Unit 11 Trees (Period 1)（教学设计）-2024-2025学年沪教牛津版（深圳用）英语六年级上册

教学设计 课程基本信息 学科 英语 年级 六年级 学期 秋季 课题 Module 4 Unit 11 Trees (Period 1 Important trees) 教科书 书 名：义务教育教科书 英语（三年级起点） 出版社：上海教育出版社 教学目标 【语言能力】 1. 能理解、正确朗读、书写词汇：wood, match, cool。 2. 能理解、正确朗读句型：We get ... from ... . We use ... to ... . 并能运用句型进行描述和问答。 3. 能听懂、读懂有关树的重要性的一段对话。 4. 能与同学合作进行角色扮演。 【文化意识】 1. 能在教师的引导下，通过对话获取关于树的重要性的关键信息。 2. 能在教师的引导下，了解人类如何从大自然中获取资源，懂得应该善待资源，节约资源， 不滥砍滥伐。 【思维品质】 1. 能识别、提炼、概括语篇的关键信息和主要内容。 2. 能就语篇的主题发表自己的看法，交流感受。 【学习能力】 1. 能在学习活动中注意倾听，积极参与，认真思考。 2. 能在学习活动后了解自己的进步与不足。 教学重难点 【教学重点】 1. 能理解、正确朗读、书写词汇：wood, match, cool 2. 能理解、正确朗读句型：We get ... from ... . We use ... to ... 3. 能听懂、读懂有关树的重要性的一段对话 【教学难点】 能运用词组get ... from ...和use ... to ...，知道from后面接名词和代词，to在此时后面接动词。 教学过程 I. Pre-task preparations 1. Greetings 2. Lead-in: Look and say T: The air was dirty in 1998. The air is clean now. Why? 【设计意图】让学生观看城市过去和现在的空气质量对比图，思考空气质量改善的原因，引出本课时话题“Important trees”。 II. While-task procedures 1. Watch and learn T: Trees are very important. We must protect trees. So there’s a special job for trees. Do you know what the job is? 【设计意图】让学生观看短视频，了解一种特殊职业——护林员，引出本课时的任务情境：逐步完成任务，集满3枚绿叶徽章，成为植树护林志愿者。 2. Read the dialogue ⑴ Watch and answer T: What are they talking about? S: They are talking about trees. 【设计意图】让学生带着问题观看视频，明确学习任务，整体感知对话内容。 ⑵ Learn Part 1 ① Listen and answer T: What does Peter like? Why? S: He likes trees. Because they make our city beautiful. 【设计意图】分解对话，逐段教学。让学生听音回答问题，明确学习任务，培养学生捕捉关键信息的能力。 ② Look and say T: This is our city Wuhu. Trees make our city beautiful. So trees are good to the ... S: Trees are good to the city. ③ Listen and repeat 【设计意图】 结合实际，通过图片直观感受，引出第1小段主旨句：Trees are good to the city. ⑶ Learn Part 2 ① Listen and choose T: What do we get from trees? S: We get fruit from trees. We also get wood from trees. ② Look and learn 【设计意图】培养学生捕捉关键信息的能力，了解句型框架，为输出奠定基础。 ③ Think and say T: What else do we get from trees? S: We get leaves / flowers / seeds from trees. ④ Look and say 【设计意图】引导学生结合已知进行表达，发散思维，巩固操练get ... from ...。 ⑷ Learn Part 3 ① Listen and fill T: What do we use wood to make? S: We use wood to make pencils, desks and chairs. We use wood to make paper too. 【设计意图】培养学生捕捉关键信息的能力，了解句型框架，为输出奠定基础。 ② Think and say T: What else do we use wood to make? S: We use wood to make beds / boats / boxes / matches. 【设计意图】引领学生结合生活实际思考木材的广泛用途，发散学生思维，操练运用use ... to ...，自然引出新知教学。 ③ Look and learn ④ Listen and repeat 【设计意图】通过图例帮助学生理解和记忆新知；回归文本，注重学生正确语音语调的培养。 ⑤ Think and say 【设计意图】小结第2、3两小段，引出两小段主旨句：Trees are good to people. ⑸ Learn Part 4 ① Read and underline T: What can trees do to the air? S: Trees can keep the air clean. Trees can cool the air too. 【设计意图】学生自读，明确学习任务，培养学生捕捉关键信息的能力。 ② Look and learn T: There are a lot of trees in the city. Trees can cool the air. The air is cool and fresh. Look at the two words, they look the same, but they’re different. The 1st one is a verb. The 2nd one is an adjective. ③ Listen and repeat 【设计意图】通过典型图例帮助学生理解和记忆新知；回归文本，注重学生正确语音语调的培养，自然引出第4小段主旨句：Trees are good to the air. ⑹ Look and learn III. Post-task activities 1. Listen and fill T: Peter and Joe are making a poster. Please help them complete the poster. 【设计意图】明确学习任务，检测新知掌握程度，培养学生获取关键信息的能力；引导学生通过努力，获得第一枚绿叶奖章，激发学生的学习积极性。 2. Think and say T: What should / shouldn’t we do for trees? 【设计意图】引导学生表达观点，激发学生的思维，培养学生的表达能力；学生成功集满3枚绿叶奖章，提升学生的学习成就感。 3. Think and retell 【设计意图】通过思维导图，提供语言支架，引导学生有条理地复述对话内容；分解对话，凝练要点，帮助学生进一步理解对话结构，识记对话内容。 4. Emotional education T: The foresters plant a lot trees. They work hard every day. They only want to keep the air clean, and make our world beautiful. Let’s plant more trees! Keep the air clean! Make our city beautiful. 【设计意图】引领学生思考如何从实际行动上保护树木，培养学生保护环境的意 识，从而达到学科教学走向学科育人的目的。 IV. Homework 【Must do】 1. Listen and read the dialogue loudly and correctly. 2. Finish the worksheet by yourselves. 【Choose to do】 1. Think and retell the dialogue according to the mind-map. 2. Draw and write your own mind-map about trees. 学科网（北京）股份有限公司 $$