北京版六下UNIT THREE LET'S LIVE A LOW-CARBON LIFE-Lesson 10-ppt课件-(含教案+视频+素材)(编号：308e6).zip

Unit 3 Live a Low-carbon Life Which are low-carbon life? Do they know how to live a low-carbon life? print on one sideprint on both（two）sides print on one sideprint on both（two）sides 200 pages save(节约）paper/trees 200 papers100 papers How can we make use of trees? the home of animals build houses get fruits protect the environment brushing teethbrushing teeth water water runningrunning Dont leave the water running when youre brushing your teeth. Dont leave the water running when you are brushing your teeth Turn off the TV when you arent watching. Turn off the TV when you arent watching Do you know other ways to save electricity(电电)? What can you save in your daily(日常) life? I can save water. I water the flowers after washing the rice. What can you save in your daily(日常) life? I can save . I . Why should we reduce(节约节约)? Why should we reduce(节约节约)? Reducing is important. It can _____________. protect the environment We should live . Can you tell me more about low-carbon life? 3 ways to live a low-carbon life 1.We can put the rubbers and cryons(蜡笔) in the ____. 2.We can put the _____ in the bottle.It will be a vase. 3.We can put the pens and rullers in the big can. It will be a _______. can flowers pen holder 1 Homework 2 What can you reuse? Please take photos or bring it to school. 你能够重复利用哪些 物品呢？请拍照上传或带到学校来 Search information about recycle 查找有 关recycle的资料 Thank you1. This story is about________. A. reduce B. reuse C.recycle 2. Choose the right word to fill the blank. (选择正确的单词填空, 有一项是多余的) We can put the rubbers and cryons（蜡笔） in the__________. We can put _________in the bottle. It will be a vase. We can put the pens and rulers in the big can. It will be a __________. flowers can pen holder vase1 教学基本信息 课题Unit 3 Lesson 10 Live a Low-carbon Life 是否属于 地方课程或校本课程 否 学科英语学段： 高段年级六年级 教材书名：义务教育教科书英语六年级下册（一年级起点） 北京出版社 教学设计参与人员 姓名单位联系方式 设计者 实施者 指导者 课件制作者 指导思想与理论依据 英语课标指出,设计一节课要力求从学生的学习兴趣、认知水平、以及生活经 验出发，通过多种活动形式，培养学生的学习技巧和语言的综合运用能力。本节课围 绕低碳生活、节约资源这一话题，让学生课前先调查生活中有哪些低碳行为，充分激 发学生兴趣、调动学生的主动性。通过之前学过的节约能源和环境保护的内容，能够 对本节课内容进行分类和总结。学生能够通过自己的生活经验和已有知识谈论低碳生 活的方式和意义，从而使学生达到对语言知识的活学活用。 教学背景分析 教材分析：教材分析： 本教材是京版六下第三单元。本单元是围绕环保话题展开的。第一课时的话题为 World Earth Day，引导学生了解保护环境的具体途径和方法。第二课话题为 low-carbon life，帮助学生理解低碳生活的理念和并能运用到实际生活中去。第三课时话题为 love animals，教育学生热爱小动物，帮助学生建立人与自然和睦相处的共识。 从话题熟悉度和学生理解难度方面分析，第一、二课时离学生生活较远，学生相 比不够熟悉，理解略微困难，第三课时动物是学生较为感兴趣的话题，相比而言难度 最低。 从单元授课的主题：先从学生感兴趣的、较容易理解、有感情链接话题作为单元 学习的切入点，学生由保护动物联想到保护环境人、动物与植物共同的家园，逐 渐认识到人与自然应和谐共存，激发保护环境的热情，然后逐步学习如何通过过低碳 生活、在生活中实践 3R（reduce, reuse, recycle）, 并最终在最后一课时运用所学达成 2 语言的输出，从而完成单元总体目标。 基于以上分析，我们将本节课定为本单元第二课时。根据本节课的教学目标和重 点，我将 Listen and say，Listen and number, Read and write,Lets do 四个部分进行了删 减和整合，整合后分为 Warm up, Presentation,Practice, Extension 四个环节。本课通过 Yangyang 和 Lingling 打印作业，谈论双面打印的节纸做法，从而引出低碳生活这一生 活理念。学生能够找出文中的低碳环保行为并说出自己生活中还知道哪些低碳行为， 呼吁人们低碳生活、保护环境。 学生情况：学生情况： 语言知识和词汇方面，之前学过有关自然和环保的内容。 四年级上册学过 forest, grassland, lake 等自然地形，关于节约资源的内容：We cant live without water. 短语包 括：turn on/off the light/radio 等。四年级下册学过 No talking，please dont 等禁止用语, 句型包括 What are you going to do on World Earth Day/ Tree Planting Day? 五年级下册学 过植物各部分名称，句型包括 How can we make use of trees?树的用途和保护环境的作 用。 本节课使用语言多为祈使句，学生能够用 Dont 或 Lets 给他人建议。本节课学生 要用祈使句对环境有害的行为进行阻止。六年级学生有一定的生活经验和和环保意识， 求知欲强，有了一定的逻辑思维能力。 教学目标(内容框架) 教学目标：教学目标： 1. 通过学习 Lingling 和 Yangyang 的对话，能够理解 save 的含义以及低碳生活的具体 做法。 2.正确理解和认读 print on both sides, save trees, live a low-carbon life, brush your teeth 等 短语 3.能够正确使用祈使句对低碳节能、保护环境方面提出建议。 4.通过本节课的学习能够树立 low-carbon life 的意识并将其应用到实际生活中去。 教学重点：教学重点： 1. 祈使句 Dont， Lets 的使用 2. 正确认读 print on both sides , save trees, live a low-carbon life, brush your teeth 等短语 3 教学难点：教学难点： 1.对 live a low-carbon life 的正确理解 2.结合自己的生活实际，合理的使用祈使句对低碳生活具体做法进行描述 教学过程(文字描述) （一（一) ) Warm up 1. T: Before the class, I will check your homework. First, did you write more suggestions？Group leaders, please stick your suggestions on the blackboard.让学生 把小组写的 suggestion 贴到小黑板上 【设计意图：】承接上节课的作业，让学生写出保护动物或保护环境的建议， 让学生读一读。此环节不仅是对上节课的复习和总结，更为后面教学环节做铺 垫。 2. T: How about homework 2? Did your print your homework about“low-carbon life”？ Show me your papers please.Today we are going to talk “Live a Low-carbon Life”. 教师边说边板书标题 T: Now，do you know- what is low-carbon life? Ss: Yes. T: Really? Let me show you some pictures. Which are low-carbon life? 【设计意图：】学生通过之前的调查对低碳生活有了初步的认识，通过这一环节 可以检验学生对于低碳生活的理解程度，并激发学生继续学习此话题的兴趣。 （2） Presentation T: Now you know something about low-carbon life. How about our friends Lingling and yangyang. Look, they are printing their homework. Do they know how to live a low- carbon life? Lets watch. 教师播放故事 T: So do they know how to live a low-carbon life? Ss: Yes. T: How do you know? S:. T: Now please open your books. Turn to page 20 . Read the text and find the answer on 4 your book. 以下环节根据学生的回答情况进行前后调整 T: So what do they talk about low-carbon life? Can you find the answer? 1. Save paper/trees S: They print on both sides of the paper. (贴板书） T: Yes. “Both sides” means two sides. (解释 both 的含义) T: Now show me your paper. Who print on both sides of the paper? Let me see. 检查学生有没有双面打印的，如果没有出示自己的 T: Look, I print on both sides of the paper. 出示单面打印的图片 T: You print on one side of the paper.学习 print on one side T: So which one is better? Ss：Printing on both sides of the paper is better. T: Why? 教师出示图片，展示打印 200 页内容单双面打印所需要的纸张不同的厚度， 引导学生说出 S: Its a good way to save paper and to save trees. 教师板书 save paper，save trees 【设计意图：】教师出示打印 200 页材料需要的纸张，单面打印的话需要 200 张纸， 双面打印的话只需要 100 张纸，让学生从厚度上直观地看出来双面打印可以省一半 的纸张，从而自然地说出 save paper，save trees T: Why saving paper can save trees? S: Because papers are made of trees. T: Trees are important. How can we make use of trees? S: We can rest under the tree. Treesforests are the home of the animals. We can use the trees to make houses. Planting trees can protect the environment. T: So what should we do? Should we cut more trees? S: No. We should save trees and plant more trees. 【设计意图：】通过复习之前学的树的好处和用途，让学生意识到树对人类和动物 的 重要作用，呼吁人们保护树木。 5 2.Save water T: Yes. Printing on both sides of the paper is low-carbon life. What else? S: Dont leave the water running when you are brushing your teeth. 教师 ppt 出示答案的位置，让学生读 出示图片，图中的小男孩一边刷牙一边放着水 T: Look，the boy is brushing his teeth, but the water is running. Is he right? 学习 brush teeth 和 water running Ss: No. T: So what should we say to him? Ss: Dont leave the water running when you are brushing your teeth. （教师贴板书） 【设计意图】理解并学习 brushing teeth 和 water running 的同时，引导学生用祈使句 劝阻别人的不良行为 T: We cant live without water. So we should . Ss :save water.教师引导学生说出 save water 教师板书 save water 3.Save electricity T：These are low-carbon life.(手指板书）What else? 预设一： S: Turn off the TV when you arent watching. 教师 ppt 出示答案的位置，让学生读 T: Look，the TV is on, but the boy is leaving. What should he do? Ss: Turn off the TV . (教师贴板书） T: Yes. It means we should save electricity. 教师板书并带读 save electricity T: Do you know other ways to save electricity? Ss: Turn off the light computerwhen you arent using. Turn off the light in the day time. 预设二： S: We should save 电 6 T: Yes，you mean we should save electricity. 板书 save electricity How to save electricity? S: Turn off the TV when you arent watching. 教师 ppt 出示答案的位置，让学生读 T: Look，the TV is on, but the boy is leaving. What should he do? Ss: Turn off the TV . (教师贴板书） T: Do you know other ways to save electricity? Ss: Turn off the light computerwhen you arent using. 【设计意图：】根据生活经验和提前调查的内容，让学生说出更多的节电小窍门， 培养学生的发散思维。 4.全班跟读，两人一组读课文全班跟读，两人一组读课文 5. 实际情境，练习句型实际情境，练习句型 T:Look, Lingling and Yangyang can save paper. They print on both sides of the paper.What can you save in your daily life? For me, I can save water. I water the flowers after washing the rice. How about you? S: I can save. （三）（三）Practice T: Look，save paper, save water and save electricity. They are all about “save” or “reduce”. (板书 reduce）Why should we reduce them? Lets watch a video. 播放有关不节约危害的小视频 T: Do you know why should we reduce? You can talk with your partner. S: If we dont reduce, . T: Reducing is very important. It can protect the environment.引导学生说出节约能源的 重要性。 T: So we should live a low-carbon life. T: Can you tell me more about low-carbon life? You can take out the paper you print and talk in your group. Ss: go to school on foot, by bike, use paper bags. 【设计意图】学生学完本课后对低碳生活有了一定的了解，根据所学和查阅的资 料给出更多的低碳生活建议。 7 （四）（四）Extension 1. 补充补充 3R 中的中的 reuse T:There are three ways to live a low-carbon life. They are 3R. “reduce”, “reuse” and “recycle”. 教师板书 T：Now lets watch a story and find out what is it. Please take out your worksheet. After watching, please finish the paper. 让学生观看故事并把故事中 reuse 的物品填写在纸上 再次播放视频，检查答案 T: So, the video is about“reduce”, “reuse” or “recycle”? Ss：Reuse 找学生订正答案 2.将将 suggestions 进行分类进行分类 T: Now look at these suggestions.(指着小黑板上的 suggestions）Can you find which is reduce, which is reuse and which is recycle?让学生找到有关低碳行为的 suggestion， 并贴到主板书的相应位置。 【设计意图：】上课伊始学生作业的 suggestion 在此环节成为本课进行总结的资源， 起到了双重作用。学生在教师引导下能够对所学内容进行分类和总结，培养学生 有效的学习方法和学习策略。 （五）（五）Homework： 1、What can you reuse? Please take photos or bring it to school. 你能够重复利用哪些物品 呢？ 请拍照上传或带到学校来 2、Find information about recycle. 查找有关 recycle 的资料 （六）板书设计（六）板书设计 8 学习效果评价设计 评价方式: 1. 教师课堂评价：根据学生在课堂交流和任务中的参与度、表现等运用 Good job, Well done, I agree with you, Good idea 等对学生进行口头评价。 本教学设计与以往或其他教学设计相比的特点 1. 以检查学生作业为热身和导入，在与学生自然的交流中既对上节课进行了总结，又 为本节课最后拓展环节做好铺垫，起到了双重作用。 2. .以学生为学习主体，学生小组交流，生成的答案作为板书内容，学生在教师的引导 下能够对所学内容进行分类和总结，培养学生有效的学习方法和学习策略。 3. 课前让学生提前了解低碳生活，调动学生的学习主动性。通过本节课丰富的课外资 源和学生已有知识和生活经验能够谈论低碳生活的方式和意义，从而使学生达到对语 言知识的活学活用。