六年级上册英语教案Module 1 unit 1 It’s more than twenty thousand kilometers long 外研社.doc

1、Module1 unit1 Its more than twenty thousand kilometers long一、教学目标任务单词：more than，thousand，kilometre，million，something，map, right, country学习句子：These postcards are great!How long is it? Its more than twenty thousand kilometers long.Where is New York？Its here in the east.二、教学重点：1.能口头运用这类语句说明How long is

2、it?Its more than twenty thousand kilometers long. 2.运用Where is New York？Its here in the east.说明地理位置。三、教学难点：1.能口头运用这类语句How long is it? Its more than twenty thousand kilometers long.说明历史古迹。运用Where is New York？Its here in the east.四、 教学过程：1: Warm up1) Greetings.2) Sing a song: Row a boat.3）Free talk: D

3、escribe their summer holiday. “Life is like a dream.” My summer holiday is like a dream, （课件出示）I read books in the libraryWhat did you do in summer holiday?” 2 Presentation1) Show the Task: 描述某一地点，如北京，上海，宁夏等。2）Students learn new words with teachers help.3)（课件出示)Play CD-ROM, then ask students answer:

4、 “What are they （Simon and Daming）doing?”.4) Play CD-ROM again, ask students to listen carefully then try to answer the questions: Where are Daming and Simon? What are they doing? Are these postcards great ? How long is the Great Wall?How big is New York? How big is Beijing?5) (课件出示) Play CD-ROM aga

5、in，Then let students describe text use the answer. Students read it by themselves.6) Students learn: s=is s got=has got with teachers help3 Practice1) Do replacements exercise. (the Changjiang River, Sichuan, Fujian)2) Act it out.4 Play a game: Tell me more.( Activisty3 )5 Consolidation1) Talking ab

6、out Beijing. “Where is Tianan Men Square?”引出Beijing，课件出示Beijing 及The Great Wall 、Water Cube 、 Birds Nest继而引导学生用Beijing has got句型描述北京)2) Talking about Shang Hai. (课件出示上海地图，上海的美景等图，给学生一些句型的提示让学生通过group work活动完成对上海的描述。) 3) Students describe Sanming in their group then act it out. 4）完成任务：全班同学完成配套练习3。学生认

7、真看短文，先让学生口头回答，然后再书写，鼓励学生说出自己不同的想法，最后老师可以给全班核对答案6 Summary7 Homework: A: Talking about Beijing ，NingXia with your parents.语文课本中的文章都是精选的比较优秀的文章,还有不少名家名篇。如果有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对提高学生的水平会大有裨益。现在,不少语文教师在分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。结果教师费劲,学生头疼。分析完之后,学生收效甚微,没过几天便忘的一干二净。造成这种事倍功半的尴尬局面的关键就是对文章读的不熟。常言道“书读

8、百遍,其义自见”,如果有目的、有计划地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便可以在读中自然领悟文章的思想内容和写作技巧,可以在读中自然加强语感,增强语言的感受力。久而久之,这种思想内容、写作技巧和语感就会自然渗透到学生的语言意识之中,就会在写作中自觉不自觉地加以运用、创造和发展。B: Talking about Beijing ，NingXia and Shang Hai with your parents then write on your book.一般说来，“教师”概念之形成经历了十分漫长的历史。杨士勋（唐初学者，四门博士）春秋谷梁传疏曰：“师

9、者教人以不及，故谓师为师资也”。这儿的“师资”，其实就是先秦而后历代对教师的别称之一。韩非子也有云：“今有不才之子师长教之弗为变”其“师长”当然也指教师。这儿的“师资”和“师长”可称为“教师”概念的雏形，但仍说不上是名副其实的“教师”，因为“教师”必须要有明确的传授知识的对象和本身明确的职责。C: 1)Listen the tape and read the text half an hour.与当今“教师”一称最接近的“老师”概念，最早也要追溯至宋元时期。金代元好问示侄孙伯安诗云：“伯安入小学，颖悟非凡貌，属句有夙性，说字惊老师。”于是看，宋元时期小学教师被称为“老师”有案可稽。清代称主考官也为“老师”，而一般学堂里的先生则称为“教师”或“教习”。可见，“教师”一说是比较晚的事了。如今体会，“教师”的含义比之“老师”一说，具有资历和学识程度上较低一些的差别。辛亥革命后，教师与其他官员一样依法令任命，故又称“教师”为“教员”。8板书设计：Module 1 Unit 1 The Great Wall Its a picture of postcard Tell me more . How long is it? Its more than thousand kilometres How big is it? Its got million people