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1、Unit6 Keep our city clean(Period 1 Story time)教學目標:一、知識目標:1. 能理解、掌握對話內容,能用正確的語音語調朗讀對話,并初步表演對話。2. 能正確運用日常交際用語:What makes our city dirty? make(s)What can we do to keep our city clean? We can 3. 能聽懂、會說、會讀單詞及詞組:keep, make, clean, dirty, rubbish, dead, moveaway from, putin, plant more trees二、能力目標:1. 能正確、

2、流利地朗讀課文,整體理解語篇。2. 能靈活運用所學詞匯和句型談論城市的環(huán)境問題。3. 情感目標:能理解并認識保護環(huán)境的重要性以及該采取的措施。三、重點難點 重點:能理解課文內容,能正確運用句型:What makes our city dirty? make(s) What can we do to keep our city clean? We can 進行問答。難 點: 能靈活運用所學詞匯和句型談論城市的環(huán)境問題。四、教學過程 活動1【導入】一：PretaskPreparation1.Greetings.T greets with the Ss as usual: Good morning,

3、 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 beautiful. It is also cleaner and cleaner.I always talk about our city with my friends.Today Miss Li and her student

4、s are also talking about their city. Lets have a look. OK? 活動2【講授】二：WhiletaskProceduresPre-reading:1. Watch and find Let the Ss watch the video of U6 and try to find out “What questions are they talking about?”Is our city clean?What makes our city dirty?What can we do to make our city clean? (引導學生觀看

5、課文視頻,初步感知文本結構。)2. Listen and tick Guide the students to find “What is dirty?” Let the Ss listen to the dialogues on page58. the air the stressthe river(請學生仔細聽課文對話并試著勾出城市臟亂的地方。)While-reading:1. Read and sayLet the Ss read the dialogues on page 58 and try to talk in details.What makes the air/streets/

6、river dirty?( hair/chairair )( Air is something everybody needs. We cant see it. We cant catch it. But we really need it.)(用學生已知的hair/chair引出air的發(fā)音,再用簡短易懂的語句向學生解釋air的含義。)Teach：messy,deadGuide the Ss to express the cause of the mess city using the sentence pattern “ makes dirty.”(通過前面的環(huán)節(jié),學生對于城市變臟的地方已

7、經有了初步的印象,在細讀課文的過程中,找出使得變臟的原因，到輸出環(huán)節(jié),讓學生運用新句型來不斷鞏固練習,水到渠成。)2. Underline and discussLet the Ss read the dialogues on page59 with the question”What can we do to keep our city clean?” with the deskmates. (引導學生帶著問題閱讀，找出保護環(huán)境的措施。)take the bus and the metro to school walk to school move some factories away f

8、rom our city put rubbish in the bin plant more trees(同桌組合自讀書本59頁的對話,讓學生在合作中劃出書中人物對于保護城市環(huán)境的建議，并討論其他的建議。)Let the Ss think about the other ideas and know more ideas. Think and judge (拓展一些保護環(huán)境的措施，豐富學生的語言。）Post-reading:1. Listen and repeatInvite the Ss to read the text sentence by sentence.2. Read togeth

9、er3. Read in rolesInvite the Ss to read in roles.(運用各種朗讀方式,再次鞏固課文。)活動3【活動】三PosttaskActivities1. Ask and answer Let the Ss make a dialogue with story time on P60. (運用所學，讓學生能自如表達。）2. Do an interview某報社記者來校采訪學生關于城市環(huán)境的相關問題，根據課文內容創(chuàng)編一段采訪內容。（6人合作）可參考如下：Reporter(記者）: Good morning,everyone! I want to ask you

10、 some questions about 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, lets do it together.OK?Ss:OK!(引導學生運用所學，自如談論城市環(huán)境問題以及可行措施。達到對文本的自然輸出，讓學生有保護環(huán)境的意識。)3. Module education:

11、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4【作業(yè)】四Assignment 1. Talk about our city with story time.2. Design a poster.(語用輸出,鍛煉學生的口語表達能力。)六上 Unit6 Keep our city clean 教學反思 本課時圍繞“城市環(huán)境衛(wèi)生及其保護措施”這一話題展開教學活動。Story time用三個問題(“Is our city clean ?”、”What mak

12、es our city dirty?”、”What can we do to keep our city dirty?”)搭建文本框架，讓文本脈絡清晰明了。讓學生學會用句型.makes.討論環(huán)境衛(wèi)生問題，用句型We can.提出保護環(huán)境的措施。這兩種句型基于學生早前掌握的一般現(xiàn)在時的知識和can的相關句型，所以理解起來并沒有問題。文本的話題與學生的生活息息相關，重點引導學生發(fā)現(xiàn)城市環(huán)境衛(wèi)生方面的問題，并思考解決問題的方法，從而使他們增強環(huán)保意識，激發(fā)他們熱愛家鄉(xiāng)，珍惜、保護環(huán)境的情感。 在教學過程中，我采用了根據文本內容先激發(fā)學生發(fā)現(xiàn)問題，再解決問題的思維順序，一步步梳理文本，鼓勵學生用重點句

13、型What makes.進行自主發(fā)問，激發(fā)學生的語言表達能力；在學習環(huán)境保護措施的環(huán)節(jié)，能引導學生思索課文以外的保護措施，但這一環(huán)節(jié)教學中，在比如“We can move some factories away from our city .”這一措施時，沒能及時的反問學生這一措施的緣由，可以引導學生表達如“reduce the air pollution”這樣的思考，錯失了激發(fā)學生思維能力培養(yǎng)的機會。朗讀指導方面做得比較到位，比如對于連讀，一般疑問句聲調的指導，對于學生操練過程中錯誤單詞的及時指導。我一直認為讀是英語學習的基礎，如果連讀都不能過關，英語學習勢必不會更上一層樓。平時，我也是從單

14、詞朗讀開始，對學生的發(fā)音進行反復糾正，直到盡可能的標準。另外，單詞的發(fā)音準確，對于學習語音知識會起到相輔相成的作用。在各種朗讀操練過后的情景創(chuàng)設環(huán)節(jié)，我設計的是一個采訪模式的對話，由一名記者對學生進行環(huán)境衛(wèi)生方面的調查采訪，把所學進行活用的環(huán)節(jié)。但欠缺考慮的是，我給予學生的文本模式比較模糊，忽略了采訪形式其實是有它特有的形式，導致學生呈現(xiàn)出來的模式五花八門，有一組學生真正做到了采訪該有的樣子，是他們自己摸索出來的。對于這點我還挺慚愧的，在教學前沒能做到細致的考慮。過后想想，可以給孩子們呈現(xiàn)一段正式采訪的視頻以作模板，讓教學真正做到學以致用。 通過這次公開課實踐，相信對我的教學能力、教學方法又是一次很好的提升，在教學中我們還是要盡可能多的思考如何設計好每個環(huán)節(jié)？而這個環(huán)節(jié)對于學生的促進作用又是什么？真正做到上好每一節(jié)課，讓學生愛上英語課堂！