Module 4 The natural world Unit 12 Fire 课件2-优质课-公开课(上教三起五上精品)

Module 4 The natural worldUnit 12 The EarthTeaching Aims(教学目标):1.能听、说、读、写本课的核心词汇：earth, part, forest, land, ocean , rubbish, sick2.能熟练掌握核心句型：We should stop cutting down so many trees.3.通过学习，增强环保意识，提出环保建议。

Teaching Importances and Difficulties (教学重难点)：1.能在语境中运用本课的核心词汇和句型。

2.学生能运用核心句型交流看法。

Teaching Tools(教学用具)：录音机、自制课件等Teaching Procedures(教学过程)：StepⅠ.Warm up and revision（热身与复习）1. Sing a song.2. Do some warming-up exercises.Step Ⅱ.Presentation and practice（呈现新语言知识和练习）1. Lead in.T: Look! What is it?Ss: It’s earth.T: What’s on the Earth? What do you see?Ss: I see forest. / I see land. / I see oceans.T: Yes. Today we are going to learn more about the Earth.2. Ask and answer.T: What do you know about the Earth?S1: The Earth is round.S2: There are animals, people and plants.3. Learn to say and use the words.The students say and spell the words.4. Watch the cartoon and talk about the Earth.T: What are the green parts?Ss: They are forests.T: How about the brown parts?Ss: It’s land.T: What’s wrong with the Earth now? Read this dialogue againand try to find the answer.S1: The Earth was clean in the past, but now some parts are dirty.T: What should we do to help the Earth?Ss: We should stop cutting down so many trees.5. The pupils read the text carefully. And then try to do some exercises. Step Ⅳ.Consolidation（拓展延伸）Act out the dialogues in groups.General Revision 2Unit 3 Where did you go?B Read and write教学目标1.完成Discussion部分，为后面的日记学习做准备。

上海版⽜津英语Module4TheNaturalWorld教案Module 4 The Natural World【章节分析（MODULE ANALYSIS）】⼀、章节主题（MODULE THEME）本章节主题是⾃然世界(The Natural World)。

通过学习有关动物、昆⾍和植物、以及在公园野餐三个不同的主题来认识我们的周围世界。

在学习的过程中，不仅丰富了关于这些领域的词汇和句型，⽽且激发学⽣们感悟和思考⼈与动物、⽣物的共⽣、共存关系。

引导学⽣树⽴爱护动物、保护⾃然环境的思想道德情感。

⼆、教材地位（MODULE POSITION）1、本章节有三个单元课题（Sub-topic）组成，它们分别是Animals(动物),Insectsand plants(昆⾍和植物)以及The park(公园)。

三个单元课题（Sub-topic）的学习都是在学⽣⼀、⼆年级学习主体上的拓展和延伸。

●Animals(动物)的教学内容与2B Farm animals有关，继续围绕“农场上的动物”展开学习。

●Insects and plants(昆⾍和植物)的教学内容分别与1A My body和1B Smallanimals有关。

●The park(公园)主题中讨论到的关于⾷物的单词和句型也分别在⼀、⼆年级的课程单元中涉及到。

因此，本单元的学习与学⽣原有的知识⽔平紧密结合，教材提供了⼀定的知识复现率，易于学⽣们的理解、掌握和运⽤。

2、⼀、⼆年级，学⽣已会⽤⼝语表达I’ve got…，I see a …以及It is a…等句型，本单元在巩固这些句型的基础上，通过学习新的句型What’s this/that?, What are they?使语义表达更流利和适切。

3、在本册教材中，学⽣将在掌握26个字母发⾳的基础上，掌握元⾳字母o和u在开、闭⾳节中的发⾳。

4、学习与主题相关的⼉歌和对话练习，增强学⽣对英语学习的兴趣和提⾼学⽣的语⾔交际能⼒。

Fire本单元以“火”为话题展开学习。

之前学生涉猎到的相关内容并不多，但在实际生活中使用或谈论的频率却不低。

在本单元中，要求学生能熟练掌握关于用火安全方面的词汇以及相关的消防知识；要求学生能形成良好的用火知识与行为习惯，如Don’t smoke! Don’t start campfires! Don’t play near fires! Don’t play with matches!；与此同时，能运用情态动词must, mustn’t来告诫他人形成良好的用火习惯。

此外，借助公园火灾的营救方法和远古时代人们煮食生存的故事学习，说明火的两重性，从而树立正确的用火安全意识。

1、各学习项目分析Look and learn: 核心学习板块，主要进行词汇学习。

重点单词有smoke, start, campfire, match等，核心句型有Don’t smoke! Don’t start campfires! Don’t play near fires! Don’t play with matches! 等。

Ask and answer: 以Fire safety为话题，学习含情态动词must, mustn’t的问答句，主要包括For fire safety, what mustn’t we do? We mustn’t …等。

通过学习，掌握一定的安全用火的知识，并能在行为上跟进。

Look and say: 核心学习板块，主要进行句型教学。

重点句型有We must / mustn’t …等。

要求学生能用英语表达消防员所宣传的用火安全知识，真正理解单词careful和safety等。

Read and match: 这是两大核心板块的巩固和提升。

利用故事描述和图文配对的形式来巩固新知识，学习公园火灾的营救方法，实现学以致用。

Read a story: 阅读延伸。

通过一则生动、有趣的故事学习，明白远古时代人们用火煮食物的缘由，明确火在人类历史长河中所起得重要作用。

1A Module 4 The natural world（教案）牛津上海版（试用本）教学目标1. 掌握和了解本篇文章中出现的自然景观：森林、沙漠、雪山和海洋等，可以辨认英语名称，并了解相关知识；2. 运用所学单词对自然环境进行描述；3. 培养学生的阅读能力，提高听说读写的综合能力。

教学重难点重点：学生能够准确理解文章表达的意思，了解自然环境相关知识，独立完成简单的阅读文章。

难点：培养学生的英语思维方式，使用所学单词表述自然景观，启发学生的进一步思考。

教学过程Step1：Greeting and lead-in（5 min）1. Greet the students and ask them to think about the nature environment they know, and share with their partners.2. Ask the students if they have seen a forest, a desert, a snow-capped mountain, a sea and other natural landscapes, and encourage them to describe them in English.T: Good morning, class! Welcome back! Today, we willtalk about the natural world. Before we start, let's brainstorm some nature environments that you know.S1: I know a forest. It has tall trees and lots of animals.S2: I know a desert. It's a place with a lot of sandand no water.S3: I know a sea. It's a large body of saltwater.T: Great! You all did a good job. Have you ever seen a snow-capped mountain?S4: Yes, I have. It's a mountain with snow on the top.T: Very good! Now, let's learn more about these natural landscapes in English.Step 2: Pre-reading（5 min）1. Present the new vocabulary through pictures and present the concept of forest, desert, snow-capped mountain, and sea.2. Have students work in pairs or small groups to discuss the meaning of the new vocabulary.T: Now, I will show you some pictures. Look at the pictures and tell me what you see. What do you think these pictures represent?(Show the four pictures of forest, desert, snow-capped mountain, and sea)T: What do you think this picture represents?S5: It's a deep blue sea with some fishes swimming.T: Yes, that's correct. And what about this picture?S6: It's a forest with lots of tall trees, flowers and a few animals.T: Excellent! Do you know what we call these natural landscapes in English?S7: A forest, a desert, a snow-capped mountain, and a sea.Step 3: Reading and comprehension（15 min）1. Have students read the text silently and underline the new vocabulary.2. Encourage students to read the text aloud to improve pronunciation and fluency.3. Check understanding by asking questions andclarifying any difficult language.T: Now, let's read the text silently and underline the new vocabulary. After reading, we will read the text aloud together.(Students read the text silently)T: Good! Now, let's read the text aloud together.(Students read the text aloud together)T: Do you understand the text? What is the text talking about?S8: It is talking about the natural world, such as the forest, desert, snow-capped mountain, and sea.T: Very good! And can you tell me what you have learned about the four natural landscapes?S9: A forest is a place with tall trees, flowers, and animals. A desert is a place with a lot of sand and no water. A snow-capped mountain is a mountain with snow on the top, and a sea is a large body of saltwater.Step 4: Speaking and writing（20 min）1. Ask students to describe their favorite natural landscape, using the new vocabulary.2. Ask students to write a short paragraph describing their favorite natural landscape.T: Now, it's time to practice speaking and writing. Please tell me about your favorite natural landscape.S10: My favorite natural landscape is a river. It's a body of water that flows naturally from high to low places, and there are fish, birds and some animals living in the river.T: Great job! And can you write a short paragraph describing your favorite natural landscape?S10: (Writes a short paragraph about a river)(Other students also practice speaking and writing)Step 5: Conclusion（5 min）1. Summarize what the class learned about natural landscapes.2. Ask students to review the new vocabulary and ask any questions they may have.T: Today, we have learned about the natural world and the different landscapes that exist, such as the forest,desert, snow-capped mountain, and sea. Can you summarize what you have learned today?S11: We have learned about four natural landscapes and their descriptions.T: Excellent! And what new vocabulary did you learn?S12: Forest, desert, snow-capped mountain, and sea.T: Great! Did anyone have any questions about today's lesson?S13: No, thank you.T: That's all for today. Thank you for your hard work.。

Module 4 The natural worldUnit 1 AnimalsRead and saypigs birds cats hens chicks dogs ducks---Look at the animals. What are they?---I’m sorry. I don’t know.---They’re pigs.Point, ask and answerS1: What are they?S2: They’re________Say a rhymeA farmer and ten chicksOne, two. Put on my shoe.Three, four. Open the door.Five, six. Count the chicks.Seven, eight. Open the gate. gate（门）Nine, ten. Chicks with the hen.Find, count and writeLearn the soundsO----nose dogUnit 2 Insects and plantsLook and learna ladybird a fly a bee a butterfly ladybird（瓢虫）Ask and answerIn the country park---What’s that?---It’s a bee.---What’s this?---It’s a ladybird.Ask and answerWhat’s this? What’s that?What’s_______?What’s_______?Look and readAn insect: a head legs a bodyLook at the insect. It has a head. It has a body. It has six legs.Look and readA plant: a flower a leaf leaves roots root（根）Look at the plant. It has roots. It has leaves. It has a flower.Ask and answer---What’s this?---It’s a leaf.---What are they?---They’re roots.Learn the soundsU--- pupil duckUnit 3 The parkRead and tickA picnic---How many Cokes?---Six Cokes.---Count the apples, Ben.---Four apples.Picnic List: 4 apples 6 Cokes 1 chicken 8 cakes 2 oranges 3 pears 4 eggs6 sandwiches 1 apple pie 10 sweets 1 kite 1 ball 1 cameraAsk and answerHow many______?Count the_______.Look and readA picnic in the park---Look! Alice and Peter.---Helo!---Hi, Alice. Hi, Peter.---Sit down.---A cake, Peter?---Yes, please. I’m hungry.---A cake, Alice?---No, thank you.---A Coke, Peter?---Yes, please. I’m hungry and thirsty.---A Coke, Alice?---Yes, please. I’m thirsty.---Look! The flowers are red and yellow.---What’s this?---It’s a ladybird. It’s red and black.---Look at the birds! They’re tall and pink.Look, say and write---Here are the photographs. photograph（照片）---Look! Here’s Peter.1. Peter is hungry and thirsty.2. The flowers are ______ and ______.3. The birds are ______ and _______.4. The ladybird is ______ and ______.5. The kite is ______. The ball is _____.6. Alice is ______.Say and actIn the garden---Look, what’s this?---It’s a tree.---It’s big and tall.---Look at the animals what’re they?---Oh, they’re chicks.---No. they’re ducks.---Look at the flowers. They’re white.---What’s this?---It’s an insect.---Yes. It’s a ladybird.---Look, it has a head and body.---How many legs?---A ladybird as six legs.。

Unit 1 InsectsPeriod 1 Language focus:Using the key words in contexte.g. ladybird, bee, butterfly, antUsing wh-questions to find out specific informatione.g. What’s is it?Using modeled sentences to identify somethinge.g. It’s a ladybirdUnit 1 InsectsPeriod 2 Language focus:Using wh-questions to find out specific informatione.g. What is it?Using modeled sentences to identify somethinge.g. It’s a ladybirdUsing adjectives to identify the colours of objectse.g. It’s red and blackUnit 1 InsectsPeriod 3 Language focus:Using wh-questions to find out the colours of objectse.g. What colour is it?It’s red and blackUsing modeled sentences to identify an objecte.g. It’s a / an…Unit 1 InsectsPeriod 4Language focus:Using the key words and sentences to talk and write about different insectsIdentifying and practicing the pronunciation of the letter ‘u’ in words such as duck and sun e.g. duck, sun, run, upUnit 2 On the farmPeriod 1 Language focus:Using nouns to identify common farm animalse.g. chick, hen, duck, pigUsing wh-questions to find out specific information about thingse.g. What are they?Using the pronoun they to refer to thingse.g. They are pigs.Unit 2 On the farmPeriod 2 Language focus:Using wh-questions to find out specific information about thingse.g. What are they?Using wh-questions to find out quantitye.g. How many hens?Unit 2 On the farmPeriod 3 Language focus:Unit 2 On the farmPeriod 4Language focus:Using the key words and patterns to talk about the animals on a farm Identifying and practicing the letters ‘a’‘e’ ‘i’‘o’‘u’ in wordsUnit 3 PlantsPeriod 1 Language focus:Using nouns to identify the different parts of plantse.g. leaves, branch, trunk, rootsUsing modeled sentences to identify possessione.g. It has leaves.Using modelled sentences to describe thingse.g. They are thin and short.Unit 3 PlantsPeriod 2 Language focus:Using modeled sentences to identify possessione.g. It has leaves.Using modelled sentences to describe thingse.g. They are thin and short.Unit 3 PlantsPeriod 3 Language focus:Using modeled sentences to describe feelingse.g. We are happy.Understanding the main idea of a storyUnit 3 PlantsPeriod 4 Language focus:Using the key words and sentences to describe plants.Reviewing the pronunciation of the letters ‘a’ ‘e’‘i’‘o’‘u’ in different words e.g. pupil, run, table, cat, go, box, thin。

精选2019-2020年新版-牛津上海版小学英语六年级上册Module 4 The natural worldUnit 12 The Earth课后辅导练习二十二第1题【单选题】The Earth _______ sick.A、getB、getsC、getes【答案】：【解析】：第2题【判断题】判断正误We should cut down trees．A、正确B、错误We should build more factories and houses．A、正确B、错误We should write on both sides of paper．A、正确B、错误We should use more plastic bags and bottles．A、正确B、错误We should not litter．A、正确B、错误We should throw rubbish into rivers．A、正确B、错误We should stop killing wild animals．A、正确B、错误We should walk or ride a bike more often．A、正确B、错误【答案】：【解析】：第3题【判断题】Can we do something to help the Earth?A、正确B、错误【答案】：【解析】：第4题【填空题】“地球”用英语说是______.【答案】：【解析】：第5题【完形填空】完型填空。

We live on the Earth. The green and brown parts are forests and land. The blue parts are oceans. The Earth1very clean and beautiful in the past, but now some parts of the Earth2dirty. Sometimes people throw rubbish3rivers and oceans. Sometimes people cut down too many trees. Smoke from cars and factories makes the air dirty. The Earth gets sick. So people should stop cutting down so many trees. People should plant4trees.People should stop throwing rubbish. People should stop using plastic bags. People should worktogether5keep the Earth clean and healthy.A、isB、wasC、wereA、areB、amC、isA、inB、intoC、onA、moreB、aC、anyA、ofB、forC、to【答案】：【解析】：第6题【阅读理解】阅读下列短文，回答问题The Earth means many things to the people who live on it．A farmer thinks Earth is soil for growing vegetables and fruit．A person who makes roads thinks Earth is mountains of hard rock．A sailor thinks Earth is water as far as the eyes can see．The Earth is a big ball covered with water，rock and soil．The Earth is a planet．There are nine planets around the sun．Animals and plants live almost everywhere on the Earth．They can live on the Earth because it is not too far from the sun，or too close to the sun．Living things need the sun．The sun keeps them warm．What does a farmer think Earth is?What does a person who makes roads think Earth is?What is on the Earth?【答案】：【解析】：第7题【选词填空（词汇运用）】The Earth______(was／is)very clean in the past．【答案】：【解析】：第8题【选词填空（词汇运用）】选择合适的单词填空。

Module 4 The natural worldUnit 12 Fire教学设计2教学目标1.能初步描述与火相关的自然现象。

2.能用情态动词表示禁止和命令事项。

3.能通过阅读短文理解其中包含的寓意，并针对所抓住的信息进行正确的判断。

教学重难点语音: th ( thin, path)教学流程Pre-task Preparations:1.Greetings: How are you doing today?What’s the weather like today?2.Read the poem together:Look at the fire. Fire, fire, fire!Call the fire station. One, one, nine!Bring the fire engine. Engine, engine, engine!The brave firemen put out the fire!3.Game:T: Please tell me what the sign means as quickly as you can. (T shows the sign and the students say.)While-task procedures:1. Look at the sentences on Page 84, Listen to the tape and try to fill in the blanks.We mustn’t ________.We mustn’t be ________.We mustn’t play with _________.T asks: Where can you see these signs? What can we do when there is a fire?2. Show the pictures of the classroom, library and canteen. T: What must we do? What mustn’twe do there?3. Group work:T: Can you design your own signs? Please look at the pictures on Page 85. Let’s make the signs. Please write down the words. Who can come and show us your sign?4. Write these words on the blackboard.Underline the part ‘th’T: th, th, thin, thinth, th, path, pathPost-task activities:Fire is very dangerous. We must stay away from it. We must use it carefully. Can you make a poster about Fire?课后作业1. Recite the words of Unit 12.2. Try to read the sentences on Page 84.。