牛津译林版六年级上册Unit 7 Protect the Earth第2课时教学设计

这是一份牛津译林版六年级上册Unit 7 Protect the Earth第2课时教学设计，共4页。
Unit 7 Protect the Earth (Period 2)Teaching contents教学内容：Grammar time, & Fun time  Teaching aims and learning objectives教学目标：1 Pupils have a review of the story time.2 Pupils can grasp the use of the modal verb: should/should not.3 Pupils can make sentences with use…to…4 Pupils can reuse the things and they can describe.5 Pupils realize the earth is the only home, they should try their best to protect the Earth.Focus of the lesson and predicted area of difficulty教学重难点：1 Pupils can grasp the use of the modal verb: should.2 Pupils can make sentences with use…to… Preparation教学准备：PPT,预先请学生做好二次利用的物品，Teaching procedures教学过程：Step 1 Warm up1 T shows the picture of the earth, it’s healthy, then shows another picture of it, it’s ill.T: Boys and girls, what’s wrong with the Earth?Ss: It’s ill/unhealthy.T:What should we do?Ss: We should…(出示protect the Earth)T: Do you want to be the little environment protector?Let’s try to be one, Mr Brown, Chairman of the World Environment Organization, will recruit some Chinese volunteers, do you want to be the volunteers? You must finish some tasks.Step 2 RevisionTask1: Know how to protect the EarthSs answer this question: Save the water, save energy…Teacher shows respective pictures. (Review main ideas of the story time)T: Let’s review some new words. Show pictures: coal, oil, wood, plastic, paper.Task2: Know how to deal with these things Read and judgeThink and write   Pupils fill in the blanks and show the answers.Step 3 Presentation & PracticeTask3  Know the meanings of the signs and obey(遵守) them    Teacher shows 4 public signs, pupils must use we should/should not….to make sentences.Teacher guides pupils to learn the use of should/should not: Grammar time.   T: There are some sentences in story time about should/should not, read them and try to find the rules.   Task4 Brain storm!   Q: What else should we do/not to do to be a good environment protector?    Pupils can discuss in a group, then teacher asks the volunteers to answer it. Task5  Know how to use the things on the Earth correctly(正确地)    Teacher shows 3 sentences(课本上).   Q1: Which one is not the right way?    Q2: What else can we use on the Earth correctly?    Task6 Know how to reuse the things    T: We use almost everything on the Earth, after using, we throw them, what a pity! I t think clever people can reuse something. T shows four pictures. 1.I collect some paper cups.I can reuse them to make … T: Boys and girls, you are clever too, can you show your DIYs? Please use this dialogue.A: Hi …，look, this is a... B: Oh,  really? A: I reuse a ...to make this ...,do you like it?B: Yes, it’s nice / creative(有创意的)…I like it very much.Show time.Step4 ConsolidationTask7  Write an application (申请) T: Boys and girls, you meet all the rules to be the environment protector, now you can write an application to Mr Brown !Step 5 Homework1.Share your DIYs to your classmates.2.Go on to finish the application. Blackboard design板书设计：Unit 7 Protect the Earth     We drink water and use water to clean things every day.     We should use...     We should not use... 教学反思本课是六年级上册第七单元Grammar time &Fun time环节的语法教学。教学过程中，重在引导学生在小组内对重点句型的用法进行总结，并能够熟练进行语言练习。纵观整节课教学活动，做出如下总结：1．本节课教师首先运用了任务型教学方法。由于任务型教学是一种途径“Approach”，而不是方法“Method"，这种新的理念并不影响传统教学法的运用。因此，学生带着任务去学不感觉在“学”，而是在做一件有意义的事。英语学习变成了模拟交际，代替了枯燥的“句型练习’’。通过小组间的讨论、总结，并以小组的形式进行英语汇报。这当然比“替换练习”吸引入了。2．但我们也发现，尽管任务型教学需要一系列的“热身”一“语言知识”准备—完成任务—汇报成果等的模式，在小组活动中解决问题虽然降低了教学难度，但仍不能完全有效调动小组成员完成任务，个别组员存在“浑水摸鱼”的行为，因此小组活动前任务分工很重要。