Unit 6 In A Nature Park（精选2篇）

Unit6InANaturePark篇1

教学目标：

1.能够听、说、读、写本课时主要单词：flower,grass,river,lake,forest,path.

2.能够听、说、认读单词：sky,cloud,mountain及句子：thereisaforestinthenaturepark.

3.能够完成let’sfindout中找图片区别的任务。

4.通过学习和图片对比，让学生明白大自然的美好和壮观，培养学生保护环境的意识，从自己做起，从身边的小事做起。

教学重、难点：

1.本课时需要重点掌握有关自然景物的单词：flower,grass,river,lake,forest,mountain,sky,cloud,path及相关的句子：thereisaforestinthenaturepark.

2.针对本课时的难点“let’sfindout”，要求教师逐步引导学生找出区别并最终用存在句式表达。

课前准备：准备本课时所用的课件及单词卡片。

教学步骤：

step1

greetings

t:hello,boysandgirls.

ss:hi,missliu.

step2preview

t:thereisapictureofaroom.nowlookatit.what’sintheroom?

s1:…

t:what’snearthecloset?

what’sbehindthedoor?

what’soverthebed?(根据学生的回答，直接引入图片)

step3presentation

let’stalk

（1）教师根据学生的回答：thereisapictureoverthebed.引入话题：what’sinthepicture?anaturepark.whatcanyouseeinit?根据学生的回答引出所学单词：sky,cloudmountain,forest,grass,lake,path,flower,river.教师可利用卡片对这些新单词进行教读，帮助学生正确理解。注意mountain,path等词的发音。

（2）让学生听录音，跟读let’slearn部分的词汇，要求学生边听边指，力求做到“眼到、手到、心到、口到”。

（3）教师接着展示图片，提问：what’sinthenaturepark?引导学生作答，并继续问：whatelsecanyousee?引导学生逐步给出完整的回答：thereisalake/forest/river/pathinthenaturepark.接着出示句子，让学生读一读，并与搭档联系一下。

step4consolidationandextension

(1)教师出示let’sfindout中第一幅图片，请学生描述。

(2)出示其它三幅图片，教师引导学生作答，找出不同之处。

(3)展示大自然美好的图片，欣赏自然界美妙的声音。接着出示些破坏自然美的图片，培养学生保护环境的意识。

step5homework

在四线格上正确书写要求掌握的单词。

Unit6InANaturePark篇2

教学目标：

1、能听、说、读、写单词river.flower.grass.lake.path.park.forest.

2、能用therebe句型描述自然公园。

3、培养学生爱护自然森林的情感。

step1 warming-up

1、greeting:

(t): ilikeenglish,doyoulikeenglish?

ilikeenglishsongs,doyoulikeenglishsongs?let’ssinganenglishsong:intheclassroom

（在导入部分，运用了“ilikeenglish,doyoulikeenglish?”的句型，引导学生模仿说，并顺利的导入到了吟唱部分。）

2、let’ssing  “intheclassroom”

(歌曲的吟唱为下一环节做了铺垫，由于歌曲的旋律美，反映了学生的特点，因此起到了稳定学生情绪，增加英语美感的作用。)

(t):hi,lookatyourclassroom,isitbigorsmall?

(t):whatisintheclassroom?

(s):therearemanypeopleintheclassroom

(t):greetingtotheteachers

(s):therearetwoblackboardsintheclassroom.

(s):thereisapianointheclassroom.

(s):therearemanychairsanddesks.

(s):therearemanychildrenintheclassroom.

(s):therearemanysixfansintheclassroom.

（由歌曲到提问“what’sinyourclassroom?”引出句型“therebe……”内容由小及大，由近及远，层层递进。同时教师还注重学生的基础。）

step2、presentation

1、(t):nowtodayiamvaryhappytogiveyouanenglishclass.

read word  (naturepark--nnnnaturepark)

2、followedbyindividualpracticeofthenewword

(t):todaywearegoingtotalkaboutthenaturepark

let’slook,it’sanicedaytherearesomeclouds

(t):lookattheclouds.wherearetheclouds?theyareinthesky.

(t):what‘sinthesky?

(s):therearesomebirdsinthesky

(s):therearesomebees,twoplanes,clouds…inthesky

3、(t):now,let’sgotothenatureparkwithjingjing.go,go,go,let’sgo.walk,walk,walk,andlet’swalk.

(t):whatcanyouseenow?

leadingtothenewwords:river

(t):howtospellthewordriver?(stoptopracticethenewwordriver)

(t):lookatthenaturepark:what’sinthenaturepark?

(s):thereisariverinthenaturepark

(t):lookattheriver.therearemanyriversinchina.doyouknowthisriver?

doyouknowhowtosayhuangheinenglish?

what’sthatriver?

whataboutthisriver?

(t):nowlet’slookattheriver.what’sintheriver?

(s):thereis/areducks,frogs,

(t):let’sgoon.isitariver?

(s):noitisa…lake.(stoptopracticeit).

(t):yesit’salake.therearemanyriversinchina.therearealsomanylakesinchina.whatisthislake?it’sxihu.what‘sxihuinenglish?whatispoyanghuinenglish?

(t):nowlookatmymouthtoguessthewordsiamsaying:mutevoiceandonlygesturesareavailable.

(t):what’snearthelake?

(s):therearemanytrees.

(t):soitisaforest.

(t):iwillgiveyoutensecondstolearnitbyheartandtrytorememberit.nowtryitout.

(t):whatisinthenaturepark?thereisaforestinthenaturepark.

(t):whatisintheforest?therearemanytrees.what‘sthisintheforest?it’sapath.(practiceit).

(t):whatisintheforest?thereisapathinit.andwhatelse?

(s):flowers,

(t):spellit.canyoulearnitbyheartintenseconds?

(t):nowthereisapathintheforestandtherearesomeflowersintheforest.andwhatelse?(pointingtothegrass).(stoptopractice)iwillgiveyoufivesecondstorememberit.

(t):wecan’tsaytherearesomegrass,weshouldsaythereissomegrassthere.

step3consolidation

(t):nowlet’sgoon.aretheresomechildrenintheforest?yes,therearesomechildrenintheforest.let’sjointhemtoplay.

playingalotterywordgame.(veryappealingandinvolving)3turns.

（大转盘的游戏很吸引学生，同时教师也能很好控制时间。）

(t):sothereisapathintheforest.let’swalkalongthepath,whatcanyouseehere?isitariver?isitalake?isita…..no,itisamountain.(stoptopracticesomediversityisseeninthisarea)

(t):nowlet’ssee,whatisinthenaturepark?thereisamountaininthenaturepark.

(t):look,therearemanyrivers,lakesandalsomountainsinchina.doyouknowtaishan,whataboutthisone,whatisitcalled?howdoyousayputuoshan?

(t)nowlet’sstandonthetopofamountain,whatcanweseethere?isitariver?oralake,amountaininthepark?whatisinthepark?

(t):therearesomepeopleinthepark.nowihavegotsomepicturesoftheparkforyou.ihavesomepicturesofthepark.let’shavelook.

(t):areyoufinished,nowlet’slisten.

t：canyouchantit?theteachergivesthemodelforhowtosayit.

palmpattingshouldbeused.

t：nowtrytochantitwithyourpartner.

thewholeclasschorus,butthistimetheresultismuchbetter.thisismuchmoreeffectiveandpopular.

t：nowwhatcanyouseethenatureparkasthesummeryofthenaturepark.

t：nowlet’slistentojingjingtakingabouthernaturepark.(jingjing’saccount)

t：doyouhaveapictureofanaturepark?

(t) todaythefivesfortunebabiesareinourclassroom.whenthechildrenaretalking,someguidanceforlanguageshouldbepresented.

whowouldliketotry?