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

word“should”andthephrase“stopdoing„”,andtherearemanyusefulexpressionsinthisdialogue,soIneedtoarrangeth

elearningproceduresproperly.三、教学目标1.Theaimsofknowledge:1)Tolearnthenewwordsandexpressionsinthedialogue:

Vocabulary:EarthforestlandoceanpartrubbishplasticPhrases:helptheEarthstopdoing„throwrubbishcutdownsomanyuseplasticbags2)Tolearnthekey

sentencepatternsinthisunitbylearning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thedialoguein

Listenandsay:The„partsare„Weshouldstopdoing„3)ToknowthedifferentpartsoftheEarth.4)TolearnthewaystohelptheEarth.2.Theaimsofsk

ills:1)Tousethewords“should”correctly.2)TousethekeysentencepatternsinthedialoguetoshowhowtohelptheEa

rth.3)Tofillintheblankstofinishtheexercisebyusingtheexpressionswelearninthisperiod.3.TheaimsofemotionToknowthatweshouldtakecareof

theEarth.四、学习者分析Thestudentsinthisclasshavealreadyknownthesentencepattern“Don’t...”,soIuseittoleadthemtogetfamiliarwiththenewsentencepattern“W

eshouldstopdoing„”.Theyareinthedifferentlevelsinthesameclass,soIshoulddesigntheexercisesinthedifferentlev

els.Iwantthemtohavetheabilitiesoflistening,speaking,readingandwritingbecausetheyarethestudentsinGrade6andtheyshouldhavethecomprehensive

abilities.五、教学重难点分析及解决措施教学重点：1)Learnthenewwordsandexpressionsinthedialogue:Vocabulary:EarthforestlandoceanpartrubbishplasticPhrases:hel

ptheEarthstopdoing„throwrubbishcutdownsomanyuseplasticbags2)LearnthekeysentencepatternsinthisunitbylearningthedialogueinListenandsay:The„part

sare„Weshouldstopdoing„3)KnowthedifferentpartsoftheEarth.4)LearnthewaystohelptheEarth.教学难点：Usethekeysentencepatternsinthedialoguetoshowhowtohelp

theEarth.解决措施：Iwillusethedifferentexercisestoletthestudentsgetfamiliarwiththenewsentencepatterns.Iftheyknowhowtodescribethew

aystohelptheEarth,theycanusethekeysentencepatternsinthedialoguetoshowhowtohelptheEarth.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.ShowthepicturesoftheEarthforthestudentstoenjoyandp

layaperiodofrecordingtoleadintheword“Earth”atthesametime.Step2:Preparations(8mins)1.Comparetheword“Earth”with“learn”.2.Getf

amiliarwiththeword“Earth”.1.Lookandlearn.2.Let’schant.1.Learntheword“Earth”byreading.2.1)Letthestudentslistentome.2)Letthemreadtogether.Step

3:Presentation(12mins)1.Learnthevocabulary.2.Learnthekeysentencepatterns:The...partsare.../Weshouldstopdoing...3.Learnthedialogueofs

avingtheEarth.1.Lookandsay.2.Readandlearn.3.Lookandlearn.1.1)Letthestudentslookatthepictureandaskthestudents“Whatisit

?”(It’stheEarth.)2)Askthestudents“WhatcolouristheEarth?”topointoutthecoloursandthenewword“part”.2.1)S

howtheword“part”anditspluralform.2)Comparetheword“part”withthewords“art/car/card/park”.3.ShowthestudentsthedifferentpartsoftheEarth—thegreenpa

rts,thebrownpartsandtheblueparts.4.LetthestudentsgettoknowhowtohelptheEarth.4.Learnthewords“forest/land/ocean”.5.Pairwork.6.Lookandread.7.

Watchandthink.8.Learnthesentences.4.1)Showapictureof“forest”.2)Lookandlearn.Learntheword“forest”anditspluralform

byreadingandspelling.3)Lookandsay.Makesentencesbyusing“forest”.4)Dothesamewayas1)-3)tolearnthenewwords“land/ocean”.5.Workinpairstodiscussthe

questions.6.Readthethreesentencestogether.7.1)Playthevideoandaskthestudents“HowwastheEarthinthepast?

”2)Chooseastudenttofillintheblanks3)Letthestudentsreadtheanswertogether.8.LearnthesentencestoknowhowtohelptheEarth.1)Learnthenewsentencepat

tern—Weshouldstopdoing...2)Readthekeysentences:Weshouldstopthrowingrubbishintorivers.Weshouldstopcuttingdo

wnsomanytrees.Weshouldstopusingplasticbags.Step4:Pracise(10mins)1.Letthestudentsgetfamiliarwiththesentencepat

terns.1.Playagame.1.Playagame.Makemoresentencesbyusingthesentencepattern“Weshouldstopdoing...”accordingtothegivenpicturesandwords.2.Ge

tthedetailedinformationofthedialogue.2.Readthedialogue.3.Fillandread.4.Trueorfalse.2.Readthedialoguetogether.3.Fillintheblan

ksoftheexerciseonpage81.4.Letthestudentschooseonepictureonebyonetojudgewhetherthesentencesaretrueorfal

se.Step5:Production(8mins)1.Letthestudentsreproducethedialogue.2.CheckwhetherthestudentsknowhowtohelptheEarth.1.Actout.2.Let’sthink.3.Thin

kandwrite.4.Homework1.Workingroupsof5studentstoactoutthedialogue.2.ShowmorepicturestostrengthentheconsciousofhelpingtheEarth.3.Finis

htheshortpassageaccordingtotheknowledgewelearnedtoday.4.1)ListentoandreadS’sBookpage80.2)Searchformoreinformation

abouthowtosavetheEarth.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。