6A Unit 6 Keep our city clean
第一课时story time
一、教材分析
本单元通过对城市环境现状和改进措施的讨论对话，呈现很富有时代气息的话题—环保。Story time中话题清晰，无新的语法点，教材也把较难的讨论句式整理成较为整齐划一的句式让学生表达：谈论污染时，用句型…makes…,谈论改进时，运用句型：we can…这样就降低了学生组织语句上的困难，更多的是从生活出发，从idea上去思考。
二、学情分析及学生对象：
本单元的话题很时尚，也很现实。对于六年级的学生，应该接触和谈论这些有意义和现实的话题。对于这一话题，学生也并不陌生，学生有一定思想和思考，但是如何用英语去谈论，去表达自己对这一话题的观点，学生是不会的。于是，在Story time，Grammar time,Fun time中都循环反复的出现两个很重要的功能句：谈论污染时，用句型…makes…,谈论改进时，运用句型：we can…。教师一定不要限制学生的思维，仅仅局限于书本。可用开放的形式，让学生用句式不断表达自己的观点，畅所欲言，如此，语言才有生命力，语言才能转化成能力，否则，语言就是某个句型，某个语法。
三、教学内容及课型
译林版教材六上《Unit 6 Keep our city clean》story time
四、教学目标：
1. 语言知识目标
(1). 能理解、掌握对话内容,能用正确的语音语调朗读对话,并初步表演对话。
(2). 能正确运用日常交际用语:What makes our city dirty? …make(s)…
What can we do to keep our city clean? We can …
(3). 能听懂、会说、会读单词及词组:keep, make, clean, dirty, rubbish, dead, move…away from…, put…in…, plant more trees
2. 语言技能目标
(1)能正确、流利地朗读课文,整体理解语篇。
(2)能灵活运用所学词汇和句型谈论城市的环境问题。
3. 情感目标
能理解并认识保护环境的重要性以及该采取的措施。
五、教学重点、难点：
教学重点：
(1).初步了解句型What makes...dirty/messy?...make(s)...dirty/messy.以及What can we do to...?We can...
(2).本课中四会及三会单词的正确读音
教学难点：
能运用所学词句复述或表演课文章节
六、教学准备及教学方法：
教学准备：PPT, 练习纸
教学方法：任务型教学法、交际法法等
七、教学过程：
Step1 Pre－task(6’m)
1.Let’s enjoy
Enjoy some pictures of our school.
2.Let’s talk
T:Look at the pictures and say
S:There is a... It’s ...
There are ....They’re...(big/nice/beautiful/clean/bright...)
T:Our school is so beautiful. So we should keep our school clean.
[设计意图]：通过学生熟悉的校园图片让学生利用句型说一说,并让学生直观地感受到作为学生应该作到keep our school clean.
3.Let’s say
T:Is our city clean? Let’s enjoy some pictures.
Is the street clean?
S:No ,it’s dirty.
Teach: dirty=not clean
相继操练The______is ________.(street,park,river, city)
4.Let's think
What will the dirty city take to us ? Disease ,Death
So we should keep our city clean
揭题：Today let’s learn Unit 6 Keep our city clean.
[设计意图]：通过观察发现身边城市的环境现象，并思考如果城市一直脏下去会产生什么样的后果，让学生真切地了解到要keep our city clean,并顺势揭题，合情合理。
Step 2 While－task(26’m)
Pre-reading
1.Watch and say
(1).Miss Li is talking about their city with her students too.
How is the city? It’s dirty Teach:dirty Let’s watch and say
[设计意图]：引导学生观看课文视频,初步感知文本。
(2).What is dirty? Look at the picture and say
The____ is dirty .(air ,street ,river)
[设计意图]：借助课文图片，让学生说一说What is dirty?培养了学生的观察意识、读图能力。
2.Listen and tick
What makes the city dirty and messy？ Teach：messy
Let’s listen and tick
请学生仔细听课文对话并试着勾出导出城市脏乱的原因
[设计意图]：对Story time处理的第一步是通过播放卡通，从整体上感知，再进行听力进一步选择出What makes the city dirty and messy，这样的设计由整体到细节，难易程度是恰当的。
While-reading
3.Read and say
Let the Ss read the dialogues on page 58 and try to talk in details.
What makes the air/streets/river dirty?
Guide the Ss to express the cause of the mess city using the sentence pattern “ _____ makes______dirty.”
（1）What makes the air dirty?
Smoke from cars makes...
Black smoke from factories makes... (Teach:factory --factories)
（2）What makes the street dirty?
Rubbish makes... (Teach:rubbish)
（3）What makes the river dirty?
Rubbish makes...
4.Think and say
(1)What other places does rubbish make messy and dirty？
[设计意图]：通过前面的环节,学生对于城市变脏的原因已经有了初步的印象,在细读课文的过程中,再次加深印象,到输出环节,让学生运用新句型来不断巩固练习,水到渠成。
The air is dirty→air pollution
The streets are dirty→land pollution
The river is dirty→water pollution
(2)So what do they bring us?
More and more plants and trees are dead.
More and more animals are dead.
As for our people, we’ve got more and more disease.
And every year, more and more people are dead because of the pollution.
→teach the word ‘dead’ naturally.
[设计意图]：在引导学生观察各种污染图片的过程中,教师及时进行总结,并通过动植物的死亡及人类的疾病给学生以感悟,理解dead的含义。
(3)Let the Ss try to think about what we can do to save our environment.
(引导学生思考如何保护环境。)
5.Read and underline
What can they do to keep their city clean?
四人小组，自读59页课文，划出学生们的建议。
To solve the smoke: we can take the bus and the metro to school (Teach:metro)
We can walk to school
We can move some factories away from the city
(Teach :move away from)
To solve the rubbish: We can put rubbish in in the bin (Teach:bin)
We can plant more trees.
根据图片来说一说
[设计意图]：小组自读书本59页的对话,让学生在小组合作中划出书中人物对于保护城市环境的建议。PPT及时呈现相关图片,让教师对于此些词组的解释更通俗易懂。
Post-reading
1.Let’s read
(1)Read after the tape
(2)Read together
2.Choose and retell
Try to retell the story by yourselves. （自己试着复述课文。）
[设计意图]：引导学生根据黑板上的关键词来复述课文,检测学生对于课堂知识的掌握并锻炼学生的口语表达能力。将复述内容一分为二,任由学生选择其中一部分进行复述,降低了复述难度,给所有的学生以尝试的信心。鼓励学生用自己的语言或加内容复述文本,激活旧知,培养学生灵活运用所学知识的能力。
Step 3 Post－task(8’m)
1.Think and judge
What else can we do to keep our city clean? Read ,think and judge.
根据判断总结：
To keep our city clean, we can reuse the wastes,carry out garbage classification,pick rubbish in the park,water the road to lay the dust,use more reusable bags
We can’t litter rubbish in the river, let the dirty water run into the river,use more disposable tableware.
情感教育
[设计意图]：Better city,better life!城市让生活更美好！Keep our city clean !
情感教育,提醒学生哪些行为可以保护环境,我们需要多做。而哪些行为又会破坏环境,我们不应该做。
2.Let’s write
Let’s write a proposal to allow people to join us.
写一份倡议书，让身边的人加入我们。
注意：日期、现状、建议、倡议、署名
Step 4 Homework
1.Read your proposal to your parents and other people.
(把你的倡议书读给你的父母和更多的人听)
2.To be a vonlenteer,to keep our city clean.
（成为志愿者，共建美好家园，从我做起。)
八、板书设计：
Unit 6 Keep our city clean
What makes … dirty / messy?
… makes … dirty / messy.
What can we do to … ?
We can …