Unit6 Keep our city clean Story time 教案
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| 名称 | Unit6 Keep our city clean Story time 教案 |  | |
| 格式 | zip | ||
| 文件大小 | 10.8KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2019-12-23 10:36:54 | ||
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6A Unit 6 Keep our city clean (Story time)
教材分析: The topic of this unit is about “environment protection’. This topic is close connected to our real life. So during the teaching, teacher can encourage students to find the problems according to our real life. Besides, they should try to think about how to protect the environment of our city, how to protect the earth.
教学目标
知识目标:
1. Ss can read the words :clean, dirty, bins, a factory, rubbish, smoke, dead, more.
2. Ss can read say the sentence structures:
What makes our city dirty?
… make(s) the … dirty/messy.
What can we do to keep our city clean? We can …
能力目标:
Ss can use the structure ‘What makes our city dirty? … make(s) the … dirty/messy.’ ‘What can we do to keep our city clean? We can …’ to talk with their classmates..
情感目标:
Students can have the idea of protecting the environment and
try to put it into action: Protect environment is to protect
ourselves.
教学重难点：
1. Ss can use the structures ‘What makes our city dirty? … make(s) the … dirty/messy.’ ‘What can we do to keep our city clean? We can …’ to talk with their classmates.
2. Ss try to be the pluggers and appeal others to protect the environment.
教学过程:
Step 1:
1. Enjoy a video before class. (Protect the earth.)
［设计意图：通过课前视屏欣赏提前渗透本课相关内容，为接下来的教学作好知识铺垫。］
2. Free talk
T: What day is it today?
Do you like Monday/Tuesday/…?
What day do you like?
Most students like weekends, Me,too.
What did you do last weekend?
Do you know what I did last weekend?
I went to the supermarket, make cakes and surfed the Internet.
［设计意图：通过师生日常问答复习已学的相关知识，接着导入跟本课相关的环境图片，教学clean, dirty, river, air, messy等相关单词，衔接更自然，学生更容易接受。］
通过surf the Internet 导入跟本课内容相关的环境图片。
T: And I saw many many pictures on the Internet. Now I’ll show some to you.
Step 2: (Show picture 1&2苏州两张美丽的环境图片)
Ask students to use a word or a sentence to describe the 2 pictures.
T: Can you use a word or a sentence to describe the 2 pictures.
Ss: Suzhou is beautiful/ nice/ wonderful/ good.
….
Introduce and teach: clean
b. Teacher point and describe: The river is clean.
The street is clean.
The air is clean.
（板贴单词在黑板下侧：river, street, air）
Review the words ‘street ‘and ‘river’
Teach the word: air. ( Teacher do a gesture to help students understand this word.)
c. T: Suzhou is clean in the 2 pictures. Is it clean in these pictures? (Picture 3&4本镇两张脏乱的环境图片)
Introduce and learn: dirty.
T: Can you describe the 2 pictures?(个别回答)
Ss: The ______ is dirty.
The ________ is dirty
T: Yes, The street is dirty and ________.(看音标学单词：messy.) （板贴在黑板下侧messy）
…
Step 3: Introduce the title.
T: Do you like dirty cities or clean cities?
学生基本都会回答: Clean cities.
T: Of course. Me, too. We all like clean cities.
Sum up：Dirty cities bring us, bad mood, disease, even death. So we should keep out city clean.
导入本单元课题：Unit 6: Keep our city clean. （板贴课题）
(Read the title, and let students understand the phrase: keep…clean.)
Step 4: Story time
T: Here’s a dialogue. Please listen carefully and find out: what does the story talk about?
(Let Ss watch the video and choose: )
A. What makes our city dirty?
B. How to keep our school clean.
C. How to plant trees.
D. What can we do to keep our city clean.
(在观看动画前让学生把选项读一遍，熟悉四个选项的内容，同时呈现‘plant trees’的教学。
Watch the video and answer. )
［设计意图：这个问题的设置，把整个story time需要解决的两个问题先全部提出来。再借助这两个问题分两版进行接下来的教学，边解决问题边学习新知识。以此来增强整个教学的完整性和思路的清晰性。］
从选项Ａ切入课文前一半。
a. T: What makes our city dirty? You can work in pairs and discuss.
(Ss work in pairs and have a discussion)
(choose some students to show their ideas.)
［设计意图：激发学生的发散思维。］
T: ____makes_____ dirty? Let’s listen to the first part and find out.
(Listen and find out the answers to the question.)
(学生回答，教师移动黑板下侧的板贴到相应的位置：river, air, street, messy, dirty)
T: Let’s Look at the blackboard and have a chant together.
What makes the river dirty? Rubbish makes the river dirty.
What makes the air dirty? Smoke makes the air dirty.
What makes the street dirty? Rubbish makes the street dirty.
c. Listen and repeat some difficult sentences.
d. Read the first part together
从选项D切入课文后一半。
a. T: What can we do to keep our city clean?
(Let Ss show their own ideas first.)
b. T：Any other ideas? Maybe these pictures can help you.
出示课文五张图片帮助学生获取更多的信息。
c. 学生可能不会自己回答的意见：move some factories away from our city/ put rubbish in the bin.
T: we don’t know these pictures, please read the second part by yourselves, circle the new parts and find other ways.
Teach: move… away from…
Put…in…
d. Listen and repeat some difficult sentences.
Explain: Your ideas are great=Good idea.
Well done: very good.
四人一组，选择自己喜欢的朗读方式
read the whole story in roles/after one/ together.
Invite some groups to act in front of the class.
Step 5: 争当优秀宣传员。
a. 现在我们知道了城市环境变糟的原因，也有了很多办法改变这样的情况。让我们把这感悟带给更多的同学吧！
T: Now we have known ‘What makes our city dirty?’ and “What can we do to keep our city clean.” Let’s try to be the pluggers together. Please work in groups of four. One describes the situation of our city. The other three give suggestions. You can look at the blackboard and the projection. Please take notes in the corresponding places.
Exercise
Be the pluggers (宣传员)
S1: _________ makes the _________ dirty.
_______________________________
_______________________________
S2/S3/S4: We can _________________
____________________________
____________________________
____________________________
S1/S2/S3/S4: Come on, everybody.
Let’s keep our city clean.
Invite groups to be the pluggers in front of class. Evaluate the praise them.
［设计意图：让学生看着板书小组合作，其实就是对全文的复述，小组合作减低了全文复述的难度，增强了学生的合作精神，也让更多学生得到了练说和写的机会。］
Step 6: 情感总结
Ｔ：‘Protect environment is to protect ourselves.’So everybody, please keep our city clean.
［设计意图：情感教育，全班呼吁，激发学生保护环境的意识。］
Homework:
Finish writing the poster.
完成倡议书
2. Listen and read several times.
听读课文
3. Encourage the people around you to protect the environment.
鼓励你身边的人保护环境。
Blackboard design:
Unit6 Keep the city clean.
What? How?
Smoke air take the bus and the metro to school
Rubbish street dirty walk to school
Rubbish river messy move some factories away from our city
Put the rubbish in the bin.
Plant more trees.
（此列是图片）
?
教材分析: The topic of this unit is about “environment protection’. This topic is close connected to our real life. So during the teaching, teacher can encourage students to find the problems according to our real life. Besides, they should try to think about how to protect the environment of our city, how to protect the earth.
教学目标
知识目标:
1. Ss can read the words :clean, dirty, bins, a factory, rubbish, smoke, dead, more.
2. Ss can read say the sentence structures:
What makes our city dirty?
… make(s) the … dirty/messy.
What can we do to keep our city clean? We can …
能力目标:
Ss can use the structure ‘What makes our city dirty? … make(s) the … dirty/messy.’ ‘What can we do to keep our city clean? We can …’ to talk with their classmates..
情感目标:
Students can have the idea of protecting the environment and
try to put it into action: Protect environment is to protect
ourselves.
教学重难点：
1. Ss can use the structures ‘What makes our city dirty? … make(s) the … dirty/messy.’ ‘What can we do to keep our city clean? We can …’ to talk with their classmates.
2. Ss try to be the pluggers and appeal others to protect the environment.
教学过程:
Step 1:
1. Enjoy a video before class. (Protect the earth.)
［设计意图：通过课前视屏欣赏提前渗透本课相关内容，为接下来的教学作好知识铺垫。］
2. Free talk
T: What day is it today?
Do you like Monday/Tuesday/…?
What day do you like?
Most students like weekends, Me,too.
What did you do last weekend?
Do you know what I did last weekend?
I went to the supermarket, make cakes and surfed the Internet.
［设计意图：通过师生日常问答复习已学的相关知识，接着导入跟本课相关的环境图片，教学clean, dirty, river, air, messy等相关单词，衔接更自然，学生更容易接受。］
通过surf the Internet 导入跟本课内容相关的环境图片。
T: And I saw many many pictures on the Internet. Now I’ll show some to you.
Step 2: (Show picture 1&2苏州两张美丽的环境图片)
Ask students to use a word or a sentence to describe the 2 pictures.
T: Can you use a word or a sentence to describe the 2 pictures.
Ss: Suzhou is beautiful/ nice/ wonderful/ good.
….
Introduce and teach: clean
b. Teacher point and describe: The river is clean.
The street is clean.
The air is clean.
（板贴单词在黑板下侧：river, street, air）
Review the words ‘street ‘and ‘river’
Teach the word: air. ( Teacher do a gesture to help students understand this word.)
c. T: Suzhou is clean in the 2 pictures. Is it clean in these pictures? (Picture 3&4本镇两张脏乱的环境图片)
Introduce and learn: dirty.
T: Can you describe the 2 pictures?(个别回答)
Ss: The ______ is dirty.
The ________ is dirty
T: Yes, The street is dirty and ________.(看音标学单词：messy.) （板贴在黑板下侧messy）
…
Step 3: Introduce the title.
T: Do you like dirty cities or clean cities?
学生基本都会回答: Clean cities.
T: Of course. Me, too. We all like clean cities.
Sum up：Dirty cities bring us, bad mood, disease, even death. So we should keep out city clean.
导入本单元课题：Unit 6: Keep our city clean. （板贴课题）
(Read the title, and let students understand the phrase: keep…clean.)
Step 4: Story time
T: Here’s a dialogue. Please listen carefully and find out: what does the story talk about?
(Let Ss watch the video and choose: )
A. What makes our city dirty?
B. How to keep our school clean.
C. How to plant trees.
D. What can we do to keep our city clean.
(在观看动画前让学生把选项读一遍，熟悉四个选项的内容，同时呈现‘plant trees’的教学。
Watch the video and answer. )
［设计意图：这个问题的设置，把整个story time需要解决的两个问题先全部提出来。再借助这两个问题分两版进行接下来的教学，边解决问题边学习新知识。以此来增强整个教学的完整性和思路的清晰性。］
从选项Ａ切入课文前一半。
a. T: What makes our city dirty? You can work in pairs and discuss.
(Ss work in pairs and have a discussion)
(choose some students to show their ideas.)
［设计意图：激发学生的发散思维。］
T: ____makes_____ dirty? Let’s listen to the first part and find out.
(Listen and find out the answers to the question.)
(学生回答，教师移动黑板下侧的板贴到相应的位置：river, air, street, messy, dirty)
T: Let’s Look at the blackboard and have a chant together.
What makes the river dirty? Rubbish makes the river dirty.
What makes the air dirty? Smoke makes the air dirty.
What makes the street dirty? Rubbish makes the street dirty.
c. Listen and repeat some difficult sentences.
d. Read the first part together
从选项D切入课文后一半。
a. T: What can we do to keep our city clean?
(Let Ss show their own ideas first.)
b. T：Any other ideas? Maybe these pictures can help you.
出示课文五张图片帮助学生获取更多的信息。
c. 学生可能不会自己回答的意见：move some factories away from our city/ put rubbish in the bin.
T: we don’t know these pictures, please read the second part by yourselves, circle the new parts and find other ways.
Teach: move… away from…
Put…in…
d. Listen and repeat some difficult sentences.
Explain: Your ideas are great=Good idea.
Well done: very good.
四人一组，选择自己喜欢的朗读方式
read the whole story in roles/after one/ together.
Invite some groups to act in front of the class.
Step 5: 争当优秀宣传员。
a. 现在我们知道了城市环境变糟的原因，也有了很多办法改变这样的情况。让我们把这感悟带给更多的同学吧！
T: Now we have known ‘What makes our city dirty?’ and “What can we do to keep our city clean.” Let’s try to be the pluggers together. Please work in groups of four. One describes the situation of our city. The other three give suggestions. You can look at the blackboard and the projection. Please take notes in the corresponding places.
Exercise
Be the pluggers (宣传员)
S1: _________ makes the _________ dirty.
_______________________________
_______________________________
S2/S3/S4: We can _________________
____________________________
____________________________
____________________________
S1/S2/S3/S4: Come on, everybody.
Let’s keep our city clean.
Invite groups to be the pluggers in front of class. Evaluate the praise them.
［设计意图：让学生看着板书小组合作，其实就是对全文的复述，小组合作减低了全文复述的难度，增强了学生的合作精神，也让更多学生得到了练说和写的机会。］
Step 6: 情感总结
Ｔ：‘Protect environment is to protect ourselves.’So everybody, please keep our city clean.
［设计意图：情感教育，全班呼吁，激发学生保护环境的意识。］
Homework:
Finish writing the poster.
完成倡议书
2. Listen and read several times.
听读课文
3. Encourage the people around you to protect the environment.
鼓励你身边的人保护环境。
Blackboard design:
Unit6 Keep the city clean.
What? How?
Smoke air take the bus and the metro to school
Rubbish street dirty walk to school
Rubbish river messy move some factories away from our city
Put the rubbish in the bin.
Plant more trees.
（此列是图片）
?