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六年级下册Lesson 25 Save our planet 教学设计
一、内容简介
由于地球环境变得越来越恶化，每个人都应该认识到情况的严重性和紧迫性，立即行动起来，从自身做起，保护我们仅有的地球家园。
二、关键词
环境；保护；地球家园
三、课堂实录
1. Warming-up
1) T: Let's begin our class. S1: Stand up!
T: Good morning, boys and girl! Ss: Good morning, Mr Li. T: Sit down, please!
T: Today we are going to learn a new lesson, Lesson 25. (Writing on the blackboard Lesson 25) T: Now look at the computer screen. Ss: OK!
(Broadcast an environmental English song of We are the world.）
T: We are the world. We are the children. We are the ones who make a brighter day. So let's start giving. There's a choice we're making. We're saving our own lives. It's true we'll make a better day, just you and me.
T: Do you like this song "We are the world"? Ss: Yeah!
2) T: Shall we have a free talk? What does the song tell us? (The students have talked about it for two minutes.) T: What does the song tell us? It tells us ... (The teacher ask some students to answer it.) S1: It tells us we should save the earth. S2: It tells us we should save our home.
T: Great! We are the worldtells us we should save the earth. We should save our home. We should save our lives.
2. Presentation
1) T: Look at the computer screen again. Watch carefully. T: Look, this is the earth. It's our home. It's a blue planet. T: A blue planet. Ss: A blue planet.
T: Watch carefully. What's on our planet? S1: Plains. T: Plains.
(Put the picture of the plain on the blackboard.) T: Follow me. Plains. Ss: Plains.
(Write on the blackboard. There are plains) T: What's on our planet? S2: Mountains. T: Mountains.
(Put the picture of the mountain on the blackboard.) T: Follow me. Mountains. Ss: Mountains.
(Write on the blackboard. There are plains, mountains.) T: What's on our planet? S3: Rivers. S4: Lakes.
(Put the pictures of the river and lake on the blackboard.) T: Rivers, lakes. Ss: Rivers, lakes.
(Write on the blackboard. There are plains, mountains, rivers, lakes.) T: What's on our planet? S5: Oceans.
T: Oh, good! Follow me. Oceans.
(Put the picture of the ocean on the blackboard.)
(Write on the blackboard. There are plains, mountains, rivers, lakes and oceans on our planet.)
T: There are plains, mountains, rivers, lakes and oceans on our planet. Follow me. Ss: There are plains, mountains, rivers, lakes and oceans on our planet.
T: Let's go on watching the computer screen. Look! Are there all kinds of trees, flowers and grass on our planet? S6: Yes, there are. T: That's OK!
(Write on the blackboard. There are all kinds of trees, flowers and grass on our planet.) T: We all know there are a lot of animals in the world. Watch carefully. What animals are they?
T: Wild animals. 野生动物
T: Are there all kinds of wild animals living together with us? Ss: Yes, there are.
(Write on the blackboard. There are all kinds of wild animals living together with us.)
2) T: Talk about the pictures in the computer screen in pairs. (The students have talked about the pictures for 4 minutes.) T: Please answer my questions. What colour is the sky now? S1: It's grey.
T: Look! Is the river dry? S2: Yes, it is.
T: Look at this picture. Are the wild animals dead? S3: Yes, they are.
T: Look! Do we cut down the trees? S4: Yes, we do.
T: The earth belongs to both animals and human beings. We should live peacefully together. We should try to give them a better living environment, and protect them from being hurt. Do you think so? Ss: Yes!
3. Practice
1) T: Is the planet beautiful now? Why or why not? Don't you want to keep our planet beautiful? Listen to the tape. (The students listen to the tape.)
2) T: Open your books at page 48. Listen to the tape again. What do we do to our planet?
(Student have read books and listened to the tape for 3 minutes.) S1: We waste too much water.
(Write on the blackboard. We waste too much water.) S2: We cut down too many trees.
(Write on the blackboard.)
S3: We hunt too many wild animals for our food or clothes.
(Write on the blackboard. We hunt too many wild animals for our food or clothes.) T: We shouldn't do these things. Follow me.
Ss: We waste too much water. We cut down too many trees. We hunt too many wild animals for our food or clothes.
3) T: Discuss in groups. Save our planet. (The students discussed in groups for 4 minutes.)
4) T: Let's make some slogans about protecting environment.
(The students have some slogans about protecting environment for 5 minutes.) T: Come to the front and show our slogans. Group 1: We shouldn't waste too much water. Group 2: We shouldn't cut down too many trees.
Group 3: We shouldn't hunt too many wild animals for our food or clothes.
3. Assessment
T: 请同学们进行自我评价，将自己在本课的表现用A（优秀）、B（良好）、C（继续努力）记录在评价表格内。
C
学生们在进行自我评价的时候，教师做好指导工作同
4. Additional activities
1) Listen to the tape of this lesson and then make a hand-copied newspaper about it.
2) Fill in the form.
5. The Ending
T: Let's sing the song of We are the world. OK？ Ss: OK!
T: We are the world. Follow me twice. We should save our planet, because we have only one planet.
Ss: We should save our planet, because we have only one planet. We should save our planet, because we have only one planet.
T: The time is up. Good-bye boys and girls. Ss: Good-bye Mr Li.
Lesson 25 Christmas is coming!
教学目标
1、能使学生听、说、读、写下列单词：holiday, Christmas, Christmas tree, lights, song认读Western, special, Santa„ 和日常用语：Merry Christmas! Have fun together!
2、熟读并理解课文内容，了解中西方文化差异，了解圣诞节以及在圣诞节时有哪些活动。
3、通过本课的学习，学习西方的节日，培养学生学习英语的兴趣 教学重点：四会掌握Christmas tree, Christmas lights, Santa 等词组和单词。
教学难点：描述圣诞节，并能听懂一些对圣诞节的描述。 教具：圣诞节课件。
教学过程：
一、1.Greeting
T: What day is today? S: It’s December 20th.
T: How do you feel now? S: I feel happy/tired.
T: But I feel excited. Why? Because Christmas is coming!
T: When is Christmas? It’s December 25th.
S1:What day is it?
S2:It’s Tuesday December 25th.
二、New lesson .
1.T: What’s Christmas? It’s a Western holiday. Christmas, say it, please.
T: On a holiday, people don’t work. Children don’t go to school. Holiday, say it, please.
T: Do you know any Western holiday? S: New year’s Day, Mother’s Day„
T: Good! Do you know any Chinese holiday? S: Spring Festival, Lantern Festival„
T: Yes. Sunday and Saturday are holidays, too.
2.T: Christmas is special. Why? Because we have some special things. Look, this is a special tree. It’s a Christmas tree. (Point to the Christmas tree in the front of the blackboard.) How does it look like? Is it beautiful? T: Look, what’s on the Christmas tree? S: They’re lights.
T: Yes, they’re Christmas lights. Christmas lights are on our house and Christmas trees.
On Christmas, we can see a special man, too. Look, here is he. (Show Santa.) Do you know his name? His name is Santa. Santa, say it, please. T: He is a merry man. How does he look like? Do you like him? Why? Please discuss it in groups and answer. S: He is a merry man in red clothes. He has glasses, gloves and boots. I like him. Because he has toys.
三、Practice in groups.
T: please watch a movie for 2 minutes about Christmas, then answer some questions: What holiday is it? What do you see?
S: It’s Christmas. Because there is a Christmas tree, some Christmas
lights on their house and I see a Santa on the Christmas tree.
四、The text
1. Show the words on the blackboard with actions: invite, bring, give, sing, carol (a special song at Christmas). The students learn to say it.
2.practice
It’s a _________ holiday.
On this holiday, people______ go to work.
Children don’t _______________.
_____________ is special.
Because we have _______________,
______________and _______.
Santa is a___________ in red _______.
Children say he ___________ on
Christmas.
3. What will you do on this Christmas ? Please talk about it in groups.
五.Homework
1. Copy these new words five times.
special holiday
Santa bring
Christmas tree
Christmas light
2. Say “Merry Christmas ！”to your friend and give she/he a gift. Blackboard Design
Lesson 25 Christmas is coming!
Christmas tree
Christmas lights
Santa in red clothes
冀教版初中九下Unit 4 Work for Peace
Lesson 25 Talk! Don’t fight!
Navigation of the course(课程导航)
Teaching aims（教学目标）
1. Let the students know the importance of peace.
2. Create the students’ spirit of cooperation.
Teaching important points(教学重点)
1. Mastery words and expressions: fight, spend，spend…on/doing sth., fight with/against sb.
2. Talk about the agreement and disagreement.
Teaching difficult points(教学难点)
1. Grasp the usage of the word spend.
2. Grasp the object clause.
Guiding Teaching scene(教学情景导入)
Hello, everyone. Please enjoy the two pictures. The pictures are about fighting. Not only animals but also friends may fight sometimes. But I think they should talk and not fight.
Teaching steps(教学过程设计)
Step 1. Warming up:
Let’s the students talk about the topic.
What would you do if you found some money on the street?
Step 2. Listening tasks: Listen to the tape twice and answer the question.
What’s happening between Danny and Brain?
They are fighting.
Step 3. Reading tasks: Read the text with the following questions and then give the keys to them.
1. What’s in Danny's bag?
2. How much money did Danny spend on it?
3. Where did Danny get the money?
4. Who lost the money?
5. Can Danny return the money? Why?
6. Do you think whose money it is,Brian’s or Danny’s?
Step4. Read the text and tell the main idea of the text in the students’ own words.
Let the students speak in front of the class. Encourage them not to be shy when they stand there. Give the students chances to speak loudly in front of the class. Step5. Encourage the students to ask more questions about this part.
Divide the class into groups of three or four to finish the task. Ask all of the students to take part in the discussion.
They can ask questions like this:
S1: When you are Jenny, what should you do to stop the fight?
S2: Do you think the ten dollars is Brian’s?
S3: Do you think Danny should spend the ten dollars that he found on the street?
Step 6. Explain the language notes to the class.
1. Sometimes countries fight, and sometimes friends fight!
fight v. fight with sb. “与某人吵架/打架”
fight for sth. “为……而战斗”接抽象名词，意为“为（真理、事业自由、权利等）而斗争/战斗。
fight against sb. “与……对抗”
fight over “为„„而相争“
n. have a fight with sb. “与……进行斗争/打架
have a fight with sb. = fight with sb.
fight fought fought
think thought thought
buy bought bought【Lesson,25,A,Phone,Friend,教案】
bring brought brought
catch caught caught
teach taught taught
2. Jenny and Brown see Danny walking down the street, carrying a bag.
carrying a bag 是现在分词短语用作状语,表示伴随状况
The man hurried to the hospital, leaving his son at home.
She came into the room, carrying a child.
The boy sat there, crying.
3. I bought her a present.【Lesson,25,A,Phone,Friend,教案】
buy sb. sth = buy sth. for sb. make sb. sth. = make sth. for sb. show sb. sth. = show sth. to sb.
pass sb. sth = pass sth. to sb. give sb. sth = give sth. to sb. lend sb. sth = lend sth. to sb.
send sb. sth = send sth. to sb.
4. It was on the street, near our school.
on the street = in the street
5. I lost it this morning.
lose (v.) lost lost
lost adj. “丢失的, 迷途的”
a lost pen a lost child
Lose/lost与 miss/missing的辨析
①lose表示“丢失而难以复得”；miss则表示“发现某物不见了”。例如： I lost my watch on my way home.在回家的路上我的手表丢失了。
I didn’t miss the key until I got home.我到了家了，才发现钥匙不见了。
②lost和missing都可做形容词，lost含有“遗失而找不到”的含义；missing表示“应有而缺少”。例如：
I took the lost pen from my teacher.我从我老师那里拿回了丢失的钢笔。
The book has two missing pages. Could you help me?
那本书缺了两页。你能帮帮我吗？
6. Jenny and I have been looking for it.
have/has + been + v-ing
续进行的动作,强调动作的持续性和未完成性，常与since或for 连用。
I have been learning English these days.
She has been working for two years in this factory.
7. You should give me back my money!
give back: return
give sb back sth= give sth back to sb
8. Whose money do you think it is, Jenny?
本句是一个含有do you think的宾语从句.从句用陈述句的语序。
Where do you think he will go?
Whose money do you think it is?【Lesson,25,A,Phone,Friend,教案】
How do you think they should solve their problem?
Who do you think is standing there? (who作主语)
9. He yells.
yell at sb. “冲着某人大叫”
10. It was mine, and I spent it on Sandra’s shirt!
cost “花费/耗费金钱，时间等” 常以事物作主语
cost sb. + 金钱/金钱
pay “支付(价款)” 常以人作主语
pay money for sth. “为了某物付……款”
spend “花费时间/金钱” 常以人作主语, 常用句型为:
spend some money on sth.
spend some time (in) doing sth.
take “花费时间/金钱” 常用句型为:
It takes sb. some time to do sth.
Step 7. Come to “LET’S DO IT”.
Divide the class into groups of three or four, talk about what Danny should do. Everyone writes his or her opinion on a piece of paper. Everyone must write his or her reasons down. Choose the best from their opinions. Then report it to the class. Step 8. Evaluation standards:
１.（1） They had a fight last week.(同义句转换)
They last week.（fought ）
（2）不要和同学吵架.(翻译)
Don’t the classmates. （fight, with）
２.The secretary worked late into the night, ＿ a long speech for the president.
（B）
A. to prepare B. preparing
C. prepared D. was preparing
３.My father bought me a new computer
last week. (同义句转换)
My father ＿＿＿ a new computer ＿＿me last week.（bought, for）
４.我在街上见到了一位朋友.(翻译)
＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
（I met a friend in (on) the street.）
＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
（I have lost my key.）
Blackboard design（课堂板书设计）
Lesson 25: Talk! Don’t fight!
New words:
fight, spend, fought, spent
Homework(作业)
1. Finish off the exercises in the activity book.
2. Go on the next reading in the student book.
Teaching reflection (教学反思)
Lesson 26 Good Friends Shouldn’t Fight同步教案
Navigation of the course(课程导航)
Teaching aims（教学目标）
1. Let the student’s grasp the four basic skills of English: listening, speaking, reading and writing.
2. Know about the importance of peace in the world.
Teaching important points(教学重点)
1. Mastery words and expressions: enemy, behave, gentleman, honest
2. Oral words and expressions: thief, unhappy, agreed
3. The agreement and disagreement
Teaching difficult points(教学难点)
1. Talk about the agreement and disagreement.
2. Grasp the object clause.
Guiding Teaching scene(教学情景导入)
How do you get along with your friends right now? Sometime we could have a fight with our friends, and then we may feel angry with each other. But I think good friends shouldn’t fight. Let’s come to the topic this class.
Teaching steps(教学过程设计)
Step 1. Warming up: Ask the students to talk about the following questions.
Have you ever had a fight with your friends? What happened?
How do you feel when you are fighting with your friend?
If you have a fight with your friends, how do you make up after the fight?
Step 2. Learning new words of the text.
New words
thief n. 贼enemy n. 敌人behave v 表现 behave like … 表现得像…… The old man behaved like a child. gentleman n. 绅士 ； 君子
honest adj. 诚实的；坦白的 unhappy adj. 不高兴的；难过的 agreed adj. 意见一致的；商定的 agree v. 同意
Step 3. Listening tasks: Listen to the tape and then finish the tasks.
Listen to the tape once and circle the words you hear.
speak longer also true
anything yesterday angry
mine house agree
Listen again and fill in the blanks with the words you hear.
Brian thinks Danny is a ______.
Jenny thinks Danny and Brian should stop ______.
They will have a ______ at Jenny’s house.
Keys: 1.thief
2.fighting
3.meeting
Step 4. Reading tasks: Read the text and the finish the following questions.
1. Has Brian found his lost money?
2. Did Danny feel sorry to Brian?
3. Is Brian still angry with Danny?
4. What idea does Jenny give to Brian?
Keys: 1. No, he hasn’t.
2. Yes, he did.
3. Yes, he is.
4. She said they could have a meeting.
Step 5. Explain the language notes to the students.
1. If you had a fight with your friends, how do you make up after the fight? 如果你和朋友打架了，之后你怎么弥补呢？
1) have a fight with ...意为“和……打架”，fight作名词，意为“打架；打仗；争吵；斗争；争斗”。fight with ... 意为“和……打架”，这里的fight为动词。试比较：
I had a fight with my best friend yesterday. =I fought with my best friend
yesterday. 昨天我和最好的朋友吵架了。
2) make up意为“弥补；组成；捏造；补充”。如：
Five players make up one team. 五名队员组成一个队。
She made up the whole story. 整个故事都是她编造的。
We need one more player, will you make up the number? 我们还缺一名队员，你来补这个缺位好吗？
2. The next day, Danny and Brian won’t speak to each other.
第二天，丹尼和布莱恩彼此不说话。
each other互相，彼此。同one another。如：
教学教案
年 月 (星期) 第节课 第(总课时)
课后反思：
（Lesson 25 Smith’s kitchen）
Teach Plan
组员：
教学对象：初一年级学生，学生成绩较差，部分学生学生比较沉闷，需要老师多关注和提醒。
学情：他们已学过了how many, where 引导的特殊疑问句以及由be 动词引导的一般疑问句及其肯否回答，这些知识点可以为本节课服务。同时，他们能够听到课堂指令语和日常交际用语，并能够做出相应的回应和回答。
ⅠTeaching aims:
1. 学生能够掌握There be 句型的单数形式句型（肯定句，否定句和一般疑问句）。
2. 学生能够对There be 句型的复数形式句型（肯定句，否定句和一般疑问句）有一定的了解，为下节课做铺垫。
3. 复习冠词a, an, the的用法。
4．学生能够了解介词in, on的用法及介词短语in the kitchen, on the left, on the right, on the table 的含义。
5．学生能够了解以下扩充词语的含义：right, left, cook, room。
ⅡTeaching keys and difficult points:
1. 学生能够掌握There be 句型的单数形式句型（肯定句，否定句和
一般疑问句）。
Ⅲ Teaching aids:
1. PPT 白板 白板擦 双色笔
ⅣTeaching steps:
Step1 Greeting ＆ lead-in
T: Good morning, class.
Ss: Good morning, Betty.
T: Ok, now I’ll divide you into two groups. You are G☆,and you are G※.First, let’s hear a song, and then answer my question. Which group’s answer is right, you will get some gift from Father Christmas. Are you ready? Let’s go!
（ 播放音乐Jingle bell rock播放以后，抽学生回答问题。） T：What’s the song?
Ss: Jingle bell.
T: Very good. （如果回答正确的组一个♀，作为奖励）
T: Do you know? When do people usually sing this song?
Ss: On Christmas Day.
T: so, what day is Christmas Day?
Ss: On December, 24th.
T: Good, who can tell me? On Christmas Day, what can you see? One,
two, go. (选举手最快的人回答，回答正确的组则可得一个♀) Ss: snow, Christmas tree, snow boy…
T: Great, let’s look at a picture.
Step2: Presentation ＆ Dills
(在PPT上展示以下图片对学生进行提问
)
T： Listen to me carefully！Clap your hands! （抽拍手最快学生回答，回答正确以♀作为奖励机制，回答错误，及时纠正）
T：What can you see?
Ss: snow.
T: Yes, there is some snow on the ground.
T: What else?
Ss: trees…
T: Yes, there are some Christmas trees on the snow.
T：What can you see on the left of the picture?
S a: A boy.
T: You can see a boy. Great！One ♀for you.
(在教师多次输入there be 句型后引导学生口头输出 there be 句型) We can say “There is a boy on the left of the ground.” Follow me. There is a boy on the left of the ground.
S S: There is a boy on the left of ground.
T：What can you see on the left of the boy?
One! Two! Hands up!
S b: Snowman. （抽举手手最快学生回答，回答正确以♀作为奖励机制，回答错误，及时纠正）
T: Clever! We can say “There is a snowman on the left of the boy”. Follow me! There is a snowman on the left of the boy.
S b: There is a snowman on the left of the boy.
T: Great. One ♀for you.
T：What else can you see on the snow?
Ss: Some boxes.
T: Yes, there are some boxes on the snow. So, you should say “There are some boxes on the snow.”
T: Great. One ♀for you.
T: All of you read the five sentences please. One, two, go.（播放有以
下5个句子的PPT）
Sentence 1: Sentence2: Sentence4: Sentence5: T: Good! 看这几个句子，大家能发现什么？
Ss: 前3个句子都有 there is， 后2个句子都有there are.（给回答问题的学生奖励）
T: 是的，is 和are都是什么词？
Ss:都是be动词
T:我们可以用一句话来概括这五个句子，都由there be 构成, T: 那我们一起来看这几句话是什么意思。谁愿意翻一下这几个句子呢？（老师先引导学生翻译前两个句子，再让学生自主翻译后3个句子，若学生翻译错时，老师给予及时纠正）
Ss: „(老师给回答正确的组加分奖励，并将ppt 播放到有汉语翻译的一页。)
T:非常棒，从刚才的几个句子的意思来看，都表示“某地有某物”。 因此there be句型翻译为“某地有某物”。
T:现在一起观察这几个句子（引导学生一起找出句子的主语和谓语及主语后面的句子成分）
Sentence 1: (主语)