Module 8 Unit 2 Why are you wearing a hat？教案

外研版六年级下册英语Module 8
《Unit 2 Why are you wearing a hat？》教案
一、教材分析:
本节课是外研版六年级下册Module 8的第2单元，名为《Why are you wearing a hat 》。本单元主要围绕着天气和季节展开，通过学习与天气相关的衣物和问答句式，帮助学生掌握并运用相关的词汇和句型。教材中包括了听力、口语、阅读、写作等多种活动，通过多样化的教学内容和任务，激发学生的学习兴趣，提高他们的口语表达和交流能力。
二、教学目标:
语言能力:
1. 掌握并运用单词: hide-and-seek, wear, raincoat, dress, T-shirt, hat, skirt, coat, sweater, theatre.
2. 学生能听懂并会说"Why are you wearing a hat Because it's going to be sunny."等句型并能在实际情景中运用。
学习能力:
1. 能正确、流利地朗读课文。
2. 能够正确运用 "why... " 询问事情，并用 "because" 来表达原因。
思维品质:
1. 让学生在学习过程中学会观察身边人和事的能力，大胆提问。
2. 培养和提高口语交际能力和在日常生活中迁移运用英语的能力。
情感目标:
1. 在交流中体验学习英语的乐趣，培养学生大胆开口说英语的能力，提高学生学习英语的积极性。
三、教学重点与难点:
重点:
1. 能够正确运用本课词汇: why, because, raincoat, theatre等。
2. 能够听懂、跟读目标语言 "Why are you... " 及其答语 "Because..."。
难点:
能够在真实的语境中运用目标语句提问 "Why are you... " 并能在他人提问后用 "because" 进行回答。
四、学情分析:
学生是六年级的学生，已经具备一定的英语基础，能够用简单的句子进行简单的对话。他们对天气和季节有一定的了解，但在表达原因和问答方面可能存在一定的困难。因此，本节课的教学内容和任务需要通过多种形式的练习和活动来帮助学生巩固和运用所学知识。同时，教师需要创设良好的教学氛围，激发学生的学习兴趣，培养他们的自信心。
五、教学过程
Step 1: Warm-up
1. Greet the students and ask them about their favorite seasons and the corresponding weather. For example, you could ask, "What is your favorite season What is the weather like during that season "
2. Show pictures of different weather conditions such as sunny, rainy, snowy, and windy. Ask students to name the weather in English. You can elicit responses by asking questions like, "What do you call it when the sun is shining brightly " or "What do you call it when it's raining "
3. Introduce the topic of the lesson: "Today, we are going to talk about different kinds of clothes we wear in different weather. We will also learn how to ask and answer questions about the reasons for wearing certain clothes. Are you ready "
Step 2: Presentation
1. Introduce the vocabulary words: hide-and-seek, wear, raincoat, dress, T-shirt, hat, skirt, coat, sweater, theatre. Show pictures, use gestures, and bring real objects to the classroom to help students understand the meanings. For example, hold up a raincoat and say, "This is a raincoat. We wear it when it's raining."
2. Model the question "Why are you wearing a hat " and the answer "Because it's going to be sunny." Have students repeat the question and answer several times to practice the pronunciation and intonation.
3. Practice the question and answer with different weather conditions and clothing items. Use realia, flashcards, or pictures to create scenarios for students to practice the target language. For example, hold up a picture of a sunny day and ask a student, "Why are you wearing sunglasses " Encourage the student to respond using the target language, such as "Because it's sunny and bright."
Step 3: Practice
1. Divide the class into pairs or small groups.
2. Give each group a set of picture cards depicting different weather conditions and clothing items.
3. In their groups, students take turns asking and answering questions using the target language. For example, one student can ask, "Why are you wearing a raincoat " and the other student can respond, "Because it's going to rain." Encourage students to use the vocabulary words and sentence structures they have learned.
4. Circulate among the groups, providing support and feedback as needed. Monitor their conversations and offer guidance or correction when necessary.
Step 4: Consolidation
1. Have students come back together as a whole class.
2. Play a game of "Weather Charades" where students act out different weather conditions and their classmates guess the weather. One student can mime actions or use gestures to represent a particular weather condition, while the others try to guess what it is. Encourage students to describe the weather using the target language.
3. After each round, discuss the reasons for wearing certain clothes in that particular weather. For example, if a student acted out a rainy day, ask the class, "Why would we wear a raincoat on a rainy day " Allow students to respond using the target language.
Step 5: Production
1. Ask students to think about their favorite weather and the clothes they would wear in that weather.
2. Have students draw a picture or write a short paragraph describing the weather and the clothes they would wear. They should also include the reasons for their choices using the target language. Encourage creativity and provide support as needed.
Step 6: Wrap-up
1. Review the key vocabulary words and the target language used in the lesson. Ask questions like, "What do we call it when we play a game of 'Weather Charades' " or "How do we ask someone why they are wearing a certain item of clothing "
2. Ask students to share their favorite weather and the clothes they would wear in that weather, using the target language. Encourage them to explain their choices by giving reasons. For example, a student might say, "I like sunny weather because I can wear a T-shirt and shorts. I don't need a coat because it's warm and the sun is shining."
六、板书设计:
[Weather Vocabulary]
hide-and-seek
wear
raincoat
dress
T-shirt
hat
skirt
coat
sweater
theatre
[Target Language]
"Why are you... "
"Because..."
七、教学反思:
本节课通过多种形式的活动和任务，帮助学生掌握并运用与天气和衣物相关的词汇和句型。学生在听、说、读、写的过程中得到了全面的语言实践。通过合作活动和游戏，学生的口语表达和交流能力得到了提高。同时，通过绘画和写作的任务，学生的学习兴趣得到了激发，他们在实际情境中能够运用目标语言进行自我表达。在教学过程中，教师及时给予了学生鼓励和反馈，帮助他们克服困难。教学氛围积极活跃，学生参与度高，达到了预期的教学目标。