Unit 6 Keep our city clean
一、教学内容
译林版牛津小学英语六上第六单元第二课时（Grammar time & Fun time）
二、教学目标
1. 知识目标
(1)能听懂、会说、会读单词：fresh, smoggy, modern, tidy, crowded, smelly, sewage, in order, classify, spit, poster, speech, topic
(2)能听懂、会说、会读、会写句子：What makes…dirty/messy?
…make(s)…dirty/messy. What can we do to…? We can…We can’t…
(3) 能听懂、会说、会读小诗：This is China!
2. 技能目标
(1)知道可以用make(s)+复合宾语(名词或代词+形容词)表示“使……变得……”
(2)知道情态动词can表示可以的新用法
(3)能够用所学知识谈论城市和学校环境卫生的问题，并思考出解决问题的方法。
(4)能够用所学知识以小组合作的形式演讲。
3. 情感态度目标
引导学生联系实际情况，引导学生发现城市、学校环境卫生方面的问题，并思考解决问题的答案，从而使他们增强环保意识，从自我做起保护环境。
三、教学重难点
(1)能听懂、会说、会读、会写句子：What makes…dirty/messy?
…make(s)…dirty/messy. What can we do to…? We can…
(2) )能够用所学知识谈论城市和学校环境卫生的问题，并思考出解决问题的方法，最终能够以小组合作的形式演讲。
四、教学准备 PPT，导学案， 课时练习纸
五、教学过程
Step 1 Review
1. Free talk
T：First, let’s have a daily talk.
T: What did you do yesterday evening?
S:…
T: Did you learn this rhyme？
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T: Good. I think most of you have learned the rhyme. Now, let’s check.
The first part, please read it together. The second part, boys, please. This part, girls. The last part. Volunteers.Clear?
S:…
T: Well done. You read it well. This time, try to read it together.
S:…
(设计意图:教师创编了一首富有节奏感的描述城市空气、街道和河水情况的小诗。在课前通过录课宝的形式，让孩子们在家跟着录课宝学习，进行了翻转课堂的小尝试，其目的在于节约课堂上的宝贵时间，将更多的时间留给孩子来表达自己的想法。这一举措在丰富孩子们对于城市描述的语言量的同时，也培养了孩子们的自学能力。在上课伊始，教师通过小诗的朗读，检测了孩子的在家的学习情况。)
Step 2 Presentation
1. Say something about Jiangyin.
T: From the rhyme, we know, the air in Beijing is smoggy. The streets in Shanghai are crowded. The river in Nanjing is smelly now.
T：What do you think of our city?
S: It’s…
(设计意图:头脑风暴式的活动，给学生提供了很大的发挥空间，真正达到我口说我心，自主地表达自己的想法。)
T：Our city, Jiangyin is a beautiful and modern city. It’s usually clean and tidy. But sometimes the air is smoggy. The streets are crowded and the river is messy, dirty and smelly. Now can you try to say something about our city by using these adjectives?
S:…
T: From your rhymes, we know, our city is not very clean. So we should keep our city clean.
揭题《Unit 6 Keep our city clean》
(设计意图:让学生根据自己对江阴的印象，模仿This is China, 创编关于江阴的小诗，将诗歌中学习到的一些形容词进行再次的使用，达到学以致用的目的。)
2. Try to find out the reasons and ways.
T: To keep our city clean, we should find out the reasons what makes our city dirty. We should find out the ways what we can do to keep it clean. First, let’s try to find out the reasons.
(1)Reasons—the air
T: I want to know ”What makes the air dirty?”
S: Smoke from cars makes the air dirty. Black smoke from factories makes the air dirty too.
T: In one sentence, we can say ”Smoke makes the air dirty.”.
(2)Reasons—the streets
T: How about the streets? What do you want to know?
S:…(提问)
T：You want to know“What makes the streets messy and dirty？” “What makes the streets crowded？”Who can answer?
S:…
(3)Read and find out the rules.
T: Just now, we talked about the air and the streets. This time, let’s read and find out the rules. (一、二组/三、四组/全体) Have you found the rule？
S：…
T:…(总结规则) Why do we use“make”here？
S：Because of “cars”
(4) Reasons—the river
T: Now, can you use the rule to talk about the river? What do you think of the picture?
S:…
T: What makes the river messy and dirty?
S:…
T: This time, please work in pairs and talk about the river.
S:…
S: What makes the river smelly?
S:…
Teach: Sewage makes the river smelly.
(设计意图:整个寻找原因的过程体现了由扶到放的过程，air 师问生答，streets 生问生答，river同桌讨论。并引导学生通过观察例句，找寻语法规则，真正做到“授之于渔”。)
(5) Ways
T: Up to now, we have found out the reasons. Let’s find out the ways.
T: What can we do to keep our city clean?
S: We can…
T: Let’s read.—总结规律。We can use“can” to give suggestions.
Read and compare.（对比can 的用法）
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T：What else can we do to keep our city clean？
S：…
Teach: put carks in order/ classify the rubbish
T: What can’t we do?
S:…
Teacch: draw on the wall/ spit on the ground
(设计意图:在寻找方法的过程中，通过头脑风暴的方式让学生先发散思维并总结规则，对比了can的两种不同用法，并适当补充了我们能做和不能做的事情，丰富了学生的语言，为学生的语言输出打下基础。)
Step 3 —Consolidation
T: There are many problems in our city. And we have found out the ways to solve them. What about our school? What do you think of our school?
S: It’s…
T: Sometimes it’s a little messy and dirty. I took some pictures in our school. Please talk about them in pairs.
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T: How about the classroom?
S: It’s..
T: What’s in the picture? What can you see?/ What makes the …?
S:…
T: What can we do?
S:…
T: Try to say something about the classroom.
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(设计意图:语用的过程层层递进，从两两对话到段落的描述，帮助学生从对话走向了语段，并在教师的引导下培养了一定的读图能力。)
Step 4—Expansion
T: To tell all the students and teachers our ideas, we can make a poster and give a speech.
Teach: poster speech
T: The students are giving a speech. Watch and answer. What’s their topic?
Teach: topic
S: Keep our school clean
T：Let’s read their speech part by part.
(设计意图:逐段呈现演讲内容，给予学生范例，也是让学生在朗读的过程中内化知识，并且指导口号的朗读，帮助学生更好的演讲。)
T：When you give a speech, you should say”Hello” at the beginning. Next, introduce your school. Then, try to talk about the reasons and find out the ways. Finally, give a slogan and end your speech. Now, it’s your turn.
Step1
(1) Discuss in groups of four.
(2) Write down some keywords.
Step 2
Practice your speech in groups. Choose the way and pay attention to the requirements.
Step 3 Show time
Step 5—Summary
T：Today we talked a lot about our city and school. We found out the reasons and ways. So boys and girls, start from ourselves! Call on more people to join us! Let’s do it.
六、家庭作业
1.Give a speech to the other students.
2. Make a poster, “Keep our school clean”. (Enjoy some posters.)
七、板书设计
Unit 6 Keep our city clean
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