2021-2022学年牛津上海版六年级英语下册Module 3 Unit8 Windy weather教案（4课时）

2022学年牛津上海版英语六年级第二学期Unit 8 教案
Period 1
Contents: page 55
Teaching objectives
Knowledge objectives
Can ask Wh questions to find out specific information (what)
can use connectives to show the time relationship between two actions (when)
can use modal verbs to express ability (can)
Ability objective
can identify the main ideas in a new topic
can open and maintain an interaction by asking and answering questions
can recognize format and language features in narrative and non-narrative texts
can write out a piece of work when a framework is provided
Emotional objectives
Learn to know the nature of weather and recognize the danger of them
Teaching procedure
Warming up
Daily talk
Ask students to introduce the weather they like best and tell the reason.
Pre-task preparation
Show the pictures and ask students to say the different weather according to them
Ask: what’s the weather like today / How is the weather today It’s ___________.
Learn the new words about the wind and ask students to practice them
Show students some pictures about different wind and ask students to tell what kink of wind they are.
Show students the pictures and ask them to pay attention to the verb: see
What can you see Kitty doing in the pictures
I can see her swimming.
Ask students to practice this pattern according to the pictures given
While-task procedure
Play the recording and ask students to listen to it.
Play the recording again and ask students to read after it. Ask students to practice the recording.
Show student some pictures and ask them to practice the pattern according to the text. (give them enough time first and then check the answer together)
Ask students to practice the dialogue. They should do it fluently and quickly.
Ask students to say what they can see in the six pictures
Post-task
a brain storm: what can you see in the windy weather
ask students to write a report according to their brain storm.
Homework:
Workbook 6B, pages 48 and 51.
*Work in groups of four. Each one should write about the things you can see in a certain season. Make a big book for each group.
Period 2
Contents: page 57
Teaching objectives
Knowledge objectives
Ability objectives
Emotional objectives
Teaching procedure
Warming up
daily talk
go over the text on page 55. show students the pictures and ask them to practice the dialogue.
Pre-paration
Ask studnets: What’s the weather like in spring/ summer/ autumn/ winter in Shanghai
What can you see in spring/ summer/ autumn/ winter
Ask students to do a brainstorm first then answer the two questions.
ask them to make a dialogue:
S1: What’s the weather like in spring/ summer/autumn/winter in Shanghai
S2: It’s warm/hot/cool/cold and sunny/rainy/cloudy/windy/snowy.
S1: What can you see in spring/ summer/autumn/winter in Shanghai
S2: I can see … (doing …).
Learn the new words. These words are adverbs. Make sure that students can understand the differences between adjectives and advers. Show them some sentences to make them understand how to use these two kinds of words.
Tight/ tightly; slight/ slightly; fierce/ fiercely; careful/ carefully; slow/ slowly; quick/ quickly; happy/ happily; gentle/ gently;. Remind students of plusing ly.
Learn the new words. The past form of the verbs: fall/ fell; sink/ sank; are/ were; fly/ flew; blow/ blew; become/ became; go/ went; see/ saw;
While-task procedure
Give students some time to read the text by themselves and try to answer teacher’s questions to check if they have understood the text.
Play the recording of the text and ask students to read after the tape. Make sure student can understand the meaning of each sentences. Remind them of the tense the advers in the text.
Give students time to practice the text. Ask them to read it fluently and try to retell the story.
Answer some questions according to the text with the completely sentences.
Where were Kitty and Ben
What did they do
How did the wind blow at first
How did the leaves move
How did the clouds move
How did the wind become suddenly
How did the clouds move
What happened to their kite
What did Kitty and Ben do then
What did Kitty and Ben do at home
What did the wind become
How did it blow
What happened
Ask students to fill in the missing words according to the text.
Homework
Oral: try to recite or retell the text
Written: Workbook 6B, pages 47 and 52
Copy the text and translate it into Chinese.
Period 3
Contents: page 58
Teaching objectives
Knowledge objectives
can using modal verbs to talk about possibility
can use connections to show the time relationship between two actions
can use modal verbs to talk about ability
Ability objectives
Can recognize differences in the use of intonation
Can open and maintain an interaction by asking and answering questions
Can scan a text to locate specific information
Can write out a piece of work when a framework is provided
Emotional objectives
Learn to understand the danger of the nature disasters
Teaching procedure
Warming up
Daily talk
Go over the past forms of the verbs and the adverbs in the text and have a dictation
Ask students to fill in the blanks to complete the text. Remind them of the proper tense and adverbs
Pre-task preparation
Learn the new words
Ask students to read the text by themselves and try to match the sentences and the pictures. Check the answers together.
While-task procedure
Play the recording and ask students to read after the tape.
Give students some time to practice the text
Ask students try to retell the text. Show students the pictures and practice the dialogue:
What may happen when there is a typhoon Remind them of the modal: may
Post-task activity
a brainstorm: ask them to think about the nature disasters they know, and what often happen in Shanghai.
Ask them to choose one to think about what may happen if the disaster comes. Give them some time to have a discussion about that.
Invite some to give a report.
Homework
Workbook 6B, page 49
*Think about what may happen when there is a snow storm, an earthquake or heavy rain. Write about your ideas and write a short passage.
Period 4
Content: page 59
Teaching objectives
Knowledge objectives
Can use modal verbs to express obligation (should/ shouldn’t)
Ability objectives
Can maintain an interaction by answering questions
Can scan a text to locate specific information
Can write out a piece of work when a framework is provided
Emotional objectives
Understand the dangers of nature disaster and learn how to protect ourselves
Teaching procedure
Warming up
Daily talk
Go over the new words and expressions and have a dictation
Pre-task preparation
Go over the adverbs. Ask students to read the sentences and try to fill in the blanks with the words in their proper forms.
The wind blows __________.
Leaves on the trees move __________.
The clouds move __________ in the sky.
Children can fly their kites __________ in the parks.
People hold their coats __________.
The wind blows __________.
The clouds move __________ in the sky.
People have to walk __________ and __________.
Show students pictures and ask them: What can you see when there is a typhoon
Show other group of pictures and ask students to say: What may happen if there is a typhoon.
Learn the new words
While-task procedure
Ask students to look at the pictures of the safety rules carefully.
Ask students to fill in the blanks according to the pictures they have seen. Remind them of the modal verb: should
Give students some time to understand the sentences and the pictures. Ask them to say something about the safety rules by using should/ shouldn’t.
Ask students to practice should and shouldn’t by fill in the blanks about the school rules.
Post-task activity
Show students some medicine and the rules for taking it. Ask students to say the rules by using should and shouldn’t
Ask students to have a discussion about the safety rules when there is an earthquake
Homework
Workbook 6B, pages 50 and 53
*Make a poster. Tell people what they should or shouldn’t do when there is a earthquake