Book6 unit4教案
2019人教版七年级上册英语Unit 4 全单元教案
维
目
标
知识与技能
感知方位介词，提高学生语感和理解力。
学会礼貌交谈。
过程与方法
小组探究合作学习
情感态度与价值观
教学重点
1.熟练运用Where问句和一般疑问句及其回答。
2．掌握名词单复数及人称代词they的用法。
教学难点
1.掌握名词单复数及人称代词they的用法。
2.一般疑问句Is it …? Are they …?的回答。
2．Check the answers
3．Read
4．Translate and explain
Step 4: Section A 1c
1．Read
2．Practice
Step 5: Section A 2a
1．Look and say
2．Listen and number
3．Check the answers
Step 4: Section B 1c
1．Listen and circle
2．Check the answers
Step 5: Section B 1d
1．Listen
2．Listen and write
3．Check the answers
4．Read the tape script
Step 6: Ask and answer
A: What’s this? B: It’s a schoolbag.
A: Where’s the schoolbag? B: It’s on the desk.
2.Teach the new words and sentences like this.
3．Look and find
新课标人教版选修六Book6 Unit4 Vocabulary(1)
I am opposed to driving/oppose driving while drunk.
3.人在疲劳的时候容易出错。
People tend to make mistakes when( they are ) tired.
4.自上月以来，已有大量的空调售出。
Large quantities of air conditioners have been sold since last month.
ranging (range) ②He has a wide range of interests,_______ from chess ______ to canoeing(皮划艇) .
当堂检测： 1.他不同意这样的观点。
He doesn’t subscribe to such views.
2.我反对酒醉时驾驶。
3. quantity 量；数量 a quantity of +可数/不可数名词（谓语动词用 单数） 许多的；大量的 quantities of +可数/不可数名词（谓语动词用 复数） 许多的；大量的 A large quantity of food is needed in the flood area. Large quantities of food are needed in the flood area. 洪水灾区需要大量的食品。
6.oppose vt. 反对;反抗; 与某人较量 opposed adj. 反对的；对立的 oppose(doing) sth./ be opposed to (doing) sth. 反对 „ the plan to build a gas The local citizens opposed ______________ station near the school. 当地的市民反对在学校附近建液化气站。 We___ are _______ opposed__ to ______ getting there on foot. 我们反对步行去那里。
大连市金州新区金石滩小学——薛花——book6 m4 Maybe I'll be a writer.
【教案背景】1、面向学生：小学三年级2、学科：英语3、课题：第六册第四模块第一单元Maybe I’ll be a writer.4、学生课前准备：（1）学生听录音预习课文，了解课文大意；（2）初步掌握本课生词，并画出不理解的地方；（3）通过录音、网络等复习歌曲：The wheels on the bus【教学课题】New Standard English Book 6 Module 4 Unit 1 Maybe I’ll be a writer.【教材分析】本课是第六册第四模块第一单元Maybe I’ll be a writer.语言功能：谈论将来可能从事的职业。
语言结构：What will you be in the future? Maybe I’ll be a…教学目标：1、Learn to say the words and drills.通过教学让学生会说 future\writer\ film star这些单词及句型What will you be in the future? Maybe I’ll be a…2、运用各种游戏，提高学生的学习兴趣。
适当的收与放使课堂教学既活泼又有秩序，让学生在教师的指导下，通过感知、体验、实践、参与合作的方式实现任务的目标，促进语言实际运用能力的提高。
3、在活动中让学生学会与他人合作的意识，懂得只有加倍努力才可以实现自己的职业理想。
教学重点：让学生会用What will you be in the future? Maybe I’ll be a…教学难点：自由正确表达将来从事的职业。
【教学方法】本课采用图片、实物进行直观教学，同时运用任务型的教学方法，为学生创设与学习，生活贴近的语言情境；学生通过多种形式进行语言呈现与练习，教师适时的给与鼓励。
在学习中注重发挥学生的主动性与创造性，加强小组间、学生间的合作与交流，培养学生的交往能力。
【学生分析】三年级的学生已有了两年学习英语的基础，积累了一定的语言材料，对英语学习保持高度热情。
Book6 Unit4Global warming教案
ReadingPre-reading1. Questioning and answeringAsk students something about a green house. What is it? What is it for? Could you tell the class in English what you know about a green house?A green house is built of glass to be used for growing plants. The air inside the green house is warm because the glass lets in the sun and keeps it from running away. So the air inside is warm and is good for growing plants throughout the cold seasons.2. Introduces students to the topic of the reading passage and the term “greenhouse gases”.3. Do exercises⑴ What is the building made of and what its purpose?⑵What’s greenhouse effect?Teaching aims:1.To read the text “The earth is becoming warmer—but does it matter”and understand what it says.2.To make students find out some useful words and expressions. Teaching procedures:Step 1. Read the text (Page26)Answer the following questions.1 what is the purpose of the first paragraph?To introduce the topic.2 what are the diagrams for?To illustrate points by providing evidence.3 what is the purpose of the last paragraph of the article?To reflect on the major theme of the text and to predict what might happen in the future.Step 2. Read again for more detailsTo understand the main idea of the text, we are going to read it once again. Write down the key sentence of each paragraph at the same time.Key sentence of each paragraph:1.A debate over whether it is human activity that has caused the globalwarming or whether it is just a natural phenomenon.2.Many scientists be lieve people have caused the increase in the earth’stemperature.3.The increased extra amount of carbon dioxide traps more heat energycausing the global temperature to go up.4.The levels of carbon dioxide have increased greatly over the last 100to 150 years.5.There are some different attitudes towards the causes of this increasein carbon dioxide.6.Over the next 100 years the amount of warming could be as low as 1to 1.5 degrees Celsius but it could be as much as 5 degrees Celsius.7.An increase of five degrees would be a catastrophe.8.Future warming would cause the sea level to rise by several meters.9.Some predict any warming will be mild with few bad environmentalconsequences.10.M ore carbon dioxide is a positive thing.11.N o one knows what the effects of global warming will be.Step 3. Listen to the tape and then find out some useful words and expressions.。
Unit4 Then and now单元教学设计-优秀教案
英语
六年级
教科书版本及章节 单元（或主题）教学设计
译林版 6A Unit4
单元（或主题）名称 1. 单元（或主题）教学设计说明
Unit4 Then and now
本单元的话题是“过去和现在”，通过对比 Mike 一家人过去和现在的学习、工作和生活等方面， 让学生感受科技如何改变生活。本单元在前几单元的基础上，对一般过去时做进一步呈现，而一 般现在时的句型在五年级上学期已经学过。把两种时态放在一起对比呈现，是一个教学难点。本 单元的目标词汇都是家庭生活的一些必需品。
2. 学习者分析
一般现在时态学生在五年级已经学过，但有的学生掌握得并不扎实。一般过去时态学生有了 前三单元的积累，掌握得较好。教师要启发学生通过观察、对比等方式，总结归纳两种时态的用 法，并尝试在正确的语境中使用。
3. 学习目标确定
【语言能力】 1. 能听懂、会读、会说、会写 telephone, mobile phone, radio, newspaper, e-book, anywhere 和 office,并能初步运用； 2. 能听懂、会读、会说日常用语 could/could not …以及熟练使用动词过去式的表达； 3. 能有感情地朗读课文，并尝试复述课文内容； 4. 能熟练运用本课所学的词汇和日常用语谈论自己或他人过去和现在会做的事情； 【学习能力】 通过自主阅读和合作学习，初步感知一般过去时动词的不规则变化及读音。 【思维品质】 通过角色表演、看图复述、文本拓展等多种课堂活动，提升学生思维的发散性和创新性。 【文化品格】
family. What are they? (播放动画) T: Can you say something about Mike’s
family? (PPT 呈现句型) 例：Six years ago, Mike was short. Now he is tall. 2. T: They have changed a lot. And in this lesson, we’ll know more about the changes of Mike’s family. T: This boy is Mike. Now, he is a young boy. And he can do many things now. Let’s guess, what can he do? T: Could Mike do all these things six years ago? What could he do? Can you guess? What couldn’t he do? T: So six years ago, Mike could read and draw but he couldn’t write. (师生一 起读文本) T: Can you describe little Mike six years ago and young Mike now? T: So the way of Mike’s ability is changing. 3. T: How about Mr Brown? How did he keep in touch with his friends twenty years ago? How does he keep in touch with his friends now?Let’s fill in the blanks together. 4. Now try to describe Mr Brown. (学生复述) T: So the means of contact is changing. 5. T: How about Mike’s grandpa? How did he get news thirty years ago? (提醒学生 read 作为过去式时的读音) T: How can he get news now? T: Let’s read this paragraph together. Then describe Mike’s grandpa. (学生复述) (贴板书)
四年级英语上册《Unit4Myhome》教案精品范文5篇
四年级英语上册《Unit 4 My home》教案精品范文5篇“老师”就应是个具有超群的德行持重明达和蔼的人，同时又要具有能够经常庄重安闲随和地和学生交谈本事。
今日我为大家带来的是四年级英语上册《Unit 4 My home》教案精品范文，供大家阅读参考。
四年级英语上册《Unit 4 My home》教案精品范文一课型：新授课课时：1 课时教材：人教版四年级上册Unit 4 My Home Lets learn教学目标：1.学问目标：借助图片、课文，能精确认读单词或短语bedroom，study，living room，kitchen，bathroom。
能娴熟运用特别疑问句Where is...?和一般疑问句Is she/he in the...? 对人物的位置进展提问。
2.实力目标:能用所学的句型和单词对人物的方位进展提问和答复。
能相识家里各个房间的名称和功能，并能够说出和表演出能在相应房间中做的活动，如watch TV，read a book，have a snack，have a nap，take a shower 等。
3.情感看法与价值观目标:能够理解家的重要性和意义，并能够造就良好的生活和家庭习惯。
能体会到英语学习的乐趣，并能与老师、同学踊跃沟通。
教学重点：驾驭并精确运用本课单词或短句以及句型描述人物方位。
教学难点：理解良好生活习惯的重要性。
教学工具：教材，音频，多媒体课件。
教学过程：Step1：Lead-inGuessing Game：课前，老师和同学们做一个小嬉戏。
老师来表演动作，学生一起猜。
老师分别表演动作watch TV，read a book，have a snack，have a nap，take a shower，学生用英文答出相应的动作。
老师留意嘉奖答得又快又精确的同学。
嬉戏过后，老师提问学生可以在哪里做这些活动呢?“Where can we watch TV/ read a book/ have a snack...? ”由此引出My Home 的主题。
新课标人教版选修六Book6 Unit4 Using language
What has caused the global warming?
①Human activity--- burning of fossil fuels. ② Greenhouse effect--- greenhouse gases--we need those gases.
③ Huge quantities of extra carbon dioxide---from
1.Does Earth Care agree with Ouyang Guang’s opinion that individuals can have no effect?
No, Earth Care agrees that together, individuals can make a difference.
1957 to 1997---from around 315 parts per million to around 370 parts per million.
The effects of global warming
• Negative effects:
• 1 cause the sea level to rise; • 2 severe storms; • 3 droughts; • 4 famine; • 5 destruction of species • 6 flood
recycled ◆ Buy things made from __________ materials __________. ◆ Buy products that are made to save energy ________. Plant trees in your garden or your ◆ __________ school yard. ◆ Talk with your family and friends global warming about _______________.
新课标人教版选修六Book6-Unit4-Reading省名师优质课赛课获奖课件市赛课一等奖课件
Charles Keeling believes it is the burning of more and more fossil fuels that is resulting in a big increase in carbon dioxide.
5. What is the main topic of the 6. article? 7. Global warming/ the warming
of 8. the earth.
2. True: 3, 5, 6, 7, 8 False: 1, 2, 4, 9, 10
Correct sentences: 1. The temperature last century increased
1.Who wrote the magazine article? What is the name of the magazine?
2. Sophie Armstrong wrote the magazine article. The name of the magazine is Earth Care.
Choose the best answers. 1. Which of the following is TRUE
according to the text? A
A. The temperature of the earth increased about one degree Fahrenheit during the 20th century. B. The carbon dioxide content in the air increased by 70 parts per million from 1957 to 1997. C. All scientists accept the data in graph 2 except Charles Keeling. D. Janice Foster says that more carbon dioxide will make plants grow faster.
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Unit4 Global warming (period1)
Warming-up and reading
Teaching aims
Teaching key and difficult points
1．To enable the students to learn about global warming and to develop their reading ability.
2．To enable the students to talk about what we should do to prevent global warming.
Emotional aims
1.To make students realize the harm of global warming and the importance of environmental
protection.
2.To develop students' sense of cooperative learning.
Teaching procedure
Step 1Warming up
1．Warming up by reading and talking：
Read through the exercise with the class.Ask students to talk about what we use energy for，what are the sources of these energy and whether the sources are renewable or non－renewable.
Step 2Pre-reading
1．Show a picture of a greenhouse to students and ask them what a greenhouse is made of and what its purpose is.
Suggested answer：It's made of glass and plants can grow in it when it's cold outside.
Ask the students how it works.
Suggested answer：The glass traps the heat from the sun，making the air warm so that plants grow better.
2．Ask students what they think “greenhouse gases”are and what they think greenhouse gases do.Look at the picture above and explain it to their partners.
Suggested answer：Greenhouse gases perform the same function as the glass in a glasshouse：they trap the heat of the sun and keep the air surrounding the earth warm.This is called the greenhouse effect.)
Step 3Reading and comprehending
1．Fast reading
Ask students to read the passage quickly so as to get the key words and general idea of each paragraph and answer the following questions：
(1)What is the main topic of the article?
________________________________________________________________________
(2)Who wrote the magazine article？What is the name of the magazine?
________________________________________________________________________
(3)What are the names of the three scientists mentioned in the article？Do they agree with one another?
________________________________________________________________________
Suggested answers：(1)Global warming/the warming of the earth.(2)Sophie Armstrong，Earth Care.
(3)Dr Janice Foster，Charles Keeling，George Hambley.They don't agree with each other.
Structure analyzing
Ask students to read the text carefully and try to find out how many parts they can divide the text into and find out the main idea of each part.
2．Detailed reading
para.1
1. How much did the temperature of the earth rise during the 20th century?
2. What is the question of Sophie Armstrong?
para.2
1.What conclusion can you make from the Graph1?
2.Who is to blame for the earth’s becoming warmer?
para.3
1.How do human affect the earth warming up?
2. What is greenhouse gases?
3. What is 'greenhouse effect'?
para.4
1. What conclusion can you get from Graph2?
2. What did the scientist Charles Keeling find between the years from 1957 to 1997?
para.5
1. Do the scientists accept the data?
2. How high will the temperature increase go?
para.6
What do Dr. Janice Foster and George Hambley think about the results of global warming?
Step 5 discussion
What will global warming bring to us in your opinion?
Step 6Retelling
Ask students to talk about global warming in their own words.Give them some key words
and expressions on the blackboard.Then let them try to retell the passage.
Step 7Homework
1．Learn the useful new words and expressions in this part by heart.
2．Try to find some data about global warming on the Internet，and show your class in the
next period and talk about them.
Step 8Reflection after teaching
___________________________________________________。