资源简介

中小学教育资源及组卷应用平台
六年级上册
第七单元
第4课时
教案
Teaching
contents
教学内容
Cartoon
time
Teaching
aims
and
learning
objectives
教学目标
1.
能听懂、会说、会读、会写单词project,
poster,
gate。
2.
能在理解课文内容的基础上复述课文或表演课文内容。
3.
关心环境保护，知道一些环保小常识。
Focus
of
the
lesson
and
predicted
area
of
difficulty
教学重点和难点
教学重点：能正确地理解并朗读课文内容，在教师的引导和帮助下复述课文内容。
教学难点：能理解课文内容，并能尝试复述课文。
Teaching
aids
教学准备
教学准备：PPT课件。
Teaching
procedures
教学过程
Step
1
Warm-up
T:
Hello,
boys
and
girls.
We
have
learnt
a
lot
about
protecting
the
Earth.
Now
what
do
you
know
about
protecting
the
Earth?
S:
...
T:
Now
our
Earth
is
in
great
danger!
Let’s
watch.
(用PPT播放视频)
【设计意图：复习Story
time，以旧引新。通过视频进行情感渗透，同时为后面的讨论创造情境。】
Step
2
Pre-reading
tasks
T:
To
protect
our
Earth,
can
we
just
sit
and
talk?
S:
No,
we
can’t.
T:
We
should
do
something!
Before
we
do
something,
we
need
to
have
a
project.
Can
you
guess
the
meaning
of
“project”?
S:
计划。
T:
Yes,
you
are
really
clever.
Now
can
you
make
a
project?
S:
Let’s
…
because
…
【设计意图：引出project这个生词，通过讨论发散学生思维，同时让学生感知project。】
Step
3
While-reading
tasks
1.
Look
and
order
T:
(用PPT展示四幅图片)
Look!
Our
friends
are
doing
a
project,
too.
Look
at
the
pictures
and
put
them
in
order.
【设计意图：通过仔细观察图片和阅读每段旁白给文章排序，让学生整体感知故事，并锻炼学生的观察能力。】
2.
Listen
and
guess
T:
Bobby
and
Sam
are
doing
a
project.
(播放Bobby的话)
What
does
Sam
say?
Guess!
S:
…
T:
Your
ideas
are
great!
What
does
Sam
say?
Let’s
listen
and
follow.
(播放Sam的话)
【设计意图：先让学生预设山姆的回答，让他们参与到故事的创设中来，同时发散他们的思维。】
3.
Read
and
match
T:
What
do
they
want
to
do?
S:
They
want
to
make
a
poster.
T:
What
do
they
draw?
Please
read
the
story
carefully
and
match.
S:
(细读课文，完成配对练习)
【设计意图：让学生细读课文，抓住关键信息。】
4.
Check,
listen
and
repeat
T:
What
does
Sam
draw?
S:
He
draws
the
Earth,
some
trees
and
flowers.
T:
Great!
How
do
you
know?
S:
…
T:
You
read
well.
Let’s
listen
and
follow.
(播放Sam的话，并让学生跟读)
What
do
you
want
to
say
about
Sam’s
picture?
S:
…
T:
What
do
Bobby
and
Billy
say?
(播放Bobby和Billy的话)
S:
(跟读Bobby和Billy的话)
(教师提醒学生跟读时注意语音语调)
T:
Look!
Bobby
wants
to
draw
something.
What
does
he
draw?
S:
He
draws
some
bananas.
T:
Good!
(播放Bobby的话，并让学生跟读)
How
about
Billy?
S:
…
T:
You
are
really
good
at
reading.
(播放Billy的话，并让学生跟读)
They
finish
their
poster.
But
Sam
has
a
question.
(展示Sam的问题)
How
can
you
help
him?
S:
…
T:
Your
ideas
are
great!
Where
do
they
put
the
poster?
Let’s
see
...
Look
at
the
poster!
What
do
you
think
of
it?
S:
It’s
…
T:
Willy
sees
the
poster.
What
does
he
say
about
the
poster?
(播放Willy的话并让学生跟读)
Let’s
enjoy
the
cartoon
together.
【设计意图：通过核对答案的环节引出课文，引导学生通过听录音、跟读感受课文中人物的语气。而开放式的问题能让学生运用英语自由表达看法。】
Step
4
Post-reading
task
T:
Now
it’s
your
show
time.
You
can
have
three
choices.
If
you
read
the
story,
you
can
get
one
star.
If
you
can
dub,
you
can
get
two
stars.
If
you
can
role-play
the
story,
you
can
get
three
stars!
【设计意图：为学力不同的学生设置三种任务和三种不同的奖励，让学生根据自身水平选择相应难度的任务，并通过不同的奖励机制鼓励学生挑战难度稍高的任务。】
Homework
家庭作业
1.
Read
the
story
three
times.
2.
Work
in
groups
and
role-play
the
story.
3.
Make
a
poster
about
protecting
the
Earth.
板书设计：
Unit
7
Protect
the
Earth
Let’s
…
because
…Sam
the
Earth,
trees
and
flowersBobby
some
bananas
Billy
a
rubbish
binWhat
a
nice
poster!
教后反思
本课是关于第七单元Cartoon
time的课时。Cartoon
time与Story
time有相似之处，但处理时更注重学生阅读能力的培养，同时让学生也参与到故事的建构中来。所以在本课开始时我先让学生复习前面Story
time的内容，在热身的同时也为本课奠定一定的语言基础和语境。然后由前文所学的保护地球的理念引入到具体该做什么事来保护地球，从而进一步引出课题和文本。在文本处理中首先让学生看四幅图并为它们排序，锻炼学生的读图观察能力，同时让他们对文本内容有一个整体的了解。接着让学生细读课文，把每个角色画的东西和角色进行配对，然后让学生在核对的同时预设人物的语言，参与到故事的建构中来。在最终的拓展任务中，我并没有强求学生一定要表演，而是针对能力不同的学生设计了三个难度不同的任务，让每个学生都有适合自己的事可做。

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