Module 5 Unit 1 He is playing the suona, but the phone rings.教案

外研版六年级下册英语Module 5
《Unit 1 He is playing the suona,but the phone rings.》教案
一、教材分析:
本课是外研版六年级下册Module 5的第一单元，题目为"He is playing the suona, but the phone rings." 课文主要围绕着一个男孩正在吹奏唢呐的情景展开，但电话响了，他不得不停下来接电话。通过这个情景，引导学生学习使用句型"主语+be 动词+动词-ing 形式(+其他)，but+另一主语+动词原形/动词第三人称单数形式(+其他)"来描述某人正在做一件事情时另一件事情同时发生。同时，课文中还涉及到两个新词汇："play"和"time"，以及两个扩展词汇："third"和"loudly"。
二、教学目标:
知识目标:
1. 能够听、说、读、写四会单词: play，time;
2. 能够听、说、认读三会词汇: third，loudly;
3. 能够运用句型"主语+be 动词+动词-ing 形式(+其他)，but+另一主语+动词原形/动词第三人称单数形式(+其他)"描述某人正在做一件事情时另一件事情同时发生。
能力目标:
1. 能够根据图片提示，用自己的话复述课文内容，培养学生的语言综合运用能力;
2. 能够积极地参与课堂活动，并用英语与同伴进行交流，提高学生的口语交际能力。
情感目标:
1. 让学生乐于感知并积极尝试使用英语;
2. 欣赏民族音乐名曲，培养学生积极乐观的生活态度。
三、教学重点和教学难点:
教学重点:
1. 学习并熟练掌握新词汇: play，time;
2. 运用句型"主语+be 动词+动词-ing 形式(+其他)，but+另一主语+动词原形/动词第三人称单数形式(+其他)"进行句子描述。
教学难点:
1. 熟练掌握新授词汇 third、loudly，并灵活地运用到实际的语言表达中;
2. 熟练运用句型"主语+be 动词+动词-ing 形式(+其他)，but+另一主语+动词原形/动词第三人称单数形式(+其他)"描述某人正在做一件事情时另一件事情同时发生。
四、学情分析:
学生是外研版六年级下册的学生，已经具备了一定的英语基础。他们对于英语学习可能存在一定的兴趣和动力，但也可能存在一些学习困难和阻碍。在本堂课中，需要通过活动设计和教学方法的选择，激发学生的学习兴趣和积极性，提高他们的学习效果。
五、教学过程
Step 1: Warm-up
1. Greet the students and ask them how they are doing.
Teacher: Good morning, everyone! How are you today I hope you're all feeling great!
Students: Good morning, teacher! We're doing well, thank you!
2. Play a short piece of traditional Chinese music that features the suona instrument.
Teacher: Today, we're going to learn about traditional Chinese music. Let's start by listening to a short piece that features a unique instrument called the suona.
[The teacher plays a recorded piece of traditional Chinese music featuring the suona instrument.]
3. Ask the students if they know the name of the instrument and if they have heard this kind of music before.
Teacher: Have you ever heard this type of music before Do you know the name of the instrument being played
Student 1: Is it called the suona
Teacher: That's right! It's called the suona. Well done!
4. Have a short discussion about traditional Chinese music and instruments.
Teacher: Great job identifying the suona! Now, let's talk a bit about traditional Chinese music and instruments. Who can tell me what they know about traditional Chinese music
Student 2: I heard that traditional Chinese music often uses unique instruments like the guzheng and pipa.
Teacher: Excellent point! Traditional Chinese music indeed features a variety of instruments, including the guzheng and pipa. These instruments have a long history in Chinese culture and are known for their beautiful sounds. Thank you for sharing!
Step 2: Presentation
1. Introduce the new vocabulary words: play and time. Write the words on the board and explain their meanings using gestures, real objects, or pictures.
Teacher: Now, let's learn some new words that will be helpful for our lesson today. The first word is "play." It means to engage in an activity for enjoyment or recreation. For example, you can play a musical instrument or play a game with your friends. [Teacher demonstrates playing a pretend instrument and playing catch with an imaginary ball.]
2. Use flashcards or pictures to elicit the words "play" and "time" from the students. Repeat the words together as a class.
Teacher: I have some flashcards here. When I show you a card, please tell me the word that matches the picture. Ready Let's start with this one. What is this [Teacher shows a flashcard with a child playing soccer.]
Students: Play!
Teacher: Yes, that's right! Now, what about this one [Teacher shows a flashcard with a clock.]
Students: Time!
Teacher: Excellent!
3. Provide examples of sentences using the new vocabulary words, such as "I like to play soccer" and "What time is it "
Teacher: Now, let's see how we can use these words in sentences. Listen carefully. "I like to play soccer." Can you repeat that sentence
Students: "I like to play soccer."
Teacher: Perfect! Here's another one: "What time is it " Please repeat.
Students: "What time is it "
4. Introduce the sentence structure "subject + be verb + verb-ing (+ others), but + another subject + base verb/third-person singular verb (+ others)" and explain its meaning. Write an example sentence on the board, such as "He is playing the suona, but the phone rings."
Teacher: Now, we're going to learn a new sentence structure. It will help us describe two actions happening at the same time. Let's look at this example on the board: "He is playing the suona, but the phone rings." This sentence tells us that someone is playing the suona, but then something else happens. Can you see the two actions in this sentence
Students: Yes, playing the suona and the phone ringing.
Teacher: Exactly! This sentence structure helps us talk about two actions that are happening simultaneously. We use the word "but" to connect them. Let's practice saying the sentence together.
[Teacher reads the sentence aloud, and students repeat.]
Step 3: Practice
1. Show pictures or use real objects to create different scenarios where two actions are happening at the same time. For example, one picture could show a person playing a musical instrument while another person is talking on the phone.
Teacher: Now, I'm going to show you some pictures that represent different situations. Pay attention to the actions happening in each picture. I want you to describe what's happening using the sentence structure we just learned. Here's the first picture. What do you see
[The teacher shows a picture of a person playing the piano while another person is reading a book nearby.]
2. Ask individual students to describe the pictures using the sentence structure introduced earlier. Encourage them to use the new vocabulary words as well.
Teacher: Who would like to describe what's happening in this picture using our sentence structure
Student 3: The personplaying the piano is practicing their music, but the person reading the book is trying to concentrate.
Teacher: Excellent! You used the sentence structure perfectly and included the new vocabulary words. Well done!
3. Divide the class into pairs or small groups. Give each group a set of picture cards or objects representing different activities.
Teacher: Now, I want you to work in pairs or small groups. Each group will receive a set of picture cards or objects. I want you to take turns describing the pictures using the sentence structure we learned. Try to come up with your own sentences and use the vocabulary words we discussed. Feel free to be creative!
[The teacher distributes the picture cards or objects to the groups.]
4. In their groups, students take turns describing the pictures using the sentence structure. They should try to come up with their own sentences and use the target vocabulary words.
Student 4: In our picture, a person is playing basketball, but their friend is taking pictures of them.
Student 5: In our picture, a person is playing guitar, but their dog is barking loudly.
Teacher: Fantastic job, everyone! I love hearing your creative sentences and seeing how well you're using the sentence structure and vocabulary words.
5. Monitor the students' conversations and provide support and feedback as needed. Encourage them to use the sentence structure accurately and express their ideas clearly.
Step 4: Consolidation
1. Have a whole-class discussion about the different scenarios and sentences created by the students.
Teacher: Now, let's have a whole-class discussion about the scenarios you described. Who would like to share one of their sentences with the class
Student 6: In our picture, a person is playing soccer, but it starts raining suddenly.
Teacher: That's an interesting scenario! Well done, Student 6. Anyone else
2. Ask some students to share their sentences with the class and provide positive feedback on their efforts.
Teacher: I'm impressed with all of your sentences! You did a fantastic job using the sentence structure to describe simultaneous actions. I'm proud of your creativity and language skills.
3. Review the new vocabulary words and the sentence structure as a class, emphasizing correct pronunciation and usage.
Teacher: Before we wrap up, let's quickly review the new vocabulary words and the sentence structure. Repeat after me, please. "Play."
Students: "Play."
Teacher: "Time."
Students: "Time."
Teacher: "He is playing the suona, but the phone rings."
Students: "He is playing the suona, but the phone rings."
Step 5: Wrap-up
1. Play the traditional Chinese music again and ask the students if they can recognize the suona instrument.
Teacher: Let's listen to the traditional Chinese music featuring the suona again. Can you recognize the sound of the suona now
[The teacher plays the music again.]
2. Have a brief class discussion about the music and the lesson's topic, emphasizing the importance of appreciating different cultures and music styles.
Teacher: How did you enjoy listening to the traditional Chinese music What did you appreciate about it
Student 7: I liked the unique sound of the suona. It's different from the instruments I'm used to hearing.
Teacher: That's great! It's important to appreciate and learn about different cultures and their music styles. It helps us broaden our horizons and understand the world better.
3. Summarize the key points of the lesson and ask the students if they have any questions.
Teacher: Today, we learned about traditional Chinese music, the suona instrument, and how to describe simultaneous actions using the sentence structure "subject + be verb + verb-ing (+ others), but + another subject + base verb/third-person singular verb (+ others)." Remember to practice using this structure and the new vocabulary words. Do you have any questions before we finish
[The teacher addresses any questions or concerns raised by the students.]
六、板书设计:
New Vocabulary:
play
time
third
loudly
Sentence Structure:
Subject + be verb + verb-ing (+ others), but + another subject + base verb/third-person singular verb (+ others)
七、教学反思:
本节课通过引入民族音乐和乐器，激发了学生的学习兴趣。通过图片和实物的展示，帮助学生理解并掌握了新词汇play和time，并结合句型"主语+be 动词+动词-ing 形式(+其他)，but+另一主语+动词原形/动词第三人称单数形式(+其他)"进行句子描述。在练习环节中，学生以小组为单位进行对话练习，提高了他们的口语交际能力。通过课后的讨论和总结，帮助学生巩固了所学内容。整体而言，本节课在知识、能力和情感目标上都取得了一定的进展。在以后的教学中，可以进一步加强学生对新词汇的运用和句型的灵活运用，提高他们的语言综合能力。