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教学设计表一、基本信息二、教材分析ThisisthefirstperiodofOxfordModule4Unit12.It'sabouthowtohelptheEarth.Themostimportantgrammaticalpointinthisunitistheusageof

theword“should”andthephrase“stopdoing„”,andtherearemanyusefulexpressionsinthisdialogue,soIneedtoarrangethelea

rningproceduresproperly.三、教学目标1.Theaimsofknowledge:1)Tolearnthenewwordsandexpressionsinthedialogue:Vocabulary:Earthforestl

andoceanpartrubbishplasticPhrases:helptheEarthstopdoing„throwrubbishcutdownsomanyuseplasticbags2)Tolearnthekeysentencepatternsinthisuni

tbylearning课名Unit12TheEarth教师姓名学科（版本）英语（沪教2011课标版）章节学时Period1年级六年级thedialogueinListenandsay:The„partsare„Weshouldstopdoing„3)Toknowthedi

fferentpartsoftheEarth.4)TolearnthewaystohelptheEarth.2.Theaimsofskills:1)Tousethewords“should”correctly.2)Tousethek

eysentencepatternsinthedialoguetoshowhowtohelptheEarth.3)Tofillintheblankstofinishtheexercisebyusingtheexpressionswel

earninthisperiod.3.TheaimsofemotionToknowthatweshouldtakecareoftheEarth.四、学习者分析Thestudentsinthisclasshavealread

yknownthesentencepattern“Don’t...”,soIuseittoleadthemtogetfamiliarwiththenewsentencepattern“Weshouldstopdoin

g„”.Theyareinthedifferentlevelsinthesameclass,soIshoulddesigntheexercisesinthedifferentlevels.Iwantthemtohavetheabilitiesoflistening,s

peaking,readingandwritingbecausetheyarethestudentsinGrade6andtheyshouldhavethecomprehensiveabilities.五、教学重难点分析及解决措施教学重点：1)Learnthenewwordsandexpress

ionsinthedialogue:Vocabulary:EarthforestlandoceanpartrubbishplasticPhrases:helptheEarthstopdoing„throwrubbishcutdownsomanyuseplast

icbags2)LearnthekeysentencepatternsinthisunitbylearningthedialogueinListenandsay:The„partsare„Weshouldstopdoing„3)Knowthedifferentparts

oftheEarth.4)LearnthewaystohelptheEarth.教学难点：UsethekeysentencepatternsinthedialoguetoshowhowtohelptheEarth.解决措施：Iwillu

sethedifferentexercisestoletthestudentsgetfamiliarwiththenewsentencepatterns.IftheyknowhowtodescribethewaystohelptheEarth,theycanusethekeyse

ntencepatternsinthedialoguetoshowhowtohelptheEarth.六、教学设计教学环节及时间活动目标教学内容活动设计Step1:Warmup(2mins)Leadintheword“Earth”.Watchandenjoy.Showthepic

turesoftheEarthforthestudentstoenjoyandplayaperiodofrecordingtoleadintheword“Earth”atthesametime.Step2:Preparations(8mins)1.Comparetheword“Ea

rth”with“learn”.2.Getfamiliarwiththeword“Earth”.1.Lookandlearn.2.Let’schant.1.Learntheword“Earth”byreading.2.1)Letthestudentsl

istentome.2)Letthemreadtogether.Step3:Presentation(12mins)1.Learnthevocabulary.2.Learnthekeysentence

patterns:The...partsare.../Weshouldstopdoing...3.LearnthedialogueofsavingtheEarth.1.Lookandsay.2.Readandl

earn.3.Lookandlearn.1.1)Letthestudentslookatthepictureandaskthestudents“Whatisit?”(It’stheEarth.)2)Askthestudents“Whatco

louristheEarth?”topointoutthecoloursandthenewword“part”.2.1)Showtheword“part”anditspluralform.2)Compareth

eword“part”withthewords“art/car/card/park”.3.ShowthestudentsthedifferentpartsoftheEarth—thegreenparts,thebrownpartsandtheblue

parts.4.LetthestudentsgettoknowhowtohelptheEarth.4.Learnthewords“forest/land/ocean”.5.Pairwork.6.Lookandrea

d.7.Watchandthink.8.Learnthesentences.4.1)Showapictureof“forest”.2)Lookandlearn.Learntheword“forest”anditspluralformbyreadingandspelling.3)Look

andsay.Makesentencesbyusing“forest”.4)Dothesamewayas1)-3)tolearnthenewwords“land/ocean”.5.Workinpair

stodiscussthequestions.6.Readthethreesentencestogether.7.1)Playthevideoandaskthestudents“HowwastheEarthinthepast?”2)Chooseastudenttofillinthe

blanks3)Letthestudentsreadtheanswertogether.8.LearnthesentencestoknowhowtohelptheEarth.1)Learnthenewsentencepatt

ern—Weshouldstopdoing...2)Readthekeysentences:Weshouldstopthrowingrubbishintorivers.Weshouldstopcuttingdownsomanytrees.Weshouldstopusing

plasticbags.Step4:Pracise(10mins)1.Letthestudentsgetfamiliarwiththesentencepatterns.1.Playagame.1.Playagame.Makemoresentencesby

usingthesentencepattern“Weshouldstopdoing...”accordingtothegivenpicturesandwords.2.Getthedetailedinformationofthedial

ogue.2.Readthedialogue.3.Fillandread.4.Trueorfalse.2.Readthedialoguetogether.3.Fillintheblanksoftheexerciseonpag

e81.4.Letthestudentschooseonepictureonebyonetojudgewhetherthesentencesaretrueorfalse.Step5:Production(8mins)1.Letthestudentsreprod

ucethedialogue.2.CheckwhetherthestudentsknowhowtohelptheEarth.1.Actout.2.Let’sthink.3.Thinkandwrite.4.Homework1.Workingroupsof5studentstoac

toutthedialogue.2.ShowmorepicturestostrengthentheconsciousofhelpingtheEarth.3.Finishtheshortpassageaccordingtotheknowledgewelearnedtoday.4.1)Listent

oandreadS’sBookpage80.2)SearchformoreinformationabouthowtosavetheEarth.教学反思表课名Unit12TheEarth教师学科英语年级六年级本节课以保护地球环境为主题，要达到帮助学生利用

新授单词来介绍地球的教学目标，并能够引导学生初步运用核心句型Weshouldstop...（doing）针对保护地球的环保行动展开讨论，从最终的教学效果和同事评价来看，可以说通过这一课时的教学基本达到了上述目标。同事们对我这节课的评价比较好，认为我的课设计结构

完整，层层递进，由词到句，由句到篇，通过对关键句型的操练，完整地呈现了本课的重点和难点。同事们观察到我在要求学生听、说、读、写各项技能均不可偏废的前提下，非常强调以多种读书的形式组织教学活动，因为我觉得英语学科说到底还是一种语言交流的工具

，不对读书加以重视、不对发音提出高要求，是绝对难以实现其交流的功能的。他们认为“翻牌”的游戏活动设计得尤其新颖，较好地利用多媒体手段让学生积极参与到教学活动中去，活跃了课堂气氛，更能达到让学生熟练掌握所学知识的目的。同事们认为我的板书也是可圈可点的，字迹清晰，设计精巧，

可以作为让学生复述的思维导图。所以我认为今后还要加强对自己英语书写的练习，因为即使有现代教育技术的辅助，传统的板书模式仍然是对教师素养的基本要求。同时同事们对我也提出了宝贵的建议：比如课堂用语要更加精炼，放慢语速让学生更容易理解。另外，呈现somany时可

以去掉苹果的例子，以免冗长。