译林英语六年级上册unit7.docx
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译林英语六年级上册unit7
六年级上册英语教学设计
课题
Unit7Protecttheearth
课型
新授
课时
8-1
备课时间
12.1
授课时间
教学目标
1.学生能流利朗读本单元单词
2.学生能够听、说、读、写句型“Weshould,Weshouldnot…Weuse..”
重点难点
学生能够听、说、读、写句型“Weshould,Weshouldnot…Weuse..”
教具准备
PPT
教学过程
二次备课
Step1.Warmup
T:
Goodmorning,boysandgirls.
S:
Goodmorning,MissChen.
T:
Ihavelotsofhobbies,canyouguesswhataremyhobbies?
S:
Doyoulikesinging?
T:
Yes,Ido.
S:
Doyoulikeswimming?
T:
Yes,Ilikeswimmingverymuch.
S:
Doyoulikeplayinggames?
T:
Yes,Ido.
T:
ButIlikeonethingbest,guess.
S:
Doyoulike…?
T:
Yes,you’resoclever,Ilikeridingbikesbest,butwhy/
S:
BecauseIthinkit’sveryhealthy.
T:
Yes,becauseit’svery“green”（PPTpresentsthepictureofPm.2.5）
T:
whyshouldweridebikes?
S:
BecauseofthePM2.5
Step2.Presentation
T:
Yes,thePM2.5issoheavy,nowlet’swatchavideocalled”Ourhome”,pleasewatchitcarefullyandtellmewhatthingscanyouseeinthisvideo?
（playthevideo）
S:
Icanseesomeanimals,they’reindanger.
S2:
Icansomeairpollution
S3:
Icansomewater,they’redirty.
S4:
Icanseethetrees,they’vebeencutdown.
S5:
Theearthisindanger.Animalsareindanger/Waterisindanger….
T:
Yes,andalsothis（PPTpresentstheplasticbagsandplasticbottles.）
T:
Sotodaywe’regoingtolearn”Protecttheearth”.
T:
First,Let’slistentothestoryandcircletheproblems.
Whatproblemsarementionedinthestory?
S:
Theproblemiswater.
S2:
Treesaretheproblems.
S3:
Weshouldsaveenergy.
S4:
Andplastic.
T:
Youdidagoodjob,boysandgirls.
Nowlet’slistentothetapeagainandtellthenamesofeachstory.
T:
Didyougetit?
Let’scheck.
S1:
Thefirstissavewater
S2:
Thesecondissaveenergy.
S3:
Nextissavetrees.
S4:
Don’tusetoomuchplastic.
T:
Welldone,boysandgirls,nowlet’strytofillintheblanks.
Energycomesfrom_____and____
Teachoilandcoal（PPTpresentsoilandcoal）
______comesfromthetrees
Teachwood.
T:
Nowlet’sreadandjudge,pleasereaditbyyourselves.
S1:
Waterisuseful，soweshouldnotwasteit.（T）
S2:
Weusewatertocleanthethingseveryday.（F）
S3:
Thereismuchwaterinmanyplaces.（F）
S4:
Weshouldnotreusethewater.（F）
T:
Nowweknowwaterisuseful,boysandgirls,butwhyshouldweprotectitandhow?
Pleasereadandlearn.
用直线画出原因（Whydowesavewater?
）
虚线画出方法（Howdowesavewater?
）
S1:
Waterisuseful.Inmanyplaces,thereisnotmuchwater.
S2:
Weshouldreuseandsaveit.
T:
Wonderful,boysandgirls,nowlet’slistentothetapeandreadafterit.
2.Saveenergy
T:
Nowweknowwaterisuseful,whataboutenergy?
Pleasereadandchoose.
S1:
.Mostoftheenergycomesfrom___B___.
A.waterandsoil.B.coalandoil.
S2.Weshould____________andweshouldnot_______________.
saveenergy;drivesomuch
drivesomuch;saveenergy
T:
Nowlet’sfindoutwhyshouldwesaveenergyandhowtosaveit.
用直线画出原因（Whydowesaveenergy?
）
虚线画出方法（Howdowesaveenergy?
）
S:
Becausethereisnotmuchcoalandoilonearth.
S2:
Weshouldnotdrivesomuchbecausecarsusealotofenergy.
T:
Yes,soIthinkwecanridebikes,nowlet’slistentothetapeandreadafterit.
3.Savetrees
T:
Nowweknowwaterandenergyareimportant,whatelse?
S:
They’retrees.
T:
Yes,nowpleasereadbyyourselvesandthenyoucancheckwithyourdeskmate.
S1:
Wheredoeswoodcomefrom?
S2:
Woodcomesfromtrees.Weusewoodtomaketables,chairsandmanyotherthings.
S3:
Weshouldnotcutdowntrees.
S4:
Whyshouldwenotcuttoomanytrees?
S5:
Becausetreeshelpkeeptheairclean.
T:
Perfect,nowlet’strytofillintheblanks,boysandgirls.
________comesfromtrees.Weuse________tomaketables,chairsandmanyotherthings.We_____________cutdown______________treesbecausetreeshelp____________________.
4.Don’tusetoomuchplastic
T:
Nowboysandgirls,woodcomesfromtrees,dotheplasticcomefromthetrees?
S:
No.
T:
Sowhatdoyouknowaboutplastic?
Youcanhaveagroupdiscussion.
S:
Iknowplasticbags
S2:
Iknowplasticbottles.
S3…
T:
Good,nowlet’slistenandanswer,whatcanweuseplastictomake?
Shouldweusetoomuchplastics?
S1:
Weuseplastictomakebagsandbottles.
S2:
Butusetoomuchplasticisbadforourhealth.Weshouldnotusetoomanyplasticbottlesorbags.
T:
Sowhatcanweuse?
Pleasehaveagroupdiscussion.
S:
Weshouldusepaperbags
S2:
Weshoulduseglassbottles.
S3;Weshoulduse…….
T:
Yes,weshouldnotusetoomanyplastic,paperisbetter,nowlet’sreadafterthetape.
T:
Nowpleasegetintoagroupandusethegivenwordstosaysth.aboutplastic..
T:
Ok,it’stimeforreading,youcanreadbyyourselvesorgetintoagroup.
Step3.Consolidation.
T:
“Protecttheearth”speechtimeiscoming,herearethetips,boysandgirls,
小组合作,每组选择文中的一个小主题.（可以借助板书）
Whyshouldwe…?
Weshould/shouldn’t..
切合主题，提出保护口号.
T:
Weshouldprotecttheearthbecauseshenourishesus.
Classisover,boysandgirls,seeyou!
S:
Seeyou!
Homework
1.Listentothetapeandreadafteritforatleastfivetimes.
2.Trytoretellthestory.
3.Finishtheexercisesbook.
BlackboardDesign
Weshould/Weshouldnotuse…
Weshouldreuse….
教后记
六年级上册英语教学设计
课题
Unit7ProtecttheEarth
课型
新授
课时
8-2
备课时间
12.1
授课时间
教学目标
1.学生能够掌握情态动词:
should/shouldnot的用法。
2.学生能够使用“use…to…”造句
重点难点
学生能够掌握情态动词:
should/shouldnot的用法。
教具准备
PPT
教学过程
二次备课
Step1Warmup
1Tshowsthepictureoftheearth,it’shealthy,thenshowsanotherpictureofit,it’sill.
T:
Boysandgirls,what’swrongwiththeEarth?
Ss:
It’sill/unhealthy.
T:
Whatshouldwedo?
Ss:
Weshould…（出示protecttheEarth）
T:
Doyouwanttobethelittleenvironmentprotector?
Let’strytobeone,MrBrown,ChairmanoftheWorldEnvironmentOrganization,willrecruitsomeChinesevolunteers,doyouwanttobethevolunteers?
Youmustfinishsometasks.
Step2Revision
Task1:
KnowhowtoprotecttheEarth
Ssanswerthisquestion:
Savethewater,saveenergy…
Teachershowsrespectivepictures.（Reviewmainideasofthestorytime）
T:
Let’sreviewsomenewwords.
Showpictures:
coal,oil,wood,plastic,paper.
Task2:
Knowhowtodealwiththesethings
Readandjudge
1.Thereisnotmuchwaterinmanyplaces.（）
2.Carsdonotusemuchenergy.（）
3.Weshouldnotcutdowntrees.（）
4.Treeshelpkeeptheairclean.（）
5.Weshouldnotuseplasticbagsbecausetheyarenotuseful.（）
Ssjudgethem.
Thinkandwrite
HowtoprotecttheEarth
1.Weshouldsave_______and________water.
Weshouldnot_______water.
2.Weshouldsave_________.
Weshouldnot_______somuch.
3.Weshouldsave__________.
Weshouldnotcutdowntoomany________.
4.Weshouldnotusetoomany________bagsorbottles.
Weshoulduse______bagsandbottles.
Pupilsfillintheblanksandshowtheanswers.
Step3Presentation&Practice
Task3Knowthemeaningsofthesignsandobey（遵守）them
Teachershows4publicsigns,pupilsmustuseweshould/shouldnot….tomakesentences.
Weshouldputrubbishinthebin,
Weshouldnotusemuchnapkinpaper.
Weshouldnotsmoke.
Weshouldnotpickflowersinthepark.
Teacherguidespupilstolearntheuseofshould/shouldnot:
Grammartime.
T:
Therearesomesentencesinstorytimeaboutshould/shouldnot,readthemandtrytofindtherules.
Tshowstherules:
should:
情态动词，含义是应该，后面跟动词的原型。
should的否定形式是shouldnot,后面仍旧跟动词原型哦！
Task4Brainstorm!
Q:
Whatelseshouldwedo/nottodotobeagoodenvironmentprotector?
Pupilscandiscussinagroup,thenteacherasksthevolunteerstoanswerit.
Task5KnowhowtousethethingsontheEarthcorrectly（正确地）
T:
Whatdoesuse…to…mean?
Pupilsanswerit.:
使用…做…
Teachershows3sentences（课本上）.
Q1:
Whichoneisnottherightway?
Q2:
WhatelsecanweuseontheEarthcorrectly?
Task6Knowhowtoreusethethings
T:
WeusealmosteverythingontheEarth,afterusing,wedropthem,whatapity!
Itthinkcleverpeoplecanreusesomething.
Tshowsfourpictures.
1.Icollectsomepapercups.
Icanreusethemtomake…
2.Icollectsomebelts.
Icanreusethemtomake…
3.Icollect_________.（plasticbottles）
Ican_____themtomake_____.
4.I___________.（buttons）
Ican_________.
T:
Boysandgirls,youareclevertoo,canyoushowyourDIYs?
Pleaseusethisdialogue.
A:
Hi…，look,thisisa...
B:
Oh,really?
A:
Ireusea...tomakethis...,doyoulikeit?
B:
Yes,it’snice/creative（有创意的）…Ilikeitverymuch.
Showtime.
Step4Consolidation
Step5Homework
1.ShareyourDIYstoyourclassmates.
2.Goontofinishtheapplication.
Blackboarddesign板书设计：
Unit7ProtecttheEarth
coaloilwood
plasticpaper
Weshould…
Weshouldnot…
Weuse…to…
教后记
六年级上册英语教学设计
课题
Unit7ProtecttheEarth
课型
新授
课时
8-3
备课时间
12.2
授课时间
教学目标
1能理解并体会字母组合oo在单词中的发音2能理解Culturetime的内容，并适当扩展3能理解Cartoontime的内容并动手实践
重点难点
能锻炼运用英语及与他人合作的能力
教具准备
PPT,poster,CD
教学过程
二次备课
Step1Warm-up
1Freetalk
T:
Whatdayisittoday?
S:
It’s…
T:
What’stheweatherliketoday?
S:
It’ssunny/rainy/cloudy…
T:
Howdoyougotoschooltoday?
S:
Igotoschoolbycar/bus/taxi…
T:
Doyouwearmasksonyourwaytoday?
S:
Yes/No.
2Revision
T:
Asweknow,Nanjinghasbeencoveredbyfogandhazerecently.It’snotgoodforourhealth.（Showapictureoffogandhaze）Wehaveexperiencedthisterribleresult.Theworldenvironmentisgettingworsetoo.Whatshouldwedo?
Discusswithyourdeskmates.Youcanusethesentencespattern:
Weshould…/Weshouldnot...
S:
Weshould…
Weshouldnot...
Step2Presentation
Soundtime
1T:
Weshoulddoalotofth
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