上海版牛津英语6B教案 Module 1 The natural elements.docx
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上海版牛津英语6B教案 Module 1 The natural elements.docx
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上海版牛津英语6B教案Module1Thenaturalelements
Module1Thenaturalelements
Unit1Fire
TheFirstPeriod
Content:
P2
Languagefocus:
Usingthesimplepresenttensetoexpresspreferences
Usingadjectivestodescribeanobject
Asking‘How’questionstofindoutvariouskindsofspecificinformationaboutanobject
Materials:
slides,cassetteandacassetteplayer
Steps:
Procedure
Content
Method
Purpose
Pre-task
preparation
Review:
Howmanyseasonsare
thereinayear?
Whichseasonsdoyou
like?
Whichseasondoyoulike
best?
Askandanswer
回顾上学期内容
While-taskprocedure
Barbecue,chicken,wing,
fire,cook,rawmeat,cookedmeat
1.Drawabarbecue
settingontheboard.
2.T:
Thisisabarbecue.
Heiscookingsome
meat(chickenwings).
Thisisrawmeat.
Thisiscookedmeat.
3.Askandanswer
Whatisthis?
Whatishedoing?
e.g.
It’sabarbecue.
It’srawmeat.
It’scookedmeat.
Heishavingabarbecue.
Heiscookingsome
meat/somechickenwings.
4.Playtherecorder.
Lookandlearn.
5.Playitagain.
Studentslistentoitandrepeatit.
利用烧烤背景图来引出与复习单词。
Post-taskactivity
Lookandread
Lookandthink
Askandanswer
教后感:
通过这一课时的学习,主要让学生在会话中运用所学的知识点和词组,把理论和实际很好的结合起来,而且学生对这种情景教学也较感兴趣,对教学内容的掌握也较另人满意。
例如cookedmeat和rawmeat的掌握,cook的名词和动词词性等。
SecondPeriod
Content:
P3
Languagefocus:
Usingthesimplepasttensetotalkaboutactivities
Usingadverbialstoexpresstime
Usingthesimplepasttensetoexpresspastconditions
Materials:
pictures,cassetteandacassetteplayer
Steps:
Procedure
Content
Method
Purpose
Pre-taskpreparation
Reviewwords
1.Readthemtogether
2.Spellthem
3.Review:
Howdoesittaste?
Howdotheytaste?
While-taskprocedure
Words:
Cave,heat,light,berries
1.Introduce:
T:
Millionsofyearsago,
peoplelivedincaves.
Writedown:
cave
(1)Readit.
(2)Spellit.
2.Introduce:
heat,light
T:
Firegivespeopleheatand
light.
3.Introduce:
berry,berries
T:
(Usingthepictures)
Theseareberries.
4.Playtherecorder;
Readastory.
5.Askandanswer.
Whoarethey?
Wheredidtheylive?
Whatdidtheyhave?
Whatdidtheyeat?
Didtheycooktheirfood?
Whatdidthefathergivetheboy?
Whatdidtheyboydo?
Whathappened?
Post-task
activity
Readastory
1.Playtherecorder.
Studentsreaditafterthe
recording.
2.Playitagain.
Studentslistenitandrepeatit.
3.Retellthestory.
如有时间,可让能力较强的学生复述故事内容。
教后感:
本课的知识点相对集中在新单词、词组和动词过去式的学习上,通过反复的操练和会话学生基本能较好的掌握这些知识点。
在此基础上让学生读懂课文,更深一层次的了解课文内容,再通过复述课文提升他们的英语学习能力和口头表达能力。
ThirdPeriod
Content:
P4
Languagefocus:
Usingadjectivestomakecomparisons
Asking‘Wh’questionstofindoutinformationaboutsomething
Materials:
slides,cassetteandacassetteplayer
Steps:
Procedure
Content
Method
Purpose
Pre-taskpreparation
Answertrue/false
1.Studentscomplete“Answer
true/false”.
2.Checkouttheanswers.
While-taskprocedure
Words:
Wood,charcoal,
gas,electricity
Phrasesandsentences
Ilike____betterthan
______.
1.Introduce:
wood,charcoal,gas,
electricitybydrawingthe
picturesontheboard.
2.Say:
(1)Iliketocookwith______.
(2)Ilike______becauseit’squicker/cheaper/thefood
tastesnicer.
3.Askandanswer”
Whatdoyouliketocookwith?
Iliketocookwith______.
Whydoyouliketocookwithgas?
It’squicker
.4.Introduce:
(1)Ilike____betterthan____.
(2)Practiceit.
“charcoal”、
“electricity”两个单词的拼写较难,可分音节教学生拼写。
Post-taskactivity
Thinkandread
Asurvey
1.Playtherecorder.
2.Askandanswer.
e.g.WhatdoesBenliketo
cookwith?
Why?
3.Doasurvey.
4.Invitesomestudentsto
reporttheirfindingstotheclass.
e.g.XXXlikestocookwithcharcoal.
She/Helikescharcoalbetterthangas.
Thefoodtastesnicer.
让学生进行调研,一方面可以提高学生学习积极性,另一方面也有利于巩固所学句型。
教后感:
本课的重点句型为like…betterthan,“charcoal”、“electricity”两个单词的拼写较难,可分音节教学生拼写。
在掌握基本句型和单词的基础上,让学生进行调研,一方面可以提高学生学习积极性,另一方面也有利于巩固所学句型。
TheFourthPeriod
Content:
P5
Usingthesimplepasttensetotalkaboutpastactivities
Usingadverbialstoexpresstime
Asking‘How’questionstofindoutvariouskindsofinformation
Usingmodalstoexpresspossibility
Materials:
slides,cassetteandacassetteplayer
Steps:
Procedure
Content
Method
Purpose
Pre-taskpreparation
Iliketocookwith____.
It’squicker.
Ilike______better
than______.
TS1S2
e.g.T:
Whatdoyouliketo
cookwith?
S1:
Iliketocookwith
electricity.
T:
Why?
S2:
It’scleaner.
While-taskprocedure
Wordsandphrases
firewarning,low,high,
extreme,firedanger,
cigarette,camp-fire,
drop,helicopter
1.T:
Thisisafirewarning.Thefiredangerislow/
high/extreme.
Writedown:
low,high,extreme
2.Askandanswer:
T:
Whatisthefiredanger?
S:
Thefiredangerislow.
3.Introduce:
cigarette,drop,fire
danger,camp-fire
4._____canstartafire.
强调extreme,cigarette,
camp-fire,
helicopter的
朗读与拼写。
Post-taskactivity
Lookandread
(Thetelevisionnews)
Role-play
1.Playtherecorder.
2.Studentslistenitand
repeatit.
3.Askandanswer
Wherewasthefire?
Howwasthefiredanger?
Howlongdidthefiremenfightthefirefor?
1.Askstudentstogetinto
pairs.
2.Prepareforthedialogue.
3.Asksomepairsto
role-playinthefrontoftheclass.
让学生进行角色表演,能增强课堂气氛,同时也可以锻炼学生的口语表达能力与表演能力。
教后感:
强调extreme,cigarette,camp-fire,helicopter的朗读与拼写,以及特殊疑问句式的运用。
让学生进行角色表演,能增强课堂气氛,同时也可以锻炼学生的口语表达能力与表演能力。
TheFifthPeriod
Content:
P6-7
Languagefocus:
Using‘goingto’todescribeeventsthatwilloccurquitesoon
Usingmodalstoexpressobligations
Usingimperativestogiveinstructions
Usingimperativestoexpressprohibitions
Usingsimplepasttensetotalkaboutpastactivities
Asking‘Wh-‘questionstofindoutinformation
Materials:
Slides,cassetteandacassetteplayer
Steps:
Procedure
Content
Method
Purpose
Pre-taskpreparation
Wordsandphrases
1.Readandspellthem
2.Haveadictation
While-taskprocedure
1.Signs
2.Firerulesin
school
Don’t____.
Youmustnot___.
(Youmust____.)
1.Drawtheeightsigns
ontheblackboard
2.Introducethem
Don’tsmoke!
Nocamp-fires!
Nobarbecues!
Putyourrubbishinthebin.
Don’tcookwithoutanadult!
Don’tplaywithmatches!
Don’tplaynearafire!
1.Readthem.
2.e.g.Don’tshout.
Youmustnotshout.
3.Studentsdothesentenceson
page7.
4.Checktheiranswers.
5.Makesentencesby
themselves.
句型“Don’t…”
、“Youmust
/mustnot…”很重要,可以通过幻灯图片让学生说出相应的句子,从而起到操练巩固的作用。
Post-taskactivity
1.Lookandread
2.Lookandsay
3.Look,readand
think
4.TommyTarget
1.Playtherecorder.
2.Readafterit,thenrepeatit.
3.Readandthink.
4.Readaftertherecorder.
教后感:
本课重点是句型“Don’t…”、Nodoing/n.“Youmust/mustnot…”的转换,先让学生掌握三种句型的要点,以及转换时的注意点,再通过幻灯图片让学生说出相应的句子,从而起到操练巩固的作用。
Unit2Air
TheFirstPeriod
Content:
P8
Languagefocus:
Usingimperativestogiveinstructions
Asking‘Wh-’questionstofindoutvariouskindsofspecificinformationabout
anobject
Materials:
Onehandkerchief,fourpiecesofstrings,athetoyobject,slides,cassetteandacassetteplayer
Steps:
Procedure
Content
Method
Purpose
Pre-taskpreparation
Review
1.Reviewthesigns
2.Haveadictation
While-taskprocedure
1.Readapoem.
2.Makeaparachute
1.Introduce:
air,lift,
breathe,survive,alive
2.Playtherecorder.
Studentsfollowintheir
books.
3.Playitagain.
Studentslistenitand
repeatit.
4.Askandanswer.
Howdoesaplanestay
intheair?
Howdoesaballoonrise
intheair?
Itridesonair.
1.Introducewords:
handkerchief,corners,
object
2.Readthesections.
Studentslistenand
followintheirbooks.
3.Sentences:
Whathappens?
4.Makeaparachuteand
answer“Whathappens?
”
Theparachuteridesonair.
给学生一些时间,两人一组练习朗诵、背诵诗歌,给基础较差的学生给予帮助。
Post-taskactivity
1.Readapoem.
2.Doanexperiment.
1.Readitaftertherecorder.
2.Workingroupstodoan
experiment.
教师可巡视与指导各组制作。
教后感:
听录音,熟练朗读诗歌,给学生一些时间,两人一组练习朗诵、背诵诗歌,给基础较差的学生给予帮助。
各组进行比赛,增强学生的竞争意识,也达到了教学目标。
在降落伞的制作前,先进行讲解和演示,然后让学生自己动手,同时巡视与指导各组制作。
完成之后让学生复述制作过程,通过口头操练达到教学目的。
TheSecondPeriod
Content:
P9
Languagefocus:
Usingadverbstoexpressmanner
Asking‘Wh-‘questionstofindoutinformationaboutsomeone
Usingthepresentcontinuoustensetodescribeanactiontakingplaceatthetime
ofspeaking
Usingnounstoidentifycondition
Usingimperativestogiveinstructions
Materials:
slides,cassetteandacassetteplayer
Steps:
Procedure
Content
Method
Purpose
Pre-taskpreparation
Readapoem.
1.Readapoemtogether
2.Reviewhowtomakea
parachute.
While-taskprocedure
1.Thinkand
choose
2.Lookandread
1.Introduce:
quickly-slowly
open-closed
gently-heavily
air-water
2.Checkthecorrectanswers.
3.Thinkaboutthepicture.
T:
Howdoestheballoon
stayup?
S:
Thehotairmakesthe
balloonstayup.
1.Playtherecorder‘Lookandread’Studentsfollowintheirbooks.
2.Introducenewwordsandphrases:
matter,hurt,construction
site,dust,burn,air
pollution
Post-taskactivity
Lookandread
1.Playtherecorderagain.
Studentsfollowitandreadit.
2.Askandanswer.
T:
Wheredoesairpollute
comefrom?
S:
Itcomesfromdustfrom
constructionsites.
3.Invitesomepairstocome
forwardandactoutthe
dialogueinfrontoftheclass.
让两人一组练习对话。
对于基础差的学生适当给予帮助。
教后感:
学习几组反义词,句型What’sthematterwithyou的学习,单词construction,pollution的拼写比较重要。
让两人一组练习对话。
对于基础差的学生适当给予帮助。
提高他们英语学习的自信心和兴趣。
TheThirdPeriod
Content:
P10
Languagefocus:
Asking‘Wh-‘questionstofindoutplaces
Usingadjectivestodescribeanobject
Usingth
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