六年级英语下册Unit8《Windyweather》教案牛津

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牛津上海版六年级下册《unit 8 windy weather》优秀教案(重点资料).doc

Unit 8 Windy WeatherThe First PeriodKnowledge objectives:Asking Wh- questions to find out specific information.e.g. What can you see when there is a gentle wind.Using connectives to show the time relationship between two actions: e.g. What can you see when there is a gentle wind?Using modal verbs to express ability.e.g. I can see people flying kites in the park.Ability objectives:1)Make the students talk about windy weather, different wind strengthsand the results of windy weather, reading and writing about a typhoon.Emotional objectives:Foster the students’ sense how to prevent disasters. Help them to realize how to cherish their lives.Pre-task preparation:Write on the board: a gentle wind/ a strong wind/ a typhoonAsk: What can you see when there’s a gentle wind/a strong wind/ a typhoon? Write the students’ suggetions on the board.While-task procedure1.Play the cassette for the dialogue. The students listen and repeatwith their books closed.2.Select pairs to say the dialogue.3.In pairs, students match the pictures with the winds.Ask: Which pictures show a gentle wind/ a strong wind/ a typhoon?4.Ask questions:e.g. 1) What can you see in Picture 1？To elicit: I can see people holding raincoats tightly.Write the sentences on the board. Repeat the procedure for the other pictures:I can see leaves blowing slightly in parks.I can see flags flying in the sky.I can see people taking flower pots into their flats.I can see clouds moving quickly.I can see people windsurfing on the sea.5. In pairs, students ask and answer questions about the pictures. Consolidation:a)Give the students tine to look at the pictures.b)Play the recording. The students listen and write.c)Play the recording again . Check the answers.The second periodKnowledge objectives:Asking wh-questions to find out specific informatione.g. What can you see when there is a gentle wind?Using connectives to show the time relationship between two actions.e.g. We can see…when there…Using model verbs to talk about ability.Ability objectives:Make the students talk about different wind strengths and results of windy weather.Emotional objectives:Foster the students sense how to prevent disasters. Help them to realize how to cherish their lifePre-task preparation：Ask: Is it windy today? What can you see?While-task procedure:1.Read Think and say. In pairs, students practise the dialogues. Askpairs to say one of their dialogues.2.Read Find and write. If the students have brought pictures of windyweather, they can stick them in the panels. Or they can draw pictures.3.The students write the captions . Select individual students to readout a caption.Post-task activitiesWorkbook 6B page 53a.In pairs, students talk about what they can see and what theycan/should do in different kinds of windy weather.b.Give the students time to draw and write sentences.c.Select individual students to read out their answers. ConsolidationWorkbook 6B page 48The Third PeriodKnowledge objectives:Using the simple past tense to talk about past states and events.e.g. Kitty and Ben were in the park.Using adverbs to describe manner.e.g. They flew their kite happily.Ability objectivesLet the students read and write about the typhoon.Emotional objectives:Foster the students’ sense how to prevent disasters. Help them to realize how to cherish their lives.Pre-task preparation.Ask: What happens in a typhoon?While-task procedure.1.Play the cassette for Look and Learn. The students repeat:Ask: What happened to trees/ boats in a typhoon?Who cleaned the street after the typhoon?2.Give the students time to read the story silently.3.Play the cassette. The students follow in their books.4.Ask the students to read the story.5.Write the simple past forms of the verbs on the board:are-were, fly-flew, blow-blew, move-moved, become-became, go-went,watch-watched, fall-fell, sink-sank, passed-passed, walk-walked; see-sawAsk questions about the storyWorkbook 6B page 52.ConsolidationWorkbook 6B page 47The Fourth PeriodKnowledge objectives:Using modal verbs to express obligatione.g. We should stay indoors.Ability objectives:Let the students make a poster of Typhoon.Emotional objectives:Foster the students’ sense how to prevent disasters. Help them to realize how to cherish their life.Pre-task preparation:1.Think and say.What can you see when there is a typhoon?Encourage the students to give as many answers as possible.2.Look and learnTyphoon, shelter,3.Read, think and writeWith your classmates, look at the pictures on the poster. Write some safety rules.4.When a Typhoon is coming.5.Look, think and say. When a Typhpoon is coming. ConsolidationWorkbook 6B page 50。

【牛津上海版】六年级英语下册课件：Unit8Windyweather教学课件

What may happen when there is a tsunami?
__A_b_i_g_w_a_v_e_s_m__ay__s_in_k_a_l_l _th_e_t_h_in_g_s__o_n_th_e__s_h_o.re __A__g_r_ea_t_m__a_n_y _p_e_o_p_le_m__a_y_g_e_t _in_j_u_re_d_______.
Shanghai Student Post
At 2:15 p.m. yesterday, a fire accident broke out on Jiaozhou Road, Jin’an District. It started with a heavy smoke and then the fire spread quickly in the whole building within 20 minutes. The firemen had a difficult time putting out the fire because the building with 28 floors was too tall to reach. The fire lasted for about 4 hours with 53 people killed and more than 100 injured in the end. The fire accident was said to be caused by some inexperienced workers. “I’ve never seen such a big fire in my life,” said an 84-year-old woman.
What may happen when there is a flood?

牛津上海版英语六年级下册《Unit 8 Windy weather》教学设计4

牛津上海版英语六年级下册《Unit 8 Windy weather》教学设计4一. 教材分析《Unit 8 Windy weather》是牛津上海版英语六年级下册的一单元，主要围绕风和天气展开。

通过本单元的学习，学生能够掌握关于天气和风的基本词汇和表达方式，如：sunny, cloudy, windy, rny等。

同时，学生还能通过本单元的学习，提高听说读写的能力，培养对天气现象的观察和描述能力。

二. 学情分析六年级的学生已经具备了一定的英语基础，能够听懂并运用简单的英语进行日常交流。

但是，对于一些关于天气和风的特殊词汇和表达方式，学生可能还比较陌生。

因此，在教学过程中，需要引导学生通过观察、体验、实践等方式，来理解和掌握这些词汇和表达方式。

三. 教学目标1.知识目标：学生能够掌握关于天气和风的基本词汇和表达方式，如：sunny, cloudy, windy, rny等。

2.能力目标：学生能够通过听、说、读、写的方式，运用所学的词汇和表达方式进行交流和描述。

3.情感目标：学生能够培养对天气现象的观察和描述能力，增强对自然环境的关注和保护意识。

四. 教学重难点1.重点：学生能够掌握关于天气和风的基本词汇和表达方式。

2.难点：学生能够正确运用所学的词汇和表达方式进行交流和描述。

五. 教学方法1.情境教学法：通过创设各种与天气和风相关的情境，引导学生理解和掌握所学的词汇和表达方式。

2.交际教学法：通过小组讨论、角色扮演等方式，培养学生的听说能力和交流技巧。

3.任务型教学法：通过完成各种与天气和风相关的任务，提高学生的实践能力和综合运用能力。

六. 教学准备1.教学PPT：制作与本单元相关的PPT，包括图片、视频、音频等素材，以及各种练习题。

2.教学卡片：制作与本单元相关的词汇和表达方式的卡片。

3.教学材料：准备与天气和风相关的实物或图片，如：雨伞、风车等。

七. 教学过程1.导入（5分钟）a.利用音乐、歌曲或故事等方式，引起学生对天气和风的兴趣。

牛津版上海版六年级下册 Unit 8 Windy weather 课件

2 We should _t_a_k_e_f_lo_w__e_r_p_o_ts_ inside our flats. 3 We should __cl_o_s_e_ all the _w_i_n_d_o_w_s_ in our flats. 4 Drivers should _p_u_t__ their c_a_r_s_ in _c_a_r_p_a_rk_s___. 5 _B_o_a_t_s_/s_h_i_p_s __ should stay in typhoon shelters.
They shouldn’t …
We should stay inside. We shouldn’t stay outside.
Safety rules
A: What should … do? B: … should/shouldn’t … … ……
…
Ps: 大家根据提示图片，编相关的对话，可以把对话编的长一点。
I can see leaves blowing slightly in the parks.
fly kites / countryside 乡村
leaves / blow slightly / parks 轻轻摆动
What can you see when there is a strong wind?
c ar
flower p ot
window
Typhoon
b oat
Drivers should …in car parks. Drivers shouldn’t …
We should … inside/in our flats/at home.
We shouldn’t …
The boats should stay in typhoon shelters.

牛津上海版六年级英语下册unit 8 windy weather 教学课件

What may happen when there is a tsunami?
__A_b_i_g_w_a_v_e_s_m__ay__s_in_k_a_l_l _th_e_t_h_in_g_s__on__th_e__s_h_or.e __A__g_r_ea_t_m__a_n_j_u_re_d_______.
What may happen when there is a flood?
Cars and buses __m__a_y_m__o_v_e_w__it_h_d_i_ff_i_c_u_lt_y. Hundreds of people __m__a_y_b_e__h_o_m__e_le_s_s____.
people’s flats. d)A strong wind may break windows.
A short speech about typhoon
Good afternoon, my dear students. Today, I’d like to talk about typhoon. As we all know, typhoon is very __p_o_w__e_rf_u_l__. When there is a typhoon, a strong wind may break windows and blow away ____f_lo_w__e_r _p_o_ts___ outside people’s flats.
Key words and phrases:
lose one’s lives
fall down into pieces
drop quickly stop leaving on time
earthquake

牛津版上海版六年级下册 Unit 8 Windy weather 教学设计

牛津版上海版六年级下册 Unit 8 Windy weather 教学设计一. 教材分析本单元的主题是“Windy weather”，主要围绕天气现象展开。

学生将通过本单元的学习，了解关于风的不同类型以及风对人们生活的影响。

教材内容包括词汇学习、听力理解、口语表达、阅读理解和写作练习。

通过对本单元的学习，学生能够提高听说读写的能力，并能够运用所学知识进行实际应用。

二. 学情分析六年级的学生已经具备了一定的英语基础，对于日常生活中的基本词汇和句型已经有了一定的了解。

然而，对于一些关于天气的专业词汇和复杂的句型可能还比较陌生。

因此，在教学过程中，需要注重词汇的引入和句型的操练，帮助学生建立起对应的语言框架。

三. 教学目标1.能够听懂、会说、会读关于风的不同类型以及风对人们生活的影响的词汇和句型。

2.能够通过阅读理解，了解风对人们生活的影响，并能够进行相关的讨论。

3.能够运用所学知识，写一篇关于风的小作文。

四. 教学重难点1.重点：词汇的学习和句型的掌握。

2.难点：对于风的不同类型以及风对人们生活的影响的理解和运用。

五. 教学方法1.任务型教学法：通过设定不同的任务，让学生在实际情境中运用所学知识，提高学生的实际应用能力。

2.情境教学法：通过创设不同的情境，让学生在情境中学习词汇和句型，提高学生的学习兴趣和积极性。

3.合作学习法：通过小组合作的形式，让学生进行讨论和交流，提高学生的合作能力和口语表达能力。

六. 教学准备1.PPT课件：制作相关的PPT课件，展示词汇和句型的图片和例句。

2.阅读材料：准备相关的阅读材料，让学生进行阅读理解练习。

3.小作文模板：准备相应的小作文模板，帮助学生进行写作练习。

七. 教学过程1.导入（5分钟）通过播放一首关于天气的歌曲，引起学生对天气的兴趣，并引导学生思考风的不同类型以及风对人们生活的影响。

2.呈现（10分钟）通过PPT课件，呈现关于风的不同类型以及风对人们生活的影响的词汇和句型。

牛津版上海版六年级下册Unit8Windyweather

第X讲Unit8 windy weather教学过程一、课堂导入教师讲述一个与本节课题目有关的英文小故事，引出今日所要讲解的知识点，然后让学生简单梳理一下所涉及的问题，带着问题学习本节课的内容。

二、复习预习教师引导学生复习上节课学的重点内容，检测单词的用法，（以提问、回顾的形式进行），针对上节课的作业进行讲评、订正、答疑，并通过英文小故事导入本节课所要学习的新知识。

三、知识讲解1. 知识点一：重点单词1）display [dɪ'spleɪ]【词性】n.【词义】展示【经典例句】Kitty is going to help her make a display board.Kitty打算帮助她制作一个展示板。

2）gentle ['dʒentl]【词性】adj.【词义】温柔的【易混淆点】gently adv. 温柔地【经典例句】What can you see when there is a gentle wind.当有微风时，你会看见什么？3）hold [həʊld]【词性】v.【词义】抓住【易混淆点】hold：举行【经典例句】They held raincoats tightly.他们紧紧地抓住雨衣。

4）tightly [ 'taitli ]【词性】adv.【词义】紧紧地【经典例句】They hold raincoats tightly.他们紧紧抓住雨衣。

5）slightly [ 'slaitli ]【词性】adv.【词义】稍微，轻微地【经典例句】The leaves moved slightly.树叶轻微地晃动。

6）move [ mu:v ]【词性】v.【词义】移动【经典例句】The clouds moved quickly.云朵快速移动。

7）quickly [ 'kwikli ]【词性】v.【词义】旅游【易混淆点】tour ：短途旅行journey：长途旅行trip：旅行总称【经典例句】The clouds moved quickly.云朵快速移动。

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Unit8 Windy weather
The knowledge objective:
Learning the following words, phrases and patterns:
windy, gentle, breeze, column, typhoon, display board ,in the new order, on a windy day, a strong wind, fly kites, in the countryside, see sb. doing sth., what can you see when there is a…?
The ability objective:
a.Learn to express the different kinds of windy weather with words, phrases and patterns above.
b.Develop the students’ speaking English skills and using English skills.
The moral objective:
a.Learn to enable the Ss to cooperate with others.
b.Get to know the importance of the safety precautions for typhoons.
Teaching key and difficult points
Key points: How to use patterns freely;
Express what Ss can see in the different kinds of windy weather.
Difficult points: How to talk about the different kinds of windy weather according to the pictures.
Teaching procedures
Step1: Warming-up
Have greetings and daily report as usual.
Step 2: leading-in.
1. Ask a student to make a weather report for us.
2. Task: Ask Ss to talk about the weather of Shenyang.
‘How is the weather in Shenyang in spring?’
‘Which weather do you like best?’
Step3 Presentation
T: Look at the pictures on the computer screen. There are three kinds of wind : a gentle breeze, a strong wind and a typhoon.
T: What are they doing in the pictures?
Task: Ask the Ss to look at the pictures to learn the new expressions.
Step4 Practise
1. Fill in the blanks with proper letters according to the pictures.
2. Ask Ss to talk about what they can see in different kinds of weather and write their answers on the books.
Step5：Production
1. Show the students six pictures and ask them to think about what else on a windy day.
2. T: What can you see when there is a gentle breeze/When there is a strong winds/when there is a typhoon?
3. Ask Ss to talk with their classmates.( Group activities.)
Step6：Consolidation
1.The teachers summerizes the main and difficult points after the students ask each other questions.
2.Do some exercises in order to see whether the students really master the points and how much they master them.( Using ‘Our target paper’)
Step7：Homework
1.Remember the new words and expressions.
2.Finish the exercises on‘ Our target paper’.
3.Finish the exercise on workbook.
板书设计（Blackboard Design）
Until 2 Windy Weather
What can you see on a windy day?
display board , a gentle breeze
in the new order, a strong wind
on a windy day, a typhoon
fly kites, see sb. doing sth.,
in the countryside,
what can you see when there is a…?。