外研版（三起）六年级下册Module 5-Unit 2 He’s riding his bike, but it starts to rain.-ppt课件-(含教案)-公开课-(编号：40000).zip

Module 5 Unit2Module 5 Unit2 Hes riding his bike, Hes riding his bike, but it starts to rain.but it starts to rain. Whats he/she doing?Whats he/she doing? When Sam is listening to music, what happen? The bell is ringing. The dog is barking. Little Tom is crying. But Sam knows nothing. every + thing everything some + thing something nothing A. Hes walking in the park, but it starts to snow. B. He reading a book, but his sister starts to sing. C. Shes doing exercise, but it gets too hot. F. Shes watching TV, but the bell rings. D. Shes having lunch, but the phone rings. E. Hes riding his bike, but it starts to rain. Hes walking in the park, but _ He reading a book, but his sister _ Shes doing exercise, but _ Shes watching TV, but _ Shes having lunch, but_ Hes riding his bike, but _ the phone rings. it starts to rain. it gets too hot. the bell rings. it starts to snow. starts to sing. Summary: What have you learnt today? Homewor k: 1.Read the sentences of page 29 2.Write 5 setences with“but” Good bye! Module 5 Unit 2 Hes riding his bike, but it starts to rain.教案教案 教学目标：1.全体学生学习理解 nothing, 部分学生能够运用 nothing. 2.全体学生能够运用 Hes riding his bike, but it starts to rain.这类语 句来谈论正在做一件事情时，另一件事情突然发生。 3.学生敢于开口讲英语，通过活动中培养学生运用英语的能力，培 养学生的合作精神。 教学重难点 教学重点：Hes riding his bike, but it starts to rain.这类语句来谈论 正在做一件事情时，另一件事情突然发生。 教学难点：运用句子谈论正在做一件事情时，另一件事情突然发生。 学情分析：六年级的学生，通过几年的英语学习，已经有一定的知 识积累，基本能用现在进行时描述正在发生的动作。上节课，学生 已经初步感知如何描述正在做一件事情时，另一件事情突然发生这 类句子的表达方式，大部分学生已经初步掌握此类句型，本课时将 继续学习巩固此句型，让大部分学生能够灵活运用。 教学过程： .Warming up and leading in: 1.Greetings. Good morning, boys and girls. 2.Review. a. Game 1: Say and act 老师快闪图片，学生边说短语，边做动作。 have lunch, ride my bike, do exercise, watch TV, read a book, fly a kike play basketball, play football, go swimming 设计意图：让学生通过热身活动快速地投入到语言学习的状态中， 同时复习动词短语，为后面的拓展做准备。 b. Game 2: I do and you say. 师边做动作，边问：“What am I doing?”生回答：“ Youre” 设计意图：通过演、说，进一步强化复习现在进行时的运用，为后 面的新知学习做铺垫。 3.lead-in a. T: Look at Sam, what is Sam doing? Ss: Hes listening to music. T: When Sam is listening to music, what happen? b. Watch the cartoon, what happen? Learn the new word: nothing c. Read the text following the cartoon. 设计意图：观看动画前，提前问题，让学生的学习有一定的目的性。 Presentation 1.Show the picture of Damings birthday. T: Look, what is Daming doing? Ss: Daming is playing the suona, but the phone rings.(板书：but) T: We can use “but” to connect the sentences. T: Look at the four pictures , what are they doing, but what happen? 2.liten to the text. 3.Practice. 图文配对。 设计意图：本活动的目的在于检测学生对句子的认读，有说过渡到 读，层层递进。 4. Practice. 补全句子。 设计意图：本活动的目的在于帮助学生巩固“but”的用法。 5.Read the sentences. 设计意图：跟读原声，同时在读的过程中注意对学生朗读技巧的指 导，力求使学生的英语发音地道。 Practise 1. Activity 3 Look , match and say. 2.疯狂造句。 给出两幅图，让男生女生同学进行 PK， 看哪组的学生能造出更多 的句子。强调有注意句子的逻辑性。 设计意图：这是一道开放性的练习，让学生根据所给出的场景，想 象某件事情正在发生，另一件突然发生，挖深文本，拓展学生的思 维，由文本学习走入生活，让学生自主探究，巩固所学知识，构建 自己的知识结构，达到学以致用的目的。另外 PK 的形式，容易激发 学生的积极性和团队精神。 Consolidation 给出一些图片，让学生在小组中选择自己喜欢的一副，编造故事， 尽量用本课所学句型，并把它写下来，然后汇报。 设计意图：编故事是在造句的基础上一个提升，学生在编故事时不 单单要考虑到句子的合理性，还要考虑到句与句之间的逻辑性，是 学生能力提高的过程。 Summary 设计意图： 引导学生自己总结学习收获，对知识进行梳理，培养学 生养成独立思考的习惯以及总结归纳问题的能力。 Homework 1. Read the sentences of page 29. 2. Write 5 sentences with“but”