If you have any questions or need help, feel free to ask me.
Step 4: Consolidation
1. Play a game of "Finish the Sentence" with the whole class.
T: Now, let's play a game together. I will start a sentence using the sentence patterns we've learned, and you need to complete it with the appropriate ending. Are you ready
T: "He's riding his bike, but..."
S10: "...it starts to rain!"
T: Well done! Now, let's try another one. "She's doing exercise, but..."
S11: "...it gets too hot!"
2. Repeat the activity with different sentence fragments, allowing different students to contribute.
Step 5: Production
1. Ask students to work individually and write five sentences using the sentence patterns they have learned.
T: Now, it's time for you to show what you've learned. I want you to write five sentences using the sentence patterns we've practiced today. Be creative and use different activities and unexpected eventsto make your sentences more interesting.
2. Collect and review the sentences to assess students' understanding and application of the target language.
T: Please pass your sentences forward when you are done. I will review them and provide feedback on your use of the sentence patterns.
T: Great job, everyone! I have reviewed your sentences, and I'm impressed with your creativity and correct usage of the sentence patterns. Keep up the good work!
六、板书设计：
[Teacher's Board]
Sentence Patterns:
He's riding his bike, but it starts to rain.
She’s having lunch, but the phone rings.
He’s riding his bike, but it starts to rain.
She’s doing exercise, but it gets too hot.
She’s watching TV, but the bell rings.
He’swalking in the park, but it starts to snow.
He’s reading a book, but his sister starts to ring.
Grammar Focus:
Present Continuous Tense + But + Simple Present Tense
七、教学反思：
本节课通过情境展示和练习，帮助学生巩固和应用进行时的用法。学生通过听、说、读的综合训练，掌握了句型表达和进行时的用法。在练习环节中，学生通过描述图片和参与问答活动，加深了对所学内容的理解和应用能力。教师及时给予了学生帮助和反馈，提高了学生对进行时的掌握程度。在板书设计上，突出了目标句型和语法重点，为学生复习和回顾提供了便利。整体上，教学目标得到了有效地实现，学生的积极性和参与度也得到了有效调动。