2019-2020年牛津英语上海版六年级下册6BModule2Unit6Seasonalchanges3课时教案附反思.doc

2019-2020年牛津英语上海版六年级下册6BModule2Unit6Seasonalchanges3课时教案附反思（一）知识和技能1 运用一些名词和with的介词短语表达服装。如white blouses with short sleeves, grey skirts , short white socks等. 2 运用介词短语表达时间。如：It will not be dark until half past six. / The days start before six oclock.3 使用一般现在时表达喜好。如：Not many students like playing football in the playground.（二）过程与方法1 本课中出现了表示月份上旬、下旬的表达，如：early October, late April 等，在课堂教学中帮助学生回顾一下十二个月份的读音、拼写，并对上述表达加以一定的操练。2 在本课中首次出现了用with的介词短语表达服装的用法，如： white shirts with short sleeves, white blouses with short sleeves等，教师提供多张不同服装的图片，供学生进行操练。3 在本课中还出现了一些表示时间的介词，如：before, after, until 等。以旧带新，帮助学生加以区分，并在句中正确地使用。4seedoing sth. 的动名词短语在本课中首次出现，在此后的几个单元中还将反复出现，建议教师多创设情景，让学生使用这一结构。5在本课中，出现了使用not many 和more 表达数量，帮助学生一起复习一下Module 1 Unit 2中出现的大量表示数量的词，如：a lot of, plenty of, a few, a little, much, several, a small amount of等，并鼓励学生根据表达需要进行综合运用。（三）情感、态度、价值观1了解服装与式样，如：summer uniforms, winter uniforms, white shirts/blouses with short/ long sleeves，a ribbon, a pair of trousers, a blazer, grey shorts/skirts, short white socks. 2 本课出现了不少使用一般现在时表示客观事实、兴趣等的句式，如: It gets dark early in the evening in winter. / More students like staying in the library because it is air-conditioned. 应作为本课的知识点重点教学。Period 1Language focus:1这是进行任务型听力、写作教学的大好机会。但在学生完成各项任务时，应创设台阶，给予学生适当的帮助。2教师通过展示一些图片(见课件)，要求学生说出这些服装的单词或短语（ribbon, tie, shirt, blouse, a shirt with short sleeves, a shirt with long sleeves, socks, stockings, blazer, jacket, a pair of shorts, a pair of trousers, skirt, uniform）。边复习，边引出新单词、短语，以旧带新，拓展学生的词汇量。3教师提问学生“Which months are in spring/ summer/ autumn/ winter?” 来复习一年中的12月份。4教师告诉学生：“ Miss Guo has written a notice to tell all new students that they must wear the summer uniforms in Rose Garden School. 教师布置任务，要求学生边听边完成这份表格。Summer UniformsWhen to wear them:_, _ October, late _, May, _ and July.Who must wear them:_ _ must wear them.Boys must wear :_ shirts with short _grey _short white _Girls must wear:white _ with short _grey _short _ socksPre-task preparation1 教师在学生完成作业的基础上，要求他们以小组为单位，核对答案。之后，请两个小组的代表与大家集体校对答案，并通过多媒体把答案呈现在屏幕上。2 播放录音。学生跟读、齐读、并进行语言点的讲解与操练。3 教师要求学生观察课本23页Kitty 和Eddie穿着冬季校服的图片，模仿夏季校服的通知，四人一组，写出学生冬季校服应穿的时间和服装名称，教师在教室中巡视，给需要帮助的学生一定的指导。4 教师在学生完成作业的基础上，要求他们以小组为单位，核对答案，更正错误信息。之后，请两个小组的代表与大家集体校对答案，并通过多媒体把答案呈现在屏幕上，集体朗读。5 教师要求学生打开活页资料的19页，模仿上述两个通知，两人一组写出自己学校夏季和冬季校服的通知，在学生完成后，选几篇优秀的作品，让学生在全班面前朗读，并把这些作品贴在班级英语角的展示牌上。 6Period 2以学生练习为主，提供一篇描述夏季和冬季特点的小短文和某学生冬夏两季不同的作息时间. SummerIn summer, the days are longer. The days start before six oclock.The nights are shorter.It gets dark late in the evening.It will not be dark until half past six.WinterThe days are shorter. It gets dark early in the evening. The nights are longer. The nights start after half past five.My timetableSummer6:30 a.m. get up 7:00 a.m.go to school 8:00a.m. the first lesson begins11: 30 a.m. have lunch 1:00 p.m. the fifth lesson begins 4:00 p.m. school is over 4:00-4:30 p.m.have sports5:00 p.m.get back home6:30 p.m. have dinner9:00 p.m. go to bed Winter 7:00 a.m. get up 7:30 a.m.go to school 8:30a.m. the first lesson begins12: 00 a.m. have lunch 1:00 p.m. the fifth lesson begins 4:00 p.m. school is over 4:30 p.m.get back home6:00 p.m. have dinner9:00 p.m. go to bed Period 3以学生练习为主，提供一个帮助学生操练seedoing sth. 和like doing sth. 的句型, 同时帮助学生进一步熟悉课文的内容.Dialogue 1： S1：What can you see in the _ in summer？ S2： I can see more _. S3: I can see _ _ in the _. Dialogue 2：S1: What do students like doing in summer? Why? S2: Students like _ in the _ because_. S1: What dont students like doing in summer? Why not? S2: Students dont like _ in the _ because _. NOTES: （单元教后记）1 本课中出现了表示月份上旬、下旬的表达，如：early October, late April 等，在课堂教学中帮助学生回顾一下十二个月份的读音、拼写，并对上述表达加以一定的操练。4 在本课中首次出现了用with的介词短语表达服装的用法，如： white shirts with short sleeves, white blouses with short sleeves等，教师提供多张不同服装的图片，供学生进行操练。5 在本课中还出现了一些表示时间的介词，如：before, after, until 等。以旧带新，帮助学生加以区分，并在句中正确地使用。4seedoing sth. 的动名词短语在本课中首次出现，在此后的几个单元中还将反复出现，建议教师多创设情景，5、 两人一组写出自己学校夏季和冬季校服的通知，在学生完成后，选几篇优秀的作品，让学生在全班面前朗读，并把这些作品贴在班级英语角的展示牌上。 这样可以激发学生写作文的兴趣。6、7、 附送：2019-2020年牛津英语上海版六年级下册6BModule2Unit8Windyweather4课时教案附反思（一）知识与技能1 学习when 引导的时间状语从句。如what can you see when there is a gentle breeze?由When 引导的句型已在6A ,6B 中都已反复出现过，但学生对复合句运用不够熟练，教师应组织学生对此句型在模仿的基础上加以操练和巩固运用。2 副词在句中作状语表方式如：The clouds in the sky moved quickly.3 May, should 情态动词的用法。May表示可能性，should表示应该做某事。在6B中都出现过，在本课中用来表达台风的预警措施。4 Lets fly a kite. Good idea 属于本单元的语言功能部分；Lets 表示建议，在6A,6B中都已出现过，在本单元做适当复习。5 复习动词一般进行时。（二）过程与方法1 用when引导的时间状语从句表示两个动作之间的时间关系。2 用副词作状语表示方式，如：They flew their kites happily in the gentle breeze.3 会用情态动词may 去推测事物的变化。用should 表示应该做某事。4 对Lets表示建议做适当复习。（三）情感、态度、价值观学生可以通过课文了解台风的危险，并熟悉台风的预警措施。Period 1Oral practiceText 1. Learn: air, lift, breathe, survive, alive2. Recording: follow -listen - repeat3. Recite the poem and act it out.4. Ask: How does a plane stay in the air How does a balloon rise in the air It rises on air.5. Learn: handkerchief, corners, object. Do an experiment. Sts listen and follow. Pass one handkerchief, four pieces of string and the toy object to each group of four students.6. Take the groups to an elevated area and allow them to throw their parachutes over the edge.7. Ask: What happens？ The parachute rides on air.Homework: Read and recite the words and phrases and text.Period 2Oral practiceText 1. Review the parachute experiment on page 8.2. Think and choose: follow -listen - repeat. Sts circle the correct answers, check.3. Ask: How does the balloon stay up And give sts time to circle the correct word before eliciting answers from the class. Ask: Where does air pollution e from And elicit responses. Write them on the board and check the answers.4. Learn: air pollution， factories, dust, construction sites.5. Recording: follow -listen -repeat. Practice the dialogue and act it out.6Students talk about air pollution in Garden City. Sts practice Ask and answer. Then act the dialogue out.7. Take out photocopiable page 8: make a poster for a display board about air pollution. Take out photocopiable page 9: fill the blanks again and cut the pictures up for use on their pollution poster. Distribute magazines to the groups so sts can cut out more pictures of things that make pollution and write about them on their poster.8. Ask representatives of each group to e forward to show their poster and read what they have written.9. Collect the posters and put them on the display board.Homework:WB page 5 GB page 5Read and recite.Period 3Oral practiceText1. Review: airport, power station, factories, construction sites, traffic, air pollution.2. Ask: Where do you live Ilive in / on3. Look at the map and explain the different zones of air quality as shown on the page.4. Label the map. Go over the answers together in class.5. Pairs talk about air pollution in Garden City, follow the dialogue in Point ask and answer.6. Pairs practice the dialogue and act it out.7. Distribute photocopiable pages 10, 11. Sts fill the blanks.8. Play a game: Sts who are seated ask, some students answer in front of the class.Homework: Read and recite.WB