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1、Unit6 Keep our city clean (Period 1 Story time) 教學(xué)目標(biāo): 一、知識(shí)目標(biāo): 1. 能理解、掌握對(duì)話內(nèi)容,能用正確的語(yǔ)音語(yǔ)調(diào)朗讀對(duì)話,并初步表演對(duì)話。 2. 能正確運(yùn)用日常交際用語(yǔ):What makes our city dirty? ? …make(s)… What can we do to keep our city clean?? We can … 3. 能聽(tīng)懂、會(huì)說(shuō)、會(huì)讀單詞及詞組:keep, make, clean, dirty, rubbish, dead, move

2、…away from…, put…in…, plant more trees 二、能力目標(biāo): 1. 能正確、流利地朗讀課文,整體理解語(yǔ)篇。 2. 能靈活運(yùn)用所學(xué)詞匯和句型談?wù)摮鞘械沫h(huán)境問(wèn)題。 3. 情感目標(biāo):能理解并認(rèn)識(shí)保護(hù)環(huán)境的重要性以及該采取的措施。 三、重點(diǎn)難點(diǎn) 重點(diǎn):能理解課文內(nèi)容,能正確運(yùn)用句型:What makes our city dirty? …make(s)…? What can we do to keep our city clean?? We can … 進(jìn)行問(wèn)答。 難 點(diǎn): 能靈活運(yùn)用所學(xué)詞匯和句型談?wù)摮鞘械沫h(huán)境問(wèn)題。 四、教學(xué)過(guò)程 活動(dòng)1【導(dǎo)入

3、】一：Pre－task　Preparation 1.Greetings. T greets with the Ss as usual: Good morning, boys and girls. 2.Have a talk. T talks about the environment in Liyang with Ss. Q:What do you think of the environment in Liyang? Ss talk about it. T: Yes. Liyang becomes more and more be

4、autiful. It is also cleaner and cleaner.I always talk about our city with my friends.Today Miss Li and her students are also talking about their city. Let’s have a look. OK? 活動(dòng)2【講授】二：While－task　Procedures Pre-reading: 1. Watch and find Let the Ss watch the video of U6 and try to find

5、out “What questions are they talking about?” ①I(mǎi)s our city clean? ②What makes our city dirty? ③What can we do to make our city clean? (引導(dǎo)學(xué)生觀看課文視頻,初步感知文本結(jié)構(gòu)。) 2. Listen and tick ? Guide the students to find “What is dirty?” Let the Ss listen to the dialogues on page58. ①→ the air ②→ the stress

6、 ③→the river (請(qǐng)學(xué)生仔細(xì)聽(tīng)課文對(duì)話并試著勾出城市臟亂的地方。) While-reading: 1. Read and say ①Let the Ss read the dialogues on page 58 and try to talk in details. What makes the air/streets/river dirty? ( hair/chair→air )( Air is something everybody needs. We can’t see it. We can’t catch it. But we really need it

7、.) (用學(xué)生已知的hair/chair引出air的發(fā)音,再用簡(jiǎn)短易懂的語(yǔ)句向?qū)W生解釋air的含義。) Teach：messy,dead ②Guide the Ss to express the cause of the mess city using the sentence pattern “??????? ?makes ????????????dirty.” (通過(guò)前面的環(huán)節(jié),學(xué)生對(duì)于城市變臟的地方已經(jīng)有了初步的印象,在細(xì)讀課文的過(guò)程中,找出使得變臟的原因，到輸出環(huán)節(jié),讓學(xué)生運(yùn)用新句型來(lái)不斷鞏固練習(xí),水到渠成。) 2. Underline and discuss ①Let t

8、he Ss read the dialogues on page59 with the question”What can we do to keep our city clean?” with the deskmates. (引導(dǎo)學(xué)生帶著問(wèn)題閱讀，找出保護(hù)環(huán)境的措施。) ∟take the bus and the metro to school ? walk to school ? move some factories away from our city ? put rubbish in the bin ? plant more trees (同桌組合自讀書(shū)本59頁(yè)的對(duì)話

9、,讓學(xué)生在合作中劃出書(shū)中人物對(duì)于保護(hù)城市環(huán)境的建議，并討論其他的建議。) ②Let the Ss think about the other ideas and know more ideas. Think and judge (拓展一些保護(hù)環(huán)境的措施，豐富學(xué)生的語(yǔ)言。） Post-reading: 1. Listen and repeat Invite the Ss to read the text sentence by sentence. 2. Read together 3. Read in roles Invite the Ss to read in r

10、oles. (運(yùn)用各種朗讀方式,再次鞏固課文。) 活動(dòng)3【活動(dòng)】三．Post－task　Activities　 1. Ask and answer Let the Ss make a dialogue with story time on P60. (運(yùn)用所學(xué)，讓學(xué)生能自如表達(dá)。） 2. Do an interview 某報(bào)社記者來(lái)校采訪學(xué)生關(guān)于城市環(huán)境的相關(guān)問(wèn)題，根據(jù)課文內(nèi)容創(chuàng)編一段采訪內(nèi)容。（6人合作）可參考如下： Reporter(記者）: Good morning,everyone! I want to ask you some questions about

11、 our city.OK? Ss:OK! R:Is our city clean? Ss:....... R:What makes our city dirty? Ss:......makes...... R:What can we do to keep our city clean? Ss:We can...... R:Your ideas are great. To keep our city clean, let's do it together.OK? Ss:OK! (引導(dǎo)學(xué)生運(yùn)用所學(xué)，自如談?wù)摮鞘协h(huán)境問(wèn)題以及可行措施。達(dá)到對(duì)文本的自然輸出，讓學(xué)生有保護(hù)環(huán)境的意識(shí)。

12、) 3. Module education: Better city, better life! We should start from now. Start from me! (情感教育。城市使生活更美好!從現(xiàn)在做起,從我做起!) 活動(dòng)4【作業(yè)】四．Assignment 1. Talk about our city with story time. ?2. Design a poster. (語(yǔ)用輸出,鍛煉學(xué)生的口語(yǔ)表達(dá)能力。) 六上 Unit6 Keep our city clean 教學(xué)反思 本課時(shí)圍繞“城市環(huán)境衛(wèi)生及其保護(hù)措施”這一

13、話題展開(kāi)教學(xué)活動(dòng)。Story time用三個(gè)問(wèn)題(“Is our city clean ?”、”What makes our city dirty?”、”What can we do to keep our city dirty?”)搭建文本框架，讓文本脈絡(luò)清晰明了。讓學(xué)生學(xué)會(huì)用句型......makes......討論環(huán)境衛(wèi)生問(wèn)題，用句型We can......提出保護(hù)環(huán)境的措施。這兩種句型基于學(xué)生早前掌握的一般現(xiàn)在時(shí)的知識(shí)和can的相關(guān)句型，所以理解起來(lái)并沒(méi)有問(wèn)題。文本的話題與學(xué)生的生活息息相關(guān)，重點(diǎn)引導(dǎo)學(xué)生發(fā)現(xiàn)城市環(huán)境衛(wèi)生方面的問(wèn)題，并思考解決問(wèn)題的方法，從而使他們?cè)鰪?qiáng)環(huán)保意識(shí)，激發(fā)他們

14、熱愛(ài)家鄉(xiāng)，珍惜、保護(hù)環(huán)境的情感。 在教學(xué)過(guò)程中，我采用了根據(jù)文本內(nèi)容先激發(fā)學(xué)生發(fā)現(xiàn)問(wèn)題，再解決問(wèn)題的思維順序，一步步梳理文本，鼓勵(lì)學(xué)生用重點(diǎn)句型What makes......進(jìn)行自主發(fā)問(wèn)，激發(fā)學(xué)生的語(yǔ)言表達(dá)能力；在學(xué)習(xí)環(huán)境保護(hù)措施的環(huán)節(jié)，能引導(dǎo)學(xué)生思索課文以外的保護(hù)措施，但這一環(huán)節(jié)教學(xué)中，在比如“We can move some factories away from our city .”這一措施時(shí)，沒(méi)能及時(shí)的反問(wèn)學(xué)生這一措施的緣由，可以引導(dǎo)學(xué)生表達(dá)如“reduce the air pollution”這樣的思考，錯(cuò)失了激發(fā)學(xué)生思維能力培養(yǎng)的機(jī)會(huì)。朗讀指導(dǎo)方面做得比較到位，

15、比如對(duì)于連讀，一般疑問(wèn)句聲調(diào)的指導(dǎo)，對(duì)于學(xué)生操練過(guò)程中錯(cuò)誤單詞的及時(shí)指導(dǎo)。我一直認(rèn)為讀是英語(yǔ)學(xué)習(xí)的基礎(chǔ)，如果連讀都不能過(guò)關(guān)，英語(yǔ)學(xué)習(xí)勢(shì)必不會(huì)更上一層樓。平時(shí)，我也是從單詞朗讀開(kāi)始，對(duì)學(xué)生的發(fā)音進(jìn)行反復(fù)糾正，直到盡可能的標(biāo)準(zhǔn)。另外，單詞的發(fā)音準(zhǔn)確，對(duì)于學(xué)習(xí)語(yǔ)音知識(shí)會(huì)起到相輔相成的作用。在各種朗讀操練過(guò)后的情景創(chuàng)設(shè)環(huán)節(jié)，我設(shè)計(jì)的是一個(gè)采訪模式的對(duì)話，由一名記者對(duì)學(xué)生進(jìn)行環(huán)境衛(wèi)生方面的調(diào)查采訪，把所學(xué)進(jìn)行活用的環(huán)節(jié)。但欠缺考慮的是，我給予學(xué)生的文本模式比較模糊，忽略了采訪形式其實(shí)是有它特有的形式，導(dǎo)致學(xué)生呈現(xiàn)出來(lái)的模式五花八門(mén)，有一組學(xué)生真正做到了采訪該有的樣子，是他們自己摸索出來(lái)的。對(duì)于這點(diǎn)我還挺慚愧的，在教學(xué)前沒(méi)能做到細(xì)致的考慮。過(guò)后想想，可以給孩子們呈現(xiàn)一段正式采訪的視頻以作模板，讓教學(xué)真正做到學(xué)以致用。 通過(guò)這次公開(kāi)課實(shí)踐，相信對(duì)我的教學(xué)能力、教學(xué)方法又是一次很好的提升，在教學(xué)中我們還是要盡可能多的思考如何設(shè)計(jì)好每個(gè)環(huán)節(jié)？而這個(gè)環(huán)節(jié)對(duì)于學(xué)生的促進(jìn)作用又是什么？真正做到上好每一節(jié)課，讓學(xué)生愛(ài)上英語(yǔ)課堂！