六年级英语教案下.doc

Module One The natural elementsUnit One FireThe first periodTeaching aims:I.Knowledge and skill:1. Using the simple present tense to express preferences.eg:I dont like raw meat.2. Using adjectives to describe an object.eg:Many people dont like raw meat.3. Asking “How” questions to find out various kinds of specific information about an object.eg:How does it taste?II.Process and methods:Maintain an interaction by replying to questions.III.Emotion and value:Train the ability to use the fire safely.Main points: Using the simple present tense to express preferences.eg:I dont like raw meat.Difficult points: Asking “How” questions to find out various kinds of specific information about an object.eg:How does it taste?Teaching aids:CAI,a recorder,a cassette.Teaching procedures:Pre-task preparation:Language learning activity1. Introduce/review:barbecue,chicken wing,fire,raw meat,cooked meat,cook(v.).Draw a barbecue setting on the board,with someone cooking a chicken wing.Next to him is a plate of uncooked chicken wings.Say:This is a barbecue.He is cooking some meat/some chicken wings.This is raw meat.This is cooked meat.Have the students repeat.Ask:What is this?What is he doing?to elicit:Its a barbecue./Its raw meat./Its cooked meat./He is having a barbecue./Its raw meat./Its cooked meat./He is having a barbecue./He is cooking some meat/some chicken wings.2. Play the recording:Look and learn.Students follow in their books.3. Play the recording again.Students listen and repeat.4. Ask:Do you like raw meat?to elicit:No,I dont like raw meat.Say:Many people dont like raw meat.5. Give the students some time to read the section Look and read.6. Play the recording:Look and read.Students listen and follow in their books. 7. Play the recording again.Students listen and repeat.8. Get the students to practice reading the dialogue in pairs.9. Ask some pairs to come forward to practice the dialogue.10. Ask the students questions to check for comprehension,such as:What are they doing?/How does it smell/taste?/Is the meat cooked?/Does Kitty like raw meat?and elicit the answer.Ask:Does Ben know who cooked food first?to elicit:No,he doesnt.11. Have the students look at Look and think and read the book title together.Ask:Do you know who cooked food first?to elicit:The first people on Earth cooked food first.ConsolidationExercise ：1.Fill in the blanks using the proper words( do,dont,does,doesnt).a. He _ like raw meat.b. I _ like cooking.c. Many people _ like chicken wing.d. How _ it taste?2.Match the words and the pictures.fire raw meat cooked meat cook Writing on the board:Module One The natural elementsUnit One FireThe first period fire cooked meat cook raw meatI dont like raw meat.How does it taste?It isnt nice.Module One The natural elementsUnit One FireThe second periodTeaching aims:I.Knowledge and skill:1. Using the simple simple past tense to talk about past activities.eg:He ate them.2. Using adjectives to express time.eg:Millions of years ago,people lived in caves.3. Using the simple simple past tense to express past conditions.eg: Millions of years ago,people lived in caves.II.Process and methods:Develop written texts by reconstructing information and ideas from print and other media.III.Emotion and value:Train the ability to use the fire safely.Main points: Using the simple simple past tense to talk about past activities.eg:He ate them.Difficult points: Using the simple simple past tense to talk about past activities.eg:He ate them.Teaching aids:CAI,a recorder,a cassette.Teaching procedures:Pre-task preparation:1. Introduce/review:cave,heat,light,berries,fire using the Wallpicture.Point to the items on the Wallpicture and read the words aloud.2. Using the Wallpicture,read and elaborate on the story to the students while pointing to the pictures in each frame.Ask:Who are they?Where did they live?When did they live?What did they have?What did they eat?Did they cook their food?What did the father give the boy?What did the boy do?What happened?etc.Elicit the answers.3. Play the recording:Read the story.Students read and follow in their books.4. Play the recording again.Students listen and repeat.5. Ask the students to tell you about the storyStone Age People and elicit statements from the class.Invite students to come forward to make use of the Wallpicture.While-task procedure1. Distribute a copy of Photocopiable pages 1 and 2 to each student.The students are required to work in pairs.Tell them they are going to write a book report based on the story Stone Age People.Tell the students to re-read page 3 of the Students Book,and then complete the book report by filling in the blanks.2. Have one or two students read their book reports aloud in class.3. Collect the book reports for marking.Post-task activityWorkbook page 1ConsolidationExercise：Write down the past tense.1.is _ 2.am _ 3.are _4.do _ 5.live _ 6.have _7.give _ 8.eat _ 9.throw _10.cook _ 11.take _ 12.taste _Writing on the board:Module One The natural elementsUnit One FireThe second period1.is-was 2.am-was 3.are-were4.do-did 5.live-lived 6.have-had7.give-gave 8.eat-ate 9.throw-threw10.cook-cooked 11.take-took 12.taste-tasted教学反思：Module One The natural elementsUnit One FireThe third periodTeaching aims:I.Knowledge and skill:1. Using adjectives to make comparisons.eg:The food tastes nicer.2. Asking “Wh-” questions to find out information about something.eg:What do your friends like to cook with?II.Process and methods:Gather and share information,ideas and language by using strategies,such as brainstorming,listing,questioning and interviewing.III.Emotion and value:Train the ability to use the fire safely.Main points: Using adjectives to make comparisons.eg:The food tastes nicer.Difficult points: Asking “Wh-” questions to find out information about something.eg:What do your friends like to cook with?Teaching aids:CAI,a recorder,a cassette.Teaching procedures:Pre-task preparation:1. Students complete Answer true/false individually.Invite students to read aloud the true statements.Encourage the more able students to correct the false statements and read them aloud.2. Introduce/review:wood,charcoal,gas,electricity by drawing the pictures on the board.Say:I like to cook with _.I like _because its quicker/cheaper/the food tastes nicer.What do you like to cook with?to elicit:I like to cook with _.Ask:Why do you like to cook with _?and elicit answers.3. Play the recording:Think and read.Students read and follow in their books.4. Play the recording again.Students listen and repeat.5. Ask :What does Ben like to cook with?Why?/What does Gramma Wang like to cook with?Why?/What does Kitty like to cook with?Why?and elicit the answers.Ask:Which does Ben like better?Why?to elicit:Ben likes charcoal better than gas.The food tastes better.While-task procedure1. Look at A survey at the bottom of page 4.Read the items together.Distribute a copy of Photocopiable page 3 to each student.Tell them they are going to do a survey.Tell them to go around the room asking five friends the questions at the top of the survey sheet.Remind the students to answer in complete sentences.2. Invite some students to report their findings to the class,eg:Jenny likes to cook with charcoal.She likes charcoal better than gas.The food tastes nicer.3. Distribute Photocopiable pages 4 to each student.Tell them they are going to write a report about their friends.Students can revisit their friends whom they talked to for the survey if they need more information.4. Invite some students to read their findings to the class.5. Collect the reports and bind them into a class book to keep in the library. Post-task activityWorkbook page 2.ConsolidationExercise：Write the comparatives.1.good _ 2.nice _ 3.cheap _ 4.dear _ 5.quick _ 6.clean _7.big _ 8.small _ 9.long _Writing on the board:Module One The natural elementsUnit One FireThe third periodbettergood nicernicecleanerclean quickerquickwith 的用法：1. 用 eg:cook with gas 2. 和 eg:play with Ben教学反思：Module One The natural elementsUnit One FireThe fourth periodTeaching aims:I.Knowledge and skill:1. Using the simple past tense to talk about past activities.eg:Helicopters dropped water on the fire.2. Using adverbials to express time.eg:Firemen fought the fire for 10 hours.3. Asking “How” questions to find out various kinds of information.eg:How did the fire start?4. Using modals to express possibility.eg:Many things can start a fire.II.Process and methods:Use visual clues,context and knowledge of the world to work out the meaning of an unknown word and a complete expression.III.Emotion and value:Train the ability to use the fire safely.Main points: Using the simple past tense to talk about past activities.eg:Helicopters dropped water on the fire.Difficult points: Using the simple past tense to talk about past activities.eg:Helicopters dropped water on the fire.Teaching aids:CAI,a recorder,a cassette.Teaching procedures:Pre-task preparation:1. Introduce:fire warning,low,high,extreme by drawing the fire warning gauge on the board.Say:This is a fire warning.The fire danger is low/high/extreme.Have the students repeat.Move the pointer and ask:What is the fire warning now?to elicit:The fire danger is low/high/extreme.2. Introduce/review:cigarettes,camp-fires,barbecues,helicopters by showing pictures of these items or drawing them on the board,saying the words,and having the class repeat.Say:Many things can start a fire.Cigarettes,camp-fires and barbecues can all start a fire in the countryside.Ask:What can start a fire?to elicit:_ can start a fire.3. Play the recording:Look and read.Students read and follow in their books.4. Play the recording again.Students listen and repeat.5. Ask the students to get into pairs.One student will take on the role of the TV announcer and the reporter,and the other student will be the fireman.Ask some pairs to role-play in front of the class.6. Ask questions to check for comprehension,such as:Where was the fire?What was the fire danger?How long did the firemen fight the fire for?How did the fire start?While-task procedure1. Distribute Photocopiable pages 5 to each student.2. Give students time to complete the description of the newspaper cutting about the fire in North Country Park.3. Ask some of the students to read their description to the class.Ask the students questions to check for comprehension.Post-task activityWorkbook page 3.ConsolidationExercise：Write the past tense.1.am/is _ 2.read _ 3.eat _ 4.give _ 5.take _ 6.fight _7.have _ 8.throw _ 9.cook _ 10.live _11.like _ 12.taste _13.drop _Writing on the board:Module One The natural elementsUnit One FireThe fourth periodFire warning:low,high,extreme.How did the fire start?Cigarettes,camp-fires and barbecues can all start a fire in the countryside.教学反思：Module One The natural elementsUnit Two AirThe first periodTeaching aims:I.Knowledge and skill:1.Using imperatives to give instructions. eg:Tie a small object to the strings.2.Asking “Wh-” questions to find out various kinds of specific information about an object.eg:What happens?II.Process and methods:Recognize differences in the use of intonation between questions and statements.III.Emotion and value:We must protect the air purely.Main points and difficult points Asking “Wh-” questions to find out various kinds of specific information about an object.eg:What happens?Teaching aids:CAI,a recorder,a cassette.Teaching procedures:Pre-task preparation:1. Introduce:air,lift,breathe,survive,alive by using the Wallpicture.2. Play the recording:Read a poem.Students follow in their books.3. Play the recording again.Students listen and repeat.4. Give students time to practice reciting the poem in pairs.Give assistance to the less able students.5. Invite a couple of students to read/recite the poem to the class.6. Ask:How does a plane stay in the air?/How does a balloon rise in the air?to elicit:It rides on air.While-task procedure1. Introduce:handkerchief,corners,object using realia.2. Give the students some time to read the section:Do an experiment silently.3. Read the section:Do an experiment.Students listen and follow in their books.4. Read the section again.Students listen and repeat.5. Pass one handkerchief,four pieces of string,and the toy object to each group of four students.Have each student tie a string to one corner of the handkerchief.Show them how to tie the object with the strings.6. Take the groups to an elevated area and allow them to throw their parachutes over the edge.7. Ask the students:What happens?to elicit:The parachute rides on air.Consolidation:Exercise:Order the sentences.( ) Tie strings to the corners.( ) Put the four strings together.( ) Go to the first floor with an adult.Drop the parachute.( ) What happens?( ) Take a square handkerchief.( ) Tie a small object to the strings.Writing on the board:Module One The natural elementsUnit Two AirThe first periodbreathe 呼吸survive 生存handkerchief 手帕corner 角object 物体What happens? 发生了什么？教学反思：Module One The natural elementsUnit Two AirThe second periodTeaching aims:I.Knowledge and skill:1. Using adverbs to express manner.eg:The parachute falls down slowly.2. Asking “Wh-” questions to find out information about someone.3. Using the present continuous tense to describe an action taking place at the time of speaking.eg:The workers are burning rubbish there.II.Process and methods:Using the action to grasp the adverbs.III.Emotion and value: We must protect the air purely.Main points: Using adverbs to express manner.eg:The parachute falls down slowly.Difficult points: Asking “Wh-” questions to find out information about someone.rder,a cassette.Teaching proceduresPre-task preparation:1. Introduce the term:air pollution.2. Review the experiment on page 8 with the students.Ask what they did and what happened to the parachute.While-task procedure1. Read the section:Think and choose.Students listen and follow in their books.2. Read the section again.Students listen and repeat.3. Ask the students to circle the correct answers.Ask some students to read their answers.Ask the class if the answer given are correct of not.4. Ask:How does the balloon stay up?and give students time to circle the correct word before eliciting answers from the class.5. Play the recording:Look and read.Students listen and follow in their books.6. Play the recording again.Students listen and repeat.7. Ask the students to practisethe dialogue in pairs.Give assistance to the less able students.8. Invite some pairs to come forward and act out the dialogue in front of the class.9. Ask:What is air pollution?and elicit answers from the class.Post-task activityWorkbook page 5ConsolidationExercise:Use the proper words to fill in the blanks.(balloon,ground,parachute,quickly,slowly,heavily,gently)1. Mr Li and Ben are in a _ .It rises in the air.It uses hot air.2. A _ is falling down _ .The man is going to hit the ground _ .3. Danny is falling down _ and is going to hit the _ .Writing on the board:Module One The natural elementsUnit Two AirThe second periodA:Whats the matter?B:My eyes hurt.教学反思：Module One The natural elementsUnit Two AirThe third periodTeaching aims:I.Knowledge and skill:1. Asking “Wh-” questions to find out places.eg:Where does air pollution come from?2. Using adjectives to describe an object.eg:The air in Garden City is very dirty.3. Using the simple present tense to talk about present states.eg:It comes from smoke from traffic.II.Process and methods:Gather and share information,ideas and language by using strategies,such as brainstorming,listing,questioning and interviewing.III.Emotion and value: We must protect the air purely.Main points and difficult points:Asking “Wh-” questions to find out places.eg:Where does air pollution come from? Teaching aids:CAI,a recorder,a cassette.Teaching procedures:Pre-task preparation:1. Introduce:factories,dust,construction sites.2. Ask:Where does air pollution come from?and elicit responses.Write them on the board.Ask the class if they think the answers given are correct or not.3. Play the recording:Look and think.Students read and follow in their books.4. Play the recording again.Students listen and repeat.While-task procedure1. Ask the students to get into pairs to talk about air pollution in Garden City.Tell them to follow the dialogue in Ask and answer.2. Ask some students to come forward to say their dialogue in front of the class.3. Divide the class into small groups.Distribute a copy of Photocopiable page 8 to each student.Tell them they are going to make a poster for a display board about air pollution.First they must discuss air po