六年级上册英语教案unit7protecttheearth(第1课时storytime)译林版（三起）

六上Unit7 Protect the Earth(Story time)一、教学目标：1. 能听懂、会说、会读protect, Earth, save, useful, waste, reuse, energy, most, come from, coal, wood, cut down, too many, plastic, too much.2. 能听懂、会读、会运用句型结构：We useto/ We should/ We shouldnt3. 能正确地理解并流利朗读课文，在教师的引导和帮助下尝试复述部分课文内容。4. 能懂得保护地球的重要性，并会自由表达如何保护地球。二、教学重点：1. 能听懂、会说、会读protect, Earth, save, useful, waste, reuse, energy, most, come from, coal, wood, cut down, too many, plastic, too much.2. 能听懂、会读、会运用句型结构：We useto/ We should/ We shouldnt三、教学难点：1. 能听懂、会说、会读protect, coal, oil, plastic。2. 能正确地理解并流利朗读课文，在教师的引导和帮助下尝试复述部分课文内容。3. 会用所学词句自由表达如何保护地球。四、教学过程： 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. 分段学习：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. 分段学习：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. 分段学习：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 ?与当今“教师”一称最接近的“老师”概念，最早也要追溯至宋元时期。金代元好问示侄孙伯安诗云：“伯安入小学，颖悟非凡貌，属句有夙性，说字惊老师。”于是看，宋元时期小学教师被称为“老师”有案可稽。清代称主考官也为“老师”，而一般学堂里的先生则称为“教师”或“教习”。可见，“教师”一说是比较晚的事了。如今体会，“教师”的含义比之“老师”一说，具有资历和学识程度上较低一些的差别。辛亥革命后，教师与其他官员一样依法令任命，故又称“教师”为“教员”。We should not cut down too many trees . Teach : cut down (3)Listen and repeat .(4)Lets talk !5.分段学习：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. 单靠“死”记还不行,还得“活”用,姑且称之为“先死后活”吧。让学生把一周看到或听到的新鲜事记下来,摒弃那些假话套话空话,写出自己的真情实感,篇幅可长可短,并要求运用积累的成语、名言警句等,定期检查点评,选择优秀篇目在班里朗读或展出。这样,即巩固了所学的材料,又锻炼了学生的写作能力,同时还培养了学生的观察能力、思维能力等等,达到“一石多鸟”的效果。Choose one way to read it .2. 语文课本中的文章都是精选的比较优秀的文章,还有不少名家名篇。如果有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对提高学生的水平会大有裨益。现在,不少语文教师在分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。结果教师费劲,学生头疼。分析完之后,学生收效甚微,没过几天便忘的一干二净。造成这种事倍功半的尴尬局面的关键就是对文章读的不熟。常言道“书读百遍,其义自见”,如果有目的、有计划地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便可以在读中自然领悟文章的思想内容和写作技巧,可以在读中自然加强语感,增强语言的感受力。久而久之,这种思想内容、写作技巧和语感就会自然渗透到学生的语言意识之中,就会在写作中自觉不自觉地加以运用、创造和发展。Lets retell .3. Make a speech . 教学反思要练说，得练看。看与说是统一的，看不准就难以说得好。练看，就是训练幼儿的观察能力，扩大幼儿的认知范围，让幼儿在观察事物、观察生活、观察自然的活动中，积累词汇、理解词义、发展语言。在运用观察法组织活动时，我着眼观察于观察对象的选择，着力于观察过程的指导，着重于幼儿观察能力和语言表达能力的提高。本课我先通过让学生观看“地球自述”的视频引出并教学相关词汇，为语篇学习扫清词汇障碍。通过让学生观看“地球破坏”的视频引出本单元话题：protect the earth