Unit 9 Sea water and rain water 單元分析以及教學設計 2020-2021學年牛津上海版英語六年級下冊

Unit9Seawaterandrainwater單元教學內容與目標語言知識Unit9●核心詞匯:starfishseahorse,competitionstreamintelligentfishermanimportantcoverInternetshowerfarmercroptaprunningwastefix●詞組：1.seawaterandrainwater海水與雨水2.aseahorse海馬3.preparere…for…(prepareaquizforaclasscompetition)為…作準備4.liveinthestreams住在小溪里5.ontheEarth在地球上6.intheworld在世界上7.oneofthemostintelligentanimals最有智慧的動物之一8.getfoodfromtheoceans從海洋中得到食物9.usesomethingtodosomething用…做…10.inthedeepsea在深海里11.beimportanttosomebody對…來說是很重要的12.keepsomething+adj.保持某事…13.stopdoingsomething停止做…14.theanswertothequestion問題的答案15.nametwobeautifulthingsintheoceans說出兩樣海里漂亮的東西16.ontheInternet在英特網上17.onthefarm在農場里18.takeashower洗淋浴19.turnon/offthedrippingtap開/關滴水的龍頭20.underarunningtap在流水的龍頭下21.insteadof而不是，代替22.differentwaysofsavingwater不同的節(jié)水方法23.usedifferentwaystosavewater用不同的方法去節(jié)水24.readabook看一本書25.aclasscompetitionabouttheoceans一場關于海洋的班級競賽●知識點：by(not)doing介詞短語表示方式動詞不定式use…todo…oneofthemostdangerous/intelligentanimals，oneof后面跟可數名詞的復數●語法：用一般現(xiàn)在時描述常態(tài)事If引導的條件狀語從句，注意時態(tài)的正確運用。2.語言技能1）能運用一般現(xiàn)在時對常態(tài)事進行描述。2）能運用bydoing的介詞短語來表示方式狀語，并學會用why提問3）能運用動詞不定式use…todo來正確表達目的。4)能通過if條件狀語從句的學習，領悟未知事件的發(fā)生，并正確運用一幫現(xiàn)在時和一般將來時。3.學習策略1）通過關于海洋短片觀看，了解海洋知識。2）通過小組閱讀文本，學會合作學習并掌握一般現(xiàn)在時的用法。3）通過問題假設，學會狀語從句的運用。4.情感與品德1）通過短片觀看，了解大自然的美妙、海洋的漂亮。2）通過海洋生物的了解，養(yǎng)成保護海洋的意識。3)通過課文學習，從小養(yǎng)成保護環(huán)境、節(jié)約用水的好習慣。單元教學建議本單元主要講水資源，涉及的語法主要是一般現(xiàn)在時敘事及初步學會if引導的條件狀語從句的運用。文本內容以學生比較感興趣的海洋世界為載體，通過閱讀能讓學生在文本中感悟相關語法知識，并學會運用。If條件從句的學習，主要從學生的身邊事出發(fā)，能讓學生真切地感受到如果沒有水會引起怎樣的后果。條件狀語從句是初中的語法重點，在教學中可以讓學生不斷操練，達到掌握運用的效果。教學設計(案例一)ReadingWhatwillhappenifthereisnorain1.教材分析本課主要從學生的身邊出發(fā)，結合生活，要求學生學會if的條件狀語從句，在學會及運用從句的同時，理解水資源對我們來說有多重要，從而讓學生領悟保護環(huán)境、節(jié)約用水有多重要。2.教學目標：Bytheendofthislessonthestudentswillbeableto1.identifythemeaningsofsomenewwordsandphraseswiththehelpofthepictures.2.learnthestructureof“use…todo…”and‘if’adverbialclauseofconditionbycommunicating3.understandtheimportanceofwater.TeachingprocedureStageTeachingActivityLearningActivityPurposePre-taskPreparation:1.Enjoythepictureswithmusic.2.Askthestudentstheiropinionaboutwater.Freetalk“Whereiswater?Whatdoyouthinkofwater?Toengagethestudentsinthetopicandarousetheirinterest.While-taskprocedure1.Showsomepicturesoftheusageofwaterthenteachthestructure‘use…todosth.’byasking‘Whatdoweusewatertodoinourlife?’2.Askthestudentstomakeashortdialoguewiththeirpartnerabouttheusageofwater,practicingthestructure‘use…todosth.’3.TeachStudentstouse‘if’adverbialclauseofconditionbytalkingaboutwhatwillhappenathomeifthereisnowater.4.Askthestudentstomakeashortdialoguewiththeirpartnersaboutwhatwillhappenathomeifthereisnowater,practisingthe‘if’adverbialclauseofcondition5.Askthestudentstoreadthefirstparagraphinthetextontheslideaftertherecording.6.Askstudentstocompletethesentenceswith“if”,andthensay“whatwillhappenatworkifthereisnorain?”7.Askthestudentstoreadthesecondparagraphafterthetape8.Askthestudentstoretellwhatwillhappenatworkifthereisnorain…Answerthequestion“whatdoweusewatertodo?”and“whatdo….usewatertodo?’PairworkMakeashortdialoguewiththeirpartnerabouttheusageofwater:A;Whatdoweusewatertodo?B:Weusewaterto…Whatdo….usewatertodo?A:Theyusewaterto…FreetalkMakeashortdialoguewiththeirdeskmatesaboutwhatwillhappenathomeifthereisnorain:A:Whatwillhappenathomeifthereisnorain?B:Ifthereisnorain,wewillhavenowaterto…Readthefirstparagraphaftertheslide.Completethesentences.Readthesecondparagraphafterthetape.FreetalkTohelpstudentslearnandpracticeusingthenewstructuresandrealizetheimportanceofwaterstepbystepPost-taskActivityAskthestudentstotalkabouttheiropinionsaboutwateringroupsoffourwithsomehintsonthescreen.GroupworkSaysomethingaboutwater.Tohelpthestudentsdeepenthei