六年級上冊英語教案unit7protecttheearth(第1課時storytime)譯林版（三起）

六上Unit7 Protect the Earth(Story time)一、教學目標：1. 能聽懂、會說、會讀protect, Earth, save, useful, waste, reuse, energy, most, come from, coal, wood, cut down, too many, plastic, too much.2. 能聽懂、會讀、會運用句型結構：We useto/ We should/ We shouldnt3. 能正確地理解并流利朗讀課文，在教師的引導和幫助下嘗試復述部分課文內(nèi)容。4. 能懂得保護地球的重要性，并會自由表達如何保護地球。二、教學重點：1. 能聽懂、會說、會讀protect, Earth, save, useful, waste, reuse, energy, most, come from, coal, wood, cut down, too many, plastic, too much.2. 能聽懂、會讀、會運用句型結構：We useto/ We should/ We shouldnt三、教學難點：1. 能聽懂、會說、會讀protect, coal, oil, plastic。2. 能正確地理解并流利朗讀課文，在教師的引導和幫助下嘗試復述部分課文內(nèi)容。3. 會用所學詞句自由表達如何保護地球。四、教學過程： Step 1 Pre- reading 1. Engoy a video about the Earth . Teach : Earth ,coal ,oil What is the story about ?Whats on the Earth ?Whats in the Earth ?2. Enjoy another video and show the topic : Unit 7 Protect the Earth The Earth is so nice . There are so many useful things on it . But people hurt the Earth . Look the Earth is crying . What shoul we do ? 3. Talk about how to protec the Earth . Step 2 While reading 1. Watch and choose .There are so many ways to protect the Earth . What are mentioned in the text ?Teach : save , energy ,plastic 2. 分段學習：Save water Read part 1 and anser what it tells us .It tells us why we should save water and how we should save water .T: Why should we save water ? Water is useful . There is not much water . Teach : useful , not much (1) T:How to save water ? We should not waste water . We should reuse and save it . Teach： waste , reuse(2) Make up a mind map .(3) Listen and repeat .3. 分段學習：Save energy(1)Why should we save energy ?Most of our energy comes from coal and oil . Show the picture of energy used in China and introduce other energy .(2)How to save energy ?We should save energy . We should not drive so much .(3)Listen and repeat .(4)Lets talk !4. 分段學習：Save trees (1)Why should we save trees ?We use wood to make talbes , chairs and many other things .Trees help keep the air clean . Teach : wood , keep the air clean (2) How to save trees ?與當今“教師”一稱最接近的“老師”概念，最早也要追溯至宋元時期。金代元好問示侄孫伯安詩云：“伯安入小學，穎悟非凡貌，屬句有夙性，說字驚老師。”于是看，宋元時期小學教師被稱為“老師”有案可稽。清代稱主考官也為“老師”，而一般學堂里的先生則稱為“教師”或“教習”?？梢?，“教師”一說是比較晚的事了。如今體會，“教師”的含義比之“老師”一說，具有資歷和學識程度上較低一些的差別。辛亥革命后，教師與其他官員一樣依法令任命，故又稱“教師”為“教員”。We should not cut down too many trees . Teach : cut down (3)Listen and repeat .(4)Lets talk !5.分段學習：Dont use too much plastic (1) Why ?We use plastic to make bags and bottles . Too much plastic is bad for the Earth . (2)How ? We should use paper bags and glass bottles .(3)Listen and repeat .(4)Lets talk ! Step 3 Post-reading 1. 單靠“死”記還不行,還得“活”用,姑且稱之為“先死后活”吧。讓學生把一周看到或聽到的新鮮事記下來,摒棄那些假話套話空話,寫出自己的真情實感,篇幅可長可短,并要求運用積累的成語、名言警句等,定期檢查點評,選擇優(yōu)秀篇目在班里朗讀或展出。這樣,即鞏固了所學的材料,又鍛煉了學生的寫作能力,同時還培養(yǎng)了學生的觀察能力、思維能力等等,達到“一石多鳥”的效果。Choose one way to read it .2. 語文課本中的文章都是精選的比較優(yōu)秀的文章,還有不少名家名篇。如果有選擇循序漸進地讓學生背誦一些優(yōu)秀篇目、精彩段落,對提高學生的水平會大有裨益。現(xiàn)在,不少語文教師在分析課文時,把文章解體的支離破碎,總在文章的技巧方面下功夫。結果教師費勁,學生頭疼。分析完之后,學生收效甚微,沒過幾天便忘的一干二凈。造成這種事倍功半的尷尬局面的關鍵就是對文章讀的不熟。常言道“書讀百遍,其義自見”,如果有目的、有計劃地引導學生反復閱讀課文,或細讀、默讀、跳讀,或聽讀、范讀、輪讀、分角色朗讀,學生便可以在讀中自然領悟文章的思想內(nèi)容和寫作技巧,可以在讀中自然加強語感,增強語言的感受力。久而久之,這種思想內(nèi)容、寫作技巧和語感就會自然滲透到學生的語言意識之中,就會在寫作中自覺不自覺地加以運用、創(chuàng)造和發(fā)展。Lets retell .3. Make a speech . 教學反思要練說，得練看?？磁c說是統(tǒng)一的，看不準就難以說得好。練看，就是訓練幼兒的觀察能力，擴大幼兒的認知范圍，讓幼兒在觀察事物、觀察生活、觀察自然的活動中，積累詞匯、理解詞義、發(fā)展語言。在運用觀察法組織活動時，我著眼觀察于觀察對象的選擇，著力于觀察過程的指導，著重于幼兒觀察能力和語言表達能力的提高。本課我先通過讓學生觀看“地球自述”的視頻引出并教學相關詞匯，為語篇學習掃清詞匯障礙。通過讓學生觀看“地球破壞”的視頻引出本單元話題：protect the earth