Unit 7 Protect the Earth-Grammar & Fun time-教案、教学设计-市级公开课-新牛津译林版六年级上册(配套课件编号：00637).doc

1、钟楼区教师发展中心钟楼区教师发展中心1 学校学科英语年级六年级班级 课题 U7 Protect the earth(Grammar time/ Fun time) 教时2主备执教 一、学习基础分析（教材、学生基础、课程资源等） 本单元围绕话题“保护地球” ，主要学习句型 use to，We should/shouldnt的用法。本 单元还再现了情态动词 should 的用法，学生已经在五年级下册 U4 的相关语言知识，在教学时可 以充分利用已经学过的内容，以旧带新，做到新旧知识的融会贯通。 本单元Grammar time 呈现了本单元的重点句型use to 的用法以及情态动词should的 肯

2、定句和否定句。Fun time 是一个“变废为宝”的手工活动，老师可以课前安排学生带上做的变 废为宝的作品。六年级的学生已经具备了一定的学习方法和自学能力，所以老师在有意识的收集 了一定的学习素材以后引导学生观察例句自己总结语法，并在第一课时初步感知的基础上摸索该 语法的具体用法。 二、关键能力目标三教学决策 1. 理解沟通：提取信息、概括了解通过观察同一类句式， 学生提取句子结构中的相 同部分信息，并总结语法使用规则。 2 表达沟通: 准确和连贯的表达信息通过 Write a letter to“Mr. Throwing”的方 式， 帮助学生在情境中进一步理解语法的表意功 能，培育运用所学的

3、准确表达自己观点的能力。 3 表达沟通: 多元表达信息通过 Know how to reuse the things 的方式， 帮助学生运用本课所学内容， 并通过小组交流的 方式上个性化地表达自己的观点。 钟楼区教师发展中心钟楼区教师发展中心2 四、教学决策链 五、教学实施 教学步骤教师活动预测学生活动能力达标 Step1: Warm up 1T:Yesterday,wevelearned story time. First, lets play a riddle game to review it. OK? Show the riddles and let Ss guess the word

4、s (energy, water, trees, plastic, Earth). Ss: Its/ Theyre 根据提供的小文本， 提取关键信息，进行 猜词游戏。 Step2: Review 1. Find the mistakes about the text. Theteachershowssome sentences of each part. T: Look at these sentences and try to find the one which is not right. 2. Talk about the text in pairs. Talk in different

5、 ways. (dialogue & passage) Ss read the sentences and find the one which is not right, then try to correct it. Ss talk about the text in pairs. 通过纠错练习，帮助 学生仔细辨析文中的 关键信息，培育准确 提取信息能力。 借助部分语言支架， 复述课文，在语言输 出中培育学生概括能 力和表达能力。 Warm up Review Presentation & Practice Play a riddle game. 1. Find the mistakes

6、about the text. 2. Talk about the text in pairs. 1. Find the rules. 2. Fast responce. 3. Find the rules. 4. Discuss in groups. 5. Think and say 6. Talk about “reuse”. 7. Know how to reuse the things Consolidation Write a letter to “Mr. Throwing” 钟楼区教师发展中心钟楼区教师发展中心3 Step3: Presentation& Practice Gram

7、mar time. 1. Find the rules. T: There are some sentences in story time about “should/should not”, read them and try to find the rules. 2. Fast response. Show some phrases and let Ss judge if they should or should not do. 3. Find the rules. T: Coal, oil, water, wood and plastic are very useful, we ca

8、n use them to do a lot of things. Read these sentences and try to find the rules. 4. Discuss in groups. T: We can use these to do many other things. For example, we can use water to wash, cook, clean, water can you talk about other uses for water? What about coal, oil, wood and plastic? Discuss in g

9、roups and try to say more. 5. Think and say. T: As we know, water can be used to do a lot of things. But, can we use water to sit? T: But I can. Look , I use water to sit with a few steps. First, I use water to plant trees. Next, I use trees to make wood. Then, I use wood to make chairs. Finally, I

10、use chairs to sit. Is this a good idea? Would you like to try? Students try to find the rules: 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 should not,后面仍旧跟动词 原型。 Judge and say: We should use cloth bags/ turn off the tap in time/ go to school on foot or by bus. We should not use too many plastic thing

11、s/ use only one side of the paper/ climb trees/ have a bath in tub Students try to find the rules: use sth. to do sth.其中的动词 使用原形。 Studentscandiscussin groups,thenteacherasks them to say one by one. Ss: No, we cant. Imaginehowtousethe things. oil-food wood-fish plastic-letter 通过观察书本课文中 的相关句型，学生自 行总结语

12、法的使用规 则，培育学生的自主 学习能力。 判断、选择使用 we should和we shouldnt 来生成 句子，感知生活中常 见的浪费现象，在拓 展中积累，为后续输 出环节铺垫。 通过观察书本课文中 的相关句型，学生自 行总结语法的使用规 则，培育学生的自主 学习能力。 结合生活实际和课前 了解，说各资源的别 样用途。既巩固练习 use to 的固定搭 配机构，又训练学生 的发散思维。 通过学生感兴趣的游 戏进一步巩固语法结 构，深化学生思维训 练，小组合作不断引 起思维的碰撞，激起 的创新火花。 钟楼区教师发展中心钟楼区教师发展中心4 6. Talk about “reuse” T:

13、Look at Sam. How does he use things? He doesnt throw the empty bottles away and use them to make clothes. That is “reuse”. 7. Know how to reuse the things T: Look at the picture. What are they doing? How can they reuse things? In our life, we can reuse a lot of things, for example, ,right? Look, I c

14、an reuse a plastic bottle to make a pen holder or a vase. Do you have any good ideas? Share with us. T: You all have great ideas. Boys and girls, if we reuse paper, we can save trees, if we reuse water, we can save water. So we can say “Reusing is saving”. Do you think so? S: Sam uses bottles to mak

15、e clothes. Learn “reuse” S:Samreusesbottlesto make clothes. S: The girl can reuse paper to make a paper box. The boy can reuse a plastic bottle to make a toy. S: I can reuse _ to make _ . Read: Reusing is saving. 整合资源，巧借前几 个单元中的 cartoon time 图片， 让学生一 步到位理解“reuse” 的含义。 再度激起学生发散思 考问题，联系生活实 际，将语言实践与创 新

16、意识紧密结合。 Step4: Consolidation 1. Read about “Mr. Throwing” T: But in our life, some people dont care about “saving”. Look, this is Mr. Wang. But people dont like to call him Mr. Wang. They like to call him Mr. Throwing. Do you know why? Lets read a story about him. After that, tell me the answer, OK?

17、 2. Tick “What does Mr. Throwing like to throw?” 3.Give suggestions I think Mr. Throwing has some bad habits. Can you give him some suggestions? These key sentences and useful words may help you. 4. Write a letter to Mr. Throwing. T: Your ideas are very helpful. Why dont we write a letter to Mr. Thr

18、owing and share with him our Read the passage about Mr. Wang and try to understand whyheiscalledMr. Throwing. S:Dont/You shouldnt Please/ You should 借助部分语言支架， ， 培育学生的准确、流 利且多元信息表达能 力。 钟楼区教师发展中心钟楼区教师发展中心5 great ideas? Come on. Lets do it! Look, to write this letter, first, we should tell him -. Next,

19、 we should tell him-. And finally, we should- Yes, we should call him to reuse, to save, to protect the Earth with us, right? Now talk in groups and discuss the passage. T:Goodchildren.withour suggestions,IamsureMr. Throwingwontthrowsomany things and people wont call him Mr. Throwing again. Do you t

20、hink so? S: -why we should reuse S: - how to reuse S: - call（号召） Talk in groups. Dear Mr.“Throwing” , Reusing is saving. Dont / You should(not) . Please/ Youcan reuse to . Lets protect the Earth together. 板书设计Unit7 Protect the Earth Reusing is saving! We should We should not We useto reuse to 六、练习设计

21、 1. Finish the letter to Mr. Throwing. 2. Make and share your DIYs to your classmates. 七、设计意图 本课为译林小学英语六年级上册第七单元 Protect the Earth 的第二课时。站在单元整体设计的角度，这节课 我应该在主题化的文本教学之后让学生进行深入的语法结构的感悟、学习和运用。除此之外，我将 Fun Time 的 再利用小制作板块和 Grammar Time 语法板块一同纳入学习内容，结合一些补充性、拓展性的内容，进一步扩大 输入，顺应主题，结合生活实践，让学生进一步有话可说，有感而发。 整节课

22、的设计基于本校“顺儿童天性，育核心素养”的课程理念，围绕“理” “趣”二字进行。 所谓的“趣” ，指的是趣味性。六年级的孩子由于年龄和心理特点，举手发言已经不那么积极，再加上语法 coaloilwater treeswoodplastic 钟楼区教师发展中心钟楼区教师发展中心6 学习容易枯燥乏味，所以，要做到“顺儿童天性” ，就要根据他们的认知特点，努力让他们对学习感兴趣，做到 主动参与。所以，在设计语法练习环节，我特别关注了这一点，练习 use to 时，我让学生通过自己的一系列 “奇思妙想” ，完成了例如 use water to sit 等若干“不可能的任务” ，学生在富有挑战性的活动中

23、，不断激起强烈 的探索和解决问题的欲望，变“要我学”为“我要学” 。最后的输出环节，依托编写的 Mr Throwing 文本，在学 生阅读文本的过程中将生活中常见的浪费现象如实呈现在学生面前， 引发学生的共鸣， 学生迅速结合本课学习内 容和生活体验，自然、有序、生动地进行主动的综合性输出。 比起“趣” ， “理”更显重要。所谓的“理” ，指的是理性的思考和设计。如何在激发学生兴趣的同时，一步 一步由浅入深，逐步架构课堂的知识结构，有意识地培养学生学科关键能力，培育核心素养，将“科学性” “有 效性”落到实处，是需要用心思考的部分。本课从 Protect the Earth 文本的复习入手，通过

24、课文内容的辨析和不 同形式的复述，培养学生提取信息、概括表达的能力。接着，自然引出 should 和 shouldnt 的句型，通过生活中 其它一些现象的理性辨析，无形中扩大输入，增加积累。在讨论资源用途的过程中，让学生感悟 useto 的结 构，并通过资源其它用途的深入探讨，进一步训练和发散学生的思维。接着，用相同结构的 reuseto来进一步 补充讨论环保举措，从 reuse to make 到 reuse to do，逐步发展学生的创新思维，培养环保意识和友善品 格。在这一系列的活动中，教师只做必要、简单的引导，学生才是学习真正的主人，想说、乐说、能说学生 的思维和能力发展在过程中不断得以体现， “少教精学”再次被完美诠释。